FREE BOOKS

Author's List




PREV.   NEXT  
|<   371   372   373   374   375   376   377   378   379   380   381   382   383   384   385   386   387   388   389   390   391   392   393   394   395  
396   397   398   399   400   401   402   403   404   405   406   407   408   409   410   411   412   413   414   415   416   417   418   419   420   >>   >|  
er that many great works of art require mental effort in order to grasp and appreciate them. You must be wide-awake to follow a play of Shakespeare; you must puzzle out the meaning of a group painting before fully enjoying it; you must study some of the detail of a Gothic cathedral before getting the full effect; music may be too "classical" for many to grasp and follow. Unless, then, the artist has made a great mistake, the mental activity which he demands from his public must contribute to the satisfaction they derive from his works. If his appeal were simply to their emotions, any intellectual labor would be a disturbing element. The intellectual appeal is partly to objective interests in the thing presented, partly to interest in the workmanship, and partly to the mastery motive in the form of problem solution. Perhaps we do not often think of a fine painting or piece of music as a problem set us for solution, but it is that, and owes part of its appeal to its being a problem. To "get the hang of" a work of art requires some effort and attention; if the problem presented is too difficult for us, the work of art is dry; if too easy, it is tame. The mastery motive is probably as important in the enjoyment of art as it is in play and dreaming. It comes in once in the joy of mastering the significance of the work of art, and again in self-identification with the fine characters portrayed. {515} Empathy in art enjoyment. At first thought, some forms of art, as architecture, seem incapable of making the just-mentioned double appeal to the mastery motive. Architecture can certainly present problems for the beholder to solve, but how can the beholder possibly identify himself with a tower or arch? If, however, we remember the "empathy" that we spoke of under the head of play, we see that the beholder may project himself into the object, unintentionally of course, and thus perhaps get satisfaction of his mastery impulse. Look at a pillar, for example. If the pillar is too massive for the load supported, it gives you the unsatisfactory impression of doing something absurdly small for your powers. If on the contrary the pillar is too slender for the load that seems to rest upon it, you get the feeling of strain and insecurity; but if it is rightly proportioned, you get the feeling of a worthy task successfully accomplished. The pillar, according to empathy, pleases you by arousing and gratifying your mastery impu
PREV.   NEXT  
|<   371   372   373   374   375   376   377   378   379   380   381   382   383   384   385   386   387   388   389   390   391   392   393   394   395  
396   397   398   399   400   401   402   403   404   405   406   407   408   409   410   411   412   413   414   415   416   417   418   419   420   >>   >|  



Top keywords:

mastery

 

appeal

 

pillar

 
problem
 

partly

 

beholder

 

motive

 

mental

 

empathy

 
follow

feeling

 
painting
 
solution
 

intellectual

 
effort
 

satisfaction

 

presented

 

enjoyment

 
identify
 
possibly

Architecture

 
thought
 

architecture

 

Empathy

 
characters
 

portrayed

 

incapable

 
present
 

problems

 

remember


double

 

making

 

mentioned

 

strain

 

insecurity

 

rightly

 

powers

 

contrary

 

slender

 

proportioned


worthy

 

arousing

 
gratifying
 

pleases

 

successfully

 

accomplished

 

absurdly

 
unintentionally
 

object

 

project