Showing posts with label COP3. Show all posts
Showing posts with label COP3. Show all posts

Saturday, 12 December 2015

Roland Barthes

Barthes

There is a great resource here which makes many of Barthes' texts available to download. Any of you writing about the relationship between drawing and photography should be reading his work. 
My own view is that all artists are by default 'historical materialists', encoded within everything we make is a material narrative that at first we don't see, but it will be opened out by future audiences as they unpick our moral decadence and become amazed at our thoughtlessness. 
Happy Holidays.

Sunday, 18 October 2015

How to try to say what you mean.

The last but one Fine Art module, Context of Practice 3 is now upon us. The third year are once again embroiled upon the writing of a text that is meant to create a deeper understanding of an individual’s art work and lead to a synthesis between theory and practice.
I believe that it is a useful process to go through but there are so many ghosts in the educational machine that it is a very hard thing to do. The biggest and most potent ghost is of course the educational system itself. It rewards the obtaining of learning outcomes, but these are often written in such a way that they remove the poetry from the practice. They for instance ask you to demonstrate research, however some art practices needs lots of research and other practices can be made as Yates said, “Out of a mouthful of air”.
If anyone was to ask me, (and it’s unlikely that they will) to write the key learning outcome for the written element of this module I would say it should be: “The student can write in such a way that it communicates what they are trying to get at”.
If I was to have a model for how to do this I would recommend Ted Hughes’  ‘Poetry in the Making’, which was a book he wrote for 10 year olds.
This brings me to another ‘ghost in the art education machine’, that of referencing other artists. A ghost that persists in the structure of what in COP3 is now called ‘the case study’.
In my mind the last thing you need is a close model to follow when developing your own work. I don’t think you can justify your work by pointing to another artist that does something similar. This way of thinking is a left over from the art academies and has found its way into how art is taught in schools. At one time within the art academies only certain artists were deemed worthy of study, ‘Raphael, Murillo, the Carracci’s’ etc. That time has gone. Yes look at art, look at it in depth, explore its vast history and immerse yourself in its possibilities, but not to provide justification for your own practice. Try to look at other art as a symptom for the human condition. Try to work out how and why artists might have done the things they have done, why different cultures may have come up with the images they have, and why materials available might have shaped making in the ways that they have. Use your looking to sharpen your eyes and visual appreciation of possibilities, but don’t go searching for models, avoid the “I make art like…” trap.
This however is not a plea for anything goes. There are things you can learn from other art. What makes for a successful resolution? What types of working processes are used that seem to be able to reconcile research with visual concept?  How has truth to material been reconciled with craft invention? These are however questions of purpose not questions of style.
When writing COP3 you are asked to first of all write a positioning statement. This is about self-knowledge. Hopefully it helps solve the question, “how can I make art without becoming false to myself?  There is no best way or answer to this. But Hughes’ ‘Poetry in the Making’ does suggest possible directions to take. He asks us to re-discover our passionate interests. He points to survival, being fed and warm as central, then posits relationships with others as our initial concerns. However as we get older he suggests that our interests spread out and become too easily superficial, an artist though, he further suggests, has to learn to differentiate between what is just of interest and what has the possibility of being an obsession. This fascination with something does though take time to develop and it can be as much a fascination with art, as with the world itself. (Art cannot of course detach itself from the world)

When you are thinking about the case study and are looking to search for ‘art friends’, make sure that these are not people who make things that look just like the work that you make, but people that have resolved issues in their work that you empathise with. Because I’m trying to deal with narrative and politics in my work at the moment, I look at how other artists might have resolved these two issues. Perhaps one artist might help me to think through one particular part of the problem and a very different artist another aspect. Often it’s to do with approach. I might look at Duchamp, but not for his ready-mades, in my case it would be for the narrative complexity behind the ‘Large Glass’ and the fact that he had in some ways created a contemporary allegory of sex in the city.  I’m not however going to make something that looks like the ‘Large Glass’.  I might look at the work of Chris Ware in order to think about how time can be expressed in a visual narrative and compare that with 13th century Chinese landscape painting. I might use a David Hockney video as a guide to how to think about how complex visual narratives were constructed in Chinese scrolls. See which is a short clip from ‘A day on the grand canal with the emperor of china’ by Hockney. 

At the end of the day my own work does not look like Duchamp’s or Hockney’s but may well have taken on board issues that both artists have at one time or another dealt with. It’s not a case of not looking at other art, it’s about learning from looking and thinking about what you are looking at. 

Ted Hughes says that there is no one way to write, only to make what you write interesting. It’s the same with fine art. Hughes goes on to say that you write interestingly only about the things that genuinely interest you. This he says is an infallible rule. Again I would say this applies to fine art as well.

How to try to say what you mean is part of a search for self-knowledge, Ted Hughes goes further and suggests that as you refine that voice, as you develop and hone the languages you use, eventually you might in your work develop something that he calls, “grace”.

Although a poet, Hughes has some wonderful advice for the young artist.

“See it and live it. Do not think it up laboriously, as if you were working out mental arithmetic. Just look at it, touch it, smell it, listen to it, turn yourself into it. When you do this, the words look after themselves, like magic.”

“What’s writing really about? It’s about trying to take fuller possession of the reality of your life.”

You can learn a lot from this small book written for children, in particular Hughes points to how we struggle to possess our own experiences and express something about them. “Something of the almighty importance of it and something of the utter meaninglessness”.
I realise that you should not change the original words of a text, but with a slight change, ‘Poetry in the Making’ could easily become ‘Art in the Making’, and would thus end so:

…And when a visual language can manage something of this, and manage it in a moment of time, and in that same moment make out of it the vital signature of a human being – not of an atom, or of a geometrical diagram, or of a heap of lenses – but a human being, we call it art.

The artist Sol LeWitt once wrote to Eva Hesse, urging her to stop getting entangled with worry about meaning and he urged her to just get on an do it. This letter was much later picked up by the actor Benedict Cumberbatch and read out beautifully. As an end note to this 'trying to take fuller possession of the reality of your life'. 

Sol LeWitt: Letter to Eva Hesse

See also:



Wednesday, 24 June 2015

Downloadable art catalogues


Drawings from a Brice Marden catalogue

Museums are beginning to offer online access to their exhibition catalogues. These are wonderful research materials and can help you enrich your Context of Practice work.
To read free books from the Guggenheim (free art books) you will just need to follow these simple instructions. 1.) Select a text from the collection. 2.) Click the “Read Catalogue Online” button. 3.) Start reading the book in the pop-up browser, and use the controls at the very bottom of the pop-up browser to move through the book. 4.) If you have any problems accessing these texts, you can find alternative versions on Archive.org.

You can find many more free art books from the Getty and the Met below.





Sunday, 22 March 2015

Drawing Now MOMA



Catalogue Cover: Drawing Now

Drawing Now was an exhibition held at the Museum of Modern Art in New York in 1976. It proposed that for the first time drawing had begun to be seen as a practice in its own right. In order to articulate this idea Bernice Rose wrote what was to be a very influential catalogue essay. She stated that there were four artists that at the time seemed pivotal to what was happening both within drawing and within art itself. Cy Twomby, Joseph Beuys, Robert Rauschenberg and Jasper Johns were seen as central to her thinking. 

Cy Twomby

Cy Twomby

Cy Twomby was cited because what he represented was a link to Abstract Expressionism and the idea of the artist’s mark. Twomby had redefined the artist’s gesture as a style or symbolic mark. In his hands it was no longer a hard fought gesture, it was a sign of coolness. It was a mark designed to sum up the artist’s signature mark. It was as if he has boiled up all those books on graphology, seasoned them with ‘la patte’ or the artist’s mark and ate the whole brew as nourishing soup. His trademark was indeed a trademark, he had branded surrealist automatic drawing as a style instead of a process. 

Masson

Masson: 1926 Automatic Drawing
(Masson often 'dribbled' paint over his surfaces in order to tap into his unconscious or uncontrolled brain, he is a key link between European Modernism and Abstract Expressionism)

This was important because what Pop Art made people aware of was how signs were becoming more important than things, and one thing art had was its own signs, one very important one being the gestural mark. This mark was often coupled with an idea of the artist’s signature style, in particular within Abstract Expressionist circles, the paint mark could be the totality of the artwork. Pollock’s dribble was what set him apart from Rothko’s stains or De Kooning’s brushwork.
In drawing this goes back a long way. You could argue that it was drawing that that kept the idea of the individual hand signature alive. Back in the Renaissance drawing was seen as an intellectual activity associated with the diagram, with planning, with analysis and close observation, but at the same time it was also seen as a record of individuality, the area where an artist left his (and it was nearly always at that time ‘his’) private thoughts, where purpose originated and ideas were seen to gestate. Only in drawing was the artist working with the individual signature of the hand and collections of artists’ drawings were made not just for the purpose of copying them but as repositories of a singular individual’s thoughts. Painting was usually done by the team; a master’s cartoons being covered up as the paint was applied. Composition was far more important than gesture, the organization of a perspective more important than local colour. Even though this would change as Romanticism began to cultivate and celebrate the idea of the individual genius, drawing as preparatory work for painting and sculpture tended to be how it was thought of right up until the middle of the 20th century. However during this period what did happen was that drawings were becoming more and more appreciated as things in their own right. In particular the more a society valued the inner workings of the mind, the more an ‘unfinished’ thought or scribble might be valued as it could reveal to us how an idea came into being. Drawing was therefore both an arena for conceptual thinking and a way for an artist’s individuality to come through in the way they made marks or scribbled notes. (Think of the way that Leonardo’s sketchbooks have become revered).
Twomby was just one aspect of this old tradition re-forged into a contemporary notion. Joseph Beuys fitted another need. He was tapping into an older shamanic tradition. His drawings were seen as communal rituals, his blackboard drawings, diagrams of social possibility, performed in front of an audience, his more self consciously gestural drawings often using particular materials like fat or wax to carry messages of transformation through ritual engagement. 
Joseph Beuys

Joseph Beuys

Joseph Beuys: Blackboard

Beuys' work was another older ‘sign’ of art, art as a spiritual and sociological glue, an activity around which people could find meaning for the life they were living. Beuys drawings could be records of performance as much as notations of thinking, many of his small drawings felt like scientific notations as materials and annotations were put together in some sort of spiritual equation. The individuality of the artist’s signature in Beuys’ case now extending into the artist himself as trademark. His felt hat and jacket being an inseparable part of the artist’s ‘look’.

The other two artists that were signaled out as ‘leaders’ in the new drawing movement were Robert Rauschenberg and Jasper Johns. Both these artists had been seen as pivotal in moving beyond the emotional entrapment of Abstract Expressionism and both these artists were to be seen as artists that understood that we were now living in a complex world of signs and it would be the way we thought about this that would revolutionise the way we would think about art.

Rauschenberg had for a while been using 'real world' objects and images in his 'combines'. He was looking for a drawing process that would allow him to do the same thing and he came up with 'solvent transfer'. If you put a strong solvent, such as acetone, (nail varnish remover) or lighter fluid onto a printed image it will begin to re-disolve the ink. If you dampen good strong drawing paper in such a solvent and place printed images face down onto the paper you can work over the backs of these images with pencils and crayons, so that their pressure transfers the images. What Rauschenberg also realised was that a mark passing through an image could both transfer part of the image and yet still be a mark in its own right. He had in effect worked out how to keep the gestural mark of Abstract Expressionism whilst allowing himself to incorporate photographic imagery from the media soaked world he was living in. The gesture could therefore also operate as a sign that photographic media was now so ubiquitous it even permeated the artist's handmade mark.



Rauschenberg: Solvent transfer drawings. 

If you look at the drawing above, you can see that Rauschenberg's hand gestures pass through the images of the olympic wrestlers, his 'scribble' in effect capturing their image.  Representation was thus allowed back into drawing. This way of working also relates directly to collage, and it has often been argued that collage techniques were the only totally new concepts to enter the drawing canon during the twentieth century. (Rose unpicks this in her catalogue essay) Greenberg's prohibitions had to be engaged with somehow and once figurative imagery was allowed back into the frame, there would be a whole host of people trying to make sense of this new/old world, not least the Pop artists.

Jasper Johns was another artist who had allowed figurative imagery to 'slip-back' into his work. But this time in a more conceptually 'knowing' way. A painting of a target is still a target, a painting of a flag or a number is still a flag or a number. The image operating in a sort of no man's land between art and reality. Johns was again interested in signs, art signs were part of a post-Duchampian game and Johns was a clever player.

Johns: 0 through 9

Johns: Numbers

Jasper Johns: Flag

Johns: Passage

The gestural marks that would go into making an image such as a flag could be read as Abstract Expressionist gestures, but this time the gestures are 'frozen' into their zones of stripes or stars. In a similar way he used graphite wash to heighten awareness of the material quality of the marks in 'Numbers'. In his paintings the use of encaustic would in effect 'freeze' his painterly marks. All was now a game, a game about surface, (Passage consists of his own hand print and mark formally arcing through and disturbing the field of existing marks), a game about how we use symbolic language, (is an American flag still a flag if it is no longer red, white and blue? or a game about reality status and mimicry. 

You can get the original MOMA catalogue text here.

This exhibition, together with another Rose curated exhibition a few years later, Contemporary Drawing: Allegories of Modernism in 1992 also at MOMA, was seminal in that it began to define how drawing could now be written about, and written about separately from painting and sculpture. 
For those of you planning for COP3 you will need to think through how you can articulate your own drawing practice. The catalogue essay might be a useful read as it will introduce you to several strands of contemporary thinking about fine art drawing practice. 

Remember if you are thinking about putting ideas together for COP3 you can always use this blog to help navigate what is complex territory, and of course if you have questions you can always use the comments boxes. 

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