Archive for the ‘art’Category

JAMES BALDWIN’S GLOBAL IMAGINATION

James Baldwin Global Imagination:

February 17 to 20, Thursday to Sunday
Contact baldwinconference@gmail.com for information

Check out their website for Conference schedule, location and other details: http://www.csgsnyu.org

Staged in the context of global economic insecurity, a planet gripped by the ravages of war and climate change, ever-increasing gaps in wealth, as well as rampant fundamentalism (East and West), “James Baldwin’s Global Imagination” is intended as an examination of globality not simply as a matter of demography but as an urgent call to re-consider the contemporary utility of Baldwin’s expansive injunction to William Faulkner (and, in fact, to us all), “[t]hat any real change implies the breakup of the world as one has always known it, the loss of all that gave one an identity, the end of safety.” These proceedings are thus proposed as an opportunity to take seriously Baldwin’s consistent and insistent proposal that categories of difference represent an early misnaming, a dangerous and cowardly misrecognition of the moral imagination required to confront not only our mortality but also the brutal legacies of our collective histories.

Confirmed plenary speakers, respondents, and musicians:
M. Jacqui Alexander, University of Toronto
Awam Amkpa, New York University
Eshter Armah, journalist, playwright
Rich Blint, New York University
Marcellus Blount, Columbia University
Nicholas Boggs, Columbia University
Herb Boyd, Baldwin Biographer
Jennifer Brody, Duke University


18

01 2011

Beauty and Fashion: The Black Portrait Symposium

This coming spring make sure to check-out another spectacular symposium by the photographer/Historian Debra Willis, chair of the Photography department of New York University, she’s planned another informative two-day symposium. How she does I’ll never know, but I’m grateful for Debra Willis’s non-stop commitment in keeping the dialog of black visual culture in the forefront. The Beauty and Fashion: The Portrait Symposium will take place at New York University/Tisch School of the Arts in 02-03, April 2011. Presenters include a stellar group of black scholars, artist, cultural critics, curators and writers all in one setting to discuss what is sure to be an intellectually stimulating conversation on race, sex, gender and the body. And best of all it’s free.

For more information contact: POSINGBEAUTY2011@GMAIL.COM

23

12 2010

Censorship of Picasso’s and Lene Berg Stalin

Triple Canopy Issue #4 – Stalin by Picasso by Lene Berg part 1 from triple canopy on Vimeo.

 

In 1953, Pablo Picasso was commissioned by Louis Aragon, editor for the French communist weekly newspaper, Les Lettres Francaises to commemorate the death of Russian Communist leader Joseph Stalin. Picasso reluctantly took the assignment at the urging of his mistress Francoise GIlot, who insisted he take the opportunity to work with Aragon.

The sketch Picasso delivered to Aragon was a characterization done in his reductive, modernist style. Aragon eagerly published the portrait, but what happened next was a surprise to both parties. Offended by Picasso’s use of an exaggerated moustache and insidiously feminine features. Aragon was besieged by a flurry of letters and verbal complaints. Both the artist and the editor found themselves at the center of a controversy that was raging out of control.

Despite the editor’s profuse apology to the communist community, the outcry was not as easily silenced. Readers questioned whether Picasso was or was not honoring Stalin’s memory. They wondered if Picasso’s rendition of Stalin as if he were “in drag” was a cynical portrayal meant to mock this powerful leader. Due to overwhelming complaints from the membership both Picasso and Aragon French communist members were eventually expelled.

The use of Stalin’s image became the center of another artistic controversy in the fall of 2008, when Norwegian artist Lene Berg installed three flag banners—one, a monumental reproduction of Picasso’s portrait, flanked by small-scale of black and white photographs of Picasso and Stalin that functioned as architectural pillars on the front facade of the Cooper Union foundation building in New York City. The exhibition was titled, “Stalin by Picasso or Portrait of a Women with Moustache.”

The exhibition installation included two video’s and two books derived from vintage publication materials on the cultural and political climate of the cold war as well as the current international political climate. Narrated by Berg the video’s explored the paradoxes of politics. Cutout images and news clippings replayed out past events. The interactive book’s, constructed with pockets that held portraits and transcribed letters and news clippings.

But five days into the installation, the banners were taken down, with no notice or explanation offered to Berg or to Sara Reisman, associate dean of Cooper Union’s School of Art and curator of the exhibition. The school eventually issued an explanation, which cited a lack of city building permits, as well as complaints from the local Ukrainian-American community. Unknown to Berg, the exhibition coincided with the 75th anniversary of the 1930s Holodomor incident, in which Stalin’s regimen caused a famine that devastated the Russian Ukrainian population.

Berg could have questioned if the angry response from the Ukrainian community ironically echoed the voice of Stalin’s harsh censorship of speech and creative freedom? In her own protest, Lene Berg insisted that the interior components of her exhibition, including the videos and two handmade books, be closed. She also launched her own campaign through the NYCLU(New York Civil Liberties Union). In a prepared statement Donna Lieberman, NYCLU executive director, suggested that, “society’s response to offensive speech is criticism and information, and not censorship.” At the urging of friends and other artist’s Berg used the local press and blog platforms to champion her own rights to creative freedom. A series of articles in the New York Times questioned the city’s building department policies, as well as the Cooper Union position, while blogs debated over the local community’s lack of understanding of artistic freedom. The discussion included previous government and art institutions disagreements including the Brooklyn Museum, over the content of the “Sensation” exhibition, in which artist Chris Ofili’s use of dung in his painting of the Virgin Mary—prompted the museum to post guards and rope off his work. Then Mayor Guillani issued threats against the institution to withdraw city funding. Other incidents discussed included the city parks department closing down a Brooklyn College MFA exhibition at Cadman Plaza due to community complaints of its sexually suggestive content.  In her final statement through NYCLU, Berg stated, “What is important to me now is that the installation is down and is that there is a public discussion on what happened and why.”  She went on to state,  “It’s deeply troubling that freedom of expression was so quickly abandoned, but my hope is that this controversy will force people to continue the discussion about the power of politics and representation. No authority or institution should silence free speech or censor art.”
The issue of censorship and an artist’s first amendment rights to freedom of speech and artistic expression should never cease. As city or university museums continue to show artists whose work focuses on timely social and political issues, we must encourage government to protect their rights.

Tags:

06

12 2010

GLIDE10: Ron Eglash Bridges The Gap Between Vernacular and Indigenous Cultures


Ron Eglash computations

by Michele Y. Washington
Click to hear Ron Eglash’s presentation.
Our final keynote speaker brilliantly closed out GLIDE10 on his continuous investigation on Culture and Science in the sphere of indigenous and vernacular cultures existing within the United States ethnic communities such as Asian, Latin American and African American. Ron gives an in-depth explanation of global indigenous cultures to dispel numerous myths that exist of such groups as being backwards, primitive and illiterate.  This raises several fundamental issues of cultural sensitivity, and he provides specific examples from one project featured on his website on the process of mapping out Native American asymmetrical and symmetrical beading systems. For another project you can sample an example of African Architectural typology replicated through the application of African Fractals, an organic branching structure referencing nature.

This African Fractals project offers clear cut examples of his teaching methods applied in the cultural significance of the ancestral origins of cornrows for Black American students in high schools. His goal was to challenge the students to investigate the issues that surrounded the Black Transatlantic Slave Trade to the Americas and Caribbean, students were able to identify hygiene, resistance, retaining ones culture identity linking their own cornrow hairstyles to its origins. Other examples of paring the musicality of Hip-hop provide a broader sensibility of the connection as to why they wear this hairstyle. He’s developed a computation where he feeds in various iterations of how many plaits are in one braid. According to Ron, such concepts can be applied to other ethnic groups to gain a better understanding of the ancestral heritage. The Cultural expression opens the door to engage students to consider the various modalities of the design patterns replicated by cornrow hairstyles, which blurs the line between indigenous and vernacular design. He also looks at graffiti as a form of vernacular stereotyping. Ends his talk on Puerto Rican youth rooted to challenge the students through mathematical computation of Spanish music through rhythms and beats of the music. Summary of what limits racial intelligence, he states, while no one wants to talk about it, the thoughts loom in the back of many educators and peoples mind.

What part of collective memory fuels some of this iconic bead work, rug design, totems that are also evident in other global cultures such as Africans, Aboriginal, India, Middle Eastern, and Asian countries?

Defeating myths of cultural determinism
Using mathematics to bridge cultural gaps
Making cultural capital more available to its owners (individuals) Educational capital
Looking at new forms of hybridity for learning Peace and social justice efforts
Environmental sustainability

Making contributions to mathematics, and inspirations Challenges:

Not all modeling of culture involves translation of indigenous or vernacular knowledge. Ethnomath: provide more evidences of application of knowledge Interesting concept over cultural ownership of whose holds on to authentic cultural heritage for example, Shawnee Native Americans. Alternative methods for kids to go from consumers to producers, makers by apply the discovery as a learning method.

Take a look at Ron presentation at TED.COM

GLIDE10: Fabiola Berdiel + Cynthia Lawson Development through Empowerment, Entrepreneurship, and Design.

GLIDE10: Fabiola Berdiel + Cynthia Lawson Development through Empowerment, Entrepreneurship, and Design presenters brings us up-to-date on Parsons School of Design ongoing mission of incorporating social responsibility in to learning processes as applied to several design disciplines such as product, architecture and more.

One great aspect of Parsons School of Design  program is there hybridity of bringing students together from various disciplines to share information to build stronger coherent knowledge bases. The challenge is instructors function as facilitators, this mode of teaching forces the students to take a more interactive role to immerse themselves fully in there projects, and learn new platforms of studying beyond formal and informal methods of learning.  Students also have the opportunity to acquire primary research through traveling to developing/emerging  countries and explore various modes of practices while interacting with local people,  investigating new materials and methods to enhance new ways of design thinking. This provides the student with practical and hands-on experiences to build a diverse dialog rooted  in social and cultural constructs not available by just sitting in a classroom or surfing the internet.

 

Questions:
I’m curious how the outcomes are measured by the students each semester? When the students interact with other cultures through travels, how does this figure into the collaborative process? How do these other ethnic cultures respond to the presences of your students?

I love the concept of students taking on the role of facilitators as a shared experience with this projects. How does this method evolve from semester to semester? Do the students view themselves as real agents of change? If so what are some of the outcomes?

What are the draws backs of the participatory process in this model of learning?

For more information click on: deed.parsons.edu

GLIDE10: Maria Rogal/Indigenous Design in Maya

Send your questions to GLIDE10 proceeding page

In the US we take a lot for-granted when in comes to access to technology that’s not universally available. For example my friends that teach at University of Federal in  Bahia use PCs over Macs due to cost of hardware.

Discusses her project of working the Mayan indigenous culture to expand there communities to be self-sustaining. This was a collaborative project Maria shares her experiences. Check out  www.design4development.org &www.mariarogal.com.

Technology: (referring to people in rural areas): Mobile phones usage is cheaply available; Families with teenagers own computers, however Internet access is rare due to cost some in rural area use satellite. Text messages are much cheaper; Age distinction with use of computers viewed as a tool for younger people.

Online banking transactions: Online bill paying is not totally embraced by all the people; Trust is a big factor in dealing with banks, ATMS etc.

Open Source resources: People have computers but no money for software; Identify access to free shareware such as google sketch-up.

Design Activist: deeply socially oreientated, involoving a variety of actors in the chain of events.

Working together Maria feels it’s important to use the term partners.

AK Kuxtal Workshop: Access to information is key to expanding knowledge in making products.

Ability to get students to work using unfamiliar technology and new ways of thinking about how to develop their products.

27

10 2010

FIT Exhibition Design Project: Food Opera

In my classroom I challenge my students to think beyond there own cultural beliefs and to expand the dialog of what globalization and culture means as applied to their ideation and design thinking. Here are a few examples of mindmapping/billboarding techniques used to jump start there projects. Below are several examples of students finished projects, billboarding presentations and team interactions.

Isabeal Maryland Crab presentation

Roni, Sarah and Sparky deep in thought

Dominka Polish Food expo, she incorporated poetic verses.

I AM CRIMPS FASHION WEEK

FASHION ACTIVISM from Shine Promos on Vimeo.

Black fashionista have taken there protest beyond the blogsphere to the street to voice the vehement dismay over the recent controversial hiring of a white fashion director, Ellianna Placas at Essence Magazine this past summer. The announcement stirred some old wounds and created a tidal wave backlash for Essence is known as a fertile training ground for many young black women seeking entry into the world of magazine fashion. Marc Baptiste well-known for his exciting fashion photography took his beliefs a step further when he captured the cultureversy on film of the fashionista protesting at this year’s Mercedes Benz during Spring/Summer 2011 Fashion Week. About 20 bodacious black women dressed in black with dark shades, slowly marched through the streets in silence from Time, Inc. the offices of Essence magazine to the new site of Fashion week at Lincoln Center. In the same spirit as Martin Luther King, who marched in the 1960s in Memphis with a group of Black garbage workers with picket signs reading (I Am a Man), these young women demonstrated using a similar signifer “I AM Fashion,”  each individual sign identified former fashion editors of Essence such as Susan Taylor, Iona Dunn Lee, Harriette Coles and Micheala Angela Davis, this is just a short list of the fashion directors who have served over the years. At issue  in this postracial society is while black women grace the covers of ELLE, VOGUE or BAZAAR magazines, few get have access to top positions as Fashion Directors in magazines or blogs. The likelihood is the storm will not cease and these sistas will be marching again when the Fall 2011 Mercedes Benz Fashion Week rolls around. To view Marc Baptiste film click on the Fashion Activism link above.

05

10 2010

DESIGN: Laurie Lyon’s Online NOMADS Magazine Drops

Lauri Lyons, a well-known documentary photographer has a new online publication, Nomads Magazine it’s a quarterly devoted entirely to global travel aimed at exposing its readers to many exciting cultural experiences that promises to take you around the globe. This magazine is guaranteed to be filled with adventuresome features stories and extraordinary black and white or color images by world renowned artists and journalists, who live their life on the run. Lauri also writes about culture and photography for the Huffington Post and this December she’s leading a NOMAD Photography Workshop in Salvador de Bahia.

THIS WEEK’S BUZZ: Type designer Matthew Carter gets MACARTHUR

This is major step in the right direction in the sphere of Graphic and Type Design, for MacArthur Foundation to award Matthew Carter, a major Type Designer as one of the 2010 MACARTHUR Fellows. Carter is a masterful wizard in working with letterforms having had created over 6o typefaces,  he’s also the Co-founder and Principal of Carter and Cone Type . If you’re a type connoisseur you’re sure to want to send him words of praise. Read more about Matthew Carter on the Mac Arthur Foundation website.

27

09 2010