Archive for the ‘Uncategorized’ Category

Importance of Space

Friday, December 12th, 2008

  

     Our discussions of space reminded me of my experiences visiting the “Rothko Chapel: outside of Houston.  The interior space pictured below is in a building specifically designed to view some of Mark Rothko’s later works (following the artists wishes). Note the contrast to the typical Museum/Gallery experience.  The building is referred to as a chapel but it is not affiliated with any religion.

     I remember being impressed with the effect of the space more than the architecture that created the space, The scale and shape of the interior combined with Rothko’s rather dark horizontal compositions seemed to promote reflection and introspection, decreasing kinetic physical energy while increasing potential spiritual energy, which contrasts strongly with the typical environment of awe and spectacle one might encounter at a museum gallery exhibit.   See comments related to the Rothko Chapel posted on a blog sight.

 

 

 

 

“Silence is so accurate.”
-Mark Rothko
_________________________________________
I recently came across my journal response to the Rothko Chapel in Houston, TX. The words and image don’t do the in-person experience justice to any degree, but I thought I’d post it here. Rothko is the man. :O)

________________________________________

May 9, 2008
Absolute and utter silence.

I can hear every knee crack, every crinkling of paper and every breath.

///

After awhile, everything blends. Breath, steps, movement- all flowing together into this

slow,

tragic,

fluid movement.

The room itself is breathing quietly. The paintings that at first were flat and motionless have started breathing- almost painfully. A very shallow breath and a very deep, ragged breath at the same time.

Looking closely, you see the hand of the artist. You see “wounds” on the canvas. Areas of imperfection. Areas that make the surface very real.

///

Watching people interact with the room is such a beautiful thing too. People are open and free and willing to express themselves in an environment that is comfortable, soulful, deep, and meaningful.

What an amazing place for contemplation or prayer or emotion…

Rothko’s statement “I paint big to be intimate.” really comes to life here.

///
 
 
 

 

You can’t help but slow down.

Breathe.

Stop.

///
 
 
 

 

The design of the building is so obviously perfect for these paintings.

Even the doorways, and the shadows and the light that they present, add to the space.

The space is both organic and rigid.

The lighting from the ceiling is almost other-worldly. Dramatic. Soaking the top of the room and barely touching the floor.

///

The room is very much about

Light/dark contrast

Breathing easy and a sense of struggle at the same time.

I think it’s about that place that is so dark and so real.

A place we don’t often let ourselves go.

 link to blogsite:

http://www.zimbio.com/pilot?ZURL=%2FModern%2BArt%2Farticles%2F23%2FRothko%2BFans%2BMust%2BSee%2BRothko%2BSymposium%2BTate&URL=http%3A%2F%2Foneswelleblog.typepad.com%2F.a%2F6a00e54ef16809883300e553d645a38834-pi

Pierre Bourdieu’s perspective on aspects of Production and re-production of culture

Friday, December 12th, 2008

    Pierre Bourdieu’s career and influence spanned areas of Anthropology, Education, Sociology, and Philosophy and is fairly unique in the realm of critical theorists in that his positions were largely based on data gathered through ethnographic research.  Bourdieu’s early work in Anthropology laid the foundation for over two decades of grounded research in the social sciences.

     While critical theorists following the Marxist train of thought tended to focus on the exchange of economic capital as the root of the social problems arising in a capitalist society. Bourdieu was dissatisfied with the limitations of two dimensional socio-economic analyses of less objective cultural considerations (Bourdieu 1977:3, 177).

     The work of Pierre Bourdieu provides tools to address these and other matters which may be more useful and relevant when applied to the worlds of art and design.

     In this paper I will explain some of the concepts and methodologies that Bourdieu applied to his “study of taste and cultural consumption”, followed by an attempt to apply these concepts to the world of product design and an assessment of this application. 

 

     Background

Bourdieu’s first published work in 1958 involved ethnographic fieldwork investigating the sociology of Algeria.  This work described the dynamics of the struggle for position within identified cultural fields.

     Over the course of more than two decades, Bourdieu continued to investigate the importance of cultural fields, and developed the concepts of Cultural and Symbolic Capital to describe the non-material aspects of capital that influence the cultural dynamic.  Bourdieu expanded on these basic elements as they applied to a diverse range of subjects including; architecture, education and, most notably for the interest of this paper, the relationship of aesthetic preferences to culture and class (Jenkins:12-20).  .

     The concept of Cultural Capital was introduced by Bourdieu to describe the dispositions and habits of the dominant cultural faction which provide an advantage to those who already possess it and a disadvantage who do not have equal access to it (Harker:87).

     Bourdieu also coined the phrase Symbolic Capital to signify economic capital which has been “transformed ” to non-material indications of lifestyle, such as; a refined fashion sense, or, a desirable affect in language. The ‘material’ origins of the effect are masked, which serves to enhance it’s efficacy (Bourdieu, 1977:183, and Harker:5). 

Bourdieu’s General Model of Cultural Practice

     Beginning in 1967 Bourdieu presented several articles and books investigating aspects of education that tend to reproduce the culture of the group or groups that control economic, social and political resources (Harker:87, 97, 229 – 232), these systems obviously favored those who had acquired traits of the dominant class. Awareness of this bias has had lasting effects in the world of education (including recent criticisms of standardized testing in American academic institutions) (Harker:9, 87, 97).

     Through this work Bourdieu developed methodologies relating social disposition, various types of capital and the field of interest and applied them to a variety of social topics, including the analysis of “taste and cultural consumption” in the rarified world of Fine Arts.

     In 1979 Bourdieu published La Distinction in France which was translated to English in 1984 as Distinction: a Social Critique of the Judgment of Taste. In the introduction of Distinction Bourdieu’s defined his work as ‘the science of taste and cultural consumption’(Bourdieu, 1984). As the sub-title implies, Distinction is a critique of Kant’s model of a pure aesthetic (reference to Kant’s Critique of Pure Reason), but Bourdieu also states a desire to “break with the ‘economism’ of Marxism, which reduces the social field to the economic field” and also to “break with the objectivism of Marxism, which tends to ignore the symbolic struggles within the social world” (Harker:4). 

    Bourdieu’s general formula which he applied to a variety of social dynamics and was used in his investigation regarding the relationship of aesthetic taste and cultural consumption in Distinction, is as follows:  (Habitus x Capital) + Field = Practice (Bourdieu 1984:101).

Habitus 

     According to Bourdieu, “Habitus” refers to “a system of durable transposable dispositions which functions as the generative basis of structured, objectively unified practices” (Bourdieu 1979:vii).  These dispositions effect and are effected by the objective structure of the habitus, and are shaped and reformulated by personal history. Dispositions are acquired within a social field and often operate on a subconscious level and may surface as automatic gestures or postures of the body. is often implied through that person’s sense of social distance or even in their body postures. “Thus one’s place and habitus forms the basis of …personal relationships, as well as transforming theoretical classes into real groups” (Harker p.11).

Capital

     For Bourdieu the concept of capital is very broad and may refer to material things (economic and/or symbolic capital), or culturally significant non-material attributes such as prestige, status, or authority, along with culturally-valued taste and consumption patterns (Bourdieu, 1986:241-258).  The value given to capital (within a field) is related to social and cultural characteristics of the habitus (Harker:13).  Capital tends to amplify or multiply the effects of habitus.

 

     Field.  A field in Bourdieu’s terms is a social space in which one struggles for social position. Fields are defined by the stakes, power (politics), academic distinction (education) and may vary in regards to concreteness (Jenkins:84).  Each field has a different logic and structure.  Since habitus is not fully determined by structures, and that one can hold positions within multiple fields, or assume multiple positions within a field, there is considerable opportunity to maneuver utilizing various strategies (Harker:17). 

Practice. 

     The practice can pertain to either an individual or a social group and is the result of the interaction between the habitus and the field it relates to (Bourdieu 1977:72).

     These entities are malleable and inter-related changing over time. Habitus changes from individual to individual and from generation to generation and changes elated to the positions within a field change the dispositions and structure that form the habitus. 

Bourdieu’s Project - Distinction: a Social Critique of the Judgment of Taste

     In Distinction Bourdieu addresses the Kantian questions regarding; what Art is, and, who is qualified to sanctify art as Art, creating boundaries and classifications in taste. Bourdieu approaches this problem by subjecting the culture of Art to empirical ethnographic social analysis. The principles of the subjective definition of what constitutes Art, or not, by the actors in the field, is then empirically constituted, and the definitions at work are objectified revealing that the boundaries and definitions are in fact arbitrary and subject to class relations (Jenkins:129). Bourdieu’s position is that the notion of distinction, with suggestions of originality and superiority are cultural positions engendered in the habitus in a similar manner as dining preferences, fashion sense, or other facets of culture (Harker:132-133). People learn or develop habits of cultural consumption.

     Using the discovered understanding of the classifications of legitimacy, cultural products were divided in three zones: universal legitimacy, contested legitimacy and the non-legitimacy of personal taste.  Tastes and preferences were similarly mapped, also in three categories: ‘legitimate’ taste, ‘middle-brow’ taste and ‘popular’ taste, which corresponds to education level and social class, creating a preliminary model of class life-styles (Jenkins:138).

     Within this model, the working class aesthetic is a dominated aesthetic, with many references to the (culturally arbitrary) dominant aesthetic.  Bourdieu claims that the working class is less able to adopt a point of view regarding aesthetic judgments, since these decisions are “distanced from necessity”.  The middle and upper classes which are more comfortably distanced from necessity are allowed a “playful seriousness” – this assured aesthetic sense – the ability to assess distinction is acquired through conditioning associated with a particular class – uniting those with similar conditioning. This illustrates that taste is one of the key signifiers of social identity.

 

Correlations with the World of Product Design

   (refer to Whilhem Wagenfeld, c. 1938, MoMA collection )          

   (refer to Peter Behrens, c. 1908, MoMA collection)

                 There are direct correlations between the class delineations within the worlds of Fine Art and Product Design.  Like Fine Art, “High Brow” product design is defined by the rarified world of New York’s Museum of Modern Art (MoMA) and Bourgeoisie collectors.  The prevailing aesthetic of items in MoMA’s permanent collections modern, stark and geometric.  This design is perceived and sold as clean and timeless. A bit of (secondhand)[1] investigation suggests that this aesthetic, the equating of modern design to be good design, was …    

“the brainchild of Edgar Kaufman Jr., son of the Pittsburgh department store magnates who commissioned Frank Lloyd Wright’s Fallingwater residence in, Mill Run, Pennsylvania. In 1946 Kaufman Jr. was appointed director of MoMA’s Department of Industrial Design, he conceived and orchestrated Good Design competitions and exhibitions in collaboration with the Chicago Merchandise Mart”(Vienne:22-23).

Veronique Vienne adds that “Kaufman Jr. was a staunch Modernist who conducted a one man campaign against what he sincerely believed to be the “bad” taste of the public”, and cites “Eva Zeisel, who won countless Good Design awards for her elegant ceramic pieces, as denounced the elitist aesthetic, and Milton Glaser who said, “Good Design stood for the elimination of story telling’. (Vienne:22). 

     The “Not-so-High-Brow” (or “High-Middle-Brow”) Cooper Hewitt National Design Museum, whose heritage, like design, is rooted in crafts, will exhibit work that is more timely and more representative of popular interests.  The Cooper-Hewitt’s National Design Triennial Exhibition would be the equivalent of the Whitney Museum of Art’s Biennial Exhibit – showcasing the freshest talent of the day.  This “High-Middle-Brow” is also defined by the trade press, such as in Art’s case, Art in America, or the world of design, ID magazine. 

     ID magazine’s Annual Design Awards, and the International Design Excellence Awards (known as IDEA awards) published annually in Innovation, the quarterly magazine published by the Industrial Designers Association of America (IDSA) help to establish these “fresh faces” on an annual basis. Apple iPod, c.2003

     The aesthetics of award winners fall into three aesthetic categories:

     MoMa Bound - Modern styled pieces that may be bound for MoMA’s permanent collection – time, and proven (commercial) success of the designers, will tell.                                          Apple iPod –MoMA bound      

Trendsetters – More form intense, trendy, fashionable design of the day. Since the prevailing popular design aesthetic is more fleeting or fashion-like. These products are less likely to be selected for MoMA’s permanent collection, but may be good contenders for the Cooper-Hewitt’s National Museum’s Design Triennial. exhibition museums are less likely       

 

 

                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 One Laptop per Child         

Project, MIT Media lab

 

 

 

Announcement for an upcoming exhibit at the Cooper-Hewitt Museum

 

      High Concept – Idealistic, sometimes futuristic, sometimes altruistic, awards not necessarily about form, for instance green designed products like

the One Laptop Per Child project.

     Popular taste – The proletarian taste of the masses is usually ignored, regardless of any commercial success.                                                             

 

ShopVac Vacuum Cleaner, 2008, Shop Vac Corporation

Conclusion

Rather than discovering or defending an absolute definition, Bourdieu has shown how taste, the sanctifying of aesthetics, is relative to habitus of the dominant culture. In the worlds of Art and Design the purveyors of taste are those who possess symbolic and economic capital valued by the fields of their dominant culture usually in the form of advanced academic degrees and/or employment with recognized corporations — the curators of museums and jurors of art exhibits and design competitions.  Although the definitions and the arbiters of taste are relative, the habitus and field of the dominant class has the inertia of history which is defended ruthlessly, especially by those aesthetic marshals who have traded hard earned economic capital for symbolic education credentials and cultural capital sometimes in the form of expensive lifestyles that denote cultural status.

     Bourdieu’s concept of Distinction connotes differentiation, originality and superiority.  One would expect an understanding of instances individual player’s ability and desire to break away from the prevailing set of probabilities in a field, especially in the world of academic literature in which similar objectives and demarcation exist for those presenting their ideas.  Although the idea of statistical probability leaves the door open for such innovation, Bourdieu’s model presents an air of determinism negating possibilities that the field does not allow for, this is actually a criticism that Jenkins puts forward.  Critic Arthur Danto offers a perspective which is perhaps more liberating regarding Bourdieu’s concept of the dynamic of agents within the field.  Danto suggests that each claim within a field automatically suggests and includes three other alternative positions, ie; if position A is claimed, the position opposite of A is open for consideration, along with the possibilities that position A and it’s opposite claim are both true, or, that they are both false (Shusterman, 1999:217), supporting Bourdieu’s statement that the field “creates the creators”(Bourdieu, 1996:231).  This perspective suggests that all possibilities exist within the field in effect waiting to be discovered by individual agents, like critic Arthur Danto, I’d like to believe that the individual has more autonomy (Shusterman, 1999:217), and leave room to attribute at least some credit to the genius and creativity of the individual.  Bourdieu provides a structure to analyze cultural definitions of art while avoiding the problems associated with Kantian attempts to define subjective inherent or ‘pure’ qualities of art — but while avoidance may be a clever skill, it is not entirely satisfying.

 


[1] Information regarding background of Good Design program is from the essay: ‘What’s Bad About Good Design’  from Veronique Vienne’s book, Something to be Desired. A bibliography was not provided, but Vienne cited, or rather mentioned, a short essay, of which the title or publication was not named, the essay was written by Terence Riley, (then) chief curator of Design and Architecture at MoMA (at the time of Vienne’s writing – 2001) and Edward Eigen , (then) a student at MIT.

  

 

 

 

 

 

References

 

Bourdieu, P. (1977). Outline on a Theory of Practice (Cambridge, Cambridge University Press; in French 1972) 

 

Bourdieu, P. (1984). Distinction: a Social Critique of the Judgement of Taste. Cambridge, MA: Havard University Press.

 

Bourdieu, P. (1986). ‘The Forms of Capital’, in J.G. Richardson (ed.). Handbook of Theory and Research for the Sociology of Education (New York: Greenwood Press), 241-58

 

Bourdieu, P. (1996). The Rules of Art: Genesis and Structure of the Literary Field. Cambridge, Polity Press.

 

Danto, A. (1999). ‘Bourdiue on Art: Field and Innovation’, in R. Shusterman (ed.), Bourdieu: A Critical Reader.(Malden, MA, USA Blackwell Publishers)¸214- 19.

 

Harker, R., Cheleen Mahar and Chris Wilkes. (1990). An Introduction to the Work of Pierre Bourdieu - The Practice of Theory. New York: St. Martin’s Pres, Inc.

 

Jenkins, R. (1992). Pierre Bourdieu. London, Routledge.

 

Vienne, V. (2001) Something to Dresire: Essays on Design.  New York, Graphis Inc.

 

 

Alex Bag

Monday, December 1st, 2008

Here is a link to Alex Bag’s video that we watched in class:

http://www.ubu.com/film/bag_fall95.html

Eurocentrism and…

Saturday, November 29th, 2008

Here’s the slide show of the presentation on Nov.24th 

regarding Eurocentrism and problems occurred by that hegemony.

watch?v=YkIw3I2qeyU

Response

Monday, November 24th, 2008

For me there exists a perpetual state of almost-completeness…or a sense of just about having everything figured out except for a few elusive bits of life-altering knowledge that, once found, will render my understanding whole. This way of thinking is obviously flawed, but I hold on to it…my perpetual hope. It twists the way I approach new information, and a year from now I’ll inevitably look back on this semester and feel foolish for how I perceived the various topics introduced in Critical Theory.

That said, I have a few memories of Eurocentricism (not that I knew what it was when these experiences were had) and thoughts on the Mosquera article.

The topic of European expectations for third world art was brought up in the Gardens and Machines class a while back. Juan Obando talked about Columbian photographers getting rich by taking pictures of the “suffering” children in Bogota.

A few weeks after this, I visited my girlfriend’s aunt and uncle. I was told that her aunt loves art…so much so that she’d filled her house with it. I found out that her aunt did, in fact, love art…so much so that she’d filled her house with ornately framed Picasso’s and Dali’s.

In elementary school there was this kid named Greg I liked to hang out with. He raced go-karts, smoked cigarettes, and had a leather burning kit. His dad had a sweet collection of Native American art. He’d get drunk and tell us how valuable it all was. About that same time, my class took a field trip to the Eiteljorg Museum in Indianapolis. That place was full of Native American art, and I started to form an idea of the “exotic.”

A couple years later, the exotic was further reinforced in my mind when I attended an African American culture festival. My mother did her undergrad a traditionally black school in Indianapolis called Martin University while I was in middle school. She liked to attend the arts and culture events and brought me along to expose me to “different ways of life.” Ha…mom.

I mention these Eurocentric memories because I’m wondering, like some of my other classmates, how I’ve come to create the things I call my art. Did I develop naturally…my questions and interests shaped by some innate and pure artistic guide? Or am I a product of Eurocentricism? And if so, what does this mean for me, a white but maybe black guy from Indiana? Am I exotic? Are there Eurocentric stereotypes I should be portraying in my work?

Currently, I’m not up to the challenge of Eurocentric deconstruction. I’m more interested in finding a new Eurocentric niche. There are many currently in existence, and they have gained proper respect as shown by their inclusion in academic discussion, galleries, and museums. There is one niche, however, which is yet to be legitimized…a style of art widely dismissed as trash. I am speaking of Redneck Art.

Redneck Art is the art of American rednecks. It utilizes an incredibly wide range of “at-hand” media, is largely representational and humorous in nature, and serves as a creative rallying point for a community that feels like outsiders in the contemporary art scene.

Take a look at these fine examples of Redneck Art, and ask yourself why this unique form of artistic creation is denied it’s own Eurocentric niche.

Mailbox Gun

Assquatch

Beverly Mobile

El Mansion

Butt Doorbell

CULTURAL TOURSIM

Monday, November 24th, 2008

I think my response from last week would fit better this Mosquera reading now, so I’m just gonna share a small video and some of the writing I’ve been doing for Profesor Bazuco’s latest book “Profesor Bazuco’s Ultimate Guide to Culture”:

COLOMBIA: THE ONLY RISK IS WANTING TO STAY

The idea of the world as a touristic escapade has been around for long, so long it has shaped it into a giant theme park. “countries”, the touristic name for economic regions, now more than ever are going through a process of rebranding: building a new, modernized image that plays well with the international market but that also preserves their “traditional values”, since those are the features that are to sell as “unique”; this naturally creates conflict. In a globalized world, the retarded idea of having “national programmes” clashes directly  with the global agenda and with a new generation of “citizens of the world”. Nonetheless, governments around the globe keep pushing this semi-nazi rhetoric under the premise of tradition and patriotism.

By embracing tourism as their only reliable industry, third world countries are limited to satisfy the aesthetic tastes of First World and replicate the image of leisure of the North. This, of course, serves as a reinstalment of subordinance and domination in a more picturesque and exotic scene.

Pressure to be Fantastic

Monday, November 24th, 2008

The Mosquera reading dealing with Eurocentricism in art caused a whole lot of churning of ideas in my mind, so I think I will focus on that one. There were many of very interesting points brought up, but one that I wanted to bring up (though I am sure it is being brought up by others) was the concept that the Eurocentric view point has a very specific set of expectations of non-Western artists, of which I think also accounts for many of the communication issues that exist between western and non-western cultures.

Mosquera states that the Eurocentric Western view point asks of non-Western artists, more specifically 3rd World artists, to “display their identity” and be fantastic. A higher price tag will then follow by adhering to such a request (more like demand). He states that this request doesn’t recognise that “they are living organisms which need to respond actively to the reality of their time”. He goes further to say that if we wish to fight the effects of post colonial Eurocentrism we can’t do it through nostalgia for “the mask and the pyramid” or work that is based on a traditional aesthetic that addressed a culture’s problem or concern that may no longer be relevant to that culture.

This struck me because it brought to mind a guest artist who had visited my undergraduate school a few years back. I very sadly do not recall his name, but his artists talk and work have stuck with me for quite some time. He was a young artist, probably early thirties, and he was a Native American who was raised on a reservation. He discussed how throughout his college studies and into his early teaching career so far, he always felt the pressure to be what most people consider a “traditional” Native American artist. So he was expected to do studies of he fellow tribesmen in “exotic” headdresses in mid ceremonial dance, or sitting atop a horse on a fast plain, or perhaps a piece addressing the dwindling population of buffalo. He stated that he couldn’t do such work because that was not something that he related to in his day-to-day cultural experience. Instead he created prints, for instance, depicting the canned food that was shipped from the us government to his reservation. It had a plain white label with bold flat letters stating what was supposed to be in it (I say supposed to because he said he later found out off the reservation what these foods taste like in a more natural form, and it was nothing like the processed flavorless goo he was fed). So he was addressing his cultural point of view through his contemporary experience, not nostalgia for what traditional aesthetics used to address.

He stated that with such work he often doesn’t sell near to the way more “traditional” Native American art does and he had to accept that or make work attempting to conform to such expectations from the Eurocentric art world. I suppose further making his point, when I tried to search for him tonight online I couldn’t find anything nearly resembling his work. When searched to see what were the most often bought copies of Native American art I wasn’t too surprised to see some of these…

Marianne Millar “Mon Shon”

Jack Sorenson “Winds of Change”

Now these might not be what many of us would consider contemporary fine art, but these two images apparently sell to the general public like hot cakes, and that makes me consider why people cling to such nostalgia and find that such a more enjoyable (or perhaps easier) art experience. The idea that the Eurocentric West prefers to have cultural groups adhere to what they see as their cultural ideal is certainly problematic in terms of addressing the current problems and concerns of any group of individuals and further distorts any possible understanding or communication between them.

Sunday, November 23rd, 2008

The readings from the book Theories in Contemporary Art Since 1985 are some of the most comprehensive and enjoyable for me.  I find the roles that art plays indifferent cultures to be interesting.  With the world so interconnected by technology it is important to be aware of the ever-changing aesthetics of art.  The issues that are raised as a result of the changes in culture values causes the art world to change and to continually redefine what art is or can be to the human race.  The idea of what effect the colonization has had on the art world is an issue that also affects art educators. 

 

Many art classes in elementary school were non-existent or lacking up until the early 1980’s.  Many pioneers in the field of art education had been working hard to get the general public to understand the importance of having experiences in the visual arts.  Finally there was a consensus among those in the field to mandate the use of discipline-based art education (DBAE) in teaching new art educators how and what to teach in their classrooms.  While some were against placing such perimeters on teaching art, others felt it validated their field which was not taken seriously.  The National Art Education Association (NAEA) promoted this method for teaching art and it is the method that I learned when attending undergraduate school.

 

DBAE involves not just the production of art but also the study of art history, aesthetics and art criticism.  During this time it was reinforced numerous times about the importance of being informed about multi-cultural art.  Many of my lessons had to include a unit on non-European art.  It was also made certain that we understood the importance of including multi-cultural lessons in our curriculum.  We were told of the white, European dominance in art history and that it was our job and duty to also teach of other cultures. 

 

This was really a profound concept to me at this time.  My experience with art and art history at this time were lacking and I had never thought about the idea of art history being written by the same people who colonized the world.  This dominance of colonization in the history of art makes most people only aware of the art created in Europe and areas connected to it.  Society seems to have historically placed a higher value on the art work that is idealized by the masses.  Most all art history books focus on the artists of European descent.  This non-inclusion or de-emphasis of other cultures makes the work of other cultures seem less important. 

 

There has been an awakening in the world of art educators about the importance of informing our students about the importance of multi-cultural art.  It is my job to make sure that my students understand that all man creates art and it all has great value and influence in the growth of the field of art.  There are many artists of European descent that would not have created the works they did if they had not been exposed to other cultures. 

The art work below is from a book and DVD that Jean-Paul Bourdier created with Trinh T Minh-ha.  No matter our color we all seem to fit into the landscape. 

 

 

 

 

Sunday, November 23rd, 2008

The readings from the book Theories in Contemporary Art Since 1985 are some of the most comprehensive and enjoyable for me.  I find the roles that art plays indifferent cultures to be interesting.  With the world so interconnected by technology it is important to be aware of the ever-changing aesthetics of art.  The issues that are raised as a result of the changes in culture values causes the art world to change and to continually redefine what art is or can be to the human race.  The idea of what effect the colonization has had on the art world is an issue that also affects art educators. 

 

Many art classes in elementary school were non-existent or lacking up until the early 1980’s.  Many pioneers in the field of art education had been working hard to get the general public to understand the importance of having experiences in the visual arts.  Finally there was a consensus among those in the field to mandate the use of discipline-based art education (DBAE) in teaching new art educators how and what to teach in their classrooms.  While some were against placing such perimeters on teaching art, others felt it validated their field which was not taken seriously.  The National Art Education Association (NAEA) promoted this method for teaching art and it is the method that I learned when attending undergraduate school.

 

DBAE involves not just the production of art but also the study of art history, aesthetics and art criticism.  During this time it was reinforced numerous times about the importance of being informed about multi-cultural art.  Many of my lessons had to include a unit on non-European art.  It was also made certain that we understood the importance of including multi-cultural lessons in our curriculum.  We were told of the white, European dominance in art history and that it was our job and duty to also teach of other cultures. 

 

This was really a profound concept to me at this time.  My experience with art and art history at this time were lacking and I had never thought about the idea of art history being written by the same people who colonized the world.  This dominance of colonization in the history of art makes most people only aware of the art created in Europe and areas connected to it.  Society seems to have historically placed a higher value on the art work that is idealized by the masses.  Most all art history books focus on the artists of European descent.  This non-inclusion or de-emphasis of other cultures makes the work of other cultures seem less important. 

 

There has been an awakening in the world of art educators about the importance of informing our students about the importance of multi-cultural art.  It is my job to make sure that my students understand that all man creates art and it all has great value and influence in the growth of the field of art.  There are many artists of European descent that would not have created the works they did if they had not been exposed to other cultures. 

The art work below is from a book and DVD that Jean-Paul Bourdier created with Trinh T Minh-ha.  No matter our color we all seem to fit into the landscape. 

 

 

 

 

P.K. Winsome: Black Republican

Tuesday, November 18th, 2008

go HERE