to study forms of art and performance from around the world. learning outcomes
3. Analyze and interpret selected works of creative expression learning outcomes
such as visual, verbal, and kinesthetic arts learning outcomes
in relation to various historical and cultural contexts. learning outcomes
THE NITTY GRITTY: SYLLABUS AND EXPECTATIONS
CENTRAL WEBSITE http://humanities1.wordpress.com CENTRAL WEBSITE
SECRET PASSWORD playzone Enter this password to access the FREE online flexbook, slides, study guides, etc.
ALL INFORMATION CAN BE FOUND HERE.
ONLINE FLEXBOOK (FREE READINGS)
ALL READINGS ARE FOUND ONLINE.
PRINT VERSIONS OF ONLINE READINGS
Place individual order for $45 (even) at Lazer Images on 61 Shattuck Square.
RECOMMENDED PREPARATION: ENGLISH 1A OR COMPOSITION
READERS CAN BE CHECKED OUT ON RESERVE IN THE BCC LIBRARY.
WHAT YOU NEED
Two packs of index cards (white).
WEEKLY RITUAL READ, WATCH, OR LISTEN TO MULTIMEDIA FLEXBOOK OR COURSE READER, AND COMPOSE A SHORT JOURNAL ENTRY OR ONLINE BLOG
WEEKLY BLOGS OR JOURNAL ENTRIES 3 BLOGS DUE EVERY 6 WEEKS
WEEKLY BLOGS OR JOURNAL ENTRIES READ WEEKLY, GRADED CUMULATIVELY AT THE END OF THE SEMESTER (POINTS ASSIGNED FOR TIMELINESS, INSIGHT, ANALYTICAL RIGOR)
WEEKLY BLOGS 1 Point, 1 Question, 100 words (minimum)
WEEKLY BLOGS USE ALIAS: (For example, “Dylan Eret” in today’s section would be “DYERB4”) (BLOG 1 DUE: FRI, AUG 26, 10:00am)
EMAIL BLOGS [email_address] AND [email_address] Use this email to send weekly blogs.
A NOTE ON PLAGIARISM
PIXEL PALS (ONLINE CLASS ONLY)
DROP OR WITHDRAWAL AFTER SIX ABSENCES
YOU MUST LET ME KNOW BEFORE CLASS IF YOU NEED TO BE ABSENT.
Course Structure (Range of Art-Forms)
What is art?
What is play?
What is creativity ?
The Familiar, Home, and Hearth The Foreign, Exotic, and Different Transcending Self and Other PLAY ZONES 2. Combat Zones 3. Twilight Zones
How to Take Notes
Paraphrase : Summarize the key points.
Personalize : Share your personal reactions .
Question : Ask two or more questions about and beyond the content. Explain why you consider these important questions for the presenter to answer.
Disagree : Identify flaws in and raise major issues with the ideas presented. Offer your dissenting opinions & reasons.
Illustrate : Come up with real or imaginary examples of the concepts and principles.
You have 30 seconds to prepare for one of the following interruptions. Remember, your interruption should relate to the most recent segment of the presentation. Your interruption should last for at least 30 seconds and not more than one minute.
the basic structure underlying a system, concept, or text framework
1. Art is (deep) play. 2. Art is (cultural) performance. Two propositions
1. Art is deep play. 2. Art is cultural performance. Two propositions
Art as Deep Play (deep) play : an intense form of engagement among humans (and other biological organisms)
Art as Cultural Performance (cultural) performance : an aesthetically marked and heightened form of communication, framed in a special way and put on display for an audience - Richard Bauman
Classical Cases of “Art” (found in very own course catalog!)
The “Art” or Aesthetics of Everyday Life
The Problem of Classification These categories of “art,” though they are important to study in their own right, assume a very specific model of cultural production that is largely visual , elitist , and Western .
The Problem of Classification “ What I don’t like about the [classical distinctions made by art historians] is the notion that to be art, something has to be strictly for beauty. The arts of everyday life are highly utilitarian arts: they give form to value . That, for me, is what an art of everyday life is, something that gives form to value.
“… they give form to value .”
The Problem of Classification It’s not about bringing art back into the everyday world, because I don’t believe it ever left. And it’s not about discovering that what we normally consider as art in museums or galleries also occurs in the everyday world. It’s neither of those. It is about the arts of living , by which I mean giving value meaningful form.” - Barbara Kirshenblatt-Gimblett, folklorist, NYU
“… the arts of living… ”
Art Puzzle: Pile of Bricks Consider the following possibility, based on an exhibit at the Tate Gallery in 1976. A person already known, perhaps even famous, as a “minimalist” sculptor buys 120 bricks and, on the floor of a well-known museum, arranges them in a rectangular pile, 2 bricks high, 6 across, and 10 lengthwise. He labels it Pile of Bricks.
Art Puzzle: Pile of Bricks Across town, a bricklayer’s assistant at a building site takes 120 bricks of the very same kind and arranges them in the very same way, wholly unaware of what has happened in the museum—he is just a tidy bricklayer’s assistant.
Art Puzzle: Pile of Bricks Can the first pile of bricks be a work of art while the second is not, even though the two piles are seemingly identical in all observable respects? Why or why not?
BEFORE NEXT CLASS READ: E-Reserves 1a, “Deep Play” (Diane Ackerman) WATCH: “Do Schools Kill Creativity?” (Ken Robinson )
Art as Cultural Performance By using performance as an organizing concept, we begin to notice how art acquires meaning in context, rather than as a collection of static objects produced by special individuals.
Art as Cultural Performance In fact, performance allows us to see artistic expression as an interactive , intercultural , intergeneric practice which overlaps with numerous fields of knowledge and experience.
Art as Cultural Performance Examining artistic contexts and cultural performances enable us to expand the scope of meaningful forms we actually study and among wider populations. All of us , not just the selected few, are already creating artistic forms of expression worthy of interest.
More Key Terms genre : (1) a category or kind of artistic communication ; (2) orienting frameworks for communicating
style : (1) a way of doing something; (2) where tradition and innovation meet during social interaction
taste : (1) the process of artistic selection ; (2) the determination of aesthetic standards by individuals and groups; (3) how we come to like or dislike something
intertextuality : the references and connections made between multiple artistic "texts" during communication
Genres of Performance
Reproducing Art Walter Benjamin, “The Work of Art in an Age of Mechanical Reproduction” Aura: the quality of a work of art which changes meaning during the process of reproduction Authenticity: the quality of being unique or genuine
The Quilts of Gee’s Bend (Production)
The Quilts of Gee’s Bend (Production) http://www.quiltsofgeesbend.com/quiltmakers/index.shtml
For a fuller context, read the online article in FLEXBOOK by Teri Klassen (E-Reserves 4c)
QUESTIONS 1. Describe the tradition of quilting (stylistic elements, process, etc.). 2. How is quilting a form of play and performance?
The Quilts of Gee’s Bend (Reflection) Should art by untrained artists be held in the same esteem as that done by professionally trained artists? Should it, for instance, be shown in museums on the same walls that display art by renowned master artists like Picasso and Matisse? What happens to an art-form as it gets reproduced and acquires greater aesthetic and economic value?
"There's no arguing about (disputing) taste." How do our personal "tastes" in art serve to define who "we" are?
How can we tell what a work of "art" is?
What happens when it is reproduced?
WRITE THE TOP FIVE CREATIVE BLOCKS THAT STOP YOU FROM DOING WHAT YOU WANT TO DO.
SHARE THIS WITH YOUR GROUP PARTNER.
DISCUSS & WRITE POSSIBLE SOLUTIONS OR REMEDIES.
1. Art is _________. 2. Art is _________. Guiding frameworks: What are they?