1,720,990 research outputs found
Embodying Art and Art History: An Experiment with a Class Video Happening for the Series \u27Access Denied\u27
Full text linkA book written in a foreign language and migrated to the US along with its author, an art historian, finds a new communicative dimension by becoming a ready-made for art making purposes. Starting with an introduction explaining the genesis of the collaborative project Access Denied, this article focuses on one of the series’ artworks, namely a video-happening, by exploring its genesis, development, and outcomes. Staged during the day of finals in an advanced art history seminar, the experiment provided an embodied artistic experience and some reflections on art history course content in the debate that followed. The video happening became a basis for further reflection in this essay on the role of performance in stimulating arts-based research at the interstices between biography and scholarly inquiry, between art and art history, between modernism and postmodernism, between object and action, and between creation and destruction as the two opposite poles in modern creativity
William Wegman: The game of discovery
Full text linkThis is an interview conducted with the artist William Wegman, originally published in Juliet Art Magazine, no.177, April/May 2016: 91
Turning Challenges into Gold: Cross-Listing Introductory Honors with Advanced Classes in the Visual Arts
Full text linkJim Lacey has offered an insight on the benefits of challenging courses for honors students: he prefers to think of an honors course not as a highly specialized, intensive-writing, and discipline-specific academic course but as the ideal general education course: “The courses themselves, I believe, should be challenging, different, and fun for instructors and students alike. When possible, they should be team taught and interdisciplinary; they should involve off-campus activities; and, instead of papers and exams, they should feature projects, preferably in teams” (79). During the early planning stages of the new course called Museum Experience at South Dakota State University, the faculty member serving as project director had all these components in mind. While this course was specific to the honors college and institutional context of SDSU, its conception, development, and implementation offer an example of how an honors course can evolve from the merger of national ideals with local needs
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