CERCLE 6

Antoni Serés i Figueras INSTITUT BARCELONÉS D’ART Program and contents Part 1/34 Panorama d'Art A fter a full operational year of the Panorama d'Art course taught at the Institut Barcelonès d'Art, we have enough experience to be able to publish the syllabus and the final contents of the 33 credits / chapters the course consists of. We believe that this will be a good tool for both students and can- didates, so as to provide specifics for some and to excite others. We are happy and proud of the results we have got fromwhat was a somewhat risky, daring bet. It was risky in terms of its inno- vation, and daring for its originality. Never before had an artistic training course of this nature been suggested. We should refer to the previous articles of this publication to situate the reader and so avoid the need to repeat ideas and nurture good taste in our ea- gerness for knowledge and collaborating in establishing forming good habits for all those who wish to influence people with their art; i.e . artists: Q http://www.lleidart.com/books/RCAB%201/#40 Q http://www.lleidart.com/books/RCAB%202/#38 Q http://www.lleidart.com/books/RCAB%203/#XL Q http://www.lleidart.com/books/RCAB%204/#42 Q http://www.lleidart.com/books/RCAB%205/#40 ) Some of the students have already reached the Early Renaissance credits, having passed the first six credits with artistic projects of very high quality. They have delved into the history of each credit to better understand and interpret the work chosen and, via their cre- ative process, execute the high level of craft required at the institute. They have used drawings, paintings and sculptures in different techniques to interpret the images or concepts chosen from each era. These are works that have won prizes in the contests they have been presented in; works that have been appreciated by the public and that have already been bought; works that, in sum, are already part of this experience. There are more than 60 students, from different disciplines, ages and artistic levels, who are part of a common project to promote good work in art and who have fun with a useful and effective method explained in the following programme. Each one of the credits allows the student to access knowledge from various streams of thought 1 capable of provoking the so- cio-cultural changes prevalent in a particular period to better in- terpret the image or concept chosen. In later issues we will describe the content and the creative pro- cesses used in them. █ 1 A collective stream of thought that is governed by beliefs different from the previous one. New paradigms, Copernican twists or, what is currently called a quantum leap. For example: The move from classical Roman polytheism the to Mediterranean monotheism in the supposed conversion of Emperor Constantine I the Great to Christianity (313 AD). This event brings about the Romanesque era, leaving behind the Classical period. PART 1 1. PREHISTORIC ART 2. ANTIQUE CIVILISATIONS 3. CLASSICAL GREEK ART 4. CLASSICAL ROMAN ART: 5. ROMANESQUE 6. GOTHIC 7. THE QUATROCENTO 8. THE CINQUECENTO 9. MANNERISM 10. SPREAD OF THE RENAISSANCE (GERMANY, NETHERLANDS) 11. SPREAD OF THE RENAISSANCE (FRANCE, SPAIN) 44