Art & Art Theory

Blog for Monday, November 2

2009-10-27T13:20:00.000-07:00

The Teri Horton movie: Is it or isn't it a Pollock? Why?

www.artfagcity.com/.../10/horton_pollock.jpg

Blog for Monday 10/26

2009-10-23T09:17:00.000-07:00

Quote one sentence from Hickey and attach comment.

http://www.coolbuddy.com/imgs/dragon.jpg

Blog for Monday 10/19

2009-10-16T14:34:00.000-07:00

Jack Vettriano
The Singing Butler
Oil on canvas
28 x 36 inches

Share an observation on Paul/"Faking it?."

E.g., participate in this brief survey:

Is Paul faking being an artist?

Yes/no why: ___________________________________

___________________________________________

____________________________________________

Web opinion on Paul:
"As someone who was an art student in the 70's and who came out of the experience, very disillusioned, I watched last night's programme with more than the usual interest.

Paul was definitely a talented artist as was evidence by his skill at drawing. The first ones were a bit hokey but as the days progressed he definitely developed a skill which was obviously sitting there waiting to be used.

Obviously, in four weeks, there is a limit to what you can learn, even if you are quick learner like Paul and the monotypes showed this I think. But the one thing the programme showed is that if you learn the language you are there, you don't have to learn to paint or anything! In one scene, where Paul was speaking to woman who was looking at prints, she was talking a load of bollocks! The art scene is just so shallow and self absorbing.

If Paul thought David Lee, the art critic, was hard, try being at Art school for 4 yrs and even your fellow students can be harsh. To be a successful artist, all you need is to have the balls and claptrap speech you heard in that programme, neither of which I had or learnt successfully. Of course, you cannot be successful and earn millions,like Jack Vettriano, that's just too cheap.( I like his work by the way)."

"kinross lady" http://www.wehostmuds.com/showthread.php?tid=6684

Links from Dickie-presentation 10/2

2009-10-02T14:15:00.000-07:00

Here are Madison and Kyle's links on the issue of fake art.

How to Sell Fake Art on ebay and Make Big Money:
http://www.artbusiness.com/faketutorial.html

Legal Fake Art on TV Prime Time (Youtube):
http://www.youtube.com/watch?v=XhXM5gWJInI

We'll continue the discussion next week.

Blog for week 8, Monday, October 12

2009-09-28T14:20:00.000-07:00

"Cinderella Wishes Upon a Dream"
http://www.kinkadecentral.com/

React to the 60-Minutes video on Thomas Kinkade!

U-tube Warhol interview

2009-09-24T09:14:00.000-07:00

Here's the interview Katherine and Rebecca referred to:

http://www.youtube.com/watch?v=Vn6sE0kcPaI

It seems to strengthen the perspective that popartists (here Warhol, of course) achieved their artistic energy by distancing themselves to the role of the artist as someone with worthwhile insights. Mildly put. Or what do you think?

Blog for Sept. 28

2009-09-21T10:45:00.000-07:00

Roy Lichtenstein - Is it art ...
(http://www.bing.com/images/search?q=roy+lichtenstein&FORM=IGRE#)

Andy Warhol: Mao
1972, Siebdruck, 91,5 x 91,5 cm, erworben 1979, Inv.Nr. 2804G (http://www.lentos.at/img/warhol2804_l.jpg)

Briefly share a comment on popart and/or Warhol and/or Lichtenstein.

Blog for Sept. 21

2009-09-21T10:44:00.000-07:00

Briefly comment on a New York Times art-section article.

Blog for Monday, Sept. 14

2009-09-11T13:02:00.000-07:00

Excellent observations in last week's blogs! We'll talk more about the comments Friday, Sept 18.

For Monday, Sept. 14 the prompt is simple:

Plato or Aristotle?

Blog comments for Tuesday, Sept. 8

2009-08-31T11:23:00.000-07:00

"Damien Hirst’s shark, titled “The Physical Impossibility of Death in the Mind of Someone Living,” from 1991, will be on display at the Metropolitan Museum for three years. "

http://www.nytimes.com/2007/10/16/arts/design/16muse.html

Add your comments on the readings to this posting, please. Her are some suggestions:

Week 1:

Re. "The Natural History of Art" & "Rage Against the Art Gene":

- what do you think: is our DNA a "ghostly puppet master"?

Week 2:

Comment on any of Freeland's observations in chapters 1 and 2.

Short or longer comments welcome.

Art & Art Theory

2009-05-14T15:02:00.000-07:00

UH 440 (Section 2)

MWF 1:10-2:00, Honors 142
Prof. Andersen, Honors Hall 130D, 335-7694,

kimander@wsu.edu
www.wsu.edu/~kimander

Course description
For a good 30,000 years, at least, humans have produced images, tales, spectacles, and much more which we now call art. Cave paintings, graffiti, fetishes, drama, sitcoms, literature, performance, pottery, painting, architecture, jewelry, music, country western, medieval cathedrals, tattoos, rap twist, hip funk, bop and American Idol—we call it all art, we call them all artists! Does it make sense?

In this course we will seek enlightenment on the nature of art. We will investigate theories of art (a selection, from Plato onwards) to try to determine what it is we appreciate about art. We will discuss art theories that offer particular discriminating viewpoints on the nature of art as we assess the possibilities for obtaining an all encompassing theory of art. We will contrast those theories of art by most importantly experiencing and discussing artworks, in particular painting, literature, and film. We will make use of videos and required excursions to local museum exhibits or theatre performances. Final grade to be determined by active participation, written assignments, and an in-class presentation.

Required Text:
But Is It Art? by Cynthia Freeland
Art theory I-XII (hand-outs)

Syllabus

August

Week 1

8.24 Mo Introduction. What is art? Critical thinking about art.

8.26 We Arts-critical-thinking exercises.

8.28 Fr Richard Conniff: “The Natural History of Art” (hand-out)

Week 2

8.31 Mo Cynthia Freeland: But is it art? (Introduction p. xvii-xxi, Chapter 1: Blood and Beauty, p.1-29)
September

9.2 We Cynthia Freeland: But is it art? (Chapter 2: Paradigms and Purposes, p.30-59)

9.4 Fr Summery & perspectives

Week 3

9.7 Mo LABOR DAY – ALL UNIVERSITY HOLIDAY

[Essay due, 3 pages: 'What is art to you!?']

9.9 We Art theory I: Plato

9.11 Fr Art theory II: Aristotle [Presentation #1: KARA, RUSS]

Week 4

9.14 Mo Art theory III: Hume [Presentation #2: VALERIE, NATALIE]

9.16 We Excursion: WSU Museum of Art: “Fine Arts Faculty Exhibition”

9.18 Fr Discussing the exhibit/reviews.

Week 5

9.21 Mo Art theory IV: Kant

9.23 We Pop art: Andy Warhol [Presentation #3: KATHERINE, REBECCA]

9.25 Fr Pop art: Roy Lichtenstein [Presentation #4: ROSEANNE, CHRIS]

Week 6

9.28 Mo Discussion
9.30 We Cynthia Freeland: But is it art? (Chapter 3: Cultural crossings, p. 60-89)
[Review due, 2 pgs.: “Fine Arts Faculty Exhibition”]
October

10.2 Fr Art theory V: Dickie [Presentation #5: RYAN, CASSIE]

Week 7

10.5 Mo Art theory Art theory VI: Dewey [Presentation #6: ADRIANA, JOE]

10.7 We Cynthia Freeland: But is it art? (Chapter 4: Money, Markets, Museums, p. 90-121)

10.9 Fr Video: “Thomas Kinkade”

Week 8

10.12 Mo Art theory VII: Danto [Presentation #7: NINA, CAITLIN]

10.14 We Video: "Faking It!"

10.16 Fr Discussion of "Faking It!"

Week 9

10.19 Mo Art theory VIII: Tolstoy [Presentation #8: GIANNE, KATHRYN]

10.21 We Art theory IX: Hickey [Presentation #9: SARAH, CORINA]

10.23 Fr Hickey continued.

Week 10

10.26 Mo Jackson Pollock [Presentation #10: ANDREA, MIMI]

10.28 We MOVIE: WHO THE #$&% IS Jackson Pollock?

10.30 Fr MOVIE: WHO THE #$&% IS Jackson Pollock?

[Essay due, 3 pgs.: “Art &/vs. Theory!?”]

November

Week 11

11.2 Mo Cynthia Freeland: But is it art? (Chapter 5: Gender, genius, Guerilla Girls, p. 122-147)

11.4 We Discussion of research papers
11.6 Fr Art theory X: Freud [Presentation #11: AUSTIN, JILLIAN]

Week 12

11.9 Mo Cynthia Freeland: But is it art? (Chapter 6: Cognition, Creation, Comprehension, p. 148-176)

11.11 We Research paper Q/A

11.13 Fr Art theory XI: Foucault [Presentation #12: ALLISON]

Week 13

11.16 Mo Cynthia Freeland: But is it art?(Chapter 7: Digitizing and disseminating, Conclusion, p. 177-209)

11.18 We Excursion: WSU Museum of Art: “Imminent Domain: Photography of Don Normark”

11.20 Fr Discussion of exhibit

Thanksgiving break 11.23-27

Week 14

11.30 Mo Video: “Picasso & Matisse”

[Review due, 2 pgs.: “Imminent Domain: Photography of Don Normark”]

December

12.2 We Art theory XII: Goodman [Presentation #13: MADISON, KRIS]

12.4 Fr Brief presentations of research papers

Week 15

12.7 Mo Brief presentations of research papers

12.9 We Video: “Peter Zokosky”

12.11 Fr Conclusive discussion.

[Research paper, 8 pgs., due Monday, December 14, 5 p.m. in the Honors Office.]

Course objectives
In Art & Art Theory we confront “art” as it has developed as a theoretical concept in Western history and manifests itself in contemporary society. We discuss art-theories in relation to experiencing works of art through excursions and in classroom interpretations and discussions.

Students will

become critically familiar with a variety of theoretical perspectives on “art” since Plato
gain an understanding of works of art and theoretical concepts in their historical context
relate theoretical and historical contexts of art to our own historical and cultural situation
develop an appreciation of different works of art in written assignments and class room discussions.

WSU has identified six learning goals for undergraduate education:

CRITICAL AND CREATIVE THINKING
QUANTITATIVE AND SYMBOLIC REASONING
INFORMATION LITERACY
COMMUNICATION
SELF IN SOCIETY
DISCIPLINARY KNOWLEDGE

(see the Honors College web site www.wsu.edu/Honors for specific descriptions of these)

This course engages all six WSU learning goals. In pursuit of the above dimensions students will

critically and creatively analyze, interpret, and synthesize arts-theoretical perspectives and works of art
engage cultural and historical information gathered from readings, library and internet research
develop formal communication skills through PowerPoint presentations of course materials in class
reflect upon the knowledge gained of art and theory from specific historical contexts in contrast to own experiences in the 21st century

GRADING Art & Art Theory
This class relies on active discussion of works of art and art theories – in class and in papers. Naturally, I expect participants to be enthusiastic about the topic and course materials, despite the course being a requirement. Each participant will produce a weekly commentary posted to the course blog (approx. 150 words) responding to each week’s readings, often following a directive (see the week’s course blog), but not excluding any observations the participant might otherwise wish to make. In addition, there will be five writing assignments. A formal in-class PowerPoint group-presentation (2 students to a presentation) of a text or other course material (see numbered topics in the syllabus) concludes the requirements. Participation in discussions is evaluated as part of the final grade.

Final grade will be determined by:

1. Final research paper [20%]
2. Four short essays/reviews [40%]
3. A presentation [20%]
4. Active participation including weekly blog-response [20%]

Re. (1)Research paper: The research paper (min. 8 pages, double spaced) will be on a topic chosen by week 11, due Monday, December 14. Meet with me individually at least once during the weeks before week 11 to discuss and choose a topic. The paper should be a critical, scholarly discussion of a topic discussed in class incorporating discussion of a minimum of five scholarly opinions on one or more arts-theoretical texts and works of art. A comparative and scholarly approach is appreciated relating the texts and art in focus to other texts or aspects of the course including modern life as we know it.

The following elements are important for the evaluation:

Analysis. Consult the critical thinking guidelines and ‘evaluating papers & essays’ for information about structure and suggestions for areas of analytical inquiry.

Insightful, creative interpretation. Create connections between various characters and elements in your interpretation of the text (or texts), and/or between your interpretation of the text and omparable elements in our contemporary world.

Research. Scholarly opinions are needed in order to provide fruitful perspectives for discussion, analysis, and interpretation! Researching a historical background of something also creates great context for interpretation and understanding. A minimum of five scholarly sources must be engaged in your paper.

Fluent, expressive language, and a coherent structure. Attention to the formal dimensions of the paper are necessary and will be rewarded. (See Referencing)

Mandatory research paper structure:

1. Title page: title of paper, name of author, name of course, instructor, Honors College, WSU, semester, year.
2. Contents-page: list headings of each section of your paper including page number for each.
3. Starting page three: the paper. Include headings of each section.
4. End- or footnotes.
5. References. (Follow your preferred style: MLA, APA).
6. Appendices, if any.
7. Number your pages; double spaced.

Re. (2) Essays/reviews: essentially the same expectations as with the research paper – except the structure 1-7 and without emphasis on scholarly research although appreciated as space allows. An essay or a review is a more ‘free-flowing’ reflective style of writing. (each 2 or 3 pages, double spaced.)

Due dates for written assignments:

Monday, September 7: Essay: ‘What is art – to you!?’ (3 pages, double spaced)
Wednesday, September 30: Review of MoA Exhibit: “Fine Arts Faculty Exhibition” (2 pages, double spaced)
Friday, October 23: Essay: “Art &/vs. Theory!?” (3 pages, double spaced)
Monday, November 30: Review of MoA Exhibit: “Imminent Domain: Photography of Don Normark” (2 pages, double spaced)
Monday, December 14: Research paper (8 pages, double spaced)

Re. (3): The Presentation: This is a max. 30 minute group-presentation (2 presenters) of a theoretical text and a selection of artwork to be analyzed to exemplify the theory. Sign up for one of the numbered presentation topics. First come, first served! The presentation includes a max. 1-2 page handout to all class participants detailing the presentation. The handout should provide an overview of the presentation and its text/s and at least three questions for further discussion. Make sure you write your name on the hand-out and date it!

Structure your time well to present the essential perspectives and points. Following your presentation we will discuss questions or problems raised. Defend your perspectives while productively engaging other perspectives.

The presentation will be graded according to the following criteria:
1. Engagement in your role as presenter.
2. Understanding the text/s.
3. Evidence of research and independent, critical evaluation of the text/s.
4. Willingness to pose and answer questions.
5. A well-structured presentation including a max. 1-2 page hand-out accounting for all facets of the presentation.
6. Three poignant questions for further discussion.

Set up a meeting with me the week following the presentation for feed-back and grade!

Re. (4) Participation & Blog: A short weekly reading response-paragraph: in a paragraph share your thoughts on an aspect of the week's readings. Submit one thoughtful/critical response each week. Add your comment to the course blog: http://uh440arttheory.blogspot.com/
Any thoughtful/critical perspective on the readings is most welcome!

This course feeds off lively discussion of the material. ACTIVE PARTICIPATION in discussions also strengthens the impression of an engaged and well-prepared student! Consider this class an excellent forum for exercising verbal skills! Two well-excused absences (informed of in advance!) during the course of the semester will be tolerated without ramifications for final grade. 'Ramifications' may include writing a short make-up paper.

Final grade evaluation
This is a ‘rough’ guide to how final grade is determined evaluating written assignments as a whole, class participation, and quality of blogs. In terms of participation during class, I gather impressions as the semester progresses. Re. evaluation of written assignments, always read my comments on papers, and see me if you have questions.

A: Participates regularly with insightful, observant, and thoughtful commentary. Accomplished, well-crafted writings, with fine interpretational observations, in pedagogically and logically progressing structure. Meticulous discussion of research when required.

A-: Participates regularly with thoughtful comments. Thoughtful, well-crafted and -structured writing containing solid, interpretational observations. Thoughtful discussion of research when required.

B+: Participates regularly with thoughtful comments. Writing contains promising observations, in somewhat casual composition. Fair discussion of research when required.

B: Reasonable writing, with repetitious elements, short on critical assessment. Participates fairly regularly with reasonable comments. Reasonable discussion of research when required.

B-: Well-intentioned writing but wanting in structure and content. Participation level in discussions: occasional. Casual discussion of research when required.

See 'evaluating papers & essays' on my web site: www.wsu.edu/~kimander for definitions of accomplished, promising, and wanting.

WSU Disability Statement
Reasonable accommodations are available for students with a documented disability. Please visit the Disability Resource Center (DRC) during the first two weeks of every semester to seek information or to qualify for accommodations. All accommodations must be approved through the DRC (Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an appointment with a disability counselor.

A Commitment to Campus Safety
Washington State University is committed to maintaining the safety of the students, faculty, staff, and visitors to the Pullman campus. As part of this commitment, the university has prepared the Campus Safety Plan, containing a comprehensive listing of university policies, procedures, statistics and information relating to campus safety, emergency management and the health and welfare of the campus community. Please see http://safetyplan.wsu.edu/

Academics: honestly!
Standard statement:

All students are expected to act in accordance with the WSU policies on Academic Honesty found in the Student Handbook. These policies include falsification of information, fabrication of information, plagiarism, multiple submissions, and various other offenses.It is important that you produce your own work.

It is counterproductive to learning, unethical, and fraudulent, to pass off someone else's work as your own. It insults all dimensions of our educational project and it disrespects the intellectual efforts of original authors. Most of all, 'cheating' leaves you stuck repeating someone else. Craft your own work, reference the ideas of others, and think for yourself. It feels good, it carves out brain cell territory, it builds character. If you are in a time crunch, and have a reasonable excuse, ask me for an extension, and you will most likely get it.

If you have doubts about what constitutes academic integrity or what specifically might qualify as 'cheating' consult the excellent WSU Plagiarism Information Site: http://www.wsulibs.wsu.edu/plagiarism/, or see me before writing your paper.

These are the consequences for cheating in my classes:

1. If a statement (a sentence, a group of words, an opinion, or an idea) from any text has been verbatim or practically verbatim (i.e., with no or little linguistic modification) "lifted into" a paper without referencing the author - the paper will receive an F. Conversely, discussing ideas, using quotations, with proper reference of authors (name of author, title of text, year of publication, page of quotation) is precisely what critical thinking and writing is all about!

2. I will interview the perpetrator one-on-one and if I find that a deliberate, mischievous, mode of conduct is to blame, I will forward the student's name, ID, and proof of the offense, to the proper university channels for dealing with plagiarism. Plagiarism may ultimately result in expulsion from the university.

3. If I determine, based on such an interview, that extenuating circumstances such as honest mistake, or deplorable, but honest, ignorance, caused the offense, I will issue at the most a C on the paper (provided the rest of the paper merits at least a C), and I will not forward the case to the university plagiarism procedure.

4. A second offense will result in an F for the course and I will forward the student's name, ID, and proof of the offenses, to the proper university channels for dealing with plagiarism.

Do not hesitate to contact me if you have any questions or concerns!
Have a great semester!