Friday, May 14, 2010

Art in the 21st Century: "Identity" (part 2)


Kerry James Marshall
Kerry James Marshall was born in 1955 in Birmingham, Alabama, and educated at the Otis Art Institute in California, where he received a bachelor of fine arts degree and an honorary doctorate. The subject matter of his paintings, installation s and public projects is often drawn from African American popular culture and rooted in the geography of his upbringing: “You can’t be born in Birmingham, Alabama, in 1955 and grow up in South Central (Los Angeles) near the Black Panthers’ headquarters, and not feel like you’ve got some kind of social responsibility,” says Marshall. In his Mementos series of paintings and sculptures, Marshall pays tribute to the civil rights movement, with mammoth printing stamps featuring bold slogans of the era (e.g., “Black Power!”) and paintings of middle-class living rooms where ordinary black citizens tend a domestic scene populated by the ghosts of Martin Luther King Jr., John F. Kennedy, Robert Kennedy and other heroes of the 1960s. Marshall’s work evokes a broad range of art history, from the grand tradition of narrative Renaissance painting to black folk art. A striking aspect of Marshall’s work is the emphatically black skin tone of his figures that he thinks is really beautiful. Marshall lives in Illinois, where he is an instructor at the University of Illinois at Chicago.

Before Viewing
Make a list of those things that are connected to their identity (e.g., people, experiences, race, religious values, interests, objects, places). Another way of asking this question is, “What makes you, you?”

After Viewing
To Think About and Discuss
• Marshall says he wants to “reclaim the image of blackness as an image of power.” What do you think he means and how does he try to do this?
• What do you learn about Marshall’s identity from this segment?
• Marshall says that he is either working with a set of conventions that have already been established or he is working against a set of conventions. Pick at least two works by Marshall that you saw in the video and tell which view you think they express and why.
• Do you think artists look at works in a museum differently than other people? How so? What connections exist between art of the past and the work Marshall is doing today?
• What inspired Marshall to create comic strips? How are Marshall’s comic books different from other comic books?
• What social responsibilities does Marshall assume? What social responsibilities do you have?

• For more information on Kerry James Marshall, see www.carnegieinternational.org/html/art/marshall.htm

Louise Bourgeois
Louise Bourgeois was born in Paris in 1911. She studied art at various schools there, including the Ecole du Louvre, Académie des Beaux-Arts, Académie Julian, and Atelier Fernand Léger. In 1938, she emigrated to the United States and continued her studies at the Art Students League in New York. Though she began as an engraver and painter, by the 1940s she had turned to sculptural work, for which she is now recognized as a twentieth-century leader. Greatly influenced by the influx of European Surrealist artists who immigrated to the United States after World War II, Bourgeois’s early sculpture was composed of groupings of abstract and organic shapes, often carved from wood. By the 1960s she began to execute her work in rubber, bronze and stone, and the pieces themselves became larger and more referential to what has become the dominant theme of her work — her childhood. The anthropomorphic shapes her pieces take—the female and male bodies are continually referenced and remade—are charged with sexuality and innocence and the interplay between the two. Bourgeois’s work is in the collections of most major museums around the world. She lives in New York.

Before Viewing
Discuss with students: Is it necessary to understand the artist’s meaning in a work of art in order to appreciate it? (Bourgeois herself has said, “A work of art doesn’t have to be explained. If it doesn’t touch you, I have failed.”)

After Viewing
To Think About and Discuss
• Bourgeois has said, “I am not what I am. I am what I do with my hands.” Discuss the meaning of this statement and reflect on why you think hands are such an important element in Bourgeois’s work.
• As a student at the Sorbonne, Bourgeois studied mathematics and geometry. How is this knowledge reflected in her work?
• Bourgeois states that it might be true that an artist has “something in them that either refuses or is unable to grow up.” What do you think she means by this?
• What is Bourgeois’s concern in putting her sculpture outside in a public setting? How does she resolve this issue?
• Develop a list of materials one might use for a sculpture. Compare and contrast the characteristics of each of these materials. Tell which you would select for a self-portrait and why.

Images on the Web
• Eyes at www.metmuseum.org/collections/view1.asp?dep=21&full=0&item=1986%2E397
• The Nest at www.sfmoma.org/collections/recentacquisitions/macollbourgeois.html
• Ste. Sebastienne, second version, State VI at www.moma.org/docs/collection/printsbooks/c48.htm
• The Blind Leading the Blind at www.walkerart.org/resources/resmsgmapframe.html

Thursday, May 6, 2010

Art in the 21st Century: "Identity"

Identity, from the PBS series "Art:21"

The theme: the questions “who am I?” and “who are we?” are central throughout our lives. Viewers are introduced to the varied artistic explorations of Maya Lin as she considers the degree to which she is an artist or architect, having achieved national fame as a young graduate student when her now famous design was selected for the Vietnam Veterans Memorial in Washington, D.C. Kerry James Marshall’s paintings and installations emerge from and reflect his deep ties to family as well as his lifelong study of art history. Louise Bourgeois’s work examines the importance of memory as a foundation of identity. The densely psychological videos, sculptures and installations of Bruce Nauman consider the relationships among artist, viewer and society.

The opening: The opening is a collaboration between comedian, writer and art collector Steve Martin and artist William Wegman. Wegman graduated from the Massachusetts College of Art with a bachelor of fine arts (painting) degree and then enrolled in a painting and printmaking program at the University of Illinois in Champaign-Urbana, where he received a master of fine arts degree. After teaching at various universities, Wegman became interested in other media and began to explore photography and the then infant medium of video. While living in California, Wegman began a long collaboration with his weimaraner dog, Man Ray, who became a central figure in his work and renowned worldwide for his endearing deadpan presence. In 1972, Wegman and Man Ray moved to New York and continued to collaborate for another 12 years. In 1986, Wegman acquired a new dog, Fay Ray, and began another famous collaboration, marked by Wegman’s use of the Polaroid 20x24 camera. With the birth of Fay’s litter in 1989 and her daughter’s litter in 1995, Wegman’s cast grew.

Questions for Before viewing:
Who am I? How do we show others who we are? Do we have a single identity?

After viewing:
What makes the opening of this program funny?
What role do the dogs play?
What role does Steve Martin play as host, and how does this compare to the personality of other television hosts, for example, on game shows or the news?
What kind of identity do these hosts project?

What are some ways in which people express their identity? In literature? In music? In clothing? In their homes?

Each of the individuals featured in this program is identified as an artist. What makes someone an artist?

How do the artists’ identities come through in their art?

Compare and contrast Lin and Nauman with respect to how their different cultural backgrounds might affect their work.

All artists tell us something about themselves in their work. Compare the art of Marshall and Bourgeois with respect to how their art reflects their lives.

BRUCE NAUMAN
Born in 1941 in Fort Wayne, Indiana, Bruce Nauman has been recognized as one of the most innovative and provocative of America’s contemporary artists. Nauman finds inspiration in the activities, speech and materials of everyday life. Confronted with what “to do” in his studio soon after graduating from the University of Wisconsin at Madison and the University of California at Davis, Nauman had the simple but profound realization that if “I was an artist and I was in the studio, then whatever I was doing in the studio must be art .” Working in sculpture, video, film, printmaking, performance and installation, Nauman’s art centers less on the development of a characteristic style and more on the way in which a process or activity can transform or become a work of art. The text from an early neon work proclaims, “The artist helps the world by revealing mystic truths.” Whether or not we—or even Nauman—agree with this statement, the underlying subtext of the piece suggests the way in which the audience, artist and culture at large are all implicated in the resonance a work of art will have. Nauman lives in New Mexico where in addition to making art, he breeds and trains quarter horses.

Before Viewing
Much of Nauman’s work emerges from his daily life experiences. At any given moment he is likely to be working on a number of different pieces in a variety of media. Assign students the task of trying to learn as much as they can about Nauman’s life simply by watching this segment. This will mean paying careful attention and may require more than one viewing.

After Viewing
To Think About and Discuss
• What are the ways in which Nauman makes you, the viewer, pay attention?
• Were you paying attention? List the different media Nauman works in and discuss the connections, if any, among them. How do you think the use of varied media affects his view of himself as an artist as well as other people’s view of him as an artist? Is it important for society to be able to categorize an artist? Why or why not?
• Discuss Nauman’s statement: “Whatever I was doing in the studio must be art.” Is this statement different from “If I am in the classroom, then whatever I am doing must be educational”? Defend your views.
• Nauman remarks that “accidents keep it real.” In general, what role do you think accidents play in art? How do you reconcile his interest in accidents with his statement that “You have to be clear about what you are trying to do?”

Images on the Web
• Vices and Virtues at stuart collection.ucsd.edu/nauman/index.html
• Double Poke in the Eye II at www.kemperart.org/perm.html

MAYA LIN
Born in 1959 in Athens, Ohio, Maya Lin catapulted into the public eye when, as a senior at Yale University, she submitted the winning design to a national competition for the Vietnam Veterans Memorial to be built in Washington, D.C. Writing about the memorial, a black granite wedge that emerges from and disappears into the ground, she says it “does not force or dictate how you should think. In that sense it’s very Eastern. . . . It reflects me and my parents.” Her father was the dean of fine arts at Ohio State University, and her mother, Julia Chang Lin, is a professor of literature at Ohio University. “As the child of immigrants you have that sense of ‘Where are you? Where’s home?’” notes Lin, “and of trying to make a home.” Trained as an artist and architect, Lin’s sculptures, parks, monuments and architectural projects are linked by a common ideal of making a place for individuals within the landscape. She draws inspiration from culturally diverse sources including Japanese gardens, Hopewell Indian earthen mounds and works by American Earth-artists of the 1960s and 1970s

Before Viewing
Since Lin is probably best known for her design of the Vietnam Veterans Memorial, find out what students think about the memorial as a means of providing identity to the soldiers who died in the war. Discuss these questions: What is a memorial? What should a memorial achieve? What must an artist consider in designing a monument?

After Viewing
To Think About and Discuss
• Select any sculpture, architecture or memorial by Lin and analyze how you think it expresses her identity.
• Lin works in varied media. Discuss why you think artists do this and how it benefits them rather than working in a single medium.
• How does Lin use shape to define a landscape? Compare her three-dimensional landscapes with a traditional landscape painting with respect to the use of color, space, shape, light and line.
• Lin describes art as “everything you have ever known and everything you’ve ever done somehow percolating up with ideas you might want to explore.” What do you think she means by this? Give an example from her work seen in the segment.
• How is Lin’s skating rink different from ones you know?
 Images on the Web
• Topologies at www.nyu.edu/greyart/exhibits/maya/index.html
• To learn more about Maya Lin and her work, go to www.greatbuildings.com and use the Search feature under either Architects or Buildings.

Wednesday, May 5, 2010

The Feminist art movement (1960s-80s), an overview

The Feminist art movement (1960s-80s), an overview: (Click on images to view them full-size)

It is an indisputable fact that women have always played some role as artists in the past. The significance or extent of that contribution at specific times was usually inhibited by male domination over social behavior, taste and value. So although individual women have contributed a great deal to the history of art, they have usually suffered undeserving neglect of their accomplishments. With the freeing of women politically through suffrage and the consequential progress made in accessing formerly male domains, such as business and sports, they are being recognized for the quality of their art along with that of male artists. The early phase of this recognition took the form of appreciating women's domestic arts on as high a level as that of the graphic, sculptural and architectural arts. Exhibits in museums, galleries and private spaces helped to accomplish the assessment of women's domestic arts as “fine art”. Now, as a matter of course, they are accepted and recognized in all media by the quality of their creations. Judy Chicago (b. 1939) and Miriam Schapiro (b. 1923) were two important co-founders of the Feminist Art Movement (1960s) in San Diego.

Feminist artists deal with many issues in their work: stereotypes about women; issues of gender, discrimination, society's expectations for women, violence against women, etc. They also explored many questions: Do women have a different way of sharing their experiences in life than men? Are men and women intrinsically different? What does equality with men look like? What does it mean to be “female”? It also became clear over time that: not all feminists had/have the same goals; not all women artists are feminist artists; not all art by feminist artists is feminist.

Much of the feminist art was collaborative (strength in numbers), and much of it was meant to be offensive in order to get people's attention and confront inequality, past wrongs and present-day committed against women, and to let the world know what women (as individuals and as a group) wanted. And by creating large, colorful artwork with explicit, offensive, and/or provocative subject matter, women also broke free from the constrictive restraints that society had bound them in for so long. Moreover, if the pieces were ugly or made the viewer uncomfortable, it was because many of the pieces dealt with ugly subject matter: rape and domestic violence were shameful, whispered words at that time. One main goal of this art movement was to raise awareness about these crimes and enact changes to protect women.

Many feminist artists were simply striving to have their voices heard, to correct injustice and work toward a more equal society- one where women aren't taken advantage of, aren't spoken down to, are given the same opportunities as men, are taken seriously, etc. Of course, many feminist artists took the movement “too far” by calling for a reversal of gender roles, desiring a society that was ruled by women, with the men being subservient; others went so far as to say men weren't needed at all and we'd be better off without them. Obviously this is not the solution to the problem of inequality between the sexes, but it is important to remember that this movement is the result of hundreds, if not thousands, of years of, for the most part, men exerting forceful control over women; there was a lot of pent-up anger.

“From the beginning until the 1970s, the women's art movement challenged the entire valuative system of American Modernism: the feminist art movement reclaimed craft, insisted on the importance of content, contested the mythology of history, favored collective over individual production, asserted a place for the autobiographical, and, perhaps most radically, refuted the idea that art is ever neutral or universal because the movement discovered that the voice previously called universal was actually nothing more than the voice of a Euro-American man.” - Laura Cottingham, critic

Miriam Schapiro was a NY-based abstract expressionist field painter before she moved to Southern California in the late 1960s to teach art at UCSD. While she and Judy Chicago were teaching there, they helped female students to restructure an old house into a completely feminine environment. These artist-teachers' interests had been aroused by the long history of women's beautiful and often intricate designs or patterns for domestic applications, such as sewing, weaving, and crocheting. Wanting to bring attention to this long-neglected domestic art tradition, Schapiro began to make abstract and semi-representational collages of women's craft and needlework materials. She called these “femmages”. These works, beyond their qualities as art, may be interpreted as analogies or symbols of the long-devalued role of women's arts in general. Schapiro continued through the 1980s and 1990s to create lively, colorful images, usually with discernible but sometimes ambiguous content. Many are related to searches for self-identity and melancholy at the gradual dissolution of the women's movement using metaphorical images of other female artists of the past such as Mary Cassat, Berthe Morrisot, and the Mexican artist Freda Kahlo, along with her own. Above left, “Heartland”, 1985. What kinds of "feminine" crafts are combined in this image? How is this image "feminine"? 

Judy Chicago is an extremely influential and well-known artist, author, feminist, educator, and intellectual whose career now spans four decades.

In the early seventies after a decade of professional art practice, Chicago pioneered Feminist Art and art education through a unique program for women at California State University, Fresno, a pedagogical (academic) approach that she has continued to develop over the years. She then brought her program to Cal-Arts, where she team-taught with Miriam Schapiro, producing with their students the ground-breaking Womanhouse project.

In 1974, Chicago turned her attention to the subject of women's history to create her most well-known work, The Dinner Party, which was executed between 1974 and 1979 with the participation of hundreds of volunteers. This monumental multimedia project, a symbolic history of women in Western Civilization, has been seen by more than one million viewers during its sixteen exhibitions held at venues spanning six countries.

The principal component of The Dinner Party is a massive ceremonial banquet arranged in the shape of an open triangle—a symbol of equality—measuring forty-eight feet on each side with a total of thirty-nine place settings. The "guests of honor" commemorated on the table are designated by means of intricately embroidered runners, each executed in a historically specific manner. Upon these are placed, for each setting, a gold ceramic chalice and utensils, a napkin with an embroidered edge, and a fourteen-inch china-painted plate with a central motif. Each place setting is rendered in a style appropriate to the individual woman being honored.

Wing One of the table begins in prehistory with the Primordial Goddess and continues chronologically with the development of Judaism; it then moves to early Greek societies to the Roman Empire, marking the decline in women's power, signified by Hypatia's place setting. Wing Two represents early Christianity through the Reformation, depicting women who signify early expressions of the fight for equal rights, from Marcella to Anna van Schurman. Wing Three begins with Anne Hutchinson and addresses the American Revolution, Suffragism, and the movement toward women's increased individual creative expression, symbolized at last by Georgia O'Keeffe. View the entire collection online (Parental preview and accompaniment suggested) http://www.brooklynmuseum.org/eascfa/dinner_party/home.php

The Guerrilla Girls (established 1985) are a group of anonymous women who protested the sexist attitudes and actions of the art world by assembling together and wearing gorilla masks, carrying signs and distributing flyers. These signs were usually humorous in tone, but serious in content, such as their “Ten Reasons” poster. Others gave shocking statistics revealing the discrimination against women in museum and gallery shows, such as “When racism...” Given that well over half the art students in undergraduate programs at colleges and universities across the United States were/are women, their severe under-representation in museums and galleries was/is clearly due to discrimination, not lack of skilled women artists.
  
 

Barbara Kruger: In “Your Gaze Hits the Side of My Face,” (1981) a stone bust of nondescript everywoman takes the focus, her bright white outline contrasting sharply with the pitch black background. With no arms or legs, the woman has little agency. She blankly stares ahead, away from the viewer. The viewer’s gaze, then, literally hits the side of her face. “Your gaze hits the side of my face,” her thoughts seemingly echo. With the text superimposed on the image, this leaves the viewer in an uncomfortable position: as the image draws the viewer’s eyes to the woman, the viewer feels somewhat a voyeur: apparently, the woman does not want the attention, but she has no choice but to oblige the viewer’s eyes. The wording choice of gaze also connotes the “male gaze”, which according to feminist criticisms, objectifies women while normalizing men, which seemingly occurs in this image.

Pop art


Text and images from "Art Across Time" and "Gilbert's Living with Art". Click on the image to view it full-size (it will be readable)

Thursday, April 15, 2010

Some American landscape artists

Georgia O'Keeffe - http://www.okeeffemuseum.org/her-life.aspx
Georgia O’Keeffe was born on November 15, 1887, the second of seven children, and grew up on a farm in Sun Prairie, Wisconsin. As a child she received art lessons at home, and her abilities were quickly recognized and encouraged by teachers throughout her school years. By the time she graduated from high school in 1905, O'Keeffe had determined to make her way as an artist.

O'Keeffe pursued studies at the Art Institute of Chicago (1905–1906) and at the Art Students League, New York (1907–1908), where she was quick to master the principles of the approach to art-making that then formed the basis of the curriculum—imitative realism. In 1908, she won the League's William Merritt Chase still-life prize for her oil painting Untitled (Dead Rabbit with Copper Pot). Shortly thereafter, however, O'Keeffe quit making art, saying later that she had known then that she could never achieve distinction working within this tradition.

Her interest in art was rekindled four years later (1912) when she took a summer course for art teachers at the University of Virginia, Charlottesville, where she met artist and art educator Arthur Wesley Dow. Dow believed that the goal of art was the expression of the artist's personal ideas and feelings and that such subject matter was best realized through harmonious arrangements of line, color, and notan (the Japanese system of lights and darks). Dow's ideas offered O'Keeffe an alternative to imitative realism, and she experimented with them for two years.

In an attempt to discover a personal language through which she could express her own feelings and ideas, she began a series of abstract charcoal drawings. She mailed some of these drawings to a former classmate, who showed them to the internationally known photographer and art impresario, Alfred Stieglitz, in 1916.

Stieglitz began corresponding with O'Keeffe, and exhibited 10 of her charcoal abstractions in May at his famous avant-garde gallery, 291. The two were married in 1924, and subsequently lived and worked together in New York (winter and spring) and at the Stieglitz family estate at Lake George, New York (summer and fall) until 1929, when O'Keeffe spent the first of many summers painting in New Mexico.

From 1923 until his death in 1946, Stieglitz worked assiduously and effectively to promote O'Keeffe and her work, organizing annual exhibitions of her art at galleries. As early as the mid-1920s, when O'Keeffe first began painting New York skyscrapers as well as large-scale depictions of flowers as if seen close up, she had become recognized as one of America's most important and successful artists.

Three years after Stieglitz's death, O'Keeffe moved from New York to New Mexico, whose stunning vistas and stark landscape configurations had inspired her work since 1929. Her ability to capture the essence of the natural beauty of northern New Mexico desert, its vast skies, richly colored landscape configurations and unusual architectural forms, has identified the area as “O’Keeffe Country.” She painted there from 1929 until 1984, when failing eyesight forced her into retirement.
From Faraway, Nearby, 1937
In 1935 O'Keeffe began to experiment with compositions that combined bones and landscapes, without regard to relative size, scale, or perspective. Despite her realistic painting technique, there is no verisimilitude to this scene. The poetic title—conveying longing and loneliness—suggests that the odd juxtaposition of words and images depicts an emotional state of mind as well as a physical location.

 




Red and Yellow Cliffs, 1940
In 1940, the year this painting was made, O'Keeffe purchased a house on eight acres at Ghost Ranch in New Mexico. The views from the property were spectacular. From the front, the Cerro Pedernal (a flat-topped mesa) could be seen in the distance. The backyard faced seven-hundred-foot-high striated cliffs, pictured here in their true colors of red and yellow. Their immensity allows only the smallest sliver of blue sky to show at the top left.

Flower paintings: O'Keeffe's flower paintings often depict the tiny, delicate inner parts of blossoms on an enormous scale, and usually in a very bold and colorful manner.
Poppies, Red Canna
Here's the video we weren't able to watch in class.

Eyvind Earle - http://eyvindearle.com/Bio.aspx
Born in New York in 1916, Eyvind Earle began his prolific career at the age of ten when his father, Ferdinand Earle, gave him a challenging choice: read 50 pages of a book or paint a picture every day. Earle choose both. From the time of his first one-man showing in France when he was 14, Earle’s fame had grown steadily. At the age of 21, Earle bicycled across country from Hollywood to New York, paying his way by painting 42 watercolors. His earliest work was strictly realistic, but after having studied the work of a variety of masters such as Van Gogh, Cézanne, Rockwell, Kent and Georgia O’Keeffe, Earle by the age of 21, came into his own unique style. His oeuvre is characterized by a simplicity, directness and surety of handling.

In 1951 Earle joined Walt Disney studios as an assistant background painter. Earle intrigued Disney in 1953 when he created the look of “Toot, Whistle, Plunk and Boom”, an animated short that won an Academy Award and a Cannes Film Festival Award. Disney kept the artist busy for the rest of decade, painting the settings for such stories as “Peter Pan” and “Lady and the Tramp”. Earle was responsible for the styling, background and colors for the highly acclaimed movie “Sleeping Beauty” and gave the movie its magical, medieval look.
After about 15 years creating animated art, Earle returned to painting full time in 1966 and kept working until the end of his life. In addition to his watercolors, oils, sculptures, drawings and scratchboards, in 1974 he began making limited edition serigraphs. Eyvind Earle had a totally original perception of landscape. He successfully synthesizes seemingly incongruent aspects into a singularly distinctive style: a style, which is at once mysterious, primitive, disciplined, moody and nostalgic. He captures the grandeur of simplicity of the American countryside, and represents these glimpses of the American scene with a direct lyric ardor. His landscapes are remarkable for their suggestion of distances, landmasses and weather moods. “For 70 years,” Earle wrote in 1996, “I’ve painted paintings, and I’m constantly and everlastingly overwhelmed at the stupendous infinity of Nature. Wherever I turn and look, there I see creation. Art is creating...Art is the search for truth.”

Eyvind Earle passed away on July 20, 2000 at the age of 84.
“Being a painter, I will tell you just what I try to do when I paint. Beauty is the thing we are all searching for. Exactly what beauty is I have never known anyone to be able to say. As far as I know, truth is beauty, but often the truth is not beautiful. In nature when I look I see trees, some of them are such that they thrill me with their perfection and their sweeping lines and certain mood they seem to have. Windswept plains give me something that can’t be seen. In every tree I feel as though I could see the soul of that tree. It is alive. It is a person. And if beauty be related to the truth, harmony and balance must be there, and there must be movement because in nature all things move. And there are certain laws such as the law of duality. Everything has its opposite. Nothing is without its opposite. If I want a bright light in a painting, I must have a dark shadow. If I want a color to look very warm, I must have also a very cold color, and so on and on forever. But when I paint, I forget the things I know. I just sit there painting away, trying to get the feeling into my painting that I feel inside. Whatever beauty is, I feel it, and as long as I can I shall try to find more and more beauty, and to put it down so that others can see what I have seen.”
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Ansel Adams - http://www.anseladams.com/content/ansel_info/anseladams_biography2.html
(Feb. 20 1902 — Apr. 22, 1984) Ansel Adams, photographer and environmentalist, was born in San Francisco, California. Adams grew up in a house set amid the sand dunes of the Golden Gate. An only child, Adams was born when his mother was nearly forty. His relatively elderly parents, affluent family history, and the live-in presence of his mother's maiden sister and aged father all combined to create an environment that was decidedly Victorian and both socially and emotionally conservative. Early on he found great joy in nature, as evidenced by his taking long walks in the still-wild reaches of the Golden Gate nearly every day.
When Adams was twelve he taught himself to play the piano and read music. Soon he was taking lessons, and passionately pursued music. For the next dozen years the piano was Adams's primary occupation and, by 1920, his intended profession. Although he ultimately gave up music for photography, the piano brought substance, discipline, and structure to his frustrating and erratic youth. Moreover, the careful training and exacting craft required of a musician profoundly informed his visual artistry, as well as his influential writings and teachings on photography.

If Adams's love of nature was nurtured in the Golden Gate, his life was, in his words, "colored and modulated by the great earth gesture" of the Yosemite Sierra. He spent substantial time there every year from 1916 until his death. From his first visit, Adams was transfixed and transformed. He began using the Kodak No. 1 Box Brownie his parents had given him. In 1919 he joined the Sierra Club and spent the first of four summers in Yosemite Valley, as "keeper" of the club's LeConte Memorial Lodge. He became friends with many of the club's leaders, who were founders of America's nascent conservation movement. He met his wife, Virginia Best, in Yosemite; they were married in 1928. The couple had two children.
The Sierra Club was vital to Adams's early success as a photographer. His first published photographs and writings appeared in the club's 1922 Bulletin, and he had his first one man exhibition in 1928 at the club's San Francisco headquarters. Each summer the club conducted a month-long High Trip, usually in the Sierra Nevada. As photographer of these outings, in the late 1920s, Adams began to realize that he could earn enough to survive — indeed, that he was far more likely to prosper as a photographer than as a concert pianist. By 1934 Adams had been elected to the club's board of directors and was well established as both the artist of the Sierra Nevada and the defender of Yosemite.

1927 was the pivotal year of Adams's life. He made his first fully visualized photograph, Monolith, the Face of Half Dome, and took his first High Trip. More important, he came under the influence of Albert M. Bender, a San Francisco insurance magnate and patron of arts and artists. Soon after they met, Bender set in motion the preparation and publication of Adams' first portfolio, Parmelian Prints of the High Sierras. Bender's friendship, encouragement, and tactful financial support changed Adams's life dramatically. His creative energies and abilities as a photographer blossomed, and he began to have the confidence to pursue his dreams.

Although Adams's transition from musician to photographer did not happen at once, his passion shifted rapidly after Bender came into his life, and the projects and possibilities multiplied. Adams also met photographer Paul Strand, whose images had a powerful impact on Adams and helped to move him away from the "pictorial" style he had favored in the 1920s. Adams began to pursue "straight photography," in which the clarity of the lens was emphasized.

Adams's star rose rapidly in the early 1930s, propelled in part by his ability and in part by his effusive energy and activity. He made his first visit to New York in 1933, on a pilgrimage to meet photographer Alfred Stieglitz, the artist whose work and philosophy Adams most admired and whose life of commitment to the medium he consciously emulated. Although profoundly a man of the West, Adams spent a considerable amount of time in New York during the 1930s and 1940s, and the Stieglitz circle played a vital role in his artistic life. Most important, in 1936 Stieglitz gave Adams a one-man show at An American Place.

Adams described himself as a photographer — lecturer — writer. It would perhaps be more accurate to say that he was simply — indeed, compulsively — a communicator. He endlessly traveled the country in pursuit of both the natural beauty he revered and photographed and the audiences he required. Adams felt an intense commitment to promoting photography as a fine art and played a key role in the establishment of the first museum department of photography, at the Museum of Modern Art in New York. The work at the museum fostered the closest relationships of Adams's life, with Beaumont and Nancy Newhall, a historian and museum administrator and a writer-designer, respectively.

Adams was an unremitting activist for the cause of wilderness and the environment. Over the years he attended innumerable meetings and wrote thousands of letters in support of his conservation. However, his greatest influence came from his photography. His images became the symbols of wild America. When people thought about the national parks of the Sierra Club or nature of the environment itself, they often envisioned them in terms of an Ansel Adams photograph. His black-and-white images were not "realistic" documents of nature. Instead, they sought an intensification and purification of the psychological experience of natural beauty. He created a sense of the sublime magnificence of nature that infused the viewer with the emotional equivalent of wilderness, often more powerful than the actual thing.

Though wilderness and the environment were his grand passions, photography was his calling. Adams never made a creative photograph specifically for environmental purposes. He was often criticized for failing to include humans or evidence of "humanity" in his landscape photographs. The great French photographer Henri Cartier-Bresson made the well-known comment that "the world is falling to pieces and all Adams photographs is rocks and trees". Reviewers frequently characterize Adams as a photographer of an idealized wilderness that no longer exists. On the contrary, the places that Adams photographed are, with few exceptions, precisely those wilderness and park areas that have been preserved for all time. There is a vast amount of true and truly protected wilderness in America, much of it saved because of the efforts of Adams and his colleagues.

Seen in a more traditional art history context, Adams was the last and defining figure in the romantic tradition of nineteenth-century American landscape painting and photography. Adams always claimed he was not "influenced," but, consciously or unconsciously, he was firmly in the tradition of Thomas Cole, Frederic Church, Albert Bierstadt, and others. And he was the direct philosophical heir of the American Transcendentalists Ralph Waldo Emerson, Henry David Thoreau, and John Muir. He grew up in a time and place where his ideals were formed by the presidency of Theodore Roosevelt and "muscular" Americanism and the pervading sense of manifest destiny. Adams died in Monterey, California.

Adams channeled his energies in ways that served his fellow citizens, personified in his lifelong effort to preserve the American wilderness. Above all, Adams's philosophy and optimism struck a chord in the national phsyche. Adams believed in both the possibility and the probability of humankind living in harmony and balance with its environment. It is difficult to imagine Ansel Adams occurring in a European country or culture and equally difficult to conjure an artist more completely American, either in art of personality.

“Yosemite Valley, to me, is always a sunrise, a glitter of green and golden wonder in a vast edifice of stone and space. I know of no sculpture, painting or music that exceeds the compelling spiritual command of the soaring shape of granite cliff and dome, of patina of light on rock and forest, and of the thunder and whispering of the falling, flowing waters. At first the colossal aspect may dominate; then we perceive and respond to the delicate and persuasive complex of nature.”

Questions to keep in mind:
Is this photograph/painting more realistic or abstract?
How has the artist stylized the landscape?
- How does the artist use this stylization to emphasize different parts of the landscape?
- What does this stylization show about the artist's feelings toward nature?
What does he/she seem to be interested in showing us?
What is the mood?
How does he/she show distance?

Wednesday, April 7, 2010

20-B Martin Puryear, Ladder for Booker T. Washington, 1996

20-B Martin Puryear, Ladder for Booker T. Washington, 1996
- How is it different from most ladders? It curves and gets narrower at the top.
- Describe the side rails and rungs of this ladder. The side rails are crooked, like the organic shape of the trees from which they were made. The rungs are thicker in the middle. The whole ladder is polished and assembled with fine craftsmanship.
- What does this ladder rest on? It does not stand on the floor. It is suspended from the ceiling and held in place by very fine wires. It seems to float about two and one-half feet above the floor.
- Can you see the wires holding it in place? Notice the shadows created by the ladder.
- What illusion does Puryear create by making the ladder narrower at the top than bottom? It makes it seem even taller than it is.
- Remember the African American spiritual “We Are Climbing Jacob’s Ladder.” Does this ladder seem tall enough to reach to the heavens?
- Would the ladder be difficult to climb and why. It would be very difficult because it is long and curving and it gets very narrow at the top.
-Discuss what ladders can symbolize. Remember phrases like “climbing the ladder to success” and “getting to the top.” Pay attention to the title of this sculpture, Ladder for Booker T. Washington. The title of Washington’s autobiography was Up from Slavery. Why is this ladder  an appropriate symbol for this title? (Think about the climb from slavery to attaining equal civil rights was as difficult as it would be to climb this ladder.)
- How does the fine craftsmanship of this ladder represent some of Washington’s beliefs? In addition to intellectual skills, Washington believed that students should learn manual skills, like the woodworking represented by this ladder, in order to support themselves.
- Where does the ladder lead? It leads to the light.
- What might the fact that the ladder is raised off the ground symbolize? You have to pull yourself up to the place where the ladder starts.
- Discuss how a person might climb this ladder to success, and where it might lead.

the first several minutes of this video provide information about martin puryear, some of his work, his ideas, and his methods: http://video.pbs.org/video/1237794459


That Profile, Martin Puryear, 1999
Stainless steel, bronze; 540 x 360 x 136 in.
- Take a close look at Martin Puryear’s sculpture That Profile. Describe the sculpture and its immediate environment.
- What factors do you think Puryear took into consideration when he was designing this work?
- Do you think his concept is successful?
- Imagine observing That Profile at two different times of the day or at two different times of the year. How would daily and seasonal changes at the Getty Center affect your experience of the sculpture?
- The sculpture is titled That Profile. Why do you think Puryear chose this title for his sculpture?
- If you were to give your own title to this work of art, what would it be? In answering this question, consider the physical structure, form, and the surrounding environment of this object.

Background Information
A marvel of artistry and engineering, Martin Puryear's sculpture rises on six slender legs to a height of forty-five feet above the broad expanse of travertine pavement on the plaza at the Getty Center. Stout strands of silver-patinated bronze bind the joints of the airy network of welded sandblasted stainless steel tubes, two and three inches in diameter. Elegant in its apparent simplicity, the sculpture's complex structure reveals its true character only slowly. The sculpture's meaning likewise resists a fixed identity, suggesting both a delicate fishnet cast against the sky and a human head in profile. From some viewpoints, it appears to be fully round, but its south face is flat, while the north face curves gently through the air.

Puryear’s inventive sculpture is one among many artworks that are “site specific”—meaning they are particularly designed with the look and feel of the Getty Center architecture and location in mind. In this case the clean, modern design of Richard Meier’s architecture inspired Puryear to create an abstract, sculptural shape. Steel and bronze support this giant work of art, which appears light and effervescent against the blue of the sky, due to its skillful design.

About the Artist
Martin Puryear (born 1941, Washington, D.C.)

A desire to "make things rather than representations of them" led Martin Puryear from his early training in painting and drawing to sculpture. A video about That Profile for the Getty Center details his fascination with the process of making sculpture: http://www.getty.edu/art/gettyguide/videoDetails?cat=3&segid=1722.

Puryear graduated from Catholic University in Washington, D.C. in 1963. Afterwards he joined the Peace Corps, which sent him to Sierra Leone where West African craftsmen educated him in their traditions. Acting on a parallel interest in Scandinavian design and woodworking, Puryear later moved to Stockholm, where he attended the Swedish Royal Academy of Art. His return to the United States coincided with significant new developments in sculpture, such as Minimalism, which played an important role in his development. Puryear uses craftsmanship to construct forms that often embody contradictions, such as the play of interior and exterior form, or geometry and organic irregularity.

In the mid 1970s Puryear set up a studio in Brooklyn, New York. A fire destroyed it in 1977, and he relocated to Chicago the following year. Still exhibiting his work internationally, he has now moved to rural Accord, New York.

20-A Richard Diebenkorn, Cityscape I, 1963


20-A Richard Diebenkorn, Cityscape I, 1963

Look carefully at the foreground, background, and sides of this landscape.

- Identify triangles, trapezoids, and rectangles in this cityscape. They are in the fields, buildings, and shadows.

- Locate trees, windows, and a flight of steps in this scene. Trees are near the top, windows are in a white building on the left, and steps are near the lower left.

- Where might Diebenkorn have been when he saw the cityscape for this painting? He could have been in a tall building, on a high hill, or in a low-flying airplane. (He was impressed with the view from a plane when he was a young man.)

- How do the two sides of the road in Diebenkorn’s painting differ? Which side is man-made and which is undeveloped? The left side is filled with gray and white buildings while the right side is undeveloped fields of green and gold.

- Describe the land in this scene. It’s hilly with green fields and gold earth.

- How did Diebenkorn create a sense of depth in this scene? Distant shadows and buildings are lighter and higher in the composition than those close to us.

- Is this painting is more like life (realistic) or simplified (abstract)? It is more abstract.

- How are the buildings and fields different from what you might actually see? They are basic shapes and have very few details.

- By painting this scene abstractly rather than realistically, what message has Diebenkorn shown in this painting? He focuses our attention on interesting colors, light, and geometric shapes.

- Follow the road back into this scene. How does Diebenkorn slow their eye movement through this landscape? Horizontal shadow and light shapes slow the visual movement.

- What time of day might it be in Diebenkorn’s painting? Why do you think this? The long shadows suggest that it’s early morning or late afternoon.

- What factors affect the color and lightness of an actual landscape? The weather, sunlight, and humidity or pollution in the air all affect how much light shines on a scene.

- Describe the weather and air quality of this scene. It’s clear and dry.

- Why was abstract painting popular in the United States after World War II? Abstract art, with its energy and creativity, complemented the dynamism of the United States as it became a world leader. Also, abstract art demonstrated that in a democracy artists could express themselves freely, unlike artists in totalitarian countries who had to create art supporting government ideologies.