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Proceedings Paper

Teaching holography in an art school environment: the program at the School of the Art Institute of Chicago
Author(s): Edward J. Wesly
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Paper Abstract

The philosophy of the holography department The School of the Art Institute of Chicago (SAIC) is discussed along with a fine arts curriculum designed to take into account the learning styles of art school students. A description of the facilities follow ending with a survey of artwork by the best students. Introduct ion Holography is almost unheard of in the art world when it is mentioned it is apt to be used as a metaphor for the ultimate in tastelessness. Occasionally a ''recognized'' artist will dabble in holography using the facilities of a commercial lab translating his concept into a hologram1. The results usually raise objections from the clique of handson holographic artists who feel that they are213 on the other hand are being discriminated against by the art world because they practice in a technical medium. As a way of improving the situation art school students must be better educated in the fine arts aspect of holography laboratory techniques and how to set up their own studios. For it will be only through the efforts of the " hands-on" workers will the medium fully realize its creative potential. This then is the major goal of this teacher: to help the students realize their full potential creating artful holograms with inexpensive equipment. Not only is it necessary that the holographic artist learn to work within the constraints of equipment at hand

Paper Details

Date Published: 1 March 1991
PDF: 7 pages
Proc. SPIE 1396, Applications of Optical Engineering: Proceedings of OE/Midwest '90, (1 March 1991); doi: 10.1117/12.47740
Show Author Affiliations
Edward J. Wesly, Lake Forest College and The School of the Art Institute of Chicago (United States)


Published in SPIE Proceedings Vol. 1396:
Applications of Optical Engineering: Proceedings of OE/Midwest '90
Rudolph P. Guzik; Hans E. Eppinger; Richard E. Gillespie; Mary Kathryn Dubiel; James E. Pearson, Editor(s)

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