Site Last Updated: January 20, 2005
The University of South Dakota
FALL 2004 SYLLABUS
IDEA 402: Now! – Public Art and
Controversy
Course Prefix: 13241 IDEA 402-U015 (2
semester credit hours)
Room CFA 209, Fridays 9:00-9:50 a.m.
INSTRUCTOR: Dennis Navrat, Professor of
Art
EMAIL: dnavrat@usd.edu
Website: http://www.usd.edu/~dnavrat/syllabi/IDEA402.htm
OFFICE:
CFA208A
IdEA THEME
LIBRARIAN: Arts and Identity: Developing Cultural Literacy: Carol Leibiger, cleibige@usd.edu
Course Description:
This course is an introduction to the role of the arts
in public settings. Issues
addressed will focus on funding, policies, censorship, and roles of artists and
the public. Contemporary events
involving public art policies will be recognized and rationalized from opposing
viewpoints.
Goals and Outcomes of IdEA Program:
A.
Students will be able to intelligently read, research, analyze, and discuss
complex issues from
an
interdisciplinary perspective. Learning outcomes: students have the
ability to critically
evaluate
information and be able to transfer what they have learned to a wide variety of
contexts.
B. Students will gain concrete
experience in problem solving and addressing contemporary
issues through
hands-on service, research, or creative activity and through working within
a community
group having diverse viewpoints and academic backgrounds.
Learning outcomes: students have the
ability to collaborative with other students in a process of questioning,
understanding, and learning in concert with each other.
C. Students will actively participate in an array of service and/or co-curricular activities and events, integrating their experiences into their education; Learning outcomes: students have the ability to make meaning of the world and themselves in addition to subject mastery.
D.
Students will recognize and demonstrate their individual and collective civic and community responsibilities as
educated citizens and leaders.
Learning outcomes: students demonstrate
ethical/social responsibility by their active
involvement in
service learning, research, or creative experiences.
Goals and
Outcomes of Idea 402:
As the capstone course for the Arts and Identity:
Developing Cultural Competency theme, students will integrate and apply learning
about cultural studies. The capstone is
structured to promote interdisciplinary
exchange, problem solving and values definition through research of current
controversial topics.
Throughout the course, students will:
a. Strengthen research and writing skills;
b. Develop value-based positions about culture;
c. Deepen grasp of the meaning and diversity of culture;
d. Improve ability to engage in meaningful public debate about cultural
issues.
Course
Requirements:
A.
Attendance:
The class sessions provide information essential to success in the
course. Participation in research
and weekly discussion counts as 20% of the total grade, therefore,
attendance is
required. After two absences, a
student's final grade will be reduced by
10 points for each missed class.
B.
Individual Research: Participation
in weekly class discussion is required. To prepare,
each class
member will conduct topical research on a weekly
basis. Weekly research
topics will be assigned in class or determined by
student
request to the instructor.
Research will be conducted in libraries and on
the Internet. A Notebook/Journal is required
in which students must prepare research of weekly assigned topics, document
sources, and relate a pro or con stance regarding each issue after class
discussion is held. The Notebook/Journal will be reviewed at midterm
and at the end of semester by the instructor.
C.
Writing: Individual
viewpoints will be formed and submitted by each class member in
reaction to their
formative
opinion relating to each research topic, issues, and class
discussion.
Each
class member will maintain a personal Notebook/Journal
containing issue-related
research of
each class topic, their observations and conclusions, and documentation of
sources. Each student must
justify a
personal position on each research issue presented
during class
sessions. The Notebook must contain any
original writing the student
contributed
to a group presentation and written group report. The Notebook must
contain
information and reflection on the student's Action project.
The instructor will grade
the notebook at
midterm and at the end of the course.
D. Group Participation: Vital
to the structure of research in Idea 402 Arts and Identity is the development of
viewpoints.
In order to develop personal views, discussion groups will be
formed to research and organize facts, opinions, and anticipated answers to questions
that justify positions within the parameters of the groups’ controversial
topic.
Group research will be conducted
during the last half of the course in preparation for
weekly group presentations. Each group will be assigned one
class period for
presentation of a "culture wars" issue to classmates.
Groups will
research a topic that
has been a controversial issue in current public forms of artistic expression
and/or public
art funding, and present issues, facts, historical contexts, pros and cons, and
organized positions justifying potential solutions and a personal viewpoint of
the topic.
At the end of each group
presentation, a discussion of the issues will guide class
debate
among fracturing group viewpoints.
Each
student in the class must develop individual responses in their Notebook/Journal
and contribute to weekly group discussion and questioning by the instructor in class.
Writing: Groups will submit
a ten-page report and bibliography developed in research of a "culture wars"
presentation topic, which formulates and justifies a position on the
issue. The report should follow MLA writing and citation guidelines.
Sections of the group report provided by individual writers must be identified
in the text by the writer's name. The final written report must include
smooth transitions between sections.
E.
Action
Component Information:
·
Represents 50% of the class grade
·
Completed by mid-semester, unless
other permission is granted
·
Prior approval is required by the
instructor
·
Forms of compliance must be
completed or students will not pass the course
(Action Approval Form; Student Action
Release Agreement; Action
Time/Effort
Report Form)
·
Directed reflection on the
experience is to be included in the Notebook/Journal
Please
consult the IDEA program Web page: www.usd.edu/idea and the
Action Link.
Evaluation and
Grading
Participation
40 points
Class attendance and participation in discussions
Group Research 30 points Instructor evaluation
of written group research paper
Group Presentation
20 points Instructor
and peer evaluation
Notebook/Journal
1-10
points Instructor evaluation of writing
on each issue
Action
Component 100
points Completion verified by the
Action Office
Grading
Scale:
200-188 points = A
187-160 points = B
159-140 points = C
139-120 points = D
119 points > = F
A
= 90-100%:
Consistently outstanding, superior, excellent work. Significant growth in skill development and demonstrated
ability in understanding and effective assimilation of presented concepts.
Exceeds most levels of acceptance in all grading criteria.
B
= 80-89%: Consistently
good, above and better than average work. Demonstrated
improvement and growth in skill development and concept assimilation.
Meets all levels of acceptance in all grading criteria.
C
=
70-79%: Consistently adequate growth with average progress in skill
development and concept assimilation. Meets
minimum levels of acceptance in all grading criteria.
F
=
0-59%: Unsatisfactory, unacceptable, insufficient improvement.
Does not meet minimum levels of acceptance in any grading criteria.
Art
Department Grading
Criteria: RESEARCH PROJECTS
Projects
may include both writing and studio work components, as in IDEA program coursework
and art education curriculum development coursework.
1. Quality of work and depth of understanding.
Understanding and practice of course concepts relative to each
assignment will demonstrate success. Skills
of writing, organization, selection of visuals, and increasing control of art
analysis and media are observable qualities in research projects.
Improvement of skill with various media and care in the production and
presentation of each project is expected of each student.
2. Progressive improvement and growth throughout the
semester.
Course effort is divided between exploration of art concepts,
writing, and application of personal interest relating to the Action Component.
All efforts engender
application of the creative process. Each
student brings to class a different level of experience and understanding;
therefore, experiential differences among and between students will be
considered in determining the final grade.
Credit is apportioned for the growth each student demonstrates at the end
of the semester beyond the level of ability observed at the beginning of the
semester. The instructor fully
encourages students who try hard and deserve credit for their efforts.
3. Responsible attitude and willingness to work.
Demonstration of an eagerness to learn and to practice skill
building is observable in each class meeting.
Above-average students are expected to possess a positive learning
attitude and a willingness to be challenged.
4. Participation in class discussions, critiques, and
activities.
A
willingness to overcome shyness and inertia, and to risk being right when
speaking is essential to learning. A
willingness to share thoughts and feelings with others is a major, positive
factor in vital group experience. Above-average
students are expected to participate in all course activities.
5. Willingness to accept and use constructive criticism.
When written projects are reviewed, or artworks are displayed
and discussed, a variety of observations and suggestions should be expected.
The qualities of the work are first observed and noted, then other
possibilities are envisioned and suggested.
Be tolerant of the statements of others and open-minded to suggestions
coming from the instructor or any class member.
Try the good suggestions next time you work.
6. Willingness to challenge one’s concepts, abilities, or
complacency.
An instructor will challenge student understanding and
complacency. What a student can do
well should be treasured. What a
student can do better should be eagerly improved.
To be aware of prejudices and overcome them will not only lead to
success, but also to happiness. “To
grow is to change - to change is to risk what is - a willingness to let go of
the status quo.”
7. Performance on testing.
The course may include
objective testing relating to course concepts, studio processes, and art
terminology.
8. Record of attendance and tardiness.
Incomplete learning occurs
when classes are missed; therefore attendance is required.
An instructor is blameless when absence denies a student the salient
points of instruction of a class session. An
instructor is very willing to clarify the points of instruction during and after
class, but cannot repeat entire classes or individually instruct any student
beyond the classroom for excessive amounts of time.
University’s Academic Dishonesty Statement: USD
Student Handbook p. 35
Academic
Dishonesty. Acts of dishonesty, including, but not limited to the following:
1. Cheating -
defined as, but not limited to, the following:
A. use
or giving of any unauthorized assistance in taking quizzes, tests, or
examinations;
B. use
of sources beyond those authorized by the instructor in writing papers,
preparing reports, solving problems, or carrying out other assignments;
C.
acquisition, without permission, of tests or other academic material belonging
to a member of the institutional faculty or staff.
2. Plagiarism - defined as, but not limited to, the following:
A. the use, by paraphrase or direct quotation,
of the published or unpublished work of another person without full and clear
acknowledgment consistent with accepted practices of the discipline;
B.
the unacknowledged use of materials prepared by another person or agency
engaged in the selling of term papers or other academic materials.
3. Other forms
of dishonesty relating to academic achievement, research results, or
academically related public service;
4. Furnishing
information known or believed to be false to any institutional official, faculty
member or officer;
5. Forgery,
fabrication, alteration, misrepresentation or misuse of any document, record or
instrument of identification, including misrepresentations of degrees awarded or
honors received;
6. Tampering
with the election of any institutionally recognized student organization;
7. Claiming to
represent or act in behalf of the institution when not authorized to represent
or to act.
Note
that acts of academic dishonesty may result in a failing grade for the course,
suspension, or expulsion by the University
Civil Discourse Policy
A university campus is an
arena for alien ideas, controversy, and disagreement. The subject of ART is always controversial by the nature of
creativity. An art instructor in a
classroom or studio encourages controversial topics as a means of exploring
critical analysis and the creative process.
This course focuses on the effective use of very powerful tools: words,
images, ideas, opinions, and arguments. As
we practice our use of these tools, we promise one another that we will engage
in ethical discourse, including the honest expression of ideas, the respectful
acknowledgement of diverse viewpoints, and the creation of a confirming
communication climate to facilitate growth and change.
Students are expected to work, individually and
together, to create an atmosphere that is safe, valuing of one another, and open
to diverse perspectives. Students
are expected to show courtesy, civility, and respect for one another and for the
instructor. Comments that degrade
or ridicule another, whether based on individual or cultural differences, will
not be tolerated.
Special Assistance:
Special
assistance is available via tutors and study groups.
If you wish to participate, see the instructor.
Students needing disability accommodations are encouraged to contact
Disability Services at 677-6389.
Appointment with the instructor:
The
instructor is available to students after each class session.
In addition, appointments can be made directly by e-mail
(dnavrat@usd.edu).
Action Component Information
a.
What it is - refer to IdEA webpage on Action: www.usd.edu/idea
and action links.
b. Where the forms are - on webpage
c. 1.
When the ACTION is due – by midterm: Friday, October 29, 2004, 9AM
2.
How ACTION is included in this capstone course: ACTION = 100 points =
50% of course grade
3. Noncompletion
of ACTION will result in a lower course grade – NO INCOMPLETE GRADES
FOR THIS
COURSE!
d. Who can approve your ACTION plan? Theme coordinators,
capstone faculty, or Student Action
Office Staff
e. Resource information address: 103 Old
Main, action@usd.edu , 605-677-6338
Suggested Topics of
Art Issues relating to Culture Wars – students may propose alternative
issues to the instructor:
10. Art and the Public Setting:
outside the museums; tilted arc; Art Since 9/11/2001; Janet
Jackson’s 2004 Super
Bowl costume malfunction: An Accident or Insidious Shock Treatment?
11. World Trade Center, shrines and
Robert Longo’s falling woman; Kara Walker; Frida Kahlo
12. Campus art, Holier
Than Thou sculpture
13. Public Funding and the Museum
14. Public Art Funding in Public
Places
15. Degenerate
Art Then and Now
16. Sex Education and Art
17. The
Arts’ Role in American Society
18. Art and Internet Piracy
Date
|
Learning Activities |
Assignments |
|
September 3 |
Orientation to the
capstone course and assessing student progress in relation to IdEA
requirements |
1. National Issue: Research
NEA online |
|
September 10 |
Research questions,
discussion - NEA |
2. State Issue: Research SDAC
online |
|
September 17 |
NEA discussion/debate –
freedom expression, censorship, public funding – pros and cons,
conclusions; Call for more NOW! topics |
Research questions,
handouts, SDAC |
|
September 24 |
Discussion of the SDAC |
3. Local Issue: Research USD
Quirk Carillon controversy |
|
October 1 |
Class will not meet |
Research USD carillon
controversy |
|
October 8 |
Discussion of USD carillon
controversy |
4. Research issue:
Art
and the Museum: Sensation vs. Classical Greece |
|
October 15 |
Class will not meet |
Research issue:
Art
and the Museum: Sensation vs. Classical Greece |
|
October 22 |
Discussion of
Sensation and Museum Controversies |
5. Research issue: Culture
Wars |
|
October 29 |
MIDTERM ACTION Component Due Service Learning Journal (Notebook) due for midterm grading Discussion of Culture Wars: Problems to be Solved or Inevitable Reality? |
Service Learning Journal
Due Action Component Due 6. Culture Wars individual and Group Research: Kara Walker |
|
November 5 |
Group 2 - Culture Wars: Group Presentation and discussion of Kara Walker/Theatre of Cruelty: An Unnecessary Re-visit of Racial Strife or a Wake-Up Call for Societal Cooperation? |
Individual and Group Research: |
|
November 12 |
Group 1 - Culture Wars: Group Presentation and discussion of - Sex Education and Art: Does it Lead to Moral Decay or Societal Enlightenment? |
Individual and Group Research: |
|
November 19 |
Group 4 - Culture
Wars: Group Presentation and
discussion |
Individual and Group Research: |
|
December 3 |
Group 3 - Culture Wars: Group Presentation and discussion - Art and Internet Piracy: Morally Wrong or Culturally Accepted? |
|
|
December 10 |
Summary group discussion Notebooks due for final grading |
|
GROUP 1 MEMBERS: maguilar@usd.edu ; rassmu01@usd.edu ; amjordan@usd.edu ; boolson@usd.edu ; dmscott@usd.edu ; ktrumm@usd.edu
GROUP 2
MEMBERS: madrian@usd.edu ; nwclark@usd.edu
; kkerkhof@usd.edu ;
kplavec@usd.edu ; ksiebran@usd.edu
;
GROUP 3
MEMBERS: mpallen@usd.edu ; rcupich@usd.edu
; slucart@usd.edu ;
mknudsen@usd.edu ; msymes@usd.edu
GROUP 4 MEMBERS: ljandrew@usd.edu ; djacobse@usd.edu ; lmohamed@usd.edu ; ssather@usd.edu ; rtomac@usd.edu
Peer
Feedback Rubric for Research Presentation
IDEA
402 Dennis Navrat
Group Presenting _______(List names)
Group Presentation Topic and Date
Peer
Evaluator Name
|
Group
research presentation will be evaluated on the following criteria |
Points
|
|
1.
Statement of the Culture Wars Issue |
15
points |
|
2.
Define the Issue |
20
points |
|
3.
Significance of the cultural issue |
20
points |
|
4.
Statement of your research questions |
20
points |
|
5.
Discuss solutions or answers to your research issue |
25
points |
|
6.
Total Group Presentation Score (100 possible points) |
_______ |
COURSE STUDY MATERIALS
The
following materials will serve as examples of sources and as an introduction to each
class topic.
Students should
seek additional information (try a Google search) in preparation of
their notes
and positions
on the issues for each topic throughout the course.
Issue 1 -
National:
National Endowment for the Arts
(Class
discussion to be held on September 10 and September 17)
Question 1:
Do
a Web search on "NEA" or "National Endowment for the Arts"
before the next class meeting.
Document the URL address of each site in your Notebook. Bring your
written notes to class.
You will find such information as the following, presented here as excerpts from sites online. Are these statements truthful?:
National Endowment for the Arts—WHOSE ART? 5/13/1997
Washington, D.C. -—"Much of the 'art' the NEA has been supporting with our tax dollars is blatantly pornographic.... All efforts to reform the NEA have failed miserably....
BACKGROUND: The NEA was created in 1965 with an initial budget of $2.5 million and less than a dozen employees. (What is its budget in 2005???)
'SHOW ME THE MONEY': Audits done between 1991 and 1996 revealed that one-fifth of the NEA's budget disappears in administrative overhead, while 79 percent of their projects could not document their costs....
"How any member of Congress could justify spending taxpayer money on this garbage is a mystery. In a nation that faces a $5.3 trillion debt, there are better ways to spend America's hard-earned tax dollars," explained Pate....
Contrary to NEA claims, the arts will not cease to exist without federal funding. Private funding of the arts comes to over $9.5 billion annually, dwarfing the approximate 100 million from the government. The arts have been around for thousands of years and will continue to exist long after the NEA is gone.
|
The Pitfalls of Planning by Arlene Goldbard The main pitfall of planning - the one from which all others derive - is falling into the delusion that planning can determine outcome. The error of this proposition is a commonplace. In 17th century Japan, Ihara Saikaku wrote "There is always something to upset the most careful of human calculations." Robert Burns, the bard of 18th century Scotland, put it as follows: "The best laid schemes o' mice and men/Gang aft a-gley." I cannot name the late-20th century wit who coined the resonant phrase "Shit happens," but whatever elegance it lacks in comparison with its predecessors it more than makes up in economy of expression. ... |
NATIONAL ENDOWMENT FOR THE ART S
Vision
A Nation in which artistic excellence is celebrated, supported,
and available to all.
Mission
The National Endowment for the Arts enriches our Nation and
its diverse cultural heritage by supporting works of artistic
excellence, advancing learning in the arts, and strengthening
the arts in communities throughout the country.
Goals
Artistic Creativity and Preservation
To encourage and support artistic creativity and preserve
our diverse cultural heritage.
Learning in the Arts
To advance learning in the arts.
Access to the Arts
To make the arts more widely available in communities
throughout the country.
Partnerships for the Arts
To develop and maintain partnerships that advance the
mission of the National Endowment for the Arts.
National Endowment for the Arts Appropriations History
|
Year |
Appropriation |
|
1966 |
$ 2,898,308 |
| 2005 | ????? |
* In 1976, the Federal government changed the beginning of the fiscal year from July 1 to October 1, hence the 1976
Transition (T) Quarter.|
FUNDING THE ARTS March 10, 1997 TRANSCRIPT |
|
This year’s battle over federal funding for the arts began today. Arts advocates from more than 80 organizations gathered in Washington to lobby for preserving federal support for the National Endowment for the Arts. Advocates say the endowment is crucial for their work through the country. After a background report, Elizabeth Farnsworth leads a discussion of federal art funding with actor Alec Baldwin, New Orlean's mayor Marc Morial, art historian Alice Goldfarb Marquis and writer William Craig Rice.
MAYOR MARC MORIAL: We certainly have seen a result.
ELIZABETH FARNSWORTH: What have you seen?
ELIZABETH FARNSWORTH: Ms. Marquis,. We have about five seconds. Just make a quick point. That’s all we have time for. I’m sorry.
ALICE GOLDFARB MARQUIS: Actually, the--the donors through private donors give the arts more than $10 billion a year, and the government forgives at least $2 billion in taxes because they get a tax deduction, so that is a $2 billion subsidy for the arts. And I think that’s fine.
![]()
Hon. BERNARD SANDERS
in the House of Representatives
on behalf of
DANIEL LUZER
Regarding FUNDING OF THE NEA AND CENSORSHIP
July, 1998
|
DANIEL LUZER: Hello. There has been a great deal of controversy lately about the National Endowment for the Arts.... CONGRESSMAN SANDERS: Good. Excellent report. |
THIS PAST October, The National Endowment for the Arts (NEA) issued a major report on the state of the arts in America. Based on a series of public "forums" held in various American cities, American Canvas is packed with ostensibly good news. Between the founding of the NEA in 1965 and today, it seems, the agency has fulfilled and overfulfilled what in another place and time might have been called--a five-year plan. The number of American opera companies has risen from 27 to 120, of dance companies from 37 to 400, of theaters from 56 to 425. If, in 1970, there were only 720,000 self-described "artists" in the country, today we have 1,671,000. Another 1.3 million Americans now work in the "nonprofit-arts" sector, accounting for $37 billion in productivity and $3.4 billion in taxes.
...Who, then, is to blame for the distrust in which the NEA is held? American Canvas offers two answers to this question. The more predictable one targets the incorrigible philistinism of the American public: the report laments that the $4.31 billion spent annually on live performances by nonprofit art groups "is less than half of what Americans [pay] for flowers, seeds, and potted plants." But, as if aware of the sterility of this particular line of argument--it involves attacking the very people the NEA means to court--the authors of American Canvas have come up with a different, indeed a diametrically opposed, answer to the same question.
Freedom of Expression
at the National Endowment for the Arts
An interdisciplinary education project partially funded by the American Bar Association, Commission on College and University Legal Studies through the ABA Fund for Justice and Education
|
FREEDOM OF EXPRESSION: THE FIRST AMENDMENT Site Table of Contents | Search the Entire Site |
Course Materials: Freedom of Expression
This section addresses four sets of issues concerning free speech under the first amendment:
A. Our freedom of speech, protected by the First Amendment in the Bill of Rights, is one of our most basic constitutional rights. Yet the precise nature of what is protected by the First Amendment is often misunderstood.
B. The word speech in the First Amendment has been extended to a generous sense of "expression" -- verbal, non-verbal, visual, symbolic. The artistic work supported by the NEA includes a variety of types of expression enjoying this broad protection.
C. Various exceptions to free speech have been recognized in American law, including obscenity, defamation, breach of the peace, incitement to crime, "fighting words," and sedition.
D. The work of major philosophers who have considered freedom of expression (e.g., J.S. Mill and Joel Feinberg) is helpful in explaining the rationale for these exceptions.
A. The First Amendment to the U.S. Constitution
This image is the joint resolution of Congress in 1789 proposing amendments to the Constitution, now known as the
Bill of Rights. It is on permanent display in the Rotunda of the National Archives. You can display a high-resolution image of the Bill of Rights (87 K JPEG).The
First Amendment to the United States Constitution says that Congress shall make no law . . . abridging the freedom of "speech." Close attention to these few important words reveals several issues demanding interpretation and clarification.Note that the document uses the word "speech," although a long succession of court decisions has expanded this concept far beyond ordinary verbal communication. Protected expression now includes such non-verbal expression as wearing a symbol on one's clothing, dance movements, and a silent candlelight vigil.
Consider how the concept of "speech" has been broadened by the courts.
...t is not involved. Are these ethical concerns? If so, what ethical principles are at stake? Should all citizens be urged on moral grounds to allow freedom of expression by all of their fellow citizens and not attempt to suppress that speech as private citizens?B. What speech is protected?
Speech includes much more than verbal oration and need not include any words.
...What does Tinker v. Des Moines School District mean today, almost 30 years later? A new Web site, produced by the American Bar Association, Division of Public Education, includes discussions with the students who were the original plaintiffs in this case, along with extensive information about the case:
http://www.abanet.org/publiced/lawday/tinker/home.htmlC. Exceptions to Freedom of Expression
Many exceptions to the First Amendment protections have been recognized by
the courts, although not without controversy.
Exceptions established by the courts to the First Amendment protections
include the following:
Defamation | Causing panic | Fighting words | Incitement to crime | Sedition | Obscenity
(1) Defamation
: ....(3) Fighting words:
In the famous case of Chaplinsky v. New Hampshire, the U.S. Supreme Court held that the First Amendment does not protect "fighting words -- those which by their very utterance inflict injury or tend to incite an immediate breach of the peace." (315 U.S. 568, 572 [1942]) This famous exception is much discussed in recent decades, but rarely the basis for a decision upholding an abridgement of free speech.(4) Incitement to crime: It is a crime to incite someone else to commit a crime, and such speech is not protected by the First Amendment.
..(5) Sedition: Although not without controversy, the U.S. Supreme Court has upheld statutes which prohibit the advocacy of unlawful conduct against the government or the violent overthrow of the government. As with prohibitions discussed earlier, the expressions in question are assessed according to the circumstances. Academic discussion of the theories of, say, Karl Marx presumably would not be prohibited under such a test, especially in this post-Soviet era. The theoretical consideration and even endorsement of these views could not remotely be considered to be reasonable expectations of the actual overthrow of the government. But it is possible that an artist might develop a project, perhaps guerrilla theater or an exhibit, that urged the destruction of the United States (the "Great Satan") by extremist religious groups. The likelihood of success by the latter group would seem as improbable as the likelihood of success by contemporary Marxists.
(6) Obscenity:
In Miller v. California (413 U.S. 14 [1973]) the U.S. Supreme Court established a three-pronged test for obscenity prohibitions which would not violate the First Amendment:(a) whether the average person, applying contemporary community standards, would find that the work, taken as a whole, appeals to the prurient interest; (b) whether the work depicts or describes, in a patently offensive way, sexual conduct specifically defined by the applicable state law; and (c) whether the work, taken as a whole, lacks serious literary, artistic, political or scientific value.
Although much debated, this standard remains the law of the land, and elements of this language have been included in both the authorizing legislation for the National Endowment for the Arts (20 U.S.C. 951 et seq.) and the Communications Decency Act (4) prohibiting "obscenity" and "indecency" on the Internet. The Communications Decency Act was struck down as unconstitutional by the U.S. Supreme Court in June 1997. The NEA legislation was been struck down as unconstitutional by lower courts but was upheld by the U.S. Supreme Court in 1998. (NEA v. Finley, No. 97-371, 1998)
....In addition to these established exceptions to freedom of expression, there are examples of speech which would not cause real harm, in Mill's sense, but which some believe justify suppression of speech:
Offense | Establishment of Religion(7) Offense:
Although rejected by American courts, some theorists argue that speech which is merely offensive to others should be another exception to the First Amendment.(5) In a court challenge to an NEA-funded exhibit, David Wojnarowicz: Tongues of Flame, David Fordyce and Yvonne Knickerbocker claimed that the exhibit caused them to "[suffer] a spiritual injury and that the exhibition caused offense to their religious sensibilities." (Fordyce v. Frohnmayer, 763 F.Supp. 654, 656 [D.D.C. 1991]) The court rejected the claim, especially as "plaintiffs do not even allege that they have either seen the exhibition or studied the catalogue . . . [and thus] have failed to show that they have endured any special burdens that justify their standing to sue as citizens." Id. But the court left open the possibility that the plaintiffs might have a claim if "they had to confront the exhibition daily, . . . the exhibition was visible in the course of their normal routine, or . . . their usual driving or walking routes took them through or past the exhibition." Id.(8) Establishment of Religion:
Some speech is restricted because it constitutes the establishment of religion, which is itself prohibited by the First Amendment to the U.S. Constitution. ("Congress shall make no law respecting an establishment of religion.") Prayer led by a principal in a public school would violate the establishment clause. Thus, a school policy prohibiting the principal from leading such prayers would not violate the right of free speech. This is controversial to some, who believe that banning prayer in the public schools limits an equally important right, freedom of religion. This tension illustrates the not-uncommon challenge of balancing competing and perhaps even irreconcilable values in the Constitution.In challenging the Wojnarowicz exhibit, the plaintiffs (above) argued that the exhibit was critical of their Christian beliefs and thus violated the establishment clause. The plaintiffs said that they
view the public display of the exhibition as an affront to their liberty to practice religion free from governmental entanglement and politically divisive governmental intrusion into the affairs of religion. (Id. at 655)
But the court said "that merely asserting spiritual injury under the establishment clause is insufficient to support standing to sue as a citizen." (Id. at 656)
D. Philosophical Consideration of Freedom of Expression
The English philosopher
John Stuart Mill (1806-1873) articulated what might be called the "liberal" or (better) the "libertarian" position on freedom of expression in his 1859 book On Liberty. (8) His test for appropriate government interference with human liberties is his well-known "harm" principle, found in Chapter I:. . . the only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others. His own good, either physical or moral, is not a sufficient warrant. (9)
This basic principle provides an excellent rule-of-thumb for approaching issues of freedom of expression. Most of the classic exceptions to freedom of expression, as established by the U.S. Supreme Court, are consistent with this harm principle. The major exception is the legal prohibition on obscenity, to which Mill would object on the grounds that it does not cause real harm.
...Discussion questions
A popular public art project in recent years has been the placement of poetry posters on public transportation for people to read while commuting. Imagine a project to place these posters in busses and subways with the content of the Andres Serrano's "Piss Christ" that presumably would be offensive to some religious sensibilities. What arguments would support exhibition of the posters on the bus? Should a government agency provide funding for the poster? Why or why not?
If a consumer reporter said falsely that a restaurant served her food with cockroaches in it, the restaurant could maintain a lawsuit for defamation. If a food critic wrote a review that, in the opinion of the critic, the restaurant's food tasted dreadful, the restaurant could not maintain a lawsuit for defamation. Yet, if the critic is a respected food critic in the city, that opinion could cause as much (if not more) economic harm to the restaurant than the erroneous news report of the consumer reporter. Does the distinction between "falsehood" and "opinion" result in fair results for the restaurant? Is the rationale for allowing defamation lawsuits as a restriction on speech justifiable?
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Last updated: October 16, 1999
Issue 2 -
State :
(Class discussion to be held on September 24)
Question 1: Who is the South Dakota Arts Council and what role do they play in Arts Funding?
Do a Web search on "South Dakota Arts Council." Document the URL addresses you visit in your Notebook. Bring your notes to class.
Issue 3 - Local: University of South Dakota Carillon - Removal or Relocation?
(Class
discussion to be held on October 8)
Question 1: Do you support the permanent removal of the USD carillon or do you support its relocation on campus?
Due: 10-22-2004 Name: __________________
1. Research previous Volante articles concerning the history and controversy concerning the carillon.
2. Survey fifteen students, faculty or staff working on the USD campus as being for or against moving the carillon from its former position near the Coyote Student Center to a new location in front of the College of Fine Arts. Also, get a brief statement regarding the decision of each contacted person.
Issue 4 - Sensation vs. Ancient Greece
Do a Web search on "Sensation art exhibit" Document the URL of sites you visit. Bring your notes to class.
(Class discussion to be held on October 22)
Idea 402 Now! Assignment due: 10-22-2004
Question 1: Contrast attitudes toward culture of Ancient Greece with works from the controversial exhibition "Sensation: Young British Artists from the Saatchi Collection."
Please research the Sensation Exhibition of the Young British Artists from the Saatchi Collection. Specifically, research the traveling exhibit while it was on display at the Brooklyn Museum of Art, NY. Frame the controversy and list the exhibition supporters’ views and the non-supporters’ views.
Question 2: How does this relate to Public Arts funding?
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Myra , by Marcus Harvey1995 Acrylic on canvas 396 x 320 cm You are greeted by the towering presence of Marcus Harvey's first piece in the show, a black and white portrait of a 60's era bouffant-ed woman. At first, the work isn't terribly impressive or shocking, ... until you start inquiring about the name, ... "Myra" is a portrait of Myra Hindley, an infamous British serial killer who preyed upon children. The further you stand away, the clearer the image becomes, but if you get close, you realize that those are not brush-strokes or even ink splatters, they 're handprints. Small handprints. You gaze up at the piece as it towers above you and realize the artist created the piece using plaster casts, made from the hands of little children. In its homeland, this piece incited such rancor in people that they would physically attack the canvas.
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Self
, by Marc Quinn1991 Blood, stainless steel, perspex 208 x 63 x 63 cm
This piece helps characterize the essence of "Sensation,"
showing that art isn't necessarily
categorized as such simply due to raw talent and even a humble effort can have
rather
profound, soul-searing effects. The first impression of Self is that the work
isn't very well
defined and the color choice and medium are difficult to determine. This is
because the
medium is the artist's own blood, siphoned a pint at a time over the course of
several
months until enough was collected to be poured into a latex mold of the artist's
head and
then frozen solid. The stainless steel is not just a fancy stand but also a
refrigeration unit
that keeps the work from melting. What points it may lose in seeming lack of
artistic
endeavor it certainly redoubles in thought provocation, at the very least adding
a new
dimension to the self-portrait.

Dead Dad
, by Ron Mueck1996-1997 Silicone and acrylic 20 x 102 x 38 cm
Ron Mueck's contributions are eerily realistic. His background stretches from
puppet-maker
to working for Jim Henson's studio. One piece is a giant self portrait, maybe 8'
tall and so
precise you can count the pores of the nose. The same uncanny attention to scale
and
detail bring a haunting air to this piece, a replica of his deceased father's
naked corpse.

The Physical Impossibility of Death in the Mind of Someone Living
, by Damien Hurst1991 Tiger Shark, glass, steel, 5% formaldehyde solution 213 x 518 x 213 cm
It's the works by this artist that bring the people from P.E.T.A. out en
force, and one of theIssue 5 - Culture Wars
Question 1: What creates culture wars and who are the opposing fighters?
(Class discussion to be held on October 29)
Assignment: Locate one Internet site pertaining to Art that you believe is controversial. The controversy may be the art itself or the site it is on. Format the controversy for the class.
Assignment for Group Research and Class Presentations: Do a Google (and other search engines) search for information about culture wars. Write notes relating to a controversial topic of your choosing in relation to the topic "Culture Wars." Develop pros and cons relating to the controversy in relation to artistic freedom of expression.
Be prepared to present your views in class during sessions
from November 5 - December 3.
Source: http://sepwww.stanford.edu/sep/josman/culture/
The American 'culture wars', or, as James Davison Hunter put it, "the
struggle to define America" revolve around such topics as abortion,
homosexuality, and public schools. These are all topics in which people
alternatively described as 'pro-family activists', 'concerned religious
conservatives', the 'Christian Right' or 'religious-political extremists' become
involved....
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The Separation of Church and State |
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The first proscriptions against homosexuality found in the Bible are in the
Torah, or Pentatuch: the first five books. If you manage to make it through the
first eighteen chapters of Leviticus (no small task in itself), you will come
across the seemingly unambiguous commandment:
"Thou shalt not lie with mankind as with womankind; it is an
abomination."
Two chapters later, in Leviticus 20:13, another commandment is given:
"If a man committed an abomination; they should surely be put to
death...."
In the new testament, Paul writes of what happens to people when they turn from
God (Romans 1:26-1:27):
"Their women exchanged natural relations for unnatural and the men
likewise gave up natural relations with women and were consumed with passion for
one another, men committing shameless acts with men and receiving in their own
persons the due penalty for their error."
To give another example; in the New Revised Standard Version, 1 Corinthians 6:9
is translated as:
"Do you not know that the unrighteous will not inherit the kingdom of
God? Do not be deceived; neither the immoral, nor idolaters, nor adulterers, nor
homosexuals, nor thieves, nor the greedy, nor drunkards, nor revilers, nor
robbers will inherit the kingdom of God." ....
The public schools are the "ground zero" of the culture war. Due to
economic constraints, attendance is essentially compulsory and religious
conservatives feel that the schools are an increasingly inhospitable
environment....
Sex Education
Prayer in Schools
School Reform
Organizations that deal with Schools
Private
Schools Vouchers
Pro-Voucher Anti-Voucher
The
Case Against Vouchers
Home
schoolers against vouchers
Why the Need for Private Schools?
Why Homeschool?
The funny thing about pornography (besides all of the goofy outfits) is that it is one of the few issues on which cultural conservatives and feminists actually agree.
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America exports its culture wars when it comes to international bodies such
as the UN or NATO. Biblical fundamentalists see the UN as the harbinger of a
"one world government", a sure sign of the end times....
For many Christians, religious persecution did not end with the Roman emperor Constantine's Edict of Milan in 313 AD. Worldwide, Christians can count themselves among the innumerate groups that are daily persecuted for their beliefs. This persecution can arise from either a government that has a different religion (for instance, in some Islamic countries) or from one that has no official religion at all, as in China or Cuba....
Statement
of Conscience by the National Association of Evangelicals on Worldwide Religious
Persecution
Of course, persecution under Roman rule shaped the early Christian Church, and persecution by Catholics shaped Protestantism for hundreds of years (the Prots struck back when Catholics immigrated to America in the first part of this century) as well. For all those scholarly inclined, I've included some "persecution links" to better illustrate the role of persecution in shaping Christian belief.
What makes the current cultural battles unique is that they represent an American political re-alignment where conservative and liberal members of any given congregation have less in common with their fellow parishioners than they do with conservatives and liberals across faith boundaries. In a political sense then, it is less important if one is Catholic, Protestant, or Jew; but rather more important if they identify with conservative or liberal values.This has caused splits in many congregations over issues such as the official treatment of homosexuals....
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R EASON * June 1998Buying Into Culture How commerce cultivates art By Charles Paul FreundUNDRESSED but unabashed, The Venus of Urbino has been staring slyly back at her admirers for almost 500 years. Completed by the Venetian master painter Titian in 1538, and frequently cited as one of his two or three greatest achievements, Venus was soon clothed by her contemporaries in the flimsiest of classical allusions; in fact, there's almost nothing in the portrait suggestive of the mythology that provides an excuse for its eroticism.... |
Issue 6 - Group Research: Culture
Wars
(Class discussion to be held on November 5 and group presentations on November 12)
Assignment for Group Research and Class Presentations: Do
a Google (and other
search engines) search for information about the
artist Kara Walker. In your Notebook, document the URL of each site you
visit. Write notes relating
to the artist in relation to the
topic "Culture Wars." Develop pros and cons relating to
ethnic
stereotyping and artistic freedom.
Be prepared to present your views in class during sessions from November 5 - December 3.
Your notebook containing your sources and research notes
on all assigned issues researched
and discussed in class will be graded at the
end of the course, including your notes and
position on the topic of each group's presentation.
Introduction to the ethnic art of Kara Walker:
Source: http://www.pbs.org/wgbh/cultureshock/provocations/kara/2.html
| "I knew that if I was going to make work that [dealt] with race issues, they were going to be full of contradictions." Kara Walker |
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The End of Uncle Tom
(Grand Allegorical Tableau),detail. Kara Walker, 1995. Cut paper and adhesive on wall. Courtesy Brent Sikkema, NYC. |
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Poster for a Kara Walker
exhibition at the Henry Art Gallery, University of Washington, Seattle,
WA, detail. Fall 1997. Courtesy Brent Sikkema, NYC. |
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The Gift. Kara Walker, 1997. Gouache on paper. 93 x 52.5 inches. Courtesy Brent Sikkema, NYC. |
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Now do you think this image should be on the homepage of this Web site? Yes No |
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| Culture Shock: Home
| Site Map |
| Culture Shock: Home
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What if its beauty and humor made it easier to ignore the problem of racial division in our society?
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| Stereotypes appear before us daily, in the kitchen, on a toy store shelf, and even embroidered on our clothing. These images are innocuous to some, offensive to others. | |||||
This is from a box of Cream of Wheat Enriched Farina. |
The Sweet Treats Barbie doll is one version of the popular line of Barbie dolls sold by Mattel. |
This logo for the Cleveland Indians, a baseball team, is embroidered on a denim shirt. |
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Are you ready? Now's your final chance to have your say. continue |
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| Culture Shock: Home
| Site Map |
[an error occurred while processing this directive]
| Home | Site Map | ||||
| Of the 14420 visitors who've voted, 70% said yes, they thought this image should be on the homepage of this Web site; 29% said no, they thought that it should not. | ![]() Camptown Ladies, detail. Kara Walker, 1998. Cut paper and adhesive on wall. Overall size 9 x 67 feet. Courtesy Brent Sikkema, NYC. |
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Source: http://www.gregkucera.com/walker.htm
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Kara
Walker | works
on paper |
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Click to enlarge any image: PASTORAL,
1998
Born 1969, Kara Walker is an African American woman who has taken her place at the forefront of the contemporary art scene trailing a storm of controversy, alternating between derision and praise for her work. From her small, intense drawings to her wall-scale paper silhouette cutouts, she presents a range of racial and sexual narratives that are provocative, unsettling and often difficult-to-view. Her works convey an uneasy mixture of historical facts and prejudiced fictions that engage the viewer in an unsettling dialogue about the nature of racism and sexism in our culture and in our nation’s history.
UNTITLED,
1995
Walker has been making enormous, even room-sized, installations using the silhouette format in cut paper for several years now. The silhouette, popular in the 19th and 18th century as women’s art, is employed today as a narrative device by Kara Walker to give a jolt of graphic recognition to a subject matter which would often be too gruesome to tell in any other format. By distilling the images to stark black, gray and white silhouettes, Walker lulls her viewers into the murky waters of the history of African-Americans on this continent before the full scope of her subject matter is realized. Once in that swamp there is no turning back and Walker navigates with an assured hand and an ability to remain buoyant in the face of all adversity.
From
the catalog for her 1997 one-person
exhibition at San Francisco Museum of Modern Art:
The
Emancipation Approximation
THE
EMANCIPATION APPROXIMATION (scene 5), 1999-2000
edition now sold out - price subject to change
THE
EMANCIPATION APPROXIMATION (scene 15), 1999-2000 Price and Availability Subject to Change
THE
EMANCIPATION APPROXIMATION (scene 18), 1999-2000 edition now sold out - price subject to change
Dan
Cameron, Art & Auction:
Other
Available Prints AFRICAN/AMERICAN,
1998
BOO-HOO,
2000 (details at right)
Her aquatint etchings have a different feel than the silhouette works and are more akin to the small watercolor drawings from her "Negress Notes" series (you can see a selection of pieces from this series at the foot of this page), although several editions do incorporate the silhouetted figures.
"The
characters and stories that are portrayed are both alluring and highly
disturbing, beautiful but often repugnant as well. She does not shy away
from depicting taboo subjects: sexual, scatological, or violent. History
and psychology meld, so that social relations and internal identity,
desires and nightmares, cannot be separated. She renders figures and
tells tales that have been imagined but suppressed, known but stricken
from official histories. These are images that lurk in the subconscious,
and in her art expose contradictions and tensions of race in America
that have grown up over centuries of lies and insecurities, exploitation
and vulnerabilities. Precocious and subversive, Walker’s work provokes
the catharsis achieved by public acknowledgment of these suppressed
histories and their effect on the psyche." Landfall
Press writes:
Selected
Further Reading:
The
29-year-old Ms. Walker, a black Atlanta native now living in Providence,
RI first displayed her now-controversial life-size images depicting
antebellum life at SoHo's Wooster Gardens in 1996. The meticulous
black-paper cutouts are inspired by silhouetting, a form of craft
portraiture popular in the 19th century for its approachable yet
mysterious qualities. Through
these classic constructions, she tells a series of grotesque
scatological and sexual tales of plantation slave life, which she
considers a historical reality suppressed or ignored by popular culture
and political mores. Specifics are best left unwritten here, but the
portrayed acts can be viewed as funny at one point, blasphemous at
another and revolting at yet another. The New York art press embraced Ms. Walker as a bold visionary after the Wooster Gardens exhibition, which came less than two years after she earned her master's in fine arts from the Rhode Island School of Design. She gained a spot in the prestigious Whitney Museum of American Art's "Biennial" exhibition in 1997 and became the youngest recipient ever of the John D. and Catherine T. MacArthur Foundation's "genius" fellowship later that year.
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Kara Walker earned her BFA from Atlanta College of Art in 1991 and her MFA from the Rhode Island School of Design in 1994. She began exhibiting in 1991 in Atlanta, Georgia. Her work has since been included in many international group exhibitions such as La Belle et La Bête, Musée d’Art Moderne de la Ville de Paris (1995); Conceal/Reveal at SITE Santa Fe; New Histories, Institute for Contemporary Art, Boston (1996); no place (like home), Walker Art Center, Minneapolis; Whitney Biennial, Whitney Museum of American Art, New York (1997); Global Vision: New Art from the ’90s, Deste Foundation, Athens; Secret Victorians, Contemporary Artists and a 19th-Century Vision, Hayward Gallery for the Arts Council of England, London (1998), which also appeared at Armand Hammer Museum of Art, Los Angeles (1999); and Other Narratives, Contemporary Arts Museum, Houston (1999). Numerous solo shows of Walker's work have been presented, including those at Wooster Gardens/Brent Sikkema, New York (1995, 1996, 1998); Henry Art Gallery, Seattle; San Francisco Museum of Modern Art; Renaissance Society at the University of Chicago (1997); California College of Arts and Crafts; and Oliver Art Center, Oakland (1999). In 1997 Walker received a John D. and Catherine T. MacArthur Foundation grant. Walker has participated
in numerous national and international exhibitions. Her recent solo
museum shows include The Hanover Kunstverien (2002), The
Deutsche Guggenheim (2002), University of Michigan Museum of Art
(2002) and The Tang Museum/Williams College Museum (2003). A book
accompanied each of these exhibitions, most recently Narratives of a
Negress (MIT Press). Recently her work was seen in the Centro
Nazionale per le Arti Contemporanee, Rome (Fall 2003). An upcoming
solo projects include the Tate Liverpool (2004) and the Walker
Art Center (2005). < Kara Walker © Artnet.com |
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here are good and evil spirits in opera. We love the good ones -including phantoms of the opera - and the safety curtain protects us from the evil. This extremely heavy fire safety curtain is there to divide the stage and auditorium like a wall when there is no performance -also during the intervals. A visit to the opera therefore does not only offer the enjoyment of music, acting and various stage scenery, and it is unavoidable that the design of the safety curtain will also be seen.
The
safety curtain in the Vienna State Opera in the 1998/99 season proved that its
apostrophic power to prevent disaster can not only be directed against fire
demons -there is an endless history of burnt down theatres and opera houses -it
can also be aimed at those demons which appear in the opera repertoire itself.
Since
1955 the audience side of the Vienna safety curtain showed an outmoded
"Orpheus and Erudite" scene by the former Nazi artist Rudolf
Eisenmenger: Nobody was ever happy about it.
Since the
gloomy post-war period the opera has gone through a continual process of renewal
under the
influence of modern and postmodern theatre as well as changes in methods of
musical interpretation and the development of new listening habits. Art has also
developed. The design of a safety curtain today is no longer the job of a
craftsman but rather a challenge to painting, for which during the last decades
it has become common place to actively take into account the surrounding context
and to conceive it as included as a picture frame.
When
the subject of a new design for the safety curtain was brought up for discussion
by State Opera Director Holender in spring 1997, there was no desire to destroy
the old picture out of respect for its symbolic historical influence.
On museum in progress with its wide experience in the field of temporary
art presentations (projections and posters in urban space, inserts in
newspapers, large-scale pictures on the facade of the Kunsthalle etc.) was
brought in as a partner together; a model was !!1 developed which enables the
picture on the safety curtain to be changed every season without destroying the
original curtain. The 176 square meter picture is so light that it can simply be
hung onto the safety curtain by means of magnets. The motif is sprayed on using
the computer-controlled system (computer aided large-scale imaging).
Kara
Walker discovered these demons especially in the tendency of opera towards the
exotic. The stranger the location the better; seems to apply to this branch of
entertainment. Verdi's "Aida" carries us away to the monumental world
of Ancient Egypt, Puccini's "Madame Butterfly" gracefully depicts the
melancholy of the Japanese, Gershwin's "Porgy and Bess" celebrates the
world of the Afro- Americans and from Mozart we know the joie de vivre of the
Spaniards and Italians.
In
all this, there is no question that fun clichés are piled upon one another
However, when Kara Walker puts a swollen-lipped Negro caricature blowing a
turban-headed figure from a saxophone into the picture, one realizes how easily
the fun could also turn sour One does not even need to know that a similar
caricature adorned a poster for the Nazi German exhibition "Degenerate
Music" in 1938. The whole curtain is full of such shadow plays. For
example, in the Moor, who is holding out a coffee bean to Eurydice from a tree,
Kara Walker uncovers barely disguised racist sexism. The Moor is the sensual
eunuch. Orientalism in Western Art often places this type of black character in
close proximity to a classically beautiful white woman to accentuate her
sexuality To a certain extent he/she be- comes an agent of tile psyche. He/she
is holding out an oversized coffee bean that somewhat resembles the female sex.
Eurydice has abandoned her classical savior Orpheus for the perceived pleasures
of the Black Other. A small figure
on a mountaintop indicates how we ourselves can be forced into the furnace of
clichés. According to Kara Walker in this silhouette of a girl the Austrian
character mutates into a cross between Heidi and the singing Maria from the
1960's musical "The Sound of Music". The sledgehammer was ready for us
all.
T
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I
discovered that the silhouette was a near perfect solution to a complex project
that I set for myself. I had begun, about six years ago, to try and uncover the
often subtle and uncomfortable ways racism, and racist and sexist stereotypes
influence and script our everyday lives. This "scripting" was
especially pronounced in the American South, where I grew up, where a longing
for a romanticized and homogenous "past" lingers and retains all of
its former power in the form of dubious arts. Romance novels, pornographic
fantasies, cartoons, antique postcards and collectible figurines. I've been
interested in the way in which black people (or commonly:
"African-Americans"), or the way at least I responded to, or ignored,
or reaffirmed or reinforced certain stereotypes. The silhouette is the most
concise way of summing up a number of interests. First. that this work is
loosely concerned with "the Historical", "the 'LOW' arts",
and the everyday. Second: that this shadowy form mirrors our (or my) thought
process... It kind of offers a weak denial of 'unclean' thoughts, it believes
itself to be very polite and very true -like genteel Southern aristocracy.
Third: that it offers me a chance to inter- twine a kind of beauty with a
violent lust that is sometimes self-incriminating, full of excess also, everyone
is rendered black.
Every
image is one truth, which is surrounded by many other truths, which are worth
being explored.
Well,
a lot of the time every image is one lie or bad joke -on the surface -rather
than an immediate truth. I guess the "truth" of an image or situation
within a whole piece, occurs when the viewer is enticed to fill in the blank
spaces. She is faced with the discomfort of realizing just how many bizarre and
sometimes violent fantasies already occupy her mind.
I
have always liked those confident history paintings in the grand tradition. The
artificial poses, the dramatic flourish of the wind whipping a tattered
flag…time stands still, sort of. In my mind I see these "lowly"
paper cut images attempting to organize themselves into a GRAND historical
landscape but with restless characters who disrupt the scene with their farts
and vomit and general disbelief in an empirical tradition that doesn't el/en
love them.
The
sources for my work include the Slave Narrative (a popular political tactic
around the time of the American Civil War). The true stories of the horrors of
slave life were novelized, and then authenticated for the benefit of white
readers. Oftentimes unsavory details (like rape, or concupiscence) were smoothed
out so as not to offend good Christians. Pornographic stories which borrow from
the slave narrative and embellish the illicitness of interracial desire. I find
the subjects for my work just about everywhere though, especially, in
Politically Correct America. We are all working so hard to change people's
attitudes about race but it’s like handling a wet eel. Something slimy always
wiggles free. Maybe ten years ago there was a popular saying that appeared on
T-shirts: "It's a Black thing, You wouldn't understand". It inspired a
whole way of thinking for me. Because, obviously, the "you" in the
saying is Not Black. . So what does this mean to the person who is black and
still doesn't quite understand? This conjured up a bunch of typical associations
with blackness: the Black as incomprehensible, chaotic, a mystery, something
altogether Other. As a result everything -however it involves blackness, or
African-American-ness (this term has a historical resonance for me,
"Negroes throughout the history of the Americas") -is source material.
Everything from Josephine Baker's proto-transgressive act, to observations on
the street, to transcribing and embellishing my own "race-mixing"
experiences, to speculating on why a Black model was used to signal the
reemergence of White as the new fall color. I make references to lots of
historical documents as well, Minstrel songs and the illustrations from their
sheet music, illustrations documenting Slave life, and broadsides advertising
the sale of women and children....
Many
of the drawings relate to the wall pieces directly. They're a way of
establishing a theme or set of themes and centering myself. I have an ongoing
series of drawings called "Negress Notes" which just evolve as they
need to, they're direct semi-improvisational watercolors, almost always
involving figures reminiscent of The History of the Black in Western Art.
The
first time I took the silhouettes out of the frame of painting was actually for
my first show in New York, at the Drawing Center. Before then I had neither the
space nor the technical knowledge to make these original paper cuts stay on the
wall temporarily. Paintings, as objects imply a kind of closed system, and with
narrative works like mine the edge of the canvas implies the end of the story:
here's the 'slave' here's the 'master', one's a victim the others the villain,
The End.
So
I always wanted to make work that would surround the viewer, to place the viewer
in an uncomfortable relationship to a type of imagery that undermines all our
fine-tuned, well-adjusted cultural beliefs. Works on the wall could easily spill
out ...as a narrative it could continue as long as I want it to. Like History.
The
polite denial of unsavory acts, as embodied by the silhouette, entices the
viewer to figure out what's going on. These black shapes, for all their detail,
still operate like an inkblot test -viewers sometimes revealing awkward and
telling interpretations of the images. You once said that at the beginning of
your work with silhouettes you imagined them to be put together in a cyclorama.
Could you tell me about this and about if you are still interested in finding
this kind of space? "'Slavery! Slavery!' Presenting a GRAND and LIFELIKE
Panoramic Journey into Picturesque Southern Slavery or 'Life at 01' Virginny's
Hole' (Sketches from Plantation Life). See the Peculiar Institution as never
before! All Cut from Black Paper by the Able Hand of Kara Elizabeth Walker, an
Emancipated Negress and Leader in her Cause." This was the title of my
cyclorama, created at the Walker Art Center in Minneapolis. I made it last year,
and working in a circular space was dizzying. I only had about a week to work on
it, so it wasn't as richly detailed as a real cyclorama, but it was epochal!
There are escape scenes and a Town Square and the mysterious Southern swamp at
night as well as 'happy' slave life. I love the 19th century populism of this
kind of 'art'. I love that pre-cinematic rush to make history paintings COME
ALIVE for the average person. There are the remains of a cyclorama up here in
New Bedford, Massachusetts, part of the Whaling Museum there. The original
banner, which advertised it was full of scenes etc., but the painting itself is
comically bland, it has a sweet folksy quality of having been made by someone
who couldn’t adequately interpret the drama of his experience. I kind of
identify with that.
I
have had about 400 different ideas for the Iron Curtain and I have questioned
them over and over, I still am, actually. I have spent some time in Germany but
only one rainy holiday in Austria. I thought I'd just do what any black person
on holiday would look for signs of myself, and tally up my stereo- types of the
Mensch. The first most obvious question is: "What's up with all those black
servants offering up their coffee?" Is there a German saying parallel to
the American "I like my coffee like I like my women"?
Historically,
who can ignore the influence of the Nazis when it comes to classifying,
hybridizing and doing away with all that is terrifyingly Other! Mentally, you're
regarded with some studied care (even when I know my German husband and family
to be good people). There is an image in this piece borrowed from "Entartete
Musik" of a "black Jew". The image is especially interesting to
me given the rift that has emerged lately between American Black and Jewish
communities who have long shared an interest in human rights as well as a shared
history. Now we've got Black sects claiming to be the "True Jews" and
discounting the other Jews as imposters. .. This hybridization of Blacks, Jews
and Turks is especially interesting to me, because it means never having to say
you’re sorry. It's like... I don't think I can say that without being burned
alive...skip it. But I included the entartete musik jazz spieler to contrast the
divine music of Orpheus whose Euridice marches off to investigate this seductive
coffee. I reduced my very American impression of Austria to one simple hybrid:
HEIDI and death. (She is very small, very sentimental, and very much in
possession of a scythe)
Kara
Walker
Notes
From Negress Imprisoned in Austria
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I |
t
troubles me to have to begin my letter to you with such hatred in my heart, but
it was brought to my attention yesterday that my sentence has been extended yet
another year in your Godforsaken Country.
I
was brought here on a cultural Lark, to recreate for you scenes of my
predecessors' good nature. She was, as you recall, Unspoiled by intellectual
effluvia. She was pure, Black, Noble, Black, Blacker and Blacker Still. She was
-Contrast –to your Snowcapped Alps. She was lascivious in her naked- ness. She
was Impartial to your Liberalism. She was worth waiting in line for She was
dressed in coarse linen and banana skirts with breasts bared.
She
reminded you that the Owner of a Black Body is a Walking Signifier of Hot, Wet,
Salty, Back Alley, Hip Thrusting, Penis-Plunging, Blood Soaked and Starving
African Goodness. She was this, and pungent as hot roasted Coffee beans too. But
I, sirs, am not her -not exactly.
And
so I find myself in Vienna's Modern Asylum for Uncooperative Americans of
African Descent.
And
all can do to plead my case is draw-rather-half-heartedly upon my own
experiences as a kept woman; present them to you in some cold and heartless form
and pray that you will be so starved for my attentions (as my reputation
preceded me) that even my lackluster effort will satisfy.
I
realize now, from vantage of my cell, that you, my Keeper, are not yet ready for
the thrashing you so deserve from me. That is the reason my predecessor kept her
cool, placated you with her sideshow dances, and "traditional"
idiosyncrasies.
"My
keeper is weak, and I am strong." Thus imprisonment. Makes perfect sense in
a country whose intellectual founders invented the "repressed".
I
am and shall continue to be the monster in your closet. Prodding at your tightly
wound arsenal, your history.
Let
Me Out.
And.
You. Shall. Seek. To. Put. Me. Back. In.
And
together we will: in and out and in and out together HAHA!
Nancy
Spector
The
invitation beckons: "Come witness an amazing story as told in papyrotonomie
created by a Negress in bondage detailing her extraordinary flight to
freedom." This is not your standard exhibition announcement; the artist's
name is nowhere to be found, and there are no identifying images. Taking the
form of a theatrical broadside announcing a show titled "The High and Soft
Laughter of the Nigger Wenches at Night", this solicitation introduced the
savage art of Kara Walker to an unsuspecting- ting public. Distributed on the
occasion of her first solo exhibition in 1995, this invitation contains all the
keys to her work, for those who care to read between the lines. A young,
African-American artist, Walker resuscitates the literary trope of the slave
narrative and the theatrical genre of the minstrel show to weave her devilish
tales of persecution and insurrection. The above-mentioned "papyrotonomie"
recalls the 19th-century cyclorama, a revolving environmental-scale painting
that depicted scenes of historic events such as the Revolutionary War and Civil
War, presenting them like theaters in the round. The reference to paper ("papyr"),
however, links this dramatic allusion directly to Walker's own aesthetic
terrain. Her stories are narrated with life-size paper cutouts, astonishing
silhouettes, mysterious shadow puppets. "All is revealed in
shadow-form", promises the invitation, including "the pathos of life
and love as well as general & specific abuses amongst lesser peoples."
Weaving together the erotic and the abject, Walker reaches back into the
repressed history of race relations in the United States to spin horrific tales
of bigotry and exploitation. But like the theatrical motifs she invokes in her
exhibition announcement, Walker's approach to her subject matter operates on the
level of "entertainment" -it is raucously humorous and bitterly
sarcastic. Her commission to design a curtain for the Vienna State Opera brings
her own sources in early American theater tantalizingly to the surface.
The
minstrel show was the most popular form of public entertainment in the United
States during the latter half of the 19th-century. Performed by white actors in
"black-face" make-up, minstrel theater travestied the lives of
African-Americans through the hyperbolic presentation of cultural stereotypes.
There were three stock characters: Jim Crow, the carefree, naive slave; Mr.
Tambo, the ever-cheerful musician; and Zip Coon, the free man who aspired to a
world of gentility far beyond his experiences or means. As staged caricatures,
these three figures reinforced white society's derogatory views of black
culture, while assuaging any white guilt over oppressing an entire segment of
the human race by presenting grown men as little more than clowns. Minstrel show
antics also allowed the white audience to vicariously and voyeuristically break
their own cultural taboos, unbridled sexuality, unstructured time, and puerile
behavior.
In
her de-sublimated theater of the antebellum South, Walker turns the minstrel
show inside out and hurls it back at its condescending audience. Her paper
cutout figures act out their viewer’s deepest fears in a fantastical spectacle
of Sadean offenses: pederasty, bestiality, sodomy, scatology, castration,
murder, cannibalism. The shadow world she depicts is hell itself, where the
minstrel's "Negro of Plantation Society" is free to wreak havoc on
himself and those around him. It is difficult to ascertain where in Walker's
work the hallucinatory enactment of untold tortures ends and the fantasy of
retaliation begins: "Negresses" seduce and then dismember their white
masters; three bare breasted "mammies" suckle each other in a circular
pose reminiscent of the Three Graces; a limbless black man roasts on a spit over
an open fire like a cut of meat; an old peg-Iegged land-owner sodomizes a little
black girl while piercing an infant with his sword; and a young slave woman
raises her skirts to drop new borns like a litter. It would be wrong to approach
Walker's theater as high tragedy, however. Rather, it should be understood as
epic parody. This is the transgressive carnivalesque of Mikhail Bakhtin, a
celebration of the grotesque in which the repulsive is empowered. The laughter
that her work provokes should not be stifled, for it is aimed as much at
ourselves -modern-day "enlightened" viewers that we are -as it is at
the historical perversities represented. Like Walker's technique of silhouetting
-a minor art form once used for portraiture but now considered a
"craft" -her work is deceptively one-dimensional. Given time -an
operative component of theater itself -Walker's art
resonates
with multiple levels of meaning. Ribald humor and unspeakable misery coexist in
dialectical tension. Perhaps these contrary forces are the necessary ingredients
for an exorcism.
The
large silhouette which Kara Walker created for the safety curtain of the Vienna
State Opera in the 1998/99 season reduced, as the artist said in an interview,
her "very American picture of Austria to one simple hybrid: HEIDI and
death.” The culture and history which she experienced here as "a
black person looking for signs of herself"3 and gathering stereotypes is
projected onto individual figures which appear to be magically and mysteriously
embedded in the landscape. They are, however polemically structured and not
involved in an historical discussion about hegemony. By means of kitsch, cliché
and stereotypes she brings to light suppressed, unwanted, strange and even
demonic aspects of German-speaking culture. There is the crying Heidi with
scythe and handkerchief, there is the saxophone-playing Jew from the poster for
'Degenerate Music' who has conjured up another clichéd head with a turban,
there is the 'Meinl Moor' (a figure used as a logo by an Austrian supermarket
chain) and there is a supposed 'Hans in Luck' (from the Brothers Grimm fairy
tale) in front of a skull which Kara Walker calls "bone-breaker". In
the negative of the silhouette these figures are small montages with concise
narration, which are not only typical of the medium of the silhouette but also -
as the artist emphasizes -are typical of the stereotype. "The silhouette
says a lot with very little information, but that's also what the stereotype
does." Kara Walker uses this combination for an attack on the conditions,
which commonly reproduce racism and sexism. She brings in disruptive factors by
using bizarre caricature elements. The strategy is a counter argument of
simultaneous
resistance and production, of fierce anger and
dark mourning. The silhouette itself produces an additional delay between form
and mealling. It captures in black what does not immediately become apparent in
meaning and this resistance suits the content: depth, which is revealed but
initially, remains on the surface. The picture comes together like a stage
scene. It is an over-dimensional silhouette in which three tree elements make up
the main compositional structure and are at the same time the upper and lower
edges of the picture. The figures are placed off-center and keep their distance
from each other: Their proportional sizes suggest perspective and space, which
is continued and closed off by the snow-covered mountains in the background.
They are the alpine counterpart of the overgrown jungle-type treetops with the
flashing pairs of eyes in the foreground -places full of associations but
topographically empty and without solid ground. The figures hover rather than
stand and are more comprehensible as channel-hopping elements than in the
illusion of a space. The undoubtedly more dominant shadow elements are
supplemented by white empty spaces and parts of Rudolf Eisenmenger's safety
curtain with the well-known depiction of 'Orpheus and Eurydice'. The decision to
preserve it means that it lies behind all the pictures, which are to be hung on
the
old safety curtain for a season each. This makes
Kara Walker transparent since she includes pieces from it -Eisenmenger's gold
ground stretches like a carpet through the middle of her picture and forms two
pyramid-Iike points, one of which serves Heidi as not very solid ground. The
figure of Eurydice is also taken from the old safety curtain and she is also
removed to a solitary mountain and, although proportionally considerably smaller
and in the background, she shifts into the immediate vicinity of the 'Moor' with
the coffee bean. If one could connect to theatre and opera the dark vividness,
which appeals to the imagination, then the economy, if not the emptiness of the
picture as well as the scurrilous nature of the figures opens up a critical
distance to traditional opera. Here the reference is to grand opera of the
nineteenth century, Edward W Said's "quiet alliances between cultural text
and imperialism" which always know how to camouflage themselves behind the
demanding standards of music, costume and product Verdi's 'Egyptian' opera
"Aida" from 1870 is a good example, with its dramatic and fatal
conclusion
and an array of requirements which presents a
challenge to every opera house. "Like the opera for itself Aida is a
hybrid, radically impure work which draws on the cultural history and historical
experience of overseas domination. "6 It is especially this opera, which
annexes another culture, which Said sees in many respects as an influential
"empire at work". First performed in the same year as "Twilight
of the Gods" and "Boris Godunov" -a connection has been
established for all three between archaeology, the writing of nationalist
history and philology8 -it is a cultural construct wit many dark sides. It is of
course not these aspects with which traditional opera-goers wish to be
confronted. They go to the opera because of particular singers, performances
etc., and do not want to have a certain bourgeois cultural coziness disturbed.
Nonetheless, it is a theory of Said that if we do not take note of these
imperialist structures of viewpoint and reference we reduce the works to
"caricatures, highbrow caricatures perhaps, but certainly
caricatures". This is precisely where Kara Walker begins -and she takes the
discourse
about caricature literal. Her six figures offer
all kinds of associative starting points, which the viewer can combine. The
figure of Eurydice does not only provide a connection to Eisenmenger; the Vienna
State Opera and opera in general but also offers the Vienna opera public a link
to the old safety curtain. The story of Rudolf Eisenmenger is one of an apparent
ideological transformation after a career in Third Reich. He belonged to the
group of a few 'top artists' who participated in all large exhibitions up until
the last in 1944. In 1942 he was awarded one of the top German art prizes, the
Durer Prize and made a professor: In 1951 he was again given a post at the
Technical Academy without any problems and in 1957 he was awarded the Austrian
Cross of Honor for Science and Art and continued to be trusted with important
commissions. The fact that his design was preferred to one by Fritz Wotruba,
which was artistically of far superior quality and more contemporary, required
some explanation on the part of the jury made up of politicians and civil
servants from the Ministry for reconstruction. Apparently, they feared that
Wotruba's powerful (dark and shadowy!) design
would disturb the 'noble' atmosphere of the opera house, which aimed for
elegance and restraint. They therefore chose Eisenmenger's classicizing design
which, with its motif from 'Orpheus and Eurydice suited the ambiance well. In
view of the choice of associations it is, in this context, important to know
that in the Third Reich Christopher Willibald Gluck was celebrated as an
innovator in German opera.' Eurydice has become a sexist stereotype. Lonely on a
mountain top, without Orpheus she is left t herself She will not go into the
sublime realm of music and could look around where she wanted the 'Moor' from
the supermarket chain was not there. He hangs in the tree like a monkey, is
losing hat and threatens Eisenmenger's disembodied heroine as he holds out an
over-dimensional coffee bean to he: Roguishly, if not evil he confronts her with
her suppressed problem of sexuality The desire of the white man for a black
woman, which is a frequent theme in Kara Walker's work, is he reversed and finds
Eisenmenger guilty of a cultural deficit, a false and hollow
functionality of culture. The jazz musician is
included "to contrast the divine music of Orpheus whose Eurydice marches o
to investigate this seductive coffee".'1 Kara Walker calls him the
"black Jew" which she took from the poster for the Nali exhibition
"Degenerate Music" (1938). This double cliché leads to the
interpretation on that handling history as cliché can only produce more clichés.
However, it also shows that this contraction of information can process a
maximum of content. Kara Walker referred to the "rift that has emerged
lately between American Black and Jewish communities who have long shared
history. Now we've got Black sects
claiming to be the True Jews and discounting the other Jews as imposters...This
hybridization is especially interesting to me, because it means never having to
say you are sorry. The 'scene' with
the saxophonist clearly shows that Kara Walker uses the silhouette in its
classical form. From around 1800 this was a popular way of passing the time with
portraits or small vignette-type pictures which carried all the information in
their size and outlines when the figures were lined up next to each other. Most
of these works are anonymous although artists and writers such as Philip Otto
Runge and Hans Christian Andersen always carried a pair of scissors with
them and produced small masterpieces as a
sideline. The silhouette follows the law of the shadow picture, which is always
a picture of others (and not oneself) and forces all figures into profile form.
Only the surrounding staffage conveys the scenery and is a frontal
representation of a reflection, as is the case in Kara Walker's safety curtain.
The ghostly pairs of eyes, which are included in the staffage, have a
contrasting effect. They are reflections, which can be seen as eyes in the
curtain, or reflections of the eyes of the audience. The figure seen from the
front which is around the middle tree so that only the hands and some tiny
points of clothing can be made out, leads us from the shadow and mirror stage.
It can only be interpreted as a woman when compared with the draft sketches. She
is the leap from shadow to subject, to Narcissus the hero who, however, remains
obscured and does not appear here because Kara Walker does not work with heroes
of either sex.
In
a certain sense, the figure of the supposed 'Hans in Luck' also involves a
mirror situation, which does not happen because he is looking into the air and
does not turn towards his opposite number the skull. This central 'bone-breaker'
is certainly addressed towards all the figures upon whose common culture death
lurks. However its opposite number is the striding fairy-tale figure with the
horrible nails on its shoes. It seems prepared for violence as it swings a large
mallet but its mind appears to be elsewhere and it seems carefree and will
perhaps forget that it wanted to smash the skull. This 'Hans in Luck' is the
anti-hero of the whole picture and almost becomes the main figure whose
dominance comes from the fact that it has nothing surrounding it and is standing
free. It is breaking out of the miniature of the silhouette and moving towards
the large-scale picture and the close-up, to Murnau's shadow and the demons of
expressionist cinema.'
Not
only distortion but also enlargement indicate the negative content of a figure
and play upon a moral judgment, which was often close to a theory in the popular
art form of the silhouette, which is not particularly open to theorizing. A
theoretical peak was the work of Johann Caspar Lavater, who around 1800 held
enlightened circles in his spell and provoked a discussion which led George
Christopher Lichtenberg to comment: "What an immeasurable leap from the
surface of the body to the his inside of the soul!" 15 It was Lavater's
intention to precisely fix the negative picture of the profile in order to, as
was supposed, show less the divine side of people but their negative, fallen
side. This was the origin of his physiognomical studies as an encyclopedia of
the soul with the modest means ere of the "outline of half the face" (Lavater).
These pictures are also impressive because of their proto-photographic
dispositive, which becomes especially productive in the 'leap' from surface to
the depths and which, in the context of the Peircean sign, emphasizes the trail
which allows the silhouette--like photography--to be less icon than index. For
theoretical support, the silhouette must be connected to the shadows: no smoke
without fire, no body without shadow, which is index and mimesis, as the history
of the origin of painting confirms: the outline of a body projected onto a wall
and was painted over and the mimetic effect created via the (symbolic) form of
the profile." To understand Kara Walker's pictures as shadows means
following in her tracks and shifting away from the representational in pictures
towards their historical conditions and the process of their creation.
Because of this, however, they are connected to the artist who puts her own story at the beginning of others. Peirce said: "The index unites characteristics of the shadow and of photography to the extent that it refers to an object not because of a certain similarity or analogy (...), but because it is dynamically connected to the individual object on the one hand and with the senses or the mind of the person which it serves as a sign on the other: "18 For her exhibition at the Centre d'Art Contempo- rain in Geneva 19, Kara Walker named the mind of her person: "Why I like White Boys by Kara E. Walker, a Negress".
HEIDI
and death: what is hovering on the mountain will not have the happy end that is
so determinedly aimed at in Johanna Spyri's classic "Heidi".
Aggression and mourning are the motors for new action and the scythe is ready
She must cry because so many demands for integration are made of a child who can
only be out of her depth in such a role. This aggressive Heidi reveals the
suppressed aspects of her supposedly integral role. But what happens then? Has
the difference to an individual being become smaller or does she remain a
stereotype in a different key? What is or would be true about Heidi or Heidi and
her shadow? Apparently, the shadow is furthest removed from the truth and is
profoundly negative. However, it is similar to another truth, which has been
found in fairy-tales by many generations of writers, as "a completely
contrary world to the world of truth -and is therefore so similar to it."
Heidi, Hans in Luck and the Meinl Moor -a culture in children's stories and
children's shoes which reminds us of a fairy-tale not only because of the
scenery but also because of the fact that in a fairy-tale the most varied
aspects of a character are divided between various figures which together make
up a complete personality This is not dissimilar to the way Kara Walker
approaches German-speaking culture in the six figures. Together they produce a
spine-chilling picture, lean towards the demonic and wait for a fatal ending
which puts the world in order again as in a fairy-tale -but not in a spirit of
reconciliation.
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Operagoers are also confronted with the death of their heroes even though they are prepared for it. "Aida" for example has a horribly fatal ending which Alexander Kluge put into the following counter-story in his short television program "125 Years AIDA "; ': A slave named Aida, who Count Hermann zu Puckler-Muskau bought on a journey in North-Africa in the nineteenth century, was brought as his lover to Germany where she died of a cold. "Two skeletons that are labeled as Aida and Radames follow this sequence. This contrary discourse fits in well with the Eisenmenger pyramids, Heidi, Hans in Luck and all the others -130 years of AIDA and not much to celebrate. Kara Walker