Schriftenreihe des DFG-Graduiertenkollegs „Das Wissen der Künste" herausgegeben von Barbara Gronau und Kathrin Peters Das Wissen der Arbeit und das Wissen der Künste Herausgeberinnen: Marina Gerber, Daniela Fugellie Paderborn: Wilhelm Fink, 2017 Gestaltung: Jenny Baese Der Text dieser Publikation ist unter einer Creative Commons Lizenz vom Typ Namensnennung – Keine Bearbeitung 4.0 International zugänglich. Um eine Kopie dieser Lizenz einzusehen, konsultieren Sie http://creativecommons.org/licenses/by-nd/4.0/ oder wenden Sie sich brieflich an Creative Commons, Postfach 1866, Mountain View, California, 94042, USA. Fotos und Abbildungen mit anderen Nachweisen sind ausgenommen. INHALT B G/K P Vorwort zur Schriftenreihe ............................................. 7 M G Einleitung ............................................................. 9 T B Tatort Tagung: Zeichnungen von der Tagung „… macht aber viel Arbeit. Kunst – Wissen – Arbeit“ ...................... 17 EPISTEMOLOGIE UND GENERAL INTELLECT DER KÜNSTE S ¢ M Sohn-Rethel’s Critique of Epistemology and Art .......................... 29 J S« ¬ Die Kunst und der Kon®¯ikt zwischen Wissen und Arbeit ................. 49 H -G B Handwerk Maschinenwerk ............................................. 63 ARBEIT UND KÜNSTLERISCHES WISSEN M G Kunst nach der Arbeit: Die Kollektiven Aktionen und die ,leere Handlung‘................................................ 77 S ¶ L · Scienti¸¹c Work and Free Jazz in the Late Soviet Era: An Auto-Biographical Re®¯ection ........................................ 97 V» ¼ Z½ · Book Designer, Publisher, Archivist, Collector: The Formation of My Artistic Practice ................................... 111 INHALT T B / J M / N W Tatort Tagung: Ein Gespräch über Tatortvermessung, Phantombilder, Kunst und die Dokumentation der Tagung „… macht aber viel Arbeit. Kunst – Wissen – Arbeit“ ...................... 123 MUSIK ALS BERUF S¤ Z¦§ Prekär, professionell, pluralistisch. Ein Blick auf den musikalischen Arbeitsmarkt ........................................... 137 M¤ P ª Der Techno-Club als spirituelles Zentrum der creative class: Das Berliner Holzmarkt-Projekt ......................................... 149 D¦ F¦¦ ‚Musik als Beruf‘ bei einem Konzert am 30. Oktober 1944 in Buenos Aires und am 10. Oktober 2014 in Berlin........................ 161 W§§·¤ P¸ N. 42 N¹ Mº » ¹¸ 30. O ¸¼ 1944 B¸ A E ¼¦ I¼¸»¸................................... 171 A¸I¹ª»¤ .............................................. 179 ARBEIT UND KÜNSTLERISCHES WISSEN S L SCIENTIFIC WORK AND FREE JAZZ IN THE LATE SOVIET ERA: AN AUTOBIOGRAPHICAL REFLECTION The tradition of combining scientic-technical education, scientic practice, on the one side, and engagement with art, literature, music, on the other, can be traced back in Russia to the pre-revolutionary times. Perhaps the rst gure to unite science, arts and humanities in Russia was the physicist, chemist and lit- térateur Mikhail Vasilyevich Lomonosov (1711–1765), author of a molecular-ki- netic theory of thermal energy. Another gure was the prominent chemist and microbiologist Alexander Porryevich Borodin (1833–1877), who was the author of more than 40 books on chemistry, a professor and academic. He is also well known as a composer of the very important Russian opera Prince Igor (pre- miered in 1890) as well as of the rst string quartets and symphonies in Russian music. He also created a multitude of chamber and symphonic works which had a tremendous impact on the development of music. A serious engagement with culture and art by people who were initially trained as chemists was not an ex- ception in the Soviet Union, but was, in fact, rather widespread. Amongst the contemporary cultural practitioners who received an education in chemistry are the composer Vladimir Dashkevich (Moscow Institute of Fine Chemical Technologies)1, the lm director Vadim Abdrashitov (Moscow Chemical-Tech- nological Institute)2, the lm director Oscar Nikich (Moscow State University), the poet Bahyt Kinzheev (Moscow State University), the children’s book writer Jacob Akim, the dramaturge and screenwriter Valentin Azernikov (Moscow In- stitute of Fine Chemical Technologies), and the Moscow Conceptualist artist Yuri Leiderman (Moscow Chemical-Technological Institute). The actors Alexan- der Filippenko and Andrei Myagkov (Leningrad Chemistry-Technology Insti- tute)3, the poet Vladimir Kostrov and the writer Vasily Grossman also worked in chemical production. 1 Editor’s note: Moskovskij Institut Tonkoj Khimicheskoj Tekhnologii (MITKhT). In this ar- ticle the transliteration of Russian follows BSI (British Standards Institution). Exceptions are names of individuals. 2 Editor’s note: Moskovskij Khimiko-Tekhnologicheskij Institut imeni D. I. Mendeleeva (MKhTI). Current name: D. Mendeleev University of Chemical Technology of Russia (Rossijskij Khimiko-Tekhnologicheskij Institut imeni D. I. Mendeleeva). 3 Editor’s note: Current name is Saint Petersburg State Institute of Technology, Technical University (Sankt-Peterburgskij Gosudarstvennyj Tekhnologicheskij Institut). SERGEY LETOV Science in the Morning, Humanities in the Afternoon, Arts in the Evening In Soviet times, higher education was an entry not only to an array of de ned forms of knowledge in a narrowly specialised area and to professional skills, but also provided a remarkably wide outlook – a systemic map of the world. For example, the degree programmes ofered by the Moscow Institute of Fine Chemical Technologies or the Moscow Chemical-Technological Institute lasted six years, in the course of which the students did not just learn chemistry, phys- ics and mathematics, but invariably also philosophy, history, economics, foreign languages, and the basics of sociology and organisation studies as well. It was for these reasons that there were so many technically educated people in the USSR who were able to combine their occupations in the scienti c and technological arena with an activity in art, literature, theatre or music. This supplement was considered not to be a professional but an amateur4 pursuit. Taking part in am- ateur artistic activities while studying at the institute, and also later in your ca- reer, was encouraged in various ways. The encouragement shown to my col- leagues at the All-Soviet Institute of Aviation Materials5 in Moscow where I worked from 1980 to 1989 can serve as an example. Apart from the xed salaries paid in the USSR, there were also quarterly bonuses. The amount of the bonus depended on the ‘Socialist Competition’, which was a scoring system for work- place, and, as I would like to emphasise, non-workplace achievements. Instead, these scores were achieved through social activities, including the participation in concerts and other amateur artistic pursuits, such as publishing in the press. The competition was not between individuals, but between collectives. How- ever, the nal score took individual accomplishments into account. The amount of the bonus could comprise 30 percent of the salary and more. Often this scienti c and technical education, and the practical work it en- tailed, provided an escape from some of the limitations posed by specialising in the humanities, which in Soviet times were extremely ideological and politi- cised. Conversely, ideological control was much weaker in the institutes of higher technical education and in the faculties of natural sciences, and there was less conformism and adaptation required. Young people who chose an edu- cation in mathematics, physics or chemistry were informally excused from tak- ing the oath of permanent loyalty to the Communist Party and its Youth League (Komsomol)6. Instead of blind adherence to dogma, they were required to show 4 Editor’s note: From the Russian samodeyatel‘nost’, which can also be translated as ‘self- activity’. 5 Editor’s note: Vsesoyuznyj Institut Aviatsionnykh Materialov. Current name: Vserossijskij Nauchno-Isseldovatel’skij Institut Aviatsionnykh Materialov. 6 Editor’s note: Komsomol is an abbreviation from Kommunisticheskij Soyuz Molodezhi (Communist Youth Union). SCIENTIFIC WORK AND FREE JAZZ IN THE LATE SOVIET ERA practical results (for the future). They were given a lot of leeway. You could say that the ‘technicians’ in the USSR had the most freedom and autonomy.7 When it comes to jazz, to a large extent it was received as the music of the ideological foe from the second half of the 1940s onwards. It was considered a form of American cultural imperialism. That is the reason why the interest in jazz was minimal among the professional musicians who graduated from the conservatory with hopes for a career in Soviet culture. However, in the sphere of non-professional musicians, of amateurs, whose professions were engineers, scientists or doctors, the reception of jazz was very diferent. For many of them jazz started out as a hobby, and became a way of life. In the 1950s jazz was rele- gated to the marginal world of restaurant life. Those who played jazz in restau- rants usually had an intermediary musical training. Restaurant jazz was formally disapproved of in the USSR, but the authorities took no actual measures against it. Therefore, there was a convergence of two social strata in Soviet jazz, two groups of musicians came together: people for whom jazz was a source of easy money and entertainment, and those for whom it was something much bigger than light music. For the latter – the amateur musicians – jazz was a manifesta- tion of a certain liberty, a sense of personal dignity,