ART THOUGHTZ :: Relational Aesthetics
WORKING TO CODE :: TOM SACHS
:: Go HERE to view the ICA-produced video ::
Figuring Color: Kathy Butterly, Felix Gonzalez-Torres, Roy McMakin, Sue Williams, 2012
(Kathy Butterly is a Moore Graduate)
Hello All,
Here are a few more readings and videos to think about as you develop your paper, bio and artist statements..
All materials are required viewing. What function do these videos / readings serve for the individual artists / viewer? When you view an "Art21" can you imagine it as vehicle for formulating your thesis / final project? How is it useful for you from a pedagogical point of view? Is it important for you as a "teacher" to concisely examine and discuss your own artwork? Click the comments link below to publish your responses. Remember, it may be helpful to write your response in a format such as text-edit, check for errors and then copy and paste to the blog. Please remember to post your real name at the top of your response. Responses are Due by Tuesday, 2/19/13 at midnight.Warm regards,
Terri
Week 2 - By and About Artists ::
Studioscopic: Kukuli Velarde from David S Kessler on Vimeo.
1. Jack Thompson: The Well of Myth, Glen R. Brown, galley draft for Ceramics Art & Perception, 2008.
2. Julie Mehretu, Sheets, NYT, 2007.
3. Sketchbooks, Jed Perl, The New Republic, 2010
4. Poetic Theaters, Romantic Fevers, Holland Cotter, New York Times, 2007.
5. The Philosophy of Art; Interview with Arthur C. Danto, Natasha Degen, The Nation, 2005.
6. Studioscopic Episode 7: Kukuli Velardehttp://video.google.com/videoplay?docid=-6777574281882789675
Click here for more info about Kukuli.
Optional additional readings / video on the topic:
The Solipsism of an Inverted Cartography, Michael Macfeat, 2011.
I Dream the Clothing Electric: Nick Cave, Finkel, NYT, 2009.
A review of Cave's Fabric Workshop Exhibition in Title Magazine
(Title was founded by Philadelphia artists, curators, and arts-professionals. They do not accept advertising.)
Heesung Lee - Interview, Dana Sunshine, TheArtBiz.com.
Gathered, Not Made: ABrief History of Appropriative Writing, Raphael Rubenstein, The American Poetry Review, 1999
Merce Cunnigham: http://www.nytimes.com/interactive/2009/08/01/arts/dance/20090803-merce-graphic.html
Elizabeth Murray, 66, Artist of Vivid Forms, Dies, Roberta Smith, New York Times, 2007.
A link to artist statement drafts by your peers can be found here.
Andrea Thompson
ReplyDeleteThese videos/readings give background knowledge to the viewer, allowing them to gain a greater understanding of a piece of artwork, or appreciate the craft of a piece more. It gives them something to build on, rather than coming to assumptions on their own. An Art21 allows people to feel like they are getting to know an artist, which allows them to look at their work more closely, or even to view work in a different light than they had before. For my final project, my paper/artist’s statement/bio will allow my viewers to gain a deeper appreciation of my work, or at least let them come to an informed decision about my work.
Getting to know an artist can humanize work more, which allows people to make stronger connections to it. From a pedagogical point of view, students who may not have a strong interest in art will be able to understand and associate more strongly to a piece of art, if they feel like they know the artist.
I have mixed feelings about sharing my own artwork in the classroom. On one hand, I want students to see a working artist, and know that there are many options in life if one is an artist. I would want them to see how the basics that they learn in school are not pointless, and that artists continue to work from these building blocks for the rest of their careers. However, I would be worried about my students creating work that they feel would please me, instead of work that would please them. Obviously, work that deals with things that are not appropriate for the age or school should not be shared, but I would like to show them things like the progression of my work as I became a better artist, and continue to grow and change. Things like that are encouraging to beginning artists, who struggle with not being amazing right away.
Deanna Daly
ReplyDelete2-19-13
These videos and readings help artists understand how other artists think and work. It can give other artists advice, inspiration, and motivation to work in a certain way or pursue certain things. Advice such as how to find your first art job, what cities are best for artists, and how to make juggle jobs and art making. The artists in these videos and readings can inspire other artists to challenge themselves and motivate them to work hard, and be ambitious. It shows the viewer just how an artist lives and works. This can help create a deeper understanding of the artist’s life and ultimately why they create the artwork they do. It can make the viewer appreciate an artist’s work when they hear how and why an artist makes what they do.
Art21 is a really useful tool for me in general. It keeps me updated on contemporary artists and how they live and work. The fact that they talk fairly deeply about their artwork can really help me when formulating how to write my thesis. They get technical and also relate their work to what influences them and why they make art. On a teaching stance, art21 can be a useful tool when finding contemporary artists to talk about to students. It can make lessons more relevant to students if they see that artists are not all dead painters. To use Art21 as a teaching tool would be really useful especially for high school students. They can see a living artist and what they do and it can inspire them to create artwork in the classroom.
As a teacher it is not extremely important for me to discuss my own artwork. I have recently shown my students a few slides of work that I do but merely because I had many students ask me. It seemed to be an important part of student teaching so far because the students were curious and asked me lots of questions on what I did and how I did it. Showing what I do seems to open up new vocabulary for them and makes them more excited about making their own art.
Alexandra Waite
ReplyDeleteFor artists, these readings and videos serve as documentation so that they can write about their ideas, intentions, beliefs, etc. These bits of documentation track the artist’s current thoughts about their work, but can also be referred back to during later works. For viewers, these readings and videos provide insight into an artist’s mind. What was he/she thinking about or trying to convey? With whom is the artist trying to connect? I think watching these videos and reading these articles is important as both a viewer and artist because I can learn about another artist who may be working in a similar manner as myself, but also, I am provided with various ways/formats for talking about my work. When making videos and writing papers of my own, I am able to not only explain my goals, but also their relevance, their importance, etc.
As a teacher I think it is important to examine my artwork and discuss it, but not necessarily with my elementary students. I think my goals as an artist are very similar to my goals as a teacher in that I want a certain population of people to have a better understanding on a given topic. In my current work this topic is disease and the embarrassment that can come from having an issue labeled “disease.” I feel as though many times I am asked to discuss something from an artist or teacher standpoint, but I do not think those two roles vary as much for myself as they may for others. I believe that at this time, I may be gearing towards discussing my artwork with the world through the role of a “teaching artist.”
Regina Lamberti
ReplyDeleteFebruary 19, 2013
By and About Artists Response
The function that the videos and articles serve to an individual artist is focused on that of comprehension and inspiration. They provide comprehension through pure research and inspiration through viewing another artist’s work or simply a discussion of their work.
I view all artwork and information on artists, including Art21’s, to be extremely relevant to my thesis. Even if the artist’s work has nothing to do with my own personal thesis work I still view all interviews and videos as a tool towards my eventual end product. Learning and examining the work and details of other artists’ work and the way they think is extremely relevant to my work. Whether, in the end, I come to an understanding or my own interpretation of the artist and the way they work and think.
As an artist, I believe that it is important as a human being to examine and discuss your life, especially things such as your own artwork. This is so that you may assess where you are in the world and in the pacing track that you would like to be following in your own mind.
The videos COLOR and 10 Bullets by Tom Sachs were the most striking relational aesthetic work to me. They presented which codes to follow, which steps must not be skipped, and rules and regulations of “the studio.” These videos were striking to me because they completed both of the tasks that I have laid forward: examining other people creating art and reflect upon your own work and practices as an artist.