Akakdemie-X, Christopher Williams

[[akademie-X]], [[Christopher Williams]]

  • Lesson 35 - No Plexiglas, No Electricity, No Humour; or Love is Colder Than Death, page 36

  • PAYING ATTENTION TO OTHERS - Pay attention to what other artists are doing. It gets harder and harder as the amount of art being produced keeps growing, but it’s super important to know what your colleagues are up to. To be able to think about the present historically, you have to look at as much as you can right now. There’s a more social aspect to it as well, which is that, if you expect people to pay attention to your work, you need to pay attention to theirs… artists such as John Baldessari and Ed Ruscha continue to go to galleries every month, getting to know younger artists and constantly looking at other people’s work.

  • It’s important to absorb as much information as possible but then to think through your materials.

Akademie-X, Christopher Williams

  • Lesson 35 - No Plexiglas, No Electricity, No Humour; or Love is Colder Than Death

  • So many young artists I meet don't seem to have understood that they're going to spend their whole lives as artists. They're in a hurry because they feel that if they're not a success right out of the gate they're going to be a lifelong failure. I encourage you to think in a much longer arc, to take it easy and do it for the long haul - not to have a preconceived idea of what success is in relation to a durational framework. Some artists are successful early on, others later. Sometimes students also have misconceptions about what success is, mistaking the social aspects associated with success for actually making a successful artwork. To have a gallery, to have a big studio and to make money isn't necessarily to make good art. Don't confuse those two things.

  • I encourage you to think more historically and consider what your contribution to art could be, not about what your art practice can bring you in terms of material things.

  • I don't like to stand behind the camera or in front of the camera; I like to stand beside the camera. I figured out pretty early on - or I came up with the idea - that the camera is actually not the only agent involved in the production of meaning. There are also chemical designers, optical designers and industrial designers. There are economic and social issues. So I try to move around the photographic programme and occupy different positions at different times. Even though I didn't' get assignments in art school, I do treat myself like a commercial photographer: I give myself assignments. I become a product photographer, or I become a photojournalist, and I pick a subject as though it were a journalistic assignment.

Akademie-X, John Stezaker

[[akademie-X]], John Stezaker

Lesson 30: Art Education - A Contradiction in Terms, page 283

After years of involvement in art education, both as a student and as a teacher, I have arrived at the conviction that art education is a contradiction in terms. Picasso understood this when he said that he did not search but that he found. Art is finding and that is incalculable and unpredictable. There can be no preparation for it. No research is possible for it.

Education is ostensibly dedicated to knowledge. The best art comes out of not knowing - out of ignorance. Education professes to render the world either transparent or legible. Art seems always to be a confrontation with the opposite: the unknowable, the illegible.

.....I believe in the importance of seclusion and indolence in the creation of art. Art needs to find a space to hide. It thrives in dusty neglected atrophied spaces. In a sense, one could say it needs educational dysfunction: it needs neglect. How often have important developments in art come out of groups of students taking control of their own aesthetic agenda in the absence of a strong educational programme? Modern education, in attempting conscientiously to create a miniature version of the exhibiting world awaiting its prospective artists, inadvertently betrays the possibility of art, which as Maurice Blanchot insists, comes out of an 'exile from life'.

More practically, I would suggest following the example of Henry David Thoreau's economics of aesthetic reflection: find an undemanding job, occupying the minimum time commitment to support the maximum proportion of time dedicated to aesthetic indolence. Times have changed the balance of that economy since Thoreau's day. He only had to work one day a week for the farmer whose land he lived on in order to subsist in his exile from life. We live in a culture hostile to nonproductive activity, but it's precisely because of this that the resistance of aesthetic indolence is so vital.





AKADEMIE X LESSONS IN ART + LIFE - Tim Rollins

[[akademie-X]],[[Tim Rollins]]

  • page 268 lesson 28: Art is Not Just Experience

    • We believe good art is work that doesn't ask permission to exist, to be is enough. Good art is anything made sincerely yours. This art can be affirmative, shamelessly beautiful or ugly, a contribution of dissent, audacious and critical, yet deeply celebratory by the very fact of its existence. We think good art is always a gift, an affirmation of a mysterious gratitude. It's not instrumental but feels inevitable. Art is a faith proposition built upon a base of wonder.

AKADEMIE X LESSONS IN ART + LIFE - Wangechi Mutu

[[akademie-X]], [[Wangechi Mutu]]

  • page 228, Lesson 24: Living Art

    • The sharpening of visual intelligence is crucial for artists. I would recommend drawing - and by this, I don't mean drawing in a pedantic, high-school, instructional manner; I mean using your hand and your mind to pull out information from the subconscious onto a surface and into the real world. It is one of the best ways to shorten the distance between your brain and your fingertips and to allow you to gauge what is going on from within yourself. When you speed up that process, by drawing with as basic a material as pencil or charcoal, or ink and brush, your senses of intuition, honesty and integrity are sharpened. I would also push every artist to enhance their sense of context and their role as artist by visiting museums or the theatre, going to poetry readings, hanging out at DJ slams, listening to live bands - to participate in and enter cultural spaces in one way or another. Figuring out what's happening in other genres and media in your particular moment in time is important to you as a visual artist because even if you don't feel it's relevant to you, making cross-references makes you aware of your own position and place, your aliveness at that particular moment in time.

    • Everyone should understand as much about the past as they can possibly get in their heads. As the voices of their culture and their communities, artists in particular should know as much as possible about what has happened prior to their own existence. It's a way to stand out as the voice of the present, to pay homage to what has happened, and avoid repeating and recycling the mistakes that have already been made. It's also a way to remain in touch with your own humanity, and with the humanity of others whom you don't know.

AKADEMIE X LESSONS IN ART + LIFE - lesson 26

TUTOR: Raqs Media Collective

Page 248

The Third Lesson: Time for Wine

The third lesson is about time. Sometimes, to learn this lesson, we have to prepare a feast - a feast with no food, but with a lot of wine and many notes. One of the forms this has taken is a symposium on time, which was first produced in the Wide Open School at the Hayward Gallery, London, in the summer of 2012. The form is simple and remains durable.

Fifteen or so participants sit in a large table, each with a plate and a wine glass in front of them. A set of carefully chosen notes on time printed on index cards appear on the plates, in the form of ‘courses’. Each ‘guest’ reads the ‘portion’ on his/her plate and everyone drinks, and after a round of readings (a course) the ‘table’ has a conversation. The idea is to let thinking, conversation and the requisite amount of wine do its job to add up to a stimulating consideration of time. Time itself is physically present. The cumulative, incremental effect of wine, factored through time, tranforms the experience into being enveloped inside a dilating fold. ‘Students’ cease to be students, and process elaborate theories. The reticent blossom into the loquacious, and the shy become bold. Once, at the end of the feast, people burst into song, and tears. Invariably, there has been laughter. The length of time this takes is a minimum of three hours, about the duration of a well-paced meal. As the courses gather momentum, an intensification of ideas and images, of associations and possibilities, takes hold, and we begin to get a grip on the qualia of time itself. We understand the relationship between, the presence of art. and the intensification of experience: of a different sense of time.

AKADEMIE X LESSONS IN ART + LIFE - TUTOR: THOMAS LAWSON

AKADEMIE X LESSONS IN ART + LIFE

LESSON 19

TUTOR: Thomas Lawson

Page 178


Artists notice stuff - the way things come together or fall apart, the telling detail or overlooked ruin, the tell-tale gesture. To be an artist, you have to train yourself to pay attention to the world in which you live, constantly looking for clues, always aware of your surroundings. Make notes, try observational drawing or taking photographs, study how things are made. There is no one method here. The task is to find a way to notice the details that make sense to you, the details that will open your eyes to content.

AKADEMIE X LESSONS IN ART + LIFE - TUTOR: Chris Kraus

AKADEMIE X LESSONS IN ART + LIFE

LESSON 18

TUTOR: Chris Kraus

Page 170


Whereas modernism believed that the artist’s life held all the magic keys to reading works of art, neo-conceptualism has cooled this off and corporatized it. The artist’s own biography doesn’t matter much at all. What life? The blanker the better. The life experience of the artist, if channeled into the artwork, can only impede art’s neo-corporate, neo-Conceptual purpose. It is the biography of the institution that we want to read. 


Reviewing dOCUMENTA (13) in New York Magazine, Jerry Saltz coins the term ‘Post Art’ to describe work that ‘doesn’t even see art as separate from living…things that aren’t artworks so much as they are about the drive to make things that, like ar, embed imagination in material and grasp that creativity is a cosmic force…A chemist or a general may be making Post Art every day at the office.”

Akademie X: Lessons in Art + Life

from AKADEMIE X - LESSONS IN ART + LIFE

Tutor: Katharina Grosse
Lesson: The Artist as a Link Among other Links

  • how I see the world: I do not see borders - not between foreground or background, nor between the visible and the invisible. I do not perceive the world through its recognizable forms, but through its possible appearances. I see the world as it is - as illusion.

  • I realized that thinking is performative and therefore thoughts project space. I change the world by thinking about it in different ways and by giving space to these thoughts. Therefore I can actively create past, present and future and let them happen at the same time.

Akademie X: Lessons in Art + Life

Tutor: Dan Graham

Lesson: Art Schools at Their Best and Worst

BEST

  1. Visiting artists: Lectures and studio visits

  2. Class trips.

  3. Availability of video, film and audio equipment with technicians

  4. Practical training in areas such as graphic design.

  5. Good libraries

WORST

  1. The emphasis, since the 1980s, on making art as a specialist professional ‘career’ rather than as a passionate experiment.

  2. The obsession with the artist as a future ‘art star’.

  3. The obsession with making an academic rationale for art, a good example being the overuse of the world ‘problematize’.

  4. Teaching only the contemporary art that is found in the art magazines in the library.

Lesson: LOVER LETTER from us - Tutor: Olafur Eliasson

AKADEMIE X LESSONS IN ART + LIFE, lesson 8 - PHAIDON

…We don’t pronounce ahead of time what we think we need to know. After we do something we don’t say others should do that thing. We try to learn how to learn, so we learn where we have to go by going. We evaluate and critique ourselves along the way, and together, and always, and all ways. We invite other artists and practitioners to think and do with us. We believe in risking vulnerability and practicing in the robust discomfort of uncertainty. A shared vulnerability is important. We believe in getting out of our comfort one. We believe in an economy of effort. Of making an effort. In rejections that offer alternatives. We believe in thinking and doing, in the active imagination as an agent in the world, in shaping and being shaped by the world, in causing the world to wobble differently depending where we stand. We like the world wobbling differently.

School is not a place for a safe enclosure of lessons. School is an amplifier for the world. Lessons are not fixed ahead of time or they become rules. Dogmatic. Concrete. Belaboured. The syllabus is written after the course ends. The course is endless. The curriculum emerges out of the energy and relationships in the space and the world. It emerges out of the encounters in the world. It emerges out of the social contracts for how we negotiate and engage with each other in the world. It emerges out of questions and feelings, empathy, the politics of experimentation, perceptual awareness, the responsibility of taking risks and compassion.

A philosophy of care. It emerges out of the ecology of thoughts and ideas, being conscious that we are conscious and the felt feeling of being present. It emerges out of the question: how can art change the world?

Our school emerges out of questions of why: why make a specific artwork? Why do something one way and not the other? Why put a work in an institution? What relationships does a work empower? How does a work allow us to understand and feel the conditions and constraints through which systems squeeze the world into different forms, so that what works can touch the world? Finding our ‘whys’ helps us to prioritize content, helps us sharpen a precision with tools. Sharpening our tools helps us to collaborate with others and builds openness. Simply breathing can provide the material for a workshop. Simply breathing can be a lesson plan. Breath now. Take a deep breath. Simply breathing can help us feel an awareness of where we are and what we are doing. A pause. Break. Caesura. Everyone participating shapes the lesson, makes the lesson more, makes the lesson on.

Examples of thinking doing:

1) Go outside with the group. Walk backwards for fifteen minutes through the city. Note the change in speeds. Note what changes in who approaches.

.

4) With a group stand in a circle in public space. Laugh out loud for five minutes. If you have to, fake the laughter until you make it happen on its own.

.

11) As a group, walk very, very, very, very slowly for fifteen minutes in public. Very slowly. Like you are in slow motion. Like you are conscious of every bend and muscle. Like the air is a thick viscous plasma of breath. Feel your weight on the ground. Feel the ground pushing up against you. Feel your balance shift to imbalance. Cultivate that cusp of balance and control. Cultivate the carp out of it. Feel each part of the slow motion as it is distributed through your entire body. Don’t forget to breathe.

artist Marina Abramovic, from AKADEMIE X, LESSONS IN ART + LIFE

artist Marina Abramovic, from AKADEMIE X, LESSONS IN ART + LIFE

Excerpts from her message

AN ARTIST’S RELATION TO INSPIRATION

  • An artist should not lie to himself or to others

  • An artist should look deep inside himself for inspiration

  • The deeper he looks inside himself, the more universal he becomes

  • The artist is universe

  • The artist is universe

  • The artist is universe

AN ARTIST’S RELATION TO TRANSPARENCY

  • The artist should give and receive at the same time

  • Transparency means receptivity

  • Transparency means to give

  • Transparency means to receive

  • Transparency means receptivity

  • Transparency means to give

  • Transparency means to receive

  • Transparency means receptivity

  • Transparency means to give

  • Transparency means to receive

AN ARTIST’S RELATION TO SYMBOLS

  • An artist creates his own symbols

  • Symbols are an artist’s language

  • The language must then be translated

  • Sometimes it is difficult to find the key

  • Sometimes it is difficult to find the key

  • Sometimes it is difficult to find the key

AN ARTIST’S RELATION TO SILENCE

  • An artist has to understand silence

  • An artist has to create space for silence to enter his work

  • Silence is like an island in the middle of a turbulent ocean

  • Silence is like an island in the middle of a turbulent ocean

  • Silence is like an island in the middle of a turbulent ocean

AN ARTIST’S RELATION TO SOLITUDE

  • An artist must make time for long periods of solitude

  • Solitude is extremely important

  • Away from home

  • Away from the studio

  • Away from family

  • Away from friends

  • An artist should stay for long periods of time at waterfalls

  • An artist should stay for long periods of time exploring volcanoes

  • An artist should stay for long periods of time looking at fast-running rivers

  • An artist should stay for long periods of time at horizons where the ocean and sky meet

  • An artist should stay for long periods of time looking at the stars in the night sky