Avant-Garde Organization: Understanding Radical Art Practice As Management and Organizational Investigation Jonathan Vickery
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The Total Work of Art in European Modernism Series Editor: Peter Uwe Hohendahl, Cornell University
The Total Work of Art in European Modernism Series editor: Peter Uwe Hohendahl, Cornell University Signale: Modern German Letters, Cultures, and Thought publishes new English- language books in literary studies, criticism, cultural studies, and intellectual history pertaining to the German-speaking world, as well as translations of im- portant German-language works. Signale construes “modern” in the broadest terms: the series covers topics ranging from the early modern period to the present. Signale books are published under a joint imprint of Cornell University Press and Cornell University Library in electronic and print formats. Please see http://signale.cornell.edu/. The Total Work of Art in European Modernism David Roberts A Signale Book Cornell University Press and Cornell University Library Ithaca, New York Cornell University Press and Cornell University Library gratefully acknowledge the support of The Andrew W. Mellon Foundation for the publication of this volume. Copyright © 2011 by Cornell University All rights reserved. Except for brief quotations in a review, this book, or parts thereof, must not be reproduced in any form without permission in writ- ing from the publisher. For information, address Cornell University Press, Sage House, 512 East State Street, Ithaca, New York 14850. First published 2011 by Cornell University Press and Cornell University Library Printed in the United States of America Library of Congress Cataloging-in-Publication Data Roberts, David, 1937– The total work of art in European modernism / David Roberts. p. cm. — (Signale : modern German letters, cultures, and thought) Includes bibliographical references and index. ISBN 978-0-8014-5023-5 (pbk. : alk. paper) 1. Modernism (Aesthetics) 2. -
The Conceptual Art Game a Coloring Game Inspired by the Ideas of Postmodern Artist Sol Lewitt
Copyright © 2020 Blick Art Materials All rights reserved 800-447-8192 DickBlick.com The Conceptual Art Game A coloring game inspired by the ideas of postmodern artist Sol LeWitt. Solomon (Sol) LeWitt (1928-2007), one of the key pioneers of conceptual art, noted that, “Each person draws a line differently and each person understands words differently.” When he was working for architect I.M. Pei, LeWitt noted that an architect Materials (required) doesn't build his own design, yet he is still Graph or Grid paper, recommend considered an artist. A composer requires choice of: musicians to make his creation a reality. Koala Sketchbook, Circular Grid, He deduced that art happens before it 8.5" x 8.5", 30 sheets (13848- becomes something viewable, when it is 1085); share two across class conceived in the mind of the artist. Canson Foundation Graph Pad, 8" x 8" grid, 8.5" x 11" pad, 40 He said, “When an artist uses a conceptual sheets, (10636-2885); share two form of art, it means that all of the planning across class and decisions are made beforehand and Choice of color materials, the execution is a perfunctory affair. The recommend: idea becomes a machine that makes the Blick Studio Artists' Colored art.” Pencils, set of 12 (22063-0129); Over the course of his career, LeWitt share one set between two students produced approximately 1,350 designs known as “Wall Drawings” to be completed at specific sites. Faber-Castell DuoTip Washable Markers, set of 12 (22314-0129); The unusual thing is that he rarely painted one share one set between two himself. -
All These Post-1965 Movements Under the “Conceptual Art” Umbrella
All these post-1965 movements under the “conceptual art” umbrella- Postminimalism or process art, Site Specific works, Conceptual art movement proper, Performance art, Body Art and all combinations thereof- move the practice of art away from art-as-autonomous object, and art-as-commodification, and towards art-as-experience, where subject becomes object, hierarchy between subject and object is critiqued and intersubjectivity of artist, viewer and artwork abounds! Bruce Nauman, Live-Taped Video Corridor, 1970, Conceptual Body art, Postmodern beginning “As opposed to being viewers of the work, once again they are viewers in it.” (“Subject as Object,” p. 199) http://www.youtube.com/watch?v=9IrqXiqgQBo A Postmodern beginning: Body art and Performance art as critique of art-as-object recap: -Bruce Nauman -Vito Acconci focus on: -Chris Burden -Richard Serra -Carolee Schneemann - Hannah Wilke Chapter 3, pp. 114-132 (Carolee Schneemann and Hannah Wilke, First Generation Feminism) Bruce Nauman, Bouncing Two Balls Between the Floor and Ceiling with Changing Rhythms, 1967-1968. 16mm film transferred to video (black and white, sound), 10 min. Body art/Performance art, Postmodern beginning- performed elementary gestures in the privacy of his studio and documented them in a variety of media Vito Acconci, Following Piece, 1969, Body art, Performance art- outside the studio, Postmodern beginning Video documentation of the event Print made from bite mark Vito Acconci, Trademarks, 1970, Body art, Performance art, Postmodern beginning Video and Print documentation -
Discovering the Contemporary
of formalist distance upon which modernists had relied for understanding the world. Critics increasingly pointed to a correspondence between the formal properties of 1960s art and the nature of the radically changing world that sur- rounded them. In fact formalism, the commitment to prior- itizing formal qualities of a work of art over its content, was being transformed in these years into a means of discovering content. Leo Steinberg described Rauschenberg’s work as “flat- bed painting,” one of the lasting critical metaphors invented 1 in response to the art of the immediate post-World War II Discovering the Contemporary period.5 The collisions across the surface of Rosenquist’s painting and the collection of materials on Rauschenberg’s surfaces were being viewed as models for a new form of realism, one that captured the relationships between people and things in the world outside the studio. The lesson that formal analysis could lead back into, rather than away from, content, often with very specific social significance, would be central to the creation and reception of late-twentieth- century art. 1.2 Roy Lichtenstein, Golf Ball, 1962. Oil on canvas, 32 32" (81.3 1.1 James Rosenquist, F-111, 1964–65. Oil on canvas with aluminum, 10 86' (3.04 26.21 m). The Museum of Modern Art, New York. 81.3 cm). Courtesy The Estate of Roy Lichtenstein. New Movements and New Metaphors Purchase Gift of Mr. and Mrs. Alex L. Hillman and Lillie P. Bliss Bequest (both by exchange). Acc. n.: 473.1996.a-w. Artists all over the world shared U.S. -
The Shape of the Stone Was Stoneshaped Between the Generations of Dick Higgins and David Rokeby Lisa Moren
09 moren 9/2/05 11:31 am Page 69 The Shape of the Stone was Stoneshaped Between the generations of Dick Higgins and David Rokeby lisa moren Whereas my body, taken at a single moment, is but a conductor interposed between the objects which influence it and those on which it acts, it is nevertheless, when replaced in the flux of time, always situated at the very point where my past expires in a deed. Bergson 1991: 78–9 At first glance it may seem that a programmer clichés, through collage techniques in time and and builder of multi-media surveillance-to- space. Rokeby, although working in new media sound systems in the current São Paolo tools, consciously broke from the philosophy of Biennale has little in common with the demate- the media generation and worked distinctly as a rializations of a Fluxus artist, or in the direct software artist, who romantically makes art experiential forms of the Happenings art from the scratch material of code (Manovich movement. However, the fundamental gestures page 4 ‘Generation flash’). An examination of a within interactive art of the 1990s can be found selection of work by these two artists, and their in the corporeal work of Fluxus, performance relevant contemporaries, provides a point of art, Situationism, process art, participatory convergence regarding the mechanical transfer- works and Happenings generated in the 1960s. ence of ideas from the body to the computer and The notion that the viewer completes a work the transformation of the subject through manifested itself literally with the emergence of empowering the spectator to participate as interactive art. -
Appreciation and Appropriation, Art and Architecture
84TH ACSA ANNUAL MEETING THEORY AND CRITICISM 1996 263 Appreciation and Appropriation, Art and Architecture ALEX T. ANDERSON University of Pennsylvania INTRODUCTION journey in this enlightened way must satisfy themselves with 'nutrition' and 'digesting,' the rationalized and limited Architecture differentiates itself from other forms of art by forms of tasting, savoring and incorporation of food. It is demanding a different sort of attention. Rapt concentration difficult for tourists to fully experience the places they visit does not reveal it. Appreciation is not enough. Architecture because they cannot live with them. demands appropriation. This becomes particularly evident when we consider the In this essay I demonstrate that art and architecture difference between tourist's experience of a building and a distinguish thernselves not in their physical constitutions, lived experience of it. "Buildings," according to Benjamin, but according to the relationships they form with those who "are appropriated in a twofold manner: by use and percep- observe them. In making a work of architecture, it is crucial tio~rrather by touch and by sight."' The tourist's expe- first to understand these relationships, and then to create a rience of a building is limited because the inevitable brevity field that is capable of sustaining them. of 'touring' precludes tactile appropriation, which, Ben- jamin asserts, "is accomplished not so much by attention as VISUAL EXPERIENCE by habit."4 The true experience of a building involves a In his well-known essay, "Art in the Age of Mechanical gradual incorporatio~notthe "introjection of an 'out- Reproduction" Walter Benjamin disparages "the attentive side"' that Calvino's sophisticated tourist experiences, but concentration of the tourist before a famous building."' He an extended temporal involvement. -
Untranslating the Neo-Avant-Gardes Luke Skrebowski
INTRODUCTION UnTranslaTing The neo-aVanT-garDes luke skrebowski This guest-edited issue aims to trouble assumptions about the trans- latability of various global neo-avant-gardes into canonical Anglo- American terms and categories—including Pop, Minimalism, Conceptualism—however problematized and expanded they may be in the process. The assumptions I have in mind tend to prop up the cul- tural hegemony of Western institutions by means of a logic of inclusion that serves to reinforce rather than destabilize the status quo. To this end, this issue foregrounds the problem of translation, and specifi cally the fi gure of “the untranslatable,” to address the mediation of global neo-avant-gardes in a more refl exive way, going beyond the often nebu- lous and frequently one-sided notions of “infl uence,” “interaction,” or “contact” that continue to characterize much of the discourse on the global neo-avant-gardes. The notion of the untranslatable is borrowed from Barbara Cassin, via Emily Apter and Jacques Lezra, and is developed here for comparative work in, but also in a certain sense against, global art his- tory. Cassin’s multilingual philosophical lexicon Vocabulaire européen des philosophies: Dictionnaire des intraduisibles (2004) consists of a select number of terms drawn from particular national and linguistic philosophical traditions which are chosen precisely for their “untrans- latability,” a term that, as Cassin insists, “n’implique nullement que les termes en question . ne soient pas traduits et ne puissent pas 4 © 2018 ARTMargins and the Massachusetts Institute of Technology doi:10.1162/ARTM_e_00206 Downloaded from http://www.mitpressjournals.org/doi/pdf/10.1162/artm_e_00206 by guest on 26 September 2021 l’être—l’intraduisible c’est plutôt ce qu’on ne cesse pas de (ne pas) traduire.” (“In no way implies that the terms in question . -
Geometry and Art LACMA | | April 5, 2011 Evenings for Educators
Geometry and Art LACMA | Evenings for Educators | April 5, 2011 ALEXANDER CALDER (United States, 1898–1976) Hello Girls, 1964 Painted metal, mobile, overall: 275 x 288 in., Art Museum Council Fund (M.65.10) © Alexander Calder Estate/Artists Rights Society (ARS), New York/ADAGP, Paris EOMETRY IS EVERYWHERE. WE CAN TRAIN OURSELVES TO FIND THE GEOMETRY in everyday objects and in works of art. Look carefully at the image above and identify the different, lines, shapes, and forms of both GAlexander Calder’s sculpture and the architecture of LACMA’s built environ- ment. What is the proportion of the artwork to the buildings? What types of balance do you see? Following are images of artworks from LACMA’s collection. As you explore these works, look for the lines, seek the shapes, find the patterns, and exercise your problem-solving skills. Use or adapt the discussion questions to your students’ learning styles and abilities. 1 Language of the Visual Arts and Geometry __________________________________________________________________________________________________ LINE, SHAPE, FORM, PATTERN, SYMMETRY, SCALE, AND PROPORTION ARE THE BUILDING blocks of both art and math. Geometry offers the most obvious connection between the two disciplines. Both art and math involve drawing and the use of shapes and forms, as well as an understanding of spatial concepts, two and three dimensions, measurement, estimation, and pattern. Many of these concepts are evident in an artwork’s composition, how the artist uses the elements of art and applies the principles of design. Problem-solving skills such as visualization and spatial reasoning are also important for artists and professionals in math, science, and technology. -
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. -
Geometry and Art, What a Concept! Mayra Muller-Schmidt Sharpstown Middle School WHAT WILL THEY SEE? “Now Class, Visualize a Cu
Geometry and Art, What a Concept! Mayra Muller-Schmidt Sharpstown Middle School WHAT WILL THEY SEE? “Now class, visualize a cube . .” Some pupils will immediately think of a piece of ice; others can see a three-dimensional cubed shape in their mind’s eye; yet other children will still see a flat square. An ordinary cube is made up of six squares; however, so many students fail to establish an articulate difference between a square and a cube. Geometric forms are numerous and perhaps confusing to a young mind that hasn’t yet formulated a real sense of perceiving dimension, vocabulary, or comprehension of forms. Connecting Different Cognitive Skills Can Connect the Dots . My interest in integrating and emphasizing geometry is twofold. Geometric shapes are some of the strongest forms used in modern art. Geometry has a strong history that, throughout the centuries, has been involved, integrated, and eventually indispensable in art and architecture. Artists have studied geometry in order to draw angles, proportion, and perspective, in order to illustrate or emote the illusion of realism. Geometric forms, currently, are explored and seen everyday in our surroundings. Geometry is an important subject, one which plays a strong part as a tool in art and needs to be emphasized at some point in a person’s education. Students can benefit from the awareness that art and math share a significant part together. Surely, a secondary reason for weaving geometry into an art unit is to strengthen and complement both subject matter skills. The practice and repetition of maneuvering shapes and forms and then relating them to math vocabulary will enhance knowledge for those who already have a strong sense for forms, angles, and dimension. -
Conceptual Art
DOI: 10.7816/idil-06-30-03 idil, 2017, Cilt 6, Sayı 30, Volume 6, Issue 30 FROM OBJECT TO IMAGE – IMAGE TO OBJECT: CONCEPTUAL ART Yurdagül KILIÇ1 ABSTRACT Conceptual art considered to have emerged as a new understanding in the late 1960’s and leading to great conflicts within the art world is an understanding which opposes to art’s being limited to such specific categories as painting and sculpture and to art works’ being exhibited in galleries and museums, and is an understanding where object loses its significance and thought becomes vital. The art movements rising with postmodernism from 20th century onwards caused the object which is the main subject of art to bear different meanings at a different place and a different time. In the age of postmodernism art is everywhere and in everything and thus the limitation to image cannot be considered.The starting point of the conceptual art which developed in opposition to commercialization of art and the formalist art theory has been examined in this study. The information and emerging findings as a result of the scanning of related literature, one of qualitative research methods, has been assessed within this context. Keywords: Conceptual Art, Object, Image, Postmodernism Kılıç, Yurdagül . "From Object to Image- Image to Object: Conceptual Art". idil 6.30 (2017): 511-527. Kılıç, Y. (2017). From Object to Image- Image to Object: Conceptual Art. idil, 6 (30), s.511-527. 1 Arş. Gör., Dokuz Eylül Üniv., Güzel Sanatlar Eğitimi Böl., Resim-İş Eğitimi ABD, yurdagul.klc(at)hotmail.com 511 www.idildergisi.com Kılıç, Y. -
Unarthodox: an Investigation of How Children Articulate Their Sense of Self Through Art
DePaul University Via Sapientiae College of Education Theses and Dissertations College of Education Spring 6-2019 UNARTHODOX: AN INVESTIGATION OF HOW CHILDREN ARTICULATE THEIR SENSE OF SELF THROUGH ART Brandon Gilbert DePaul University Follow this and additional works at: https://via.library.depaul.edu/soe_etd Part of the Early Childhood Education Commons Recommended Citation Gilbert, Brandon, "UNARTHODOX: AN INVESTIGATION OF HOW CHILDREN ARTICULATE THEIR SENSE OF SELF THROUGH ART" (2019). College of Education Theses and Dissertations. 160. https://via.library.depaul.edu/soe_etd/160 This Dissertation is brought to you for free and open access by the College of Education at Via Sapientiae. It has been accepted for inclusion in College of Education Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. DePaul University College of Education UNARTHODOX: AN INVESTIGATION OF HOW CHILDREN ARTICULATE THEIR SENSE OF SELF THROUGH ART A Dissertation in Education with a Concentration in Early Childhood Education by Brandon Gilbert ©2019 Brandon Gilbert Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education June 2019 iii Certification of Authorship I certify that I am the sole author of this dissertation. Any assistance received in the preparation of this dissertation has been acknowledged and disclosed within it. Any sources utilized, including the use of data, ideas and words, those quoted directly or paraphrased, have been cited. I certify that I have prepared this dissertation according program guidelines, as directed. iv Abstract Art play in the field of early childhood education has been a subject, which is usually excluded from most early childhood curricula, because of a focus on common core subjects, such as literacy, math, and science.