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The document discusses the evolution of site-specificity in art from the 1960s onwards. It traces how site-specific art moved from being nomadic and self-referential to responding to the physical and cultural conditions of specific sites and locations. Key developments included viewing the art institution as a site and engaging with public sites and social issues. The discussion section notes how site-specificity has cycled between being nomadic versus site-bound and how the experience of the viewer being present was initially emphasized. The document raises questions about how a focus on experience has developed in social practice today and lists various potential sites for discussion, including locations of the participants. Examples of relevant artists mentioned include Mark Dion, Group Material, and Temporary
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Art history SHORT (KU)
1. Art is a primarily visual medium used to express human experience and ideas about the world.
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Artist Research S.N
Sonia Naqvi researched five artists for her project focusing on buildings and architecture.
1) Rachel Whiteread focused on sculptures of rooms, stairs, and demolished housing estates, capturing destruction and disappearance.
2) Mark Rothko painted hazy rectangles to envelop viewers in atmospheric color.
3) M.C. Escher depicted buildings and architecture from different perspectives in abstract woodcuts and lithographs.
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5) Cy Twombly made minimal abstract works using lines, curves, colors and text to evoke themes like the seasons.
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The document lists the names of several conceptual artists including Hadassa Gorohovski, Joseph Kosuth, John Baldessari, Richard Prince, Robert Barry, Keith Arnatt, Bruce Nauman, Tim Noble and Sue Webster, Jason Rhoades, and Jenny Holzer. It appears to be focusing on listing influential conceptual artists from the 1960s onwards.
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Postmodernism refers to a contemporary cultural style that is skeptical of classical notions of truth and objectivity. It questions traditional values and narratives. Postmodernism in literature continues and exaggerates some features of Modernism or reacts against it, using techniques like fragmentation and multiple perspectives. It also questions canonical literature and is influenced by postmodern philosophies such as post-structuralism, deconstruction, surrealism, pop art, and punk culture.
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Rachel Whiteread is a British sculptor known for casting domestic objects and interior spaces. She was born in London in 1963 and trained in painting and sculpture. Many of her works cast the negative space within or around objects to comment on domesticity and memory. Mark Rothko was an American painter known for his color field paintings. Born in Russia in 1903, he immigrated to the US and painted large abstract works using fields of color. M.C. Escher focused on geometrical drawings and prints that played with perspectives and impossible constructions. Franz Ackermann creates surreal abstract paintings that act as "mental maps" of his travels. Cy Twombly was an American painter who made calligraphic-style abstract
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Where you sit says a lot about where you stand. This week we look at Matthew 15 and the three groups of people who approach Jesus but with different responses and attitudes. This is a great chance to reflect on where we are in our relationship to God and to the future.
listen to the audio at www.stevegedon.com
Poppa
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This document lists several influential figures in Happening art and includes YouTube links to videos about their works: John Cage, who incorporated random sounds and noise into music; Allan Kaprow, who staged multimedia Happenings blending art and life; Tadeusz Kantor, a Polish theater director who incorporated elements of Happenings; and Yves Klein, a French artist known for monochrome paintings and anthropic performances involving fire.
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This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
Practice Meets Theory: Some Questions
A slightly enlarged version of a talk given on the panel "Bringing together theory and practice in digital museum communication" with Allegra Burnette, Costis Dallas, Lev Manovich, Susan Hazan, and Sarah Kenderdine. Museums & the Web, San Diego, CA, April 13, 2012. The discussion was just getting underway when the hour ended!
Everyday Art WCSS-2012
This document discusses an educational project focused on place-based design and learning about everyday art and design. It describes how students conducted ethnographic fieldwork in their local community to understand concepts of local culture and everyday objects. Students then collaborated to design an exhibit to teach others about everyday art. The project used experiential and inquiry-based learning, with students engaged in open exploration, fieldwork, debate, and iterative design of the exhibit. It highlights key components of place-based learning like using local contexts and partnerships with the community.
Lesson 1 What is Contemporary Art.pptx
This document provides an overview of contemporary Philippine arts from various regions. It begins by defining some key aspects of contemporary art, such as being site-specific, process-based, collaborative, and interactive. It then gives a brief historical overview of Philippine art forms across different time periods from pre-conquest to contemporary. These forms include painting, sculpture, architecture, and others. The document encourages understanding contemporary issues through art and provides activities for learning about local arts and collaboratively creating a process-based artwork based on an Indigenous story.
Place-Based Learning and the Language Classroom
A presentation and workshop for the Yale Center for Language Study's Instructional Innovation Workshop, May 17, 2016. By Stéphane Charitos (Columbia University) and David Malinowski (Yale University)
Visual Literacy
This document discusses using visual art and representations in a Cultural Studies classroom to develop students' visual literacy skills. It describes two classroom activities where students (1) explored national cultures through analyzing reproductions of paintings and (2) represented the effects of globalization by taking selfies in the city and reflecting on their personal approaches. The activities aimed to teach visual literacy through structured and experiential learning, using art as an experiential learning tool. Student feedback showed the value of combining directed analysis and collaborative experiential learning through visual art.
Botanica Pres Week 5 Rendell
An overview of key ideas from the reading: Rendell, J. (2008). Space, place and site in critical spatial arts practice. In C. Cartiere & S. Willis (Eds.), The Practice of Public Art (0 ed., pp. 33–55). Routledge. https://doi.org/10.4324/9780203926673
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DonahueSite
- 2. Evolution of the Site ● Site-specificity as response to modernism's nomadic, placeless, self-referential artwork... spurred by minimalism in the 60's and 70's (Serra) ● Began to view Cultural Site of Institution and it's physical condition (Haacke, Ukeles) ● Conceptual Site - politically, economically, epistemologically (Haacke Polls) ● Public Sites (social issues) and Discursive Sites
- 3. Discussion ● Cyclical Evolutions ○ Reaction against Nomadism, Site-Bound, works back to Nomadism ○ The Anti-Commodity becomes Commodity ○ Leaving the Institution then becoming more integrated into the Institution ○ Artist as Author disappears and then reemerges ● Site-Specificity emphasized the experience.. The viewer had to be present for the completion of the work. What are some ways this focus on experience has developed or changed in Social Practice today?
- 4. Our Sites! ● Portland (Field Work) ● Texas ● Berlin ● New York ● Google Hangout (Internet) ● PSU ● Discourse of Social Practice ● The Contexts of each of our own experiences ● ???
- 5. Mark Dion
- 6. On Tropical Nature, 1991 L: Dion collecting specimens near Orinoco River Basin R: Installation at Sala Mendoza
- 7. Materials from Orinoco River Basin reconfigured for installation at American Fine Arts, New York, 1992
- 8. Neukom Vivarium, Olympic Sculpture Park, Seattle, 2006
- 10. DaZi Baos (Democracy Wall), Union Square, 1982
- 11. Aids Timeline, Whitney Biennial, 1991
- 14. Public Sculpture Opinion Poll, 2000 Josh Garber's Episodic, Chicago
- 18. Group Activities
- 19. ● Group DION Katherine's Plants Create taxonomy of specimens from fieldwork. Plan a show (can be at remote student's location, or using specimens from the remote location and shown elsewhere). Use Hangout Apps to create presentation of Show. Images, drawings, etc. ● Group TEMP Office/Library Collaboratively design and/or create a Public work that comes from both the remote location and Fieldwork. Determine location for work. Create a poll for the class about this work. ● Group MATERIAL Storefront Window Discuss issues that are currently relevant to sites in which we are located... politically, as a class, individually, and so on. Using Hangout Apps, collaboratively/democratically make flyers about select issues chosen, and determine a site for their display.
- 20. Presentations