THE STUCKISTS (Est. 1999) "Your Paintings Are Stuck, You Are Stuck
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The Authenticity of Ambiguity: Dada and Existentialism
THE AUTHENTICITY OF AMBIGUITY: DADA AND EXISTENTIALISM by ELIZABETH FRANCES BENJAMIN A thesis submitted to The University of Birmingham For the degree of DOCTOR OF PHILOSOPHY Department of Modern Languages College of Arts and Law University of Birmingham August 2014 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ii - ABSTRACT - Dada is often dismissed as an anti-art movement that engaged with a limited and merely destructive theoretical impetus. French Existentialism is often condemned for its perceived quietist implications. However, closer analysis reveals a preoccupation with philosophy in the former and with art in the latter. Neither was nonsensical or meaningless, but both reveal a rich individualist ethics aimed at the amelioration of the individual and society. It is through their combined analysis that we can view and productively utilise their alignment. Offering new critical aesthetic and philosophical approaches to Dada as a quintessential part of the European Avant-Garde, this thesis performs a reassessment of the movement as a form of (proto-)Existentialist philosophy. The thesis represents the first major comparative study of Dada and Existentialism, contributing a new perspective on Dada as a movement, a historical legacy, and a philosophical field of study. -
Gce History of Art Major Modern Art Movements
FACTFILE: GCE HISTORY OF ART MAJOR MODERN ART MOVEMENTS Major Modern Art Movements Key words Overview New types of art; collage, assemblage, kinetic, The range of Major Modern Art Movements is photography, land art, earthworks, performance art. extensive. There are over 100 known art movements and information on a selected range of the better Use of new materials; found objects, ephemeral known art movements in modern times is provided materials, junk, readymades and everyday items. below. The influence of one art movement upon Expressive use of colour particularly in; another can be seen in the definitions as twentieth Impressionism, Post Impressionism, Fauvism, century art which became known as a time of ‘isms’. Cubism, Expressionism, and colour field painting. New Techniques; Pointilism, automatic drawing, frottage, action painting, Pop Art, Neo-Impressionism, Synthesism, Kinetic Art, Neo-Dada and Op Art. 1 FACTFILE: GCE HISTORY OF ART / MAJOR MODERN ART MOVEMENTS The Making of Modern Art The Nine most influential Art Movements to impact Cubism (fl. 1908–14) on Modern Art; Primarily practised in painting and originating (1) Impressionism; in Paris c.1907, Cubism saw artists employing (2) Fauvism; an analytic vision based on fragmentation and multiple viewpoints. It was like a deconstructing of (3) Cubism; the subject and came as a rejection of Renaissance- (4) Futurism; inspired linear perspective and rounded volumes. The two main artists practising Cubism were Pablo (5) Expressionism; Picasso and Georges Braque, in two variants (6) Dada; ‘Analytical Cubism’ and ‘Synthetic Cubism’. This movement was to influence abstract art for the (7) Surrealism; next 50 years with the emergence of the flat (8) Abstract Expressionism; picture plane and an alternative to conventional perspective. -
Spoils of War
Spoils of War International Newsletter. No. 7. August 2000 Spoils of War. No. 7. August 2000 2 Imprint: Editorial board: István Fodor, Michael M. Franz, Ekaterina Genieva, Wojciech Kowalski, Josefine Leistra, Nicolas Vanhove. Editing: Dr. Michael M. Franz. Technical assistance and Translation: Svea Janner, Yvonne Sommermeyer. Editorial address: Koordinierungsstelle der Länder für die Rückführung von Kulturgütern beim Kultusministerium des Landes Sachsen-Anhalt Turmschanzenstr. 32, 39114 Magdeburg. Phone: 0049 - 391 - 567 38 59/ 567 38 57 Fax: 0049 - 391 - 567 38 56 E-mail: [email protected] or [email protected] Website: http://www.lostart.de ISSN 1435-6325 Addresses of the members of the editorial board: •István Fodor, Magyar Nemzeti Múzeum, Múzeum körni 14-16, 1088 Budapest, Hungary, phone: 36/1/3184259, fax: 36/1/3382/673 •Michael M. Franz, Coordination Office of the Federal States for the Return of Cultural Property, Turmschanzenstr. 32, 39114 Magdeburg, Germany, phone: 391/56738 58, fax: 391/5673856, E-mail:[email protected] •Ekaterina Genieva, All-Russia State Library for Foreign Literature, Nikolojamskaja Street 1, 109 189 Moscow, Russia, phone: 7/095/915 3621, fax: 7/095/915 3637, E-mail:[email protected] •Wojciech Kowalski, University of Silesia, Department of Intellectual and Cultural Property Law, ul. Bankowa 8, 40 007 Katowice, Poland, phone/fax: 48/32/517104, phone: 48/32/588211, fax: 48/32/599188 •Josefine Leistra, Inspectorate of Cultural Heritage, Prinsessegracht 31, 2514 AP The Hague, The Netherlands, phone: 31/70/302 8120, fax: 31/70/365 1914, E-mail: [email protected] •Nicolas Vanhove, Ministry of Economic Affairs, Directorate Economic Relations, Rue Gen. -
How to Write an Avantgarde Manifesto (A Manifesto) Lee Scrivner the London Consortium April, 2006 Founding
How to Write an AvantGarde Manifesto (A Manifesto) Lee Scrivner the london consortium April, 2006 To launch a manifesto you have to want: A. B. & C., and fulminate against 1, 2, & 3. Tristan Tzara, Dadaist Manifesto, 1918 Founding I have been up all night, drafting this manifesto. But no unbounded pride buoys me up, only caffeine and the expectations of my comrades. Earlier today these comrades, now all sucking their pillows in sleep, sent me an outline of everything they wanted, a rough sketch of grand plans “to destroy the old world of 1, 2, & 3”—normal stuff for radical or fringe groups like ours. But—blast! I have tumbled a full tumbler of coffee on their manuscript, which they had inexplicably penned with a dull quill and some homemade India ink. (Those guys. Always trying to be antique.) Now their words are a murky morass of shifting, competing signifiers, a grapheme gruel in midnight hues. And I am left without a clear blueprint. I hardly know where to begin. Since it’s getting late, and I’m getting desperate, I’ve decided to pilfer the manifestos of other radical or avantgarde groups—Futurist, Vorticist, Surrealist, Dadaist, Unabomberist, etc.—for ideas of what kind of diatribe is expected of me. Yet 2 looking over these screeds now, each seems at turns effective and ineffective, utterly convincing and utterly ridiculous. And while such antitheses might be perfectly acceptable to me, I fear my coconspirators would not approve. So I will try my best to pinch the best from each text and cast out the chaff. -
Reed May 01 Full
LETTERS Reed welcomes letters from readers found on page 50. The grinding wheel from kindergarten to fifth grade, concerning the contents of the left Reed for parts unknown many and everybody knows exactly where magazine or the college.Letters years ago.] they are and where they’re going. must be signed and may be edited The most enthusiastic prosely- for clarity and space.Our email IS SUCCESS FOR ALL tizers of SFA are invariably teachers address is [email protected]. A SUCCESS ? who didn’t know anything about Reed is now on line.Visit the elec- best practices in the teaching of tronic version of this publication at From Io McNaughton ’90 reading or cooperative learning http://web.reed.edu/ community/ How ironic that the very same pro- before coming across the program. newsandpub/reedmag /index.html. gram that drove me away from the And in my experience, SFA is teaching profession was invented driving the most thoughtful, by two Reedlings. experienced, creative teachers THE DOYLE OWL IN THE FIFTIES Slavin and Madden’s Success For away from the schools that need All has indeed been a lifesaver for them most. Success For All is an From David Lapham ’60 many troubled schools, but not easy way out for districts that In the summer of 1950 I had been because of any particular charac- don’t want to train and pay their a Reed student for two years. I was teristic of the program itself. teachers to use their own smarts living in a two-room apartment Instead, the program’s success has and initiative to develop their with Gary Snyder. -
HANDY HINTS the Stuckists (Est
A Stuckist Manifesto HANDY HINTS The Stuckists (est. 1999) ant-anti-art The first Remodernist art group Handy hints for students and others on some of the thinking behind Stuckism and the development and theory of Remodernism. The Stuckists are a small independent group of artists who believe passionately in the painting of pictures. They are a model for like- minded people round the world who wish to stand up for the heart and soul of art. Remodernism heralds a new epoch and is the antidote to the spiritual bankruptcy of Post Modernism. Remodernism stands for content, meaning and communication - subjectivity, emotional engagement, integrity, love, enthusiasm and a spiritual renaissance in society, art and the creative life. 1. Students should be inspired by and study the artists who they love as this is their gift to us to help us develop our own vision. (In Japanese there is a single word for to learn and to copy). 2. The language of the visionary artist is by nature always subjective, limited and partial, this is its power not its weakness. Personal truth, sought for with integrity, communicates to the inner world of us all and therefore contains the whole. 1 3. Objectivity is only useful in discerning the truth of our subjectiveness. 4. The naming of names and the demarcation of the arts. It is not fascism to name a brick a brick, a shoe a shoe, a horse a horse or a painting as art. Standing on the ground is not a type of flying. Calling walking walking does not devalue walking or suggest that walking is some how inferior to jumping up and down. -
'Search Engine Artist' Hacked Her Paintings Into Frieze Los Angeles's Google Results
AiA Art News-service How One ‘Search Engine Artist’ Hacked Her Paintings Into Frieze Los Angeles’s Google Results Gretchen Andrew's paintings may not be under the white tent, but her internet project will definitely be seen by those looking for the big event. Caroline Goldstein, February 12, 2019 Photo courtesy of Gretchen Andrew, 2019. Type the words “Frieze Los Angeles” into the Google image search bar. What you will find is that the first row is dominated by thumb-sized interior photographs of a white-walled gallery with paintings lining the wall and a dappled grey floor. This does not—yet—raise any red flags. The interiors look like they could well be from Frieze, the art fair that opens its inaugural Los Angeles edition this week. If you look closely enough, you’ll even notice that the knobby grey flooring is actually a style known as “frieze carpeting.” The URL linked to the images is frieze-los- angeles.com. It all seems to check out! Except that these are not photos from a gallery showing at Frieze Los Angeles. They are part of a digital performance piece and an example of what California - based artist Gretchen Andrew calls “Internet Imperialism.” Search engine results, with Andrew’s circled. Photo courtesy of Gretchen Andrew. The Back Story Andrew graduated from Boston College in 2010 with a degree in Information Systems, from there catapulting into the upper echelons of Silicon Valley where she worked at both Intuit and Google. There she amassed the sort of internet -fluency that is just now filtering down to the likes of laypeople, gaining an understanding of how machines digest, filter, and reproduce data, and Search Eng ine Optimization (SEO). -
Artists' Perception of the Use of Digital Media in Painting
Artists' Perception of the Use of Digital Media in Painting A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Cynthia A. Agyeman December 2015 © 2015 Cynthia A. Agyeman. All Rights Reserved. 2 This dissertation titled Artists' Perception of the Use of Digital Media in Painting by CYNTHIA A. AGYEMAN has been approved for the Department of Educational Studies and The Patton College of Education by Teresa Franklin Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract AGYEMAN, CYNTHIA A., Ph.D., December 2015, Curriculum and Instruction, Instructional Technology Artists' Perception of the Use of Digital Media in Painting (pp. 310) Director of Dissertation: Teresa Franklin Painting is believed to predate recorded history and has been in existence for over 35,000 (Ayres, 1985; Bolton, 2013) years. Over the years, painting has evolved; new styles have been developed and digital media have been explored. Each period of change goes through a period of rejection before it is accepted. In the 1960s, digital media was introduced to the art form. Like all the painting mediums, it was rejected. It has been over 50 years since it was introduced and yet, it has not been fully accepted as an art form (King, 2002; Miller, 2007; Noll, 1994). This exploratory study seeks to understand the artist’s perception on the use of digital media as an art tool and its benefit to the artists and art education. Grounded theory was used as a methodological guide for the study. -
An Art Miscellany for the Weary & Perplex'd. Corsham
An art miscellany for the weary & perplex’d Conceived and compiled for the benefit of [inter alios] novice teachers by Richard Hickman Founder of ZArt ii For Anastasia, Alexi.... and Max Cover: Poker Game Oil on canvas 61cm X 86cm Cassius Marcellus Coolidge (1894) Retrieved from Wikimedia Commons [http://creativecommons.org/licenses/by-sa/3.0/] Frontispiece: (My Shirt is Alive With) Several Clambering Doggies of Inappropriate Hue. Acrylic on board 60cm X 90cm Richard Hickman (1994) [From the collection of Susan Hickman Pinder] iii An art miscellany for the weary & perplex’d First published by NSEAD [www.nsead.org] ISBN: 978-0-904684-34-6 This edition published by Barking Publications, Midsummer Common, Cambridge. © Richard Hickman 2018 iv Contents Acknowledgements vi Preface vii Part I: Hickman's Art Miscellany Introductory notes on the nature of art 1 DAMP HEMs 3 Notes on some styles of western art 8 Glossary of art-related terms 22 Money issues 45 Miscellaneous art facts 48 Looking at art objects 53 Studio techniques, materials and media 55 Hints for the traveller 65 Colours, countries, cultures and contexts 67 Colours used by artists 75 Art movements and periods 91 Recent art movements 94 World cultures having distinctive art forms 96 List of metaphorical and descriptive words 106 Part II: Art, creativity, & education: a canine perspective Introductory remarks 114 The nature of art 112 Creativity (1) 117 Art and the arts 134 Education Issues pertaining to classification 140 Creativity (2) 144 Culture 149 Selected aphorisms from Max 'the visionary' dog 156 Part III: Concluding observations The tail end 157 Bibliography 159 Appendix I 164 v Illustrations Cover: Poker Game, Cassius Coolidge (1894) Frontispiece: (My Shirt is Alive With) Several Clambering Doggies of Inappropriate Hue, Richard Hickman (1994) ii The Haywain, John Constable (1821) 3 Vagveg, Tabitha Millett (2013) 5 Series 1, No. -
BILLY CHILDISH Cypress Trees & Cypress Swamp Billy Childish (Born
BILLY CHILDISH Cypress Trees & Cypress Swamp Billy Childish (born 1959, Chatham, Kent, United Kingdom; lives and works in Whitstable, Kent) is known for his introspective, autobiographical, and deeply emotional paintings, writing, and music. Childish co-founded the Stuckism art movement along with Charles Thomson in 1999, which promoted the use of Modernist pictorial ideals and personal expression over Postmodernist cynicism. Labeling himself a “radical traditionalist,” Childish has a reverence for traditional oil painting yet has resolutely resisted any connection with a particular group or artistic movement. OLAFUR ELIASSON The Breathing Moon Olafur Eliasson (Icelandic: Olafur Eliasson; born 1967) is an Icelandic-Danish artist known for sculptures and large-scale installation art employing elemental materials such as light, water, and air temperature to enhance the viewer’s experience. In 1995 he established Studio Olafur Eliason in Berlin, a laboratory for spatial research. He was a professor at the Berlin University of the Arts from 2009 to 2014 and is an adjunct professor at the Alle School of Fine Arts and Design in Addis Ababa since 2014. JENNIFER BARTLETT Amagansett Diptych Jennifer Losch Bartlett (born 1941) is an American artist. She is know for paintings and prints that combine the system-based aesthetic of Conceptual art with the painterly approach of Neo-expressionism. Many of her pieces are executed on small, square, enamel-coated steel plates that are combined in grid formations to create very large works. BRAD OLDHAM CHRISTY COLTRIN Twist Dallas-based artists Brad Oldham and Christy Coltrin, (both born 1966) of Brad Oldham Sculpture, designed, sculpted, produced and installed Twist at Park District. -
Banksy. Urban Art in a Material World
Ulrich Blanché BANKSY Ulrich Blanché Banksy Urban Art in a Material World Translated from German by Rebekah Jonas and Ulrich Blanché Tectum Ulrich Blanché Banksy. Urban Art in a Material World Translated by Rebekah Jonas and Ulrich Blanché Proofread by Rebekah Jonas Tectum Verlag Marburg, 2016 ISBN 978-3-8288-6357-6 (Dieser Titel ist zugleich als gedrucktes Buch unter der ISBN 978-3-8288-3541-2 im Tectum Verlag erschienen.) Umschlagabbildung: Food Art made in 2008 by Prudence Emma Staite. Reprinted by kind permission of Nestlé and Prudence Emma Staite. Besuchen Sie uns im Internet www.tectum-verlag.de www.facebook.com/tectum.verlag Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Angaben sind im Internet über http://dnb.ddb.de abrufbar. Table of Content 1) Introduction 11 a) How Does Banksy Depict Consumerism? 11 b) How is the Term Consumer Culture Used in this Study? 15 c) Sources 17 2) Terms and Definitions 19 a) Consumerism and Consumption 19 i) The Term Consumption 19 ii) The Concept of Consumerism 20 b) Cultural Critique, Critique of Authority and Environmental Criticism 23 c) Consumer Society 23 i) Narrowing Down »Consumer Society« 24 ii) Emergence of Consumer Societies 25 d) Consumption and Religion 28 e) Consumption in Art History 31 i) Marcel Duchamp 32 ii) Andy Warhol 35 iii) Jeff Koons 39 f) Graffiti, Street Art, and Urban Art 43 i) Graffiti 43 ii) The Term Street Art 44 iii) Definition -
Albert Einstein .Welcome!
“Creativity is more important than knowledge” - Albert Einstein .Welcome! The High School Art Classes are educational experiences centered around creativity in a structured, but fun and enjoyable atmosphere. They are designed for all students, not just the “naturally talented artist”. Don’t worry about it if you can’t draw or paint - that is why you are taking this class - to learn these skills. The following handbook for the art room is a policy/procedure guide for students to reference. This book is designed to help all students achieve their greatest potential in the art program by having a smooth and efficient running classroom. With this in mind, clear policies and procedures need to be set forth that affect the student, the class environment, fellow peers, the instructor, and the safety of all. If there are questions about the information set forth, please feel free to ask any time. Logistics POLICIES • Appropriate behavior is expected. School rules and policies are upheld. Simply use your best judgment. • Consequences are as stated in school policy (may include coming in for activity period, staying after school, detention, etc.). • Promote an environment which ensures a smooth running and enjoyable educational experience. In addition to the standard set of school rules, there are 6 additional general rules in the art room: 1) “Do those things which support your learning and the learning of others” - use your best judgment 2) Everyone’s ideas are valued - no one or their ideas are to be put down or made fun of. You must feel comfortable taking chances and exploring artistic ideas in an inviting atmosphere.