LESSONS 29 " 2 ⁄ 1 Yves Klein.Yves French, Anthropometry: Princess Helena. 1928–1962. IMAGE NINETEEN: 1960. paper wood, on Oil on 6" x 50 6' (198 x 128.2 cm). Gift of Mr. and Mrs. Arthur Wiesenberger. © 2007 Artists Rights Society (ARS),York /ADAGP,Paris New rederic : F f Eurasia Gift o 20" (183 x 230 x Bartlett (by x " y cm). 4 ⁄ awing, felt, fat, hare, 3 la xchange).Artists © 2007 Siberian 1963. Symphony 50 C e Rights Society (ARS), YorkNew /VG Bild- Kunst, Bonn Joseph Beuys.Joseph German, 1921–1986. 1966. with chalk Panel dr poles,and painted 6' x 7' 6 IMAGE TWENTY LESSON FIVE: Performance into Art Performance LESSON FIVE: . mono- . composition by Guy Brett (London: Brett Guy by Anthropometry: 34 seeking clarification if necessary that leaves its intensity intact. Force Fields: Phases Fields: ofForce the Kinetic, binder facing away from the screen turn around to around turn the screen facing away from s ds they associate with the color blue in this work. ds they associate with the color blue in this have the partner aw what is being described, ernational Klein Blue reminded him of reminded ernational Klein Blue of the color the sea and sky of held together by a clear nt their words with the class. their words by Yves Klein (Image Nineteen).by should The students facing the screen e , in the 1960s, emerged which range of a diverse encompasses forms, includ- should dr s that I d any, seeing photographs, does How performances? typically live are by created pigment if metry series (anthropometry of is the study measurements), body human Klein make imprints ofmake bodies their sheets large on of paper canvas. or his large In o paintings, symbolized he believed which limitless space. said, He “Through color, I o p laime t o ials, r hen they have finished, e in c raditional forms of visual art,raditional sculpture. such as painting and Princess Helena,

describe this work to their partners, paying attention to color, materials, and “living paintbrushes.” Their partner W Divide your class into pairs. you where each pair face the screen Have one student from images while the other student faces away.project Show the image of Students will be introduced to performance art and will consider its relationship to more relationship to performance art and will consider its Students will be introduced t materials and props. signature see if the work resembles what they drew. see if the work resembles Ask your students to write down five wor Have them shar this color, which he called International Klein Blue, or IKB. International Klein Blue is made pure from le nthr

ESSON OBJECTIVES eel a total identification with identification eel a total space; I am truly free!” Hayward Gallery,Hayward 2000), 242. 34. Klein,“My in the Battle Line and Colour,”in between Yves Position made only three paintings three using the imprint only made of his own body. • as and employment of models characterization about Klein’s Ask your students what they think Klein wanted to remove the direct touch of touch the direct remove to Klein wanted hand, the artist’s traditionally in paint- valued ing,“living paintbrushes,” act as models to female and so he employed for machines or making art. the women, directed He Klein Blue in International themselves who covered paint, A K of coast the Mediterranean on his hometown France. this color, Using many he made f chrome IMAGE-BASED DISCUSSION • INTRODUCTORY DISCUSSION INTRODUCTORY with experiences discuss their performing to arts, students your Ask as music, such theater, and dance. kinds of What the are What participated or they in? attended have performances ofroles sets, costumes, instruments, of is the role What mat and props? What the audience? video, film of or performance? seeing the live from differ a performance L • • is documented. ways in which performance art the different Students will consider • and their adoption of construction of identities in performance artists’ Students will explore INTRODUCTION art Performance ing theater, dance, and music. through knownonly now are performances some While photo, video, film documentation, or ofin works resulted others art. this lesson, In students ofworks two will explore performances. by created art that were • • Inform your students that in 1960, with the help of chemists, Klein invented and patented

LESSONS 30 LESSONS 31 37 . Does the (1960), a single exh. cat. (Houston: Institute portrait . can be heard on UbuWeb, on can be heard at Monotone Symphony Symphony Monotone write the following list of materials on , www.uwo.ca/visarts/projects/kleinmystery/galleries/jp.htm Yves Klein 1928–1962: A Retrospective, 1928–1962: Klein Yves Tracey Warr, ed.Tracey York: (New Phaidon, 2000), 54. , thumbprints, to identity. which have long been linked He earned the most advanced judo diploma possible, diploma judo earned the most advanced He 36 ubject, in France. club a judo founded and even The Artist’s Body, The Artist’s registers a physical trace of the model rather than a detailed of the model rather a physical trace registers Monotone Symphony Monotone Please note: not be nudity and may this film features The Anthropometric The Anthropometric Mystery the s n particularly ok o and, o , 5 3 footprints , mat after a participantmat after had fallen. o films and a b showing your students the next work of art, d . play in each of these arts? does the body role What ud e e uc d the j film of the making ofAnthropometry paintings can be viewed UbuWeb, on Klein’s at the board for reference:the board blackboard, chalk, hare, poles, fat, felt likeness. painting to be a Ask your students if they would consider this Befor Anthropometry: Princess Helena series conductor, choreographer, to Sol LeWitt’s artist compare as How does his role or director? Two)? (see Lesson In this way I stayed clean. I stayed this way In dirtied longer I no myself with color, the tips of not even my fingers. finished itself The work of in front there me, direction, my under col- in absolute laboration with the model. its birth in a digni- the tangible into world salute I could And fied manner, in a tuxedo…. dressed this demonstration, By rather or technique, I espe- of veil the temple down tear to ciallywanted the studio. nothing of keep to I wanted my hidden. process to It may be useful to discuss this work in relation title influence their interpretation? work’s handprints o lein said that the body prints in his Anthropometry him of series prints said that the body lein reminded in his imprints left r n ypically imprints of include the head face, or represen- superior to they Klein believed were for the Arts, the for University, Rice 1982), 230. 35. Klein, Yves Cloutier, in Jean-Paul quoted As a point ofAs comparison, will students look artist at another now is the prod- whose work uct of a performance. • Klein’s Anthropometry trace paintings a direct of register Klein’s the body. though they not do Even t tational paintings as portraits, mass.” “essential be the body’s to the torso as he considered appropriate for all students. for appropriate K o • Before immersing himself immersing Before in art, martial an expert Klein had become in the Japanese art Klein, to of center “the at body the human locates judo way.”According judo, phys- “gentle or ical, sensorial, and spiritualenergy.” •Anthropometry to his in judo might relate interest Ask your students to consider how Klein’s • as an artist. role Ask your students to discuss Klein’s Is it similar to that of a painter, p An audio excerpt of excerpt audio An Klein’s note played for twentyminutes, for played note of twenty minutes by followed silence. • words: own to your class using the artist’s process Describe Klein’s http://ubu.wfmu.org/sound/klein_yves/Klein-Yves_Monotone-Symphony_Excerpt.mp3. A www.ubu.com/film/klein.html. To emphasize the importance of emphasize To of the finished works over process art, the Klein staged making ofAnthropometry audiences, paintings large for elaborate as performances his of a performance and with cocktails blue complete his (viewed August 2007). (viewed August 36. Jones,“Untitled Amelia Anthropometry,”in 37. Klein,“Truth Reality,”trans. Becomes Yves Beckman, Howard in . Eurasia and by Joseph Beuys by Joseph . Ask them to compare 68, no. 9 (January, 1970): 57. Artnews In addition to the dead hare, addition to In which 38 Eurasia Siberian Symphony 1963. . Anthropometry: Princess Helena emnants of performances Eurasia Siberian Symphony 1963, as documents or r ica and America Likes Me Likes America ica and r me A e saw as a place of as a place saw spiritual journey and metamorphosis, is a vast, icy region of ik s L rees. y g I u e rapped him in felt to warm his body.Although Beuys’s performance,rapped warm his body.Although to him in felt Beuys’s Klein’s, unlike rformances, used animals, often Beuys than more “comprehend he believed which e e e taxidermied hare. the empty In gallery space, legs long to tie the hare’s he knelt to B oles of the two artists in their performances and in the making of these works a in d h d d manc Siberian Symphony 1963

his p (Image Twenty),(Image they see. and ask them to describe what Ask your students to consider the title of this work, Ask your students to consider the title of in the title? regions they know about the two geographic do What Beuys’s work. Beuys’s students share their pictures and stories with the class. and stories pictures their students share they made associations have What and stories? among their pictures any commonalities there Are materials? with the different the r e r hic

ecurs in several performances,ecurs in several his 1974 per- for days five for with a wild lived coyote Beuys n o 38. Beuys, Joseph a Dead Hare,” to Pictures Explain to Meyer,“How in Ursula quoted Russia and northern Asia. and northern Russia in a plane crash during that when claimed he was injured Beuys II,War of Tartars the nomadic by World he was rescued this region, who rubbed him with fat and w symphonic accompaniment,lacked that, indicate the photodocuments in it, two he played poles as if wooden long a violin. and the other a bow were one • and contrast Ask your students to compare Eurasia is the continental block that links Europe and Asia, and that links Europe block is the continental Eurasia of the fusion evoking and Eastern Beuys, for cultures—resonant Germany.Western War in divided Cold who lived Siberia, w r f • wooden poles,wooden elevating his own height. it to and, his shoulder onto the hare hoisted then He cheek, his to holding it close it. to whispered and the hare’s his own temperature took Beuys the angles these and the board. on the sticks between and recorded I beings human with their stubborn rationalism.” many This performance was documented through a series through of was documented This performance photographs, black-and-white and very of few been recorded. its details have of was one It Beuys in which performances many use • in and symbols written on the board any of the words they recognize Ask your students if the degrees of notes The board the angles of and the temper- the sticks to affixed fat and felt (42°ature of Celsius) a high fever. human meas- that both are angles and temperature Note ur This work is composed of is composed This work previously the materials listed, in a 1966 perform- Beuys used by a Berlin art gallery.“action”—at he calledance—what an of Each held these materials sym- Beuys. for bolic power the hare, While withjumps, its quick the ability span long suggests to distances, insulation, fat suggests “warmth theory”—his Beuys’s to was essential which with ofobsession the role calories life. in sustaining him, To and embodied felt protection and isolation. warmth as well as detachment • these materials. a story incorporating or write a picture to draw Ask your students your Have •image of your students the Now show

LESSONS 32 LESSONS 33 . utopian multiples , the distribution and for of low-cost Happenings re? How are they documented? are How re? xplo es e manc r o f r e aterials. the p m CTIVITIES o anine Antoni,anine Barney, Matthew Martin Creed, Fusco, Coco Gilbert & George, Richard Contemporary Performance Art contemporary on artists performance and artists research who conduct students your Have of works produce to use performance Abramovic, visual art—such as Marina Acconci, Vito J Long, Morimura, Yasumasa Piper, Adrian Schneemann, Sherman, Cindy Laderman Ukeles. and Mierle July, Miranda strategies and materials What Nauman, Bruce of is the role What theydo employ? subjects What performances? in their body the artist’s Carolee d • and use signature stage personas consider why artists might create Ask your students to A Fluxus Happenings part of was considered Beuys Joseph Fluxus, an interdisciplinary, international artists’ the barriers down formed art in the early 1960s that sought group between break to the commodity status of and challenge and life the art object. was known for Fluxus performances,impromptu or participated in Happenings, Kusama Alan originated Yayoi by were which and Both Beuys artists,Kaprow. Fluxus by Happenings on research conduct students your Have including Kaprow, Paik, June Nam Kusama, and Beuys. did they occur? Where them? prompted What them? to response was the What During performances, their personas, stage assumed both and Beuys Klein actors akin to performing in character, and used props, signature materials, and costumes. a wore Klein elaborate performances,oversaw as he tuxedo wearing jeans, was known for while Beuys a hat,felt and off. both onstage a fishing vest and