Perverse Fascination: Medium, Identity, and Performativity In
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Betye Saar – Art Icon Award Waco Theater Center, Wearable Art Gala - 2019
BETYE SAAR – ART ICON AWARD WACO THEATER CENTER, WEARABLE ART GALA - 2019 On Saturday, June 1, 2019, artist Betye Saar will receive the Art Icon Award at WACO Theater Center’s Wearable Art Gala in Los Angeles. As one of the artists who ushered in the development of Assemblage art, Betye Saar’s practice reflects on African American identity, spirituality and the connectedness between different cultures. Her symbolically rich body of work has evolved over time to succinctly reflect the environmental, cultural, political, racial, technological, economic, and historical context in which it exists. Saar was born Betye Irene Brown on July 30, 1926 to Jefferson Maze Brown and Beatrice Lillian Parson in Los Angeles, California. Both parents attended the University of California, Los Angeles, where they met. After her father's death in 1931, Saar and her mother, brother, and sister moved in with her paternal grandmother, Irene Hannah Maze in the Watts neighborhood in Los Angeles. As a child, Saar witnessed Simon Rhodia’s construction of the Watts Towers in Los Angeles, which introduced ideas of creating art from found objects to embody both the spiritual and the technological. This early influence, combined with her interest in metaphysics, magic, and the occult formed the basis of Saar’s early assemblage work. With assemblages such as the iconic The Liberation of Aunt Jemima (1972), Saar sought to reveal marginalized and hidden histories. Her work has examined social invisibility of black Americans in service jobs, colorism, and the ways objects can retain memories and histories of their owners. Saar’s work can be found in the permanent collections of more than 60 museums, including the Museum of Modern Art in New York, The Metropolitan Museum of Art, the Whitney Museum, the Museum of Contemporary Art, Los Angeles, and LACMA, among others. -
Elizabeth Anderson's Vita File:///C:/Users/Liz/Documents/Pub/Liz%20Webpages/Vita.Htm
Elizabeth Anderson's Vita file:///C:/Users/Liz/Documents/Pub/Liz%20Webpages/vita.htm ELIZABETH S. ANDERSON John Dewey Distinguished University Professor of Philosophy and Women's Studies Arthur F. Thurnau Professor University of Michigan, Ann Arbor Department of Philosophy Angell Hall 2239 / 435 South State St. Ann Arbor, MI 48109-1003 Office: 734-763-2118 Fax: 734-763-8071 E-mail: [email protected] Web: http://www-personal.umich.edu/~eandersn/ EMPLOYMENT University of Michigan, Ann Arbor: John Dewey Distinguished University Professor of Philosophy and Women's Studies, 2013-. John Rawls Collegiate Professor of Philosophy and Women's Studies, 2005-. Arthur F. Thurnau Professor, 2004-. Professor of Philosophy and Women's Studies, 1999-2005. Associate Professor of Philosophy and Women's Studies, 1993-1999. Adjunct Professor of Law, 1995, 1999, 2000. Assistant Professor of Philosophy, 1987-1993. Swarthmore College, Visiting Instructor in Philosophy, 1985-6. Harvard University, Teaching Fellow, 1983-1985. EDUCATION Harvard University, Department of Philosophy, 1981-1987. A.M. Philosophy, 1984. Ph.D. 1987. Swarthmore College, 1977-1981. B.A. Philosophy with minor in Economics, High Honors, 1981. HONORS, GRANTS AND FELLOWSHIPS Nominee, Prospect’s World Thinkers 2014 Vice-President/President-Elect, Central Division, American Philosophical Association, 2013-15 Named John Dewey Distinguished University Professor, 2013 John Simon Guggenheim Memorial Foundation Fellowship, 2013 ACLS Fellowship, 2013 Michigan Humanities Award, 2013 (declined) Three -
Silhouetted Stereotypes in the Art of Kara Walker
standards. They must give up their personal desires and Walker insists that her work “mimics the past, but it’s all live for the common good of the community. Hester about the present” (Tang 161). After her earning her strays from this conformity the first time when she has B.F.A. at Atlanta College of Art and further study at the sexual relations with her minister, a major violation of Rhode Island School of Design, Walker rose to community standards. She not only defiled herself, but prominence by winning the MacArthur Genius Grant in she defiled the leader of the community, and therefore, 1997 at the young age of 27 (Richardson 50). This the entire community. She does not conform again when prominent award poised Walker for great she bears the scarlet letter A with pride and dignity. The accomplishments, yet also exposed her to harsh community’s intention for punishing Hester is to force criticism from fellow African American women artists, her to fully repent. Hester seems to go through the such as Betye Saar, who launched a critical letterwriting motions of repentance. She stands on the scaffold, she campaign to boycott Walker’s work (Wall 277). Walker’s wears the letter A, and she lives on the outskirts of town. critics are quick to demonize aspects of her personal However, Hester’s “haughtiness,” “pride,” and “strong, life, like her marriage to a white European man, and calm, steadfastly enduring spirit” undermines the even her mental state, accusing her of mental distress community’s objective (Hawthorne, 213). -
Alison Saar Foison and Fallow
FOR IMMEDIATE RELEASE August 2010 Media Contact: Elizabeth East Telephone: 310-822-4955 Email: [email protected] Alison Saar Foison and Fallow 15 September through 30 October 2010 Opening reception for the artist: Wednesday 15 September, 6-8 p.m. Venice, CA –- L.A. Louver is pleased to announce an exhibition of new three-dimensional mixed media works on paper and sculpture by Alison Saar. In this new work Saar explores the cycle of birth, maturation, death and regeneration through the changing season and her own experience of aging. The two drawings Foison, 2010 and Fallow, 2010, which also give their titles to the exhibition, derive from Saar’s recent fascination with early anatomy illustration. As Saar has stated “The artists of the time seemed compelled to breathe life back into the cadavers, depicting them dancing with their entrails, their skin draped over their arm like a cloak, or fe- tuses blooming from their mother’s womb.” In these drawings, Saar has replaced the innards of the fi gures with incongruous elements, to create a small diorama: Foison, 2010 depicts ripe, fruitful cotton balls and their nemesis the cotton moth, in caterpillar, chrysalis and mature moth stage; while Fallow, 2010 portrays a fallow fawn fetus entwined in brambles. In creating these works Saar references and reexamines her early work Alison Saar that often featured fi gures with “cabinets’ in their chest containing relics Fallow, 2010 mixed media of their life. 55 1/2 x 29 x 1 in. (141 x 73.7 x 2.5 cm) My work has always dealt with dualities -- usually of the wild, feral side in battle with the civil self -----Alison Saar One of two sculptures in the exhibition, En Pointe, 2010 depicts a fi gure hanging by her feet and sprouting massive bronze antlers. -
Representation in Art and Film: Identity and Stereotype
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1996 Volume III: Race and Representation in American Cinema Representation in Art and Film: Identity and Stereotype Curriculum Unit 96.03.10 by Martha Savage Objectives This unit is designed to make older middle school students look at and reflect upon art and film and to create art work with a deepening awareness of identity and an understanding of stereotype. Examining stereotype in contemporary life, in personal experience, as a tool used by artists to heighten understanding, and the uses and absence of stereotype in depiction of characters in cinema are key components of this series of lessons. In addition to looking at and being critical, students are asked to create art work which expresses and elaborates upon these ideas. Through analysis of image and stereotype, students will consider and evolve a more complex perception of personal identity. At the core of the curriculum and educational mission of the Visual Art Department at Betsy Ross Arts Magnet School are certain ubiquitous goals which drive all aspects of the program. Among these goals is to imbue units and individual lessons with subject-matter which causes reflection on personal identity and diversity, individual differences and similarities. The Visual Art curriculum seeks to investigate world cultures throughout the four year program. The cultures of the students in attendance at the school are emphasized as well as Native American cultures. Comparisons and connections are made. Students identify and examine their personal heritage and culture. Students look at their differences and similarities. Art work is generated from this inquiry. -
Oral History Interview with Howardena Pindell, 2012 Dec. 1-4
Oral history interview with Howardena Pindell, 2012 Dec. 1-4 Contact Information Reference Department Archives of American Art Smithsonian Institution Washington. D.C. 20560 www.aaa.si.edu/askus Transcript Preface The following oral history transcript is the result of a recorded interview with Howardena Pindell on December 1, 2012. The interview took place at the home of Howardena Pindell in New York City, and was conducted by Judith O. Richards for the Archives of American Art, Smithsonian Institution. Howardena Pindell has reviewed the transcript. Her corrections and emendations appear below in brackets with initials. This transcript has been lightly edited for readability by the Archives of American Art. The reader should bear in mind that they are reading a transcript of spoken, rather than written, prose. Interview JUDITH RICHARDS: This is Judith Richards, interviewing Howardena Pindell on December 1, 2012, at her home in New York City on Riverside Drive, for the Archives of American Art, Smithsonian Institution, disk one. Howardena, as we've discussed, we're going to begin where a previous interview for the archives left off. That interview was on July 10, 1972. [Laughs.] So casting way back to 1972, I wanted to, first of all, ask some basic questions. HOWARDENA PINDELL: Mm-hmm [Affirmative.] JUDITH RICHARDS: Where were you living in 1972? Had you moved into Westbeth by then? HOWARDENA PINDELL: All right— JUDITH RICHARDS: Or were you living in— HOWARDENA PINDELL: —I was in Westbeth. JUDITH RICHARDS: And when did you move in there? Were you one of the first tenants? HOWARDENA PINDELL: One of the first tenants, yes. -
Adrian Piper: a Catalyst for Social Change
1 Dwayne Hallager Professor Leah Peterson D-COM: Digital Media 19 April 2012 Adrian Piper: A Catalyst for Social Change Adrian Piper is more than meets the eye – literally. Piper can best be described as a conceptual artist with an ever-changing identity that reflects the struggles of black Americans and women in society. As a first-generation conceptual artist, her vast educational record attending and teaching at Harvard University, along with several other high scholastic institutions, allowed her to address issues of race, gender, and inequality as she transformed her body and physical presence to share her ideas. By incorporating her own identity in her work, and through the extensive practice of education and philosophy, Adrian Piper has exercised several mediums to produce art that has acted as a catalyst for social change. Similar to most artists, Adrian Piper has a compelling story for when she first recognized her inspiration to become an artist. In an interview with George Yancy, Piper describes her early childhood experiences growing up in a confusing and conflicting middle class neighborhood where her family was one of few black families in the area. It was here that Piper, a product of a German, Madagascan, and Nigerian lineage, first became aware of the situation that allowed her and several of her relatives to pass for white (Yancy 52). Piper claims that her parents and grandmother were responsible for her burning desire and passion to practice art and philosophy. The journey began first with her grandmother teaching her to draw and paint before age three; then following, the influence of her father’s being a lawyer and strong advocate for education, in addition to her mother’s analytical reasoning and logical 2 thinking, propelled Piper in her direction toward philosophy and an interest in artful expression (Yancy 55). -
Women of Color As Artists
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1996 Volume III: Race and Representation in American Cinema Women of Color as Artists Curriculum Unit 96.03.09 by Val-Jean Belton The New Haven public school system is a melting pot of many different cultures. The Fair Haven Middle school where I am one of two art teachers, is culturally very diverse. The student body is 65% Hispanic, 25% African American, and 10% White or other. I have observed that these students have little appreciation for visual arts. By offering lessons that center on various themes that are associated with their cultural heritage, I am able to gain and retain their attention. My lessons are taught in this particular manner in the hope that my students might better understand each others’ cultural heritage through hands-on experience in art. Despite my efforts to develop and teach art lessons that are not only culturally enriching but offer hands-on experience, I have had a tendency not to include information about the vast number of women artists. I have especially failed to include African American and Hispanic women artists who have contributed to our cultural experience. Although women artists have made major contributions to the art world, the extent of their accomplishments have been overshadowed by male artists such as Pablo Picasso, Jacob Lawrence, and Henri Matisse. There is little information available concerning women artists of African American and Hispanic descents available in our art curriculum, so they have not been included in the visual art classes that I teach. -
Feminist Artists' Book Projects of the 1980-90S
1 Bookworks as Networks: Feminist Artists’ Book Projects of the 1980-90s Caroline Fazzini Recent trends in contemporary exhibition, academic, and artistic practices in the U.S. illuminate a persistent concentration of efforts to present more complete versions of the past, specifically regarding issues of diversity and representation. Some museums and art historians have responded to the call for inclusivity by supporting exhibitions that focus on artists who have been marginalized. We Wanted a Revolution: Black Radical Women, 1965-1985, and Radical Women: Latin American Art, 1960-1985, which opened in 2017 at the Brooklyn Museum and the Hammer Museum, respectively, exemplify this corresponding surge of interest within the art and academic worlds of the Americas regarding women artists, and particularly women artists of color. My studies of these exhibitions, as well as my interest in artists’ books, led me to identify two collaborative artists’ book projects that emerged in the late 1980s, in the immediate aftermath of the time periods addressed in both We Wanted a Revolution and Radical Women. I aim to contribute to revisionist scholarly efforts by examining these two projects: Coast to Coast: A Women of Color National Artists’ Book Project (1987-1990) and Connections project/Conexus (1986-1989). Both were first and foremost, meant to initiate dialogues and relationships between women across borders through the making of art and artists’ books. While neither project has received scholarly attention to date, they are important examples of feminist collaborations between women artists. The projects, Connections project/Conexus (1986-1989), organized by Josely Carvalho and Sabra Moore, and Coast to Coast: A Women of Color National Artists’ Book Project (1987- 90), organized by Faith Ringgold and Clarissa Sligh, both took advantage of the accessibility of 2 artists’ books in an effort to include and encourage the participation of women artists. -
Betye Saar: Uneasy Dancer” in Milan from 15 September 2016 to 8 January 2017
FONDAZIONE PRADA PRESENTS THE EXHIBITION “BETYE SAAR: UNEASY DANCER” IN MILAN FROM 15 SEPTEMBER 2016 TO 8 JANUARY 2017 Milan, 14 September 2016 – Fondazione Prada presents the exhibition “Uneasy Dancer”, a comprehensive survey of work by Betye Saar (Los Angeles, 1926). This exhibition, hosted at the Nord Gallery, opens to the public from 15 September 2016 through 8 January 2017. Curated by Elvira Dyangani Ose, “Betye Saar: Uneasy Dancer” is the first exhibition of the American artist in Italy, and brings together over 80 works including installations, assemblages, collages and sculptures produced between 1966 and 2016. “Uneasy Dancer” is an expression Betye Saar has used to define both herself and her artistic practice. In her own words, “my work moves in a creative spiral with the concepts of passage, crossroads, death and rebirth, along with the underlying elements of race and gender.” This process implies “a stream of consciousness” that explores the ritualized mysticism present in recovering personal stories and iconographies from everyday objects and images. Several key elements lie at the center of her artistic practice: an interest in the metaphysical, the representation of feminine memory, and African-American identity which, in her work, takes on takes on evocative and unusual forms. As Saar has said about her work, “It was really about evolution rather than revolution, about evolving the consciousness in another way and seeing black people as human beings instead of the caricatures or the derogatory images.” Betye Saar’s earliest artistic memory was stimulated by the Towers of Simon Rodia in Watts, a suburb of Los Angeles she frequented with her Grandmother in the 1930’s. -
You've Come a Long Way, Baby
Gloria Bohanon Born 1939, Atlanta BS, Wayne State University, Detroit, 1962 MA, Wayne State University, Detroit, 1968 Died 2008, Los Angeles Bohanon taught painting, printmaking and design at Los Angeles City College for thirty years and served as one of the first members on the Los Angeles County Museum of Art’s Black Arts Council. Solo or two-person presentations of her work were held at Brockman Gallery, Los Angeles (1970 and 1971) and Gallery 32, Los Angeles (1970; with Suzanne Jackson). Bohanon’s work was included in the survey exhibitions Gallery 32 & Its Circle, Laband Gallery, Loyola Marymount University, Los Angeles (2009); An Exhibition of Black Women Artists, University Center Art Gallery, University of California, Santa Barbara (1975); Black Mirror, Womanspace, Los Angeles (1973); Los Angeles 1972: A Panorama of Black Artists, Los Angeles County Museum of Art (1972); California Black Craftsmen, Mills College Art Gallery, Oakland (1970); and The Black Art Show, Pasadena City College (1970). Suzanne Jackson Born 1944, St. Louis BFA, San Francisco State University, San Francisco, 1966 MFA, Yale University School of Drama, New Haven, 1990 Jackson lives and works in Savannah, Georgia. From 1969–1970 she ran Gallery 32 from her live/ work studio at 672 South Lafayette Park Place in Los Angeles. Recent solo and survey exhibitions include Off the Wall, Mnuchin Gallery, New York (2021); Suzanne Jackson: News!, Ortuzar Projects, New York (2019); Suzanne Jackson: Five Decades, Jepson Center/Telfair Museums, Savannah (2019); holding on to a sound, O-Town House, Los Angeles (2019); Life Model: Charles White and His Students, Los Angeles County Museum of Art (2019); West by Midwest, Museum of Contemporary Art, Chicago (2018–19); Soul of a Nation: Art in the Age of Black Power, Brooklyn Museum, New York and the M. -
Curriculum Vitae Table of Contents
CURRICULUM VITAE Revised February 2015 ADRIAN MARGARET SMITH PIPER Born 20 September 1948, New York City TABLE OF CONTENTS 1. Educational Record ..................................................................................................................................... 2 2. Languages...................................................................................................................................................... 2 3. Philosophy Dissertation Topic.................................................................................................................. 2 4. Areas of Special Competence in Philosophy ......................................................................................... 2 5. Other Areas of Research Interest in Philosophy ................................................................................... 2 6. Teaching Experience.................................................................................................................................... 2 7. Fellowships and Awards in Philosophy ................................................................................................. 4 8. Professional Philosophical Associations................................................................................................. 4 9. Service to the Profession of Philosophy .................................................................................................. 5 10. Invited Papers and Conferences in Philosophy .................................................................................