Gerhard Richter’s Art Innovation to Development of Creative Thought in Elementary Education

Ren FU


In 1960s, Richter gave up his original non-image style. Instead, he selected a unique creation method, which is photo-basedpainting. From 1960s to now, he has to beinsisted on this style. His work is based on a photo, however now completely repeats the photo. He uses media character of the sample to combine with painting to express the distance between them. The most famous property of this style is photo-gray and unclear theme. While he is painting the photo, those two contradicted methods (coarse and delicate) are usually listed in one single work. It is common that artists will ignore details in the original photo and they will blur the photo at the same time.
To list development on creative thought as main creativity training course in elementary art education. According to children’s physical and mental characters and pattern of art education, thought of a child is diverged. Their imagination does not have any limit. In their views, colors and shapes are expressing their worlds and have no fixed mode. This brings us innovation in art education. All we need to do is to study children’s physical and mental pattern and let art education fit those patterns. Then we can express progress in elementary art education, let students fly in their mind.


Photo painting; Blur; Creative thought

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Bryson, W. N. (2004). Vision and painting (Y. Guo et al., Trans.). Hangzhou, China: Zhejiang Photography Publishing House.

Debicki, J. (2001). Western art history. Haikuo, China: Hainan Publishing House.

Gombrich, E. H. (1987). Art and illusion. (J. Z. Fan, X. Li., & B. Z. Li, Trans.). Hangzhou, China: Zhejiang Photography Publishing House.

Zhu, Q. (Ed.). (2007). Fuzzy image. Richter arts notes and interviews. Changsha, China: Hunan Fine Arts Publishing House.



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