Thursday, 4.30.09

I was absent today, but students continued to work on their diptychs.

Kajimoto Seizaburo: Allentown Art Museum

Kajimoto Seizaburo: Allentown Art Museum

Wednesday, 4.29.09

We began work on our diptych narrative paintings.

Nina D.

Nina D.

Tuesday, 4.28.09

Studio Exploration – Text paintings: text as graphics, graphics as text

  • Select two “players” and/or two “narratives” from our two books and create a text painting diptych based on the content reflected in your reading.
  • Word process a rationale paper of approximately one-page.
  • Create a podcast from your rationale paper using digitally photographed images of your diptych
  • Note: you can view and hear similar explorations from last spring when we used different readings.

Considerations:

  • message/content
  • legibility
  • media
  • layers
  • palimpsestic a manuscript or piece of writing material on which the original writing has been effaced to make room for later writing but of which traces remain.・ figurative something reused or altered but still bearing visible traces of its earlier form.
  • bricolage (in art or literature) construction or creation from a diverse range of available things.
  • haptic of or relating to the sense of touch, in particular relating to the perception and manipulation of objects using the senses of touch.

Possibilities:

  • image transfers
  • block prints
  • stitching
  • photocopies
  • wax resist
  • collage
  • frotage (rubbings)
  • transparencies
  • stencils
  • and many more
Laura

Laura

Monday, 4.27.09

We discussed the third and final reading (p. 111-173) from our book today. Students were asked to respond (as blog posts) to the relative questions on page 3. These include:

  1. What is the role of elites and avant-gardes in modernism?
  2. What politics did modernists espouse?
  3. How does modernism relate to mass culture?
  4. What is the relation of cinema to modernism?
  5. Has modernism failed?
Rodchenko's Poster for Eisenstein's Battleship Potemkin

Rodchenko's Poster for Eisenstein's Battleship Potemkin

Friday, 4.24.09

Students spent the period reading and blogging.

El Lissitzky, Beat the Whites with the Red Wedge, 1919

El Lissitzky, Beat the Whites with the Red Wedge, 1919

Thursday, 4.23.09

Students spent the period reading and blogging.

Wyndham Lewis' Blast, 1915

Wyndham Lewis' Blast, 1915

Wednesday, 4.22.09

We discussed the second reading (p. 56-110) from our book today. Students were asked to respond (as blog posts) to the relative questions on page 3. These include:

  1. Is there a modernist theory in relation to practice?
  2. What is the relation of modernism to primitivism?
  3. What is the relation of modernism to psychoanalysis?
  4. What is the role of the city in modernism?
  5. Why are modernists so often “exiles”?
Un Chien Andalou

Un Chien Andalou

Tuesday, 4.21.09

We were scheduled to discuss the second reading from our book, but everyone in the class had chosen to participate in the Day of Silence.

Day of Silence

Day of Silence

Monday, 4.20.09

I was still at the NAEA conference, but students read T.S. Elliot‘s “The Love Song of J. Alfred Prufrock“. Here is a link to the audio. Here’s a link to a version of the text with hyperlinks explaining all the poem’s allusions. Students responded to the reading on their blogs.

ts-eliot

Thursday, 4.16.09

I was absent because of the NAEA conference, but students read ” The Parable of the Madman” from Friedrich Nietzche‘s The Gay Science. Students responed to the reading on their blogs.

Friedrich Nietzsche

Friedrich Nietzsche