This editorial reviews the co-optation and commodification of modern graffiti and street art. In so doing, it analyses attempts by individuals and organizations to monetize the creation, production and dissemination of graffiti and street art. The commodification process often starts with attempts by graffiti and street artists to earn money through their work and then progresses to efforts primarily by cultural industries to integrate graffiti and street art into the products and services that they sell. This latter development can also include how selected property owners and real-estate developers invite artists to create works in or on their buildings or in particular neighbourhoods to make the areas more desirable. After the authors have established this context, they draw together the divergent themes from the four articles contained in this Special Issue.
{"title":"Moving beyond Banksy and Fairey: Interrogating the co-optation and commodification of modern graffiti and street art","authors":"Jeffrey Ian Ross, J. Lennon, Ronald C. Kramer","doi":"10.1386/vi_00007_2","DOIUrl":"https://doi.org/10.1386/vi_00007_2","url":null,"abstract":"This editorial reviews the co-optation and commodification of modern graffiti and street art. In so doing, it analyses attempts by individuals and organizations to monetize the creation, production and dissemination of graffiti and street art. The commodification process often starts\u0000 with attempts by graffiti and street artists to earn money through their work and then progresses to efforts primarily by cultural industries to integrate graffiti and street art into the products and services that they sell. This latter development can also include how selected property owners\u0000 and real-estate developers invite artists to create works in or on their buildings or in particular neighbourhoods to make the areas more desirable. After the authors have established this context, they draw together the divergent themes from the four articles contained in this Special Issue.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"45 1","pages":"5-23"},"PeriodicalIF":0.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85959596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article is an analysis of the culture of academic professionalism of art programmes in American universities. In the Gilded Age, American universities underwent significant reforms that transformed them in to centres for professional education in Medicine, Law, social work, and other professions, including the visual arts. College art was transformed during these years. Guided by theory set forth by Burton Bledstein, the article decodes this new culture with concepts of time spent in practice and training, the specialized spaces (for art this meant studios and classrooms), and words (the discourse, terminology and language that distinguishes professionals from their clientele). These concepts help embody a collective professional identity of people with boundaries to regulate the social experience art faculty and students in a new, and at times troubled modern culture of professionalism.
{"title":"A lion in a matchbox: Artistic identity and cracking the professional code in American higher education","authors":"C. Funk","doi":"10.1386/vi_00003_1","DOIUrl":"https://doi.org/10.1386/vi_00003_1","url":null,"abstract":"Abstract This article is an analysis of the culture of academic professionalism of art programmes in American universities. In the Gilded Age, American universities underwent significant reforms that transformed them in to centres for professional education in Medicine, Law,\u0000 social work, and other professions, including the visual arts. College art was transformed during these years. Guided by theory set forth by Burton Bledstein, the article decodes this new culture with concepts of time spent in practice and training, the specialized spaces (for art this meant\u0000 studios and classrooms), and words (the discourse, terminology and language that distinguishes professionals from their clientele). These concepts help embody a collective professional identity of people with boundaries to regulate the social experience art faculty and students in a new, and\u0000 at times troubled modern culture of professionalism.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"71 1","pages":"189-195"},"PeriodicalIF":0.2,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Arts professionals within higher education struggle with identity. Dual roles across departments, the changing role of the arts professor and non-traditional positions have challenged the notion of the studio arts instructor and whether institutional expectations are the best way to think about the future of the arts in higher education. As a veteran arts professor, dean, art historian, art critic and artist ‐ my role is not as straightforward as I originally thought it might be as an undergrad studio art major. Through a series of significant streams in my education and personal life, including successes and failures in the academic and professional art world ‐ a new identity emerged that is not represented in search profiles, academic departments or administrative positions.
{"title":"What's in a title? The developing role of an artist-critic in the university","authors":"G. J. Daichendt","doi":"10.1386/vi_00002_7","DOIUrl":"https://doi.org/10.1386/vi_00002_7","url":null,"abstract":"Abstract Arts professionals within higher education struggle with identity. Dual roles across departments, the changing role of the arts professor and non-traditional positions have challenged the notion of the studio arts instructor and whether institutional expectations\u0000 are the best way to think about the future of the arts in higher education. As a veteran arts professor, dean, art historian, art critic and artist ‐ my role is not as straightforward as I originally thought it might be as an undergrad studio art major. Through a series of significant\u0000 streams in my education and personal life, including successes and failures in the academic and professional art world ‐ a new identity emerged that is not represented in search profiles, academic departments or administrative positions.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"8 1","pages":"179-185"},"PeriodicalIF":0.2,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78270256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rafaèle Genet-Verney, Ricardo Marín-Viadel, Antonio Fernández-Morillas
Abstract This article explores interactions among three topics: the city, visual arts and education, all interconnected through an urban and artistic practice of walking. This reflection is carried out in three fields of thought: education, investigation and artistic creation. On an educative level, one questions how a path through the city can be a strategy for art education learning. In the research field, thanks to analysis of artistic and urbanism methodologies applied to the city, research is carried out using walking maps as tools of art and urban planning investigation. On an artistic level, aesthetic results are desired from the investigation as a result of teaching practice designed to be a creative reflection on the city. We analysed current tendencies in art education through the use of the walking path around the city and investigation using maps. We present the three educative experiences validating the use of urban walks as pedagogic strategies and instruments of investigation.
{"title":"An urban walk as a teaching strategy and investigative instrument in art education","authors":"Rafaèle Genet-Verney, Ricardo Marín-Viadel, Antonio Fernández-Morillas","doi":"10.1386/vi_00006_1","DOIUrl":"https://doi.org/10.1386/vi_00006_1","url":null,"abstract":"Abstract This article explores interactions among three topics: the city, visual arts and education, all interconnected through an urban and artistic practice of walking. This reflection is carried out in three fields of thought: education, investigation and artistic creation.\u0000 On an educative level, one questions how a path through the city can be a strategy for art education learning. In the research field, thanks to analysis of artistic and urbanism methodologies applied to the city, research is carried out using walking maps as tools of art and urban planning\u0000 investigation. On an artistic level, aesthetic results are desired from the investigation as a result of teaching practice designed to be a creative reflection on the city. We analysed current tendencies in art education through the use of the walking path around the city and investigation\u0000 using maps. We present the three educative experiences validating the use of urban walks as pedagogic strategies and instruments of investigation.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"129 1","pages":"215-229"},"PeriodicalIF":0.2,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75042564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Being an artist is often an enigma to art students. They need a model who will demonstrate a way to navigate the world as an artist. We are that model. As art educators, we can help demystify the practice of being an artist and help our students understand it by offering ourselves as models and mentors. In this undertaking, we should be open with students about our own odysseys as artists. Especially the many failures and hardships we faced and overcame to succeed. This modelling of art practice is a form of ‘lending consciousness'. Developed by Russian psychologist Lev Vygotsky, this concept asserts the idea that development is a social or communal process as well as a pedagogical one. By creating a learning environment where we model, as well as instruct, we alter the traditional role we play in the classroom. When our teaching and art-making become intertwined, the students benefit greatly from a more engaged instructor, and it is more likely that they will see themselves as artists-in-training.
{"title":"Artist as teacher and model","authors":"R. Yeager","doi":"10.1386/vi_00004_1","DOIUrl":"https://doi.org/10.1386/vi_00004_1","url":null,"abstract":"Abstract Being an artist is often an enigma to art students. They need a model who will demonstrate a way to navigate the world as an artist. We are that model. As art educators, we can help demystify the practice of being an artist and help our students understand it by\u0000 offering ourselves as models and mentors. In this undertaking, we should be open with students about our own odysseys as artists. Especially the many failures and hardships we faced and overcame to succeed. This modelling of art practice is a form of ‘lending consciousness'. Developed\u0000 by Russian psychologist Lev Vygotsky, this concept asserts the idea that development is a social or communal process as well as a pedagogical one. By creating a learning environment where we model, as well as instruct, we alter the traditional role we play in the classroom. When our teaching\u0000 and art-making become intertwined, the students benefit greatly from a more engaged instructor, and it is more likely that they will see themselves as artists-in-training.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"144 1","pages":"197-202"},"PeriodicalIF":0.2,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86399614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The recent marginalization of long-established manual graphic traditions by technological alternatives has precipitated wide-ranging consequences for design education in diverse contexts and specializations. In this article, I analyse this progression as situated within the discipline of landscape architecture, advocating for a curricular reformation to reprioritize manual graphics as a pivotal element in design education. From my vantage point at the intersection of professional practice, pedagogy and research, I summarize this development within the specific arena of landscape architecture education. Prominent issues of concern and implications are identified, followed by articulation of remedial strategies appropriate to current circumstances.
{"title":"The power of the pen(cil): Enduring validity in technology-dominated design education","authors":"Amitabh Verma","doi":"10.1386/vi_00005_1","DOIUrl":"https://doi.org/10.1386/vi_00005_1","url":null,"abstract":"Abstract The recent marginalization of long-established manual graphic traditions by technological alternatives has precipitated wide-ranging consequences for design education in diverse contexts and specializations. In this article, I analyse this progression as situated\u0000 within the discipline of landscape architecture, advocating for a curricular reformation to reprioritize manual graphics as a pivotal element in design education. From my vantage point at the intersection of professional practice, pedagogy and research, I summarize this development within\u0000 the specific arena of landscape architecture education. Prominent issues of concern and implications are identified, followed by articulation of remedial strategies appropriate to current circumstances.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"138 1","pages":"203-213"},"PeriodicalIF":0.2,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85583289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pato Hebert, Anooj Bhandari, Leesa Tabrizi, Sol De La Ciudad ‘Patches’, Ky’Naisha Severe
We They was a public art project created by staff and young people from queer youth services organization Hetrick-Martin Institute (HMI)1 in collaboration with a faculty member, alumnus, undergraduate and graduate students from New York University (NYU)2. HMI and NYU are two different kinds of learning institutions located a mere block apart in New York City’s Greenwich Village neighbourhood. In the following roundtable discussion, project collaborators discuss their experiences working on the project and how the resulting artwork impacted them. Their discussion addresses themes such as transformative pedagogy, photographic portraiture; young queer people of colour, activating urban space and trust.
We They是一个公共艺术项目，由酷儿青年服务组织Hetrick-Martin Institute (HMI)的工作人员和年轻人与纽约大学(NYU)的一名教师、校友、本科生和研究生合作创建。HMI和纽约大学是两种不同类型的学习机构，位于纽约市格林威治村附近，仅隔一个街区。在接下来的圆桌讨论中，项目合作者将讨论他们在项目中的工作经历以及最终的美术作品对他们的影响。他们的讨论涉及的主题包括变革教学法、摄影肖像;年轻的有色酷儿，激活城市空间和信任。
{"title":"Brought on the Feels: A roundtable debrief of the public art project, We They","authors":"Pato Hebert, Anooj Bhandari, Leesa Tabrizi, Sol De La Ciudad ‘Patches’, Ky’Naisha Severe","doi":"10.1386/vi_8.2.105_1","DOIUrl":"https://doi.org/10.1386/vi_8.2.105_1","url":null,"abstract":"We They was a public art project created by staff and young people from queer youth services organization Hetrick-Martin Institute (HMI)<xref ref-type=\"fn\" rid=\"fn0001\">1</xref> in collaboration with a faculty member, alumnus, undergraduate and graduate\u0000 students from New York University (NYU)<xref ref-type=\"fn\" rid=\"fn0002\">2</xref>. HMI and NYU are two different kinds of learning institutions located a mere block apart in New York City’s Greenwich Village neighbourhood. In the following roundtable discussion,\u0000 project collaborators discuss their experiences working on the project and how the resulting artwork impacted them. Their discussion addresses themes such as transformative pedagogy, photographic portraiture; young queer people of colour, activating urban space and trust.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"18 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90462241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.
{"title":"Locating visual arts education in a post-liberal arts landscape","authors":"Jason Swift","doi":"10.1386/vi_8.2.149_1","DOIUrl":"https://doi.org/10.1386/vi_8.2.149_1","url":null,"abstract":"This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready\u0000 degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts\u0000 landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"179 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86722617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Images about race, class and gender deeply affect our beliefs about what American values are and who gets to share and who does not get to share in those values. The continuing discussions about these issues filtered through social media, film and television in the United States is a dialogue that demands visual rendering. Realizing the depth of this conditioning is the first step. Critical next steps are examining which images are made available to the public and how to work with students who are developing their own voice.
{"title":"Cute babies: How imagery and representation shape our collective beliefs","authors":"Chris Kienke","doi":"10.1386/vi_8.2.139_1","DOIUrl":"https://doi.org/10.1386/vi_8.2.139_1","url":null,"abstract":"Images about race, class and gender deeply affect our beliefs about what American values are and who gets to share and who does not get to share in those values. The continuing discussions about these issues filtered through social media, film and television in the United States is\u0000 a dialogue that demands visual rendering. Realizing the depth of this conditioning is the first step. Critical next steps are examining which images are made available to the public and how to work with students who are developing their own voice.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"7 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78831114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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