Identities & Inequalities & the Arts • access to careers in access to careers in the arts the arts • arts activism arts activism • tastes and status, class tastes and status, class distinctions of art distinctions of art publics (later) publics (later)
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Identities & Inequalities & the Arts access to careers in the arts access to careers in the arts arts activism arts activism tastes and status, class distinctions.
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Identities & Inequalities & the Arts Identities & Inequalities & the Arts
•access to careers in the artsaccess to careers in the arts•arts activismarts activism•tastes and status, class distinctions tastes and status, class distinctions of art publics (later) of art publics (later)
The Arts & Identity Issues of Art World participantsThe Arts & Identity Issues of Art World participants Identity issues for participantsIdentity issues for participants
Labeling (who is considered an “artist”?)Labeling (who is considered an “artist”?) ““representations” of identities in art (ex. ambivalence in representations” of identities in art (ex. ambivalence in
artists’ discourse, presentation of self)artists’ discourse, presentation of self) status distinctions (within & between art worlds)status distinctions (within & between art worlds)
symbolic boundariessymbolic boundaries material constraintsmaterial constraints
biases & values imbedded in practices & institutionsbiases & values imbedded in practices & institutions participation of minorities & the dispossessed in art participation of minorities & the dispossessed in art
worldsworlds
Discriminatory Dimensions of Artistic Practices & InstitutionsDiscriminatory Dimensions of Artistic Practices & Institutions
national affiliations, geographynational affiliations, geography Tensions between artistic ‘freedom’ and socio-Tensions between artistic ‘freedom’ and socio-
cultural conventionscultural conventions
Recall: the “triple game” of contemporary artRecall: the “triple game” of contemporary art Sociologist Nathalie Heinich’s theory of how the arts push Sociologist Nathalie Heinich’s theory of how the arts push
the boundaries of what is acceptable the boundaries of what is acceptable Transgression (of norms, tastes & values by artists)Transgression (of norms, tastes & values by artists) Rejection (of artworks by publics)Rejection (of artworks by publics) integration (of new art endowed with the critical acclaim of integration (of new art endowed with the critical acclaim of art art
world insiders)world insiders)
Theory that contemporary artists must push Boundaries Theory that contemporary artists must push Boundaries pertaining to aesthetic values & other socio-cultural values pertaining to aesthetic values & other socio-cultural values (ex.photos by Robert (ex.photos by Robert Mapplethorpe))
Aim of exposing hegemony of white males Aim of exposing hegemony of white males of European heritage in contemporary Art of European heritage in contemporary Art WorldsWorlds
GG poster about collectorsGG poster about collectors
GG Poster: HelmsGG Poster: Helms
Guerrilla Girls
originally covered skin to hide identity further
Guerrilla Girls
originally covered skin to hide identity further
King KongKing Kong
Kong and Faye WrayKong and Faye Wray
Beauty & the beast imageryBeauty & the beast imagery Plus word play (Guerrillas as underground Plus word play (Guerrillas as underground
fighters too)fighters too)
GG poster INGRESGG poster INGRES
INGRES—OdalisqueINGRES—Odalisque
Another approach to resisting hegemonic restrictions on participation in art worlds: Studies of “exceptions” (success stories)
Another approach to resisting hegemonic restrictions on participation in art worlds: Studies of “exceptions” (success stories)
Jacob Lawrence, Jacob Lawrence,
IronersIroners 1943 1943..
Rewriting the “canon”Rewriting the “canon” Germaine Greer Germaine Greer The Obstacle Race. The Fortunes of The Obstacle Race. The Fortunes of
women Painters and their workwomen Painters and their work, 1979, 1979 Ex. Marcia Tucker et al. Ex. Marcia Tucker et al. Out there. Marginalization and Out there. Marginalization and
Contemporary culturesContemporary cultures New Museum of Contemporary New Museum of Contemporary Art, 1992.Art, 1992.
Griselda Pollock Griselda Pollock Differencing the Canon-- Feminist Differencing the Canon-- Feminist Desire and the Writing of Art’s Desire and the Writing of Art’s Histories, routledge, Histories, routledge, 19991999
Boim, Albert. Boim, Albert. The Art of Exclusion. Representing blacks The Art of Exclusion. Representing blacks in the nineteenth Centuryin the nineteenth Centuryk, Smithsonian 1990k, Smithsonian 1990
Trinh T. Minh-ha, Cornell West etc.Trinh T. Minh-ha, Cornell West etc.
Teaching the Arts as a form of ‘action research’ & communicationTeaching the Arts as a form of ‘action research’ & communication
Example: Example:
Video clipVideo clip
‘‘Kumba’Kumba’
Artistic Activities for Social ChangeArtistic Activities for Social Change
Artists as members of social/cultural “avant Artists as members of social/cultural “avant garde”—garde”— anticipate social changeanticipate social change provoke resistance (ex. anti-war, AIV AIDS benefits provoke resistance (ex. anti-war, AIV AIDS benefits
etc.)etc.) inspire trends (ex. fashions)inspire trends (ex. fashions) support charitable causes (ex. AIDS activism)support charitable causes (ex. AIDS activism) provide leadershipprovide leadership But-- critics sometimes doubt sincerityBut-- critics sometimes doubt sincerity Recall- spoof of artists’ pleas for African aidRecall- spoof of artists’ pleas for African aid
Artistic Practice as Social Action: Samuel Mockbee’s “Architecture of Decency”—Rural Studio
Artistic Practice as Social Action: Samuel Mockbee’s “Architecture of Decency”—Rural Studio
Architecture students in Alabama work on Architecture students in Alabama work on buildings for rural poor: homes, children’s buildings for rural poor: homes, children’s centre, marketplace, sports facilitiescentre, marketplace, sports facilities
““sustainable” architecture, social welfare, sustainable” architecture, social welfare, practical experiencepractical experience
Mason’s BendMason’s Bend
Small, very poor rural community living in makeshift Small, very poor rural community living in makeshift housinghousing
Bryant (Hay Bale House)Bryant (Hay Bale House)
Views of the Hay Bale HouseViews of the Hay Bale House 1994 & 2000 (r)1994 & 2000 (r)
Addition for grandchildren’s sleeping quartersAddition for grandchildren’s sleeping quarters
SmokehouseSmokehouse
Other Projects Other Projects
Links between social conscience & high culture aestheticsLinks between social conscience & high culture aesthetics Modernism/postmodernismModernism/postmodernism
High tech materials & tastes but “low tech” & High tech materials & tastes but “low tech” & low cost building solutionslow cost building solutions
Interaction with clients & feedback from themInteraction with clients & feedback from them Community-based projectsCommunity-based projects Note references to architectural traditions in Note references to architectural traditions in
introductionintroduction
Judith Levine: Theatre for the ForgottenJudith Levine: Theatre for the Forgotten Theatre in prisons & with “social outcasts”Theatre in prisons & with “social outcasts” Benevolence & art– different than “art for Benevolence & art– different than “art for
arts sake”arts sake” Historic example: Beckett’s Historic example: Beckett’s End GameEnd Game
Theatre for the ForgottenTheatre for the Forgotten
Funding issues: Funding issues: Volunteers at the beginningVolunteers at the beginning Touring inmates as part of theatreTouring inmates as part of theatre Money for “training”, for arts diffusionMoney for “training”, for arts diffusion Funding for social support (education, employment readiness, Funding for social support (education, employment readiness,
counselling components)counselling components) change in emphasis– theatre professionals replaced by social change in emphasis– theatre professionals replaced by social
workers & arts therapistsworkers & arts therapists In 1970s– end of growth of guerrilla theatre movementsIn 1970s– end of growth of guerrilla theatre movements
Debates: Debates:
Arts for art sake vs. arts as social-political actionArts for art sake vs. arts as social-political action Arts as “normative” (teaching shared values)– like debates Arts as “normative” (teaching shared values)– like debates
about the arts & citizenshipabout the arts & citizenship Using other funding as a pretext to fund the artsUsing other funding as a pretext to fund the arts Use of arts funding for social programmesUse of arts funding for social programmes Definition about what is art?Definition about what is art? who can teach the arts?who can teach the arts?
Impact of Arts as Social ServiceImpact of Arts as Social Service
Organizational identityOrganizational identity Survival strategiesSurvival strategies Changes to the actual way in which the art Changes to the actual way in which the art
is doneis done Other types of activist theatre: ex. Augusto Other types of activist theatre: ex. Augusto
Gran Fury and AIDS activismGran Fury and AIDS activism
Gran Fury– name for an artists’ collective (1988-Gran Fury– name for an artists’ collective (1988-1992)1992)
AIDS awareness AIDS awareness public advertisement campaign (silence=death)public advertisement campaign (silence=death) Article about Quebec campaignArticle about Quebec campaign
Political Art and Action,
Political Art and Action,
Grand Fury--Against indifference to AIDS & against Grand Fury--Against indifference to AIDS & against homophobiahomophobia
Link to images of work But did not do <homework> in Quebec context (health But did not do <homework> in Quebec context (health
coverage better there than in US, language differences)coverage better there than in US, language differences)
Filmmaker Sylvia Filmmaker Sylvia Hamilton’s work Hamilton’s work about African about African Canadian experiencesCanadian experiences
Film screening of Film screening of The The Little Black Little Black SchoolhouseSchoolhouse and talk and talk by Dr. Hamilton by Dr. Hamilton
Note to Users of these Outlines--Note to Users of these Outlines--
not all material covered in class appears on these outlines-- not all material covered in class appears on these outlines-- important examples, demonstrations and discussions aren’t important examples, demonstrations and discussions aren’t written down here.written down here.
Classes are efficient ways communicating information and Classes are efficient ways communicating information and provide you will an opportunity for regular learning. provide you will an opportunity for regular learning. These outlines are provided as a study aid not a These outlines are provided as a study aid not a replacement for classes.replacement for classes.