COLLEGE—Creative Journal

This is something that I should have done a long time ago, but have eternally procrastinated about.

For the Core Course we are expected to write a “Creative Journal” every week, discussing some aspect of the course and our response to it. I’ve found this incredibly hard to do, it’s become almost some kind of mental block with me now. However, it counts for 50% of the mark for this part of the course, so I have decided to buckle down and start really working on it.

Technically, I should have been writing c.200 words a week since the beginning of the course, so by the end I would have around 4,400 words in total. I have so far written 800 words, and most of that was at the beginning of last term. So essentially I have a lot of catching up to do.

I thought I would turn this con into a pro (as I always try to do . . . ) by creating a journal which makes a virtue out of this stalled process. My thought was that the journal itself would reflect the lapses between writings in it’s structure in some way. I think this will manifest itself as some kind of timeline running through the book with massive gaps at the beginning, with (hopefully) a more consistent set of writings from now on.

I feel this would be an interesting exposition of my process and failings. The question however is, how relevant is this to the subject-matter of the journal (and of course, does it need to be)? Perhaps one can be too open and honest about some things and perhaps there are things that are best left unsaid?

READING—Postmodern Critiques of Modernity and Modernism

Texts:

  • Kant, I. (1784). What is Enlightenment? In Preziosi, D. ed. The Art of Art History: A Critical Anthology. Oxford: Oxford University Press, 1998. pp. 70–75.
  • Lyotard, J-F. (1984). “Introduction.” In The Postmodern Condition. Manchester: Manchester University Press. pp. XXIII–XXV and 78–82.
  • Foucault, M. (1986). “Preface” and “Classifying”. In The Order of Things. London: Routledge. pp. XV–XXIV and 125–165.
  • Borges, J. L. (1964). The Library of Babel. In Labyrinths. London. pp. 78–86.
  • Foster, H. (1983). Postmodernism: A Preface. In Foster, H. ed. The Anti-Aesthetic. Port Townsend. pp. IX–XVI.
  • Owens, C. (1980). The Allegorical Impulse: Toward a Theory of Postmodernism. In Preziosi, D. ed. The Art of Art History: A Critical Anthology. Oxford: Oxford University Press, 1998. pp. 315–328.
  • Huyssen, A. (1984). Mapping the Postmodern. In Preziosi, D. ed. The Art of Art History: A Critical Anthology. Oxford: Oxford University Press, 1998. pp. 329–337.
  • Bourriaud, N. (2002). “Foreword” and “Relational Form”. In Relational Aesthetics. Paris: Les Presses du Réel. pp. 7–10, 11–24.

Postmodernism

Over the past few weeks we’ve been considering various strands of postmodernism and their challenges to modernity (most of the following, up to the subtitle ‘This Week,’ comes from my notes from Astrid Schmetterling’s lecture).

Beginning with Kant’s promotion of the responsibility of every person for their own acts and development, the establishment of the modern world and Modernity’s meta-narratives is initiated:

Enlightenment is man’s release from his self-incurred tutelage. Tutelage is man’s inability to make use of his understanding without direction from another.. . . For this enlightenment . . . nothing is required but freedom . . . the freedom to make public use of one’s reason at every point. (Kant, p.70, 71)

Moving on to Modernism itself and discussing Enlightenment problematics – gender, colonialism, class oppression – a series of exclusionary practices dealt with by Foucault in his writings. Foucault represents the historicist turn of Post-Structuralism, away from Structuralism’s flawed critique of Modernism – it was seen not to have broken with Modernism’s notions of truth, universality and timelessness. Borges, I think, fictionalises the potential consequences of Post-Structuralism, especially through the works of Jacques Derrida.

According to Lyotard, Postmodernity displays an “incredulity towards metanarratives”, and:

Postmodern knowledge is not simply a tool of the authorities; it refines our sensitivity to differences and reinforces our ability to tolerate the incommensurable. (Lyotard, p.XXV)

For Lyotard, Post-Modernism works against consensus, resulting in no privileged discourse and no general theory of justice. There can only ever be a provisional judgement in cases – the heterogeneous over homogeneous and universal.

Two styles of Post-Modernism are proposed by Hal Foster, one of reaction and another of resistance. “Reaction” is conservative, and entails going back to a pre-modern period for influences, with a resultant decontextualisation of styles. “Resistance” questions rather than exploits cultural codes.

This week

This week we’re completing this series of texts by looking at Owens, Huyssen and Bourriaud. The following are some very short notes from my own readings of each text.

Owens

For Owens, an “allegorical impulse” has reemerged in contemporary culture after its suppression in modern theory. He provisionally defines allegory as occurring “whenever one text is doubled by another” (Owens, p. 316):

. . . allegory becomes the model of all commentary, all critique, insofar as these are involved in rewriting a primary text in terms of its figural meaning. (Owens, p. 317)

In the visual arts allegory is characterised as “appropriation, site specificity, impermanence, accumulation, discursivity, hybridization”. The allegorical impulse “challenges the security of the foundations upon which aesthetics is erected.”

Huyssen

Huyssen suggests that the available theories of postmodernism (as equated with poststructuralism or the writings of Lyotard) have only been critiques of modernism rather any significant breaks with it. To go beyond these, one must look at aspects of contemporary culture and see that they “raise the question of cultural tradition and conservation in the most fundamental way as an aesthetic and a political issue” (Huyssen, p. 332), this exemplifies the postmodern sensibility of our time and is different from “both modernism and avantgardism”.

As with Foster, Huyssen promotes a postmodernism of resistance, not simply in terms of “negativity or non-identity à la Adorno” (Huyssen, p. 336), but bringing together politics and aesthetics in heightened creative tension.

Bourriaud

The space of social interactions represents for Bourriaud the arena of contestation for contemporary art. He asks:

… is it still possible to generate relationships with the world, in a practical field art-history traditionally earmarked for their “representation”? (Bourriaud, p. 9)

Bourriaud represents a fairly recent development in the critique of contemporary art, the recognition of the “inter-human” (Bourriaud, p. 22) or “trans-individual” (Bourriaud, p. 18) aspects of works. He states that:

Relational Aesthetics does not represent a theory of art, this would imply the statement of an origin and destination, but a theory of form.

He contrasts Thierry de Duve’s “authoritarian” view of art, “for whom any work is nothing more than a ‘sum of judgements’” by the artist, to a concept of the artistic form “only assuming its texture (and only acquires a real existence) when it introduces human interactions” (Bourriaud, p. 22).

Grant Kester takes a similar (if less philosophical and more historiographical) view, in his book Conversation Pieces1. In the Introduction he narrows his concern to “works that define dialogue itself as fundamentally aesthetic (as opposed to works centered on collaboratively producing paintings, sculptures, murals, etc.)” (p. 13).

In the process he highlights the way modern art, with its avant-garde tendency to stall communication, has been theorised and how these theories have since thwarted an effective consideration of dialogue-based artworks:

… the antidiscursive orientation of the avant-garde artwork, its inscrutability and resistance to interpretation, is staged in opposition to a cultural form that relies on reductive or clichéd imagery to manipulate the viewer (advertising, political propaganda, kitsch, and so on). … This paradigm … has made it difficult to recognize the potential aesthetic significance of collaborative and dialogical art practices that are accessible without necessarily being simplistic.

  1. Kester, G. (2004). Conversation Pieces: Community and Communication in Modern Art. California: University of California Press.

PRESENTATION—Lab Presentation—Notes and recording

Here are my notes for today’s presentation. A recording of the event is at the end of the post.

Introduction

As I’m sure is true for all of us, I’ve found this course to be a bit of an emotional roller-coaster ride. Not only from day to day, but from lecture to lecture, and even within each lecture I can go from elation to depression in the course of a few minutes.

What I think this shows is that I’m at least being challenged by the work we’re doing, which has to be a good thing, when all is said and done. I keep telling myself, when the tasks seem insurmountable, that if I wasn’t feeling this way I wouldn’t have any way of knowing when I was up against my limits and potentially making progress.

There is a distinct difference between this presentation and the first. The first was an introduction to me and my life up until the point at which I entered Goldsmiths, concentrating on personal, anecdotal evidence.

Review the first presentation

List of objects:

  • DVD: Jacques Tati’s Playtime (my sense of humour, modernism, architecture in general)
  • Some Monopoly houses (suburbia – my upbringing, architecture)
  • my iPod (music, electronica)
  • A small maquette for a sculpture (lovely objects, my interest in art)
  • 2 of my own artworks – the erratum slips and the Malevich book (the work I was producing while at College)

New objects

List of objects:

  • Performance
  • Blog
  • Deleuze and Guattari

This time around I’ll talk about specific things which have developed during the course and which I hope will develop during this term and beyond.

Perhaps the main theme (or problematic) of last term was my search for a hook within the course subject-matter on which I could hang my own interests and (potential) work. This has only very recently started to become clear to me.

Up until the end of last term I think I was somewhat at a loss as to how the course actually intersected with my own interests. The main problem being that I’m not sure what my interests are at this point, which obviously makes any kind of connection and subsequent progression difficult. This has always been a problem for me – even before we started this course I was viewing it as more of a move away from a negative than towards a positive, real goal.

Diagrams/Performance

But the presentation that I did with Ian in the last week of term clarified some things for me. Certainly what I enjoyed most in this presentation was the analysis of the display of the Beuys work at the tate, and—perhaps more pertinently—the representation of that analysis through diagrams and performance during the presentation itself.

In relation to this presentation I’ve started making links with aspects of previous work I’ve done (specifically my activities at Middlesex University doing my first degree, where I would write and “perform” those writings). So the writing, and performance of those writings; the concern with space and perceptions of space; the systems of awareness and control of space—I can see this as a method for future work which will now be placed on a far more informed basis than anything I was able to do in the past.

Blog

As a parallel exercise, over the past few years I’ve been keeping a blog on my website. This serves as a repository of thoughts and comments on what’s been happening to me. At the same time I’m seeing this more and more as another performance space for my writings, another area in which they are being presented.

Deleuze & Guattari

Another thing which is developing is my interest in Philosophy.

In what at first appeared to be a huge mistake I chose to take the Philosophy and… course. I originally came to it wanting to improve my knowledge and experience in this subject, but wasn’t prepared for the obscurity of the teaching. To begin with it was very disheartening to have to sit through lectures week after week and not be able to grasp the point of anything that was being talked about. Here was a situation where I felt completely out of my depth, but at the same time knew that I was learning something completely new that could only expand my thought processes, as painful as it felt.

At this point in time I don’t claim to have much more of a clue about what it’s all about, but I have been introduced to some authors whose work I’ve found interesting. I was particularly taken with the philosophy of Deleuze and Guattari. Right now I’m attempting to write an essay on the concept of ‘the refrain’ as a musical motif as well as a wider concept applicable to other forms of art and society. This is described in frustratingly obtuse detail in their book A Thousand Plateaus. Needless to say I’m finding it quite ‘interesting’ (and challenging). For me, it’s a new way of thinking and thinking about thinking, and I’m keen to see where it leads me.

Conclusion

So essentially my objects are the writing – represented by the blog; the performance – represented by this presentation; and the philosophy – represented by this book, as my objects for this presentation.

I can’t tell you what implications these objects will have for my future activities – that remains to be seen.

Recording – 24mins (Ogg Vorbis format – 10.6MB)

PRESENTATION—Lab Presentation—Initial thoughts

Next week we’re back at college for the Spring term and straightaway we have a presentation to do for our Lab session.

This follows on from our initial presentation back at the beginning of the course, designed to allow us to introduce ourselves to our colleagues by the selection of six objects through which we could talk about our backgrounds and motives for being on the course.

This time around it’s a review (or “reprise”) of the original presentation, with the effect of progress made over the previous term. Again, the format is to bring a number of objects. We’ll be looking at transformations in our approach to the course and possible lines of development.

For the original presentation I talked around the following objects (they are followed by some bracketed notes on how I accounted for their inclusion):-

  • DVD: Jacques Tati’s Playtime (my sense of humour, modernism, architecture in general)
  • Some Monopoly houses (suburbia – my upbringing, architecture)
  • my iPod (music, electronica)
  • A small maquette for a sculpture (lovely objects, my interest in art)
  • 2 of my own artworks (the work I was producing while at College)

For the forthcoming presentation the main theme (or problematic) I want to talk about are my search for a hook within the course subject-matter on which I could hang my own (potential) work. This has only very recently started to become clear.

Up until the end of last term I think I was somewhat at a loss as to how the course actually intersected with my own interests. The main problem being that I’m not sure what my interests are at this point, which obviously makes any kind of progression difficult. This has always been my problem – deciding on this course was seen by myself as more of a move away from a negative rather than towards a positive.

But the presentation that I did with Ian in the last week of term clarified some things for me. Certainly what I enjoyed most in this presentation was the analysis of the presentation of the Beuys work at the tate, and—perhaps more pertinently—the representation of that analysis through diagrams and performance.

Relating this back to previous work I’ve done (specifically activities I was initiating while I was at Middlesex University doing my first degree)—the writing, and performance of those writings; the concern with space and perceptions of space; the systems of awareness and control of space—I can see a method for the future forming.

Another thing which is in the process of bubbling up is my interest in Deleuze and Guattari’s writings. Right now I’m attempting to write an essay on ‘the refrain,’ specifically where mentioned in A Thousand Plateaus, and am finding it quite ‘interesting’ (and challenging). For me, it’s a new way of thinking, so I’ll be keen to see where it leads me.

I think those are the two major results of this course so far. They are both effects of extreme and ongoing trauma for my patterns of thought, displacing me from what I already know to new pastures, potentially deterritorialising my thought (I have a feeling that that word will become more common in my writing from now on – this being one of the side-effects of reading D&G).

So, as far as the presentation goes, there is a distinct difference between the first and forthcoming one. The first was concentrating on personal, anecdotal evidence, while the next will be focused on the course itself and it’s effect on my thinking. The objects to present remain to be decided – books would be too obvious, so I must come up with something a little more intelligent to show. A difficult proposition.