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.

D  =   60-69%: Below average, less than adequate improvement.  Meets minimum levels of
acceptance in some but not 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 

Class Format: Topics presented; research done; notes taken; weekly discussions; papers written; discussion groups will be formed; controversies discussed in class from opposing viewpoints.

Public Art is understood to include visual art, theatre, music, literature, and dance presented in a public setting. 

Now! Public Art and Controversy Topics and Research Sequence for National, State, and Local Issues:

1.  National Endowment for the Arts
2.    South Dakota Arts Council
3.    USD Quirk Carillon 
4.  Art and the Museum: Sensation vs. Classical Greece
5.  Culture Wars: Problems to be Solved or Inevitable Reality?
6.  Culture Wars: Kara Walker / Theatre of Cruelty: An Unnecessary Re-visit of Racial Strife
or a Wake-Up Call for Societal Cooperation?
7.  Culture Wars: Sex Education and Art: Does it Lead to Moral Decay or Societal
Enlightenment?
8.  Culture Wars: Frida Kahlo: Degenerate Subversive or Creative Visionary?
9.  Culture Wars: Art and Internet Piracy: Morally Wrong or Culturally Accepted?

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
 

Individual/Group Research Procedure – making written notes make sense
in your course Notebook/
Journal:

1.      1.    Determine and list the major issues of the controversy (Statement of the Issue)
2.       Determine and list the historical context of the controversy (Significance of the Issue)
3.       Determine and list the facts of the issues and document each source of facts (Define the Issue)
4.       Determine and list societal pros and cons regarding the controversy and document
       each source of information (Questions Requiring Research)
5.       Determine and list solutions for the controversy.  Employ a "What if"....attitude toward
       forming a viewpoint and conclusions  (Discussion of Potential Solutions) 
6.       Determine and list the focused statements and questions that you will present during 
presentation and/or discussion of the controversial topic
7.   Document and reference each source of information you notate (Give credit to original author
or factual source)

Tentative Class Schedule

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
www.arts.endow.gov 

September 10

Research questions, discussion - NEA

2. State Issue: Research SDAC online
www.state.sd.us/deca/sdarts

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 (Notebook)

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:
7. Culture Wars: Sex Education and Art

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:
8. Culture Wars: Frida Kahlo 

November 19

Group 4 - Culture Wars: Group Presentation and discussion of - Frida Kahlo: Degenerate Subversive or Creative Visionary?

Individual and Group Research:
9. Culture Wars: Art and Internet Piracy

December 3

Group 3 - Culture Wars: Group Presentation and discussion - Art and Internet Piracy: Morally Wrong or Culturally Accepted?

Prepare written requirements and reports for final grading

December 10

Summary group discussion

Group Research Report due for final grading

Notebooks due for final grading

 

GROUP 1 MEMBERS: maguilar@usd.edurassmu01@usd.eduamjordan@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
Peer evaluators must make written comments on this form to justify scoring 

Points

1. Statement of the Culture Wars Issue
• Clear and concise statement of the topic selected or assigned for research;
Determine and list the major issues of the controversy
• Use visual aids to frame the controversy when necessary

15 points

2. Define the Issue
• What are the primary forces that shape the controversial issue?
Determine and list the facts of the issues and document each source of facts;
Use references to support your analysis of the problem.

20 points

3. Significance of the cultural issue
• State why this topic is important.
Determine and list the historical context of the controversy.  What is the contribution of your research to the problem?

20 points

4. Statement of your research questions
• Use clear and concisely stated questions that require research and relate directly back to your statement of the problem;
• Determine and list personal pros and cons regarding the controversy;
• Use references to support your analysis of the problem

20 points

 5. Discuss solutions or answers to your research issue
• Use an interdisciplinary perspective to describe what steps may be implemented to work toward a solution to the cultural issue investigated;
• Employ a “What if…?” attitude toward potential solutions

 

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: Who is the NEA and what is their role in Arts Funding?

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.html

C. 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 : South Dakota Arts Council

(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.

www.state.sd.us/deca/sdarts  

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?

 

 

Myra, by Marcus Harvey

1995 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.

 

Self, by Marc Quinn

1991 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 Mueck

1996-1997 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.
Not half as taking displayed here as a photograph, the work is a little over 3' long and is
displayed open on the floor of the gallery, which further imbues the sense of smallness and
the finality of each of us in death.

 

 

The Physical Impossibility of Death in the Mind of Someone Living, by Damien Hurst

1991 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 enforce, and one of the
many who challenge the notion of what is or is not art. This piece is impressive; its size is
massive. The shark alone is a hulking beast, 14' long. Nine years of suspended animation
has taken its toll. Death pallor pulls its mouth back, and its eyes sink below skin level. Its
hide takes on the kind of green of flesh long dead. While one part of your mind wants to
yell, "It's not art; he didn't do anything!" The other part will not stop looking at it. A number
of emotions pour over you; it's hard not to feel very small and very vulnerable in the
presence of such a monster and yet this perfect predator was not quick or fierce enough
to escape death, making the title of this piece apt, true, and really striking home. To those
of us who still live, anyway, ...
.

Issue 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/ 

So What are these Culture Wars? 

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....

The Separation of Church and State

History of the "Separation of Church and State"
Differing Interpretations


Homosexuality in the Bible

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?
Homeschooling

Why Homeschool?

Homeschooling Organizations
Television
TV's Frisky Family Values   (U.S. News and World Report 4/15/96)
Pornography

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.

Gambling

"The Arts"

The National Endowment for the Arts: Whose Art?  (Concerned Women for America)
Artistic Freedom Under Attack  (People for the American Way)

Pop Culture

Watching is Not Okay  (The Family Research Council)
America and the Selling of Pedophilia  (The Family Research Council)

Boycotts

Why the American Family Association is boycotting Disney
The American Family Association's Boycott Box

The U.N.

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....

Religious Persecution Abroad

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....

 

REASON * June 1998

Buying Into Culture
How commerce cultivates art

By Charles Paul Freund

UNDRESSED 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: Kara Walker: Theatre of Cruelty

(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
 
Culture Shock Home | Site Map
Photograph of Kara Walker
 
      Reproduction of artwork   The End of Uncle Tom (Grand Allegorical Tableau),detail.
Kara Walker, 1995.
Cut paper and adhesive on wall.
Courtesy Brent Sikkema, NYC.
    Reproduction of poster   Poster for a Kara Walker exhibition at the Henry Art Gallery, University of Washington, Seattle, WA, detail.
Fall 1997.
Courtesy Brent Sikkema, NYC.
      Reproduction of artwork   The Gift.
Kara Walker, 1997.
Gouache on paper.
93 x 52.5 inches.
Courtesy Brent Sikkema, NYC.



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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.  
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This is from a box of Cream of Wheat Enriched Farina.

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The Sweet Treats Barbie doll is one version of the popular line of Barbie dolls sold by Mattel.

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This logo for the Cleveland Indians, a baseball team, is embroidered on a denim shirt.





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Reproduction of Camptown ladies, click to view larger version
Camptown Ladies, detail. Kara Walker, 1998.
Cut paper and adhesive on wall. Overall size 9 x 67 feet.
Courtesy Brent Sikkema, NYC.

Source: http://www.gregkucera.com/walker.htm

 

Kara Walker | works on paper

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 and white, mostly in silhouette, 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. An example of one of these paper cut-out installations is illustrated below.

 

 

 

Click to enlarge any image:

PASTORAL, 1998
Wall painting in black 72 x 80 inches
Limited to 15 installations, with a signed and numbered certificate
$12,000.


"Pastoral is a large painted black silhouette on a white ground whose crisp and complex outline brings to mind delicate paper cutouts, but whose image evokes something more sinister and perhaps more humorous. A seated negroid woman, holding a sickle, is mounted by the carcass of a colossal sheep. The sheep's head and her profile together make a grotesque face. The power relations between the two are ambiguous. While the sheep is clearly on top, his legs are off the ground and he defecates either in fear or out of sheer disrespect. The sheep, popularly incapable of individual decision, appears quite assertive. It is not clear whether the woman is empowered or oppressed by the animal on her back. Walker's work is controversial in that it examines the rather uncomfortable, sexually-charged relationships between masters and slaves. Just as the image is ambivalent, so too is the means used in creating it. Convex and concave black and white shapes vie for the roles of ground and figure, neither conveying volume more successfully than the other. The traditionally white sheep and conventionally black slave are rendered equal by their colorless tone."

- text by Paul Edmunds from the exhibition 'One Night Stand' at Joao Ferreira Fine Art, Capetown, South Africa
 

 


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
Ink on paper 12 x 17.75 inches
$8,000.
click to enlarge

 

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.


Installation: From the Bowel to the Bosom, cut paper silhouettes


 

 

 

 

 

 

 

 

From the catalog for her 1997 one-person exhibition at San Francisco Museum of Modern Art:
"The silhouette says a lot with very little information, but that's also what the stereotype does. So I saw the silhouette and the stereotype as linked. Of course, while the stereotype, or the emblem, can communicate with a lot of people, and a lot of people can understand it, the other side is that it also reduces differences, reduces diversity to that stereotype."

"There is a tendency to preach to the converted and reiterate themes of blackness. In the new work, (her older work being text-driven political art.) I wanted accessibility, something that was easily read and could operate on some sort of innocuous level to engage people - then I could pull the rub out from under them."     - Kara Walker

 


 

The Emancipation Approximation
These large-scale lithographs, measuring 44 x 34 inches, were executed in solid fields of black, grey and white which mimic her cut paper silhouettes. These powerful pieces relate to an enormous installation titled "The Emancipation Approximation" that Walker installed at the 1999 Carnegie International. The suite of aquatint etchings in the show have a different feel than the silhouette works, and are akin to the small, illustrative and controversial watercolors from Walker’s "Negress Notes."

Click to enlarge any image:
 


 

 

 

 

 

 

THE EMANCIPATION APPROXIMATION (scene 5), 1999-2000
Silkscreen 44 x 34 inches  Edition/25 
Published by Jenkins Sikkema Editions  
$5,500.
edition now sold out - price subject to change

 

 

 


THE EMANCIPATION APPROXIMATION (scene 9), 1999-2000
Silkscreen  44 x 34 inches  Edition/25 
Published by Jenkins Sikkema Editions   
$5,500.

edition now sold out - price subject to change

 

 


 

 

 

 

 

 

THE EMANCIPATION APPROXIMATION (scene 15), 1999-2000
Silkscreen  44 x 34 inches  Edition/25  
Published by Jenkins Sikkema Editions 
$3,600.

Price and Availability Subject to Change

 


 


 

 

 

 

 

 

THE EMANCIPATION APPROXIMATION (scene 18), 1999-2000
Silkscreen 44 x 34 inches Edition/25
Published by Jenkins Sikkema Editions  
$6,000.

edition now sold out - price subject to change

 

Dan Cameron, Art & Auction:
"What makes Walker's work even more impressive, however, is the directness with which she tackles themes from American history, especially interracial sexuality. Her visual narratives of miscegenation in the antebellum South were startling in their own terms, but they also conveyed a sharp awareness of how America is still desperately seeking a way to turn the lip service we give equality into a lived reality."


Installation view of the exhibition

 

 


 

 

 

 

 

 

 

 

 

Other Available Prints
Click to enlarge any image:
 

AFRICAN/AMERICAN, 1998
Linocut 46 x 60.5 inches Edition/40 Landfall Press $5,500.; $6,150. framed
Price and Availability Subject to Change

 


 

 

 

 

 

BOO-HOO, 2000  (details at right)
Linocut  40 x 20.5 inches  Edition/70 
Published by Derriere L'Etoile Studio and Parkett Editions
$2,500.
 


From Walker's catalog from the SFMOMA exhibition, Spring 1997:
"These are images that lurk in the subconscious, and in her art expose contradictions and tensions of the 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 as acknowledgement of these suppressed histories and their effect on the psyche."

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 and white, mostly in silhouette, 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. An example of one of these paper cut-out installations is illustrated below.

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. Walker has been making enormous, room-sized, installations (like the paper cut-out above) using this format for several years now. This silhouette transfers effectively to her other media, especially her print works.


She has been producing prints regularly, many of which are also available through our gallery.
 

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.


In response to Walker's exhibition at Wooster Gardens, Cameron writes:
"Pasting life-size black paper silhouettes onto the white walls, Walker rendered a darkly imaginative history of the antebellum South. The work's beauty was countered by the decided sense of sexual and murderous menace lurking among her characters. Walker's world was all black, but only literally. With her nursery school motif, she also underscored the tendency of contemporary art..."

"(The prints from Landfall Press present) a panoramic view of an Antebellum swampland wherein mythic and stereotypic characters, Negro and otherwise, respond to outrageous demands with benign passivity. Illicit sex and violence are suggested as the means by which freedom is attained. The Master/slave narrative is expanded and inverted to include authoritarian control over children, the landscape and the self. From left to right this suite of aquatints reads like the table of contents in a romantic novel: The Beginning, The Hunt, The Chase, The Plunge, The End. The remainder of the story is couched in polite silence--the kind of silence which harbors racism, distrust, fear and intense and obsessive love."

- Kara Walker
 

"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:
"The work of Kara Walker presents seemingly charming narratives, which on closer investigation reveal themes of racial relations, exploitation, violence, and sexuality. In media including drawings, paintings, cut-out silhouettes, and prints, Walker's imagery offers Rorschach inkblots, as unsettling to its viewers as their own responses. Both appealing and disturbing, the scenes ultimately force us to reinterpret our received histories.
Kara Walker was born in 1969, in Stockton, California. She earned a BFA from Atlanta College of Art in 1991 and an MFA from the Rhode Island School of Design in 1994. Walker's work has been included in numerous group and solo exhibitions, and in 1997 the artist received a John D. and Catherine T. MacArthur grant. She made her first printed edition at Landfall in 1995, and more recently completed a series of etchings, and a linoleum cut entitled African American." © Landfall Press 2000

From Carnegie International 2000:
The collision of fact and fiction is at the core of Kara Walker’s explorations of the history of race relations in the United States. Walker likens her process of cutting out near-life-sized silhouettes of characters she invents, based on such sources as nineteenth—century slave narratives, to the process of stereotyping itself — both involve reducing figures to their emblematic profiles. The elegant and lyrical line of Walker’s cut edges, embellished with curling, ribbon-like flourishes and touches of whimsy, is a foil to the jolt that overtakes the viewer as her narrative is slowly revealed. Figures and vignettes emerge and transform as she creates them — at first victim, now victimizer, appealing and disturbing in equal measure. She creates a complex reading of history that is at once seductive and confrontational — visions that complicate human interactions, making it impossible to simplify the entangled and intensely personal struggle of racism. Her work functions like psychological inkblots to engage feelings about the entire history of race relations — the artist’s, our own, and the nation’s.
© Carnegie International 2000
 



Kara Walker

1991 Atlanta College of Art, Atlanta, Georgia, B.A.
1994 Rhode Island School of Design, Providence, Rhode Island, M.F.A.
California College of Arts and Crafts, Oakland, California
 

Selected Further Reading:
California College of Arts and Crafts, Oakland, California. Capp Street Project: Kara Walker (1999). Exhibition brochure, interview with the artist by Lawrence Rinder.


Art Pool, Museum in Progress, and the Vienna State Opera, Vienna, Austria
Kara Walker, Safety Curtain, 1998/99 (1998). Texts by Vitus H. Weh and Nancy Spector.


Hannaham, James. Pea, Ball, Bounce: Interview with Kara Walker, Interview (November 1998): 114-19.


San Francisco Museum of Modern Art, California. Kara Walker: Upon My Many Masters—An Outline (1997). Exhibition brochure, text by Gary Garrels and interview with the artist by Alexander Alberro.


Renaissance Society at the University of Chicago. Kara Walker (1997). Exhibition catalogue, designed and written by Kara Walker.



Emily Hall, arts critic for
The Stranger, May 3, 2001:

"Controversy in the art world revolves more around matters of morality than matters of conscience. Think of the kinds of artists who are considered provocative: Robert Mapplethorpe (black men's genitals) or Chris Offili (Virgin Mary adorned with elephant dung), or even the quieter furor around the work of David Wojnarowicz's alienated gay-love images. You really don't have to look very far to find offended people; the indignation switch is easily tripped.


The conversation over Kara Walker's work has been more complicated. Her life-size cutout silhouettes of imagined slave narratives are full of acts that challenge the most enlightened sensibilities--sodomy, pedophilia, severed limbs, scatological events. That these things are happening between antebellum slaves and their masters invokes a whole other set of reactions, not the least of which are guilt, discomfort, and loss.


When Walker started showing her work - right after finishing the Rhode Island School of Design's graduate program - it immediately got the attention (both flattering and not) of writers and art followers all over the country. She's not the first artist to address the ravages of slavery through art, but she seemed to have located a nerve no one was aware of. It's partly her spot-on choice of medium: The silhouette, a 19th-century portrait style favored by the well-to-do, is at the same time suggestive and reductive, like a stereotype, a connection Walker herself makes quite plain in interviews. In an interview with Hans Ulrich Obrist, she said, "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." No wonder people find her work upsetting; realizing this is akin to realizing one's own embedded prejudice (or its less kind cousin, bigotry).


These images are dialectical: fact working against fiction, horror shot through with whimsy, beauty that is also blasphemous. To say they are barbed is a terrible understatement, but it is also inaccurate to say that they are unequivocal in their meaning. In fact, they can be quite ambiguous. In a silk-screen being shown among Walker's work this month at the Greg Kucera Gallery, there's a man checking his watch in a leisurely manner while a small child urges him on: His features read as "black," he's wearing a shabby approximation of evening clothes, and he has an enormous, high-shelf ass. Is this a caricature of the lazy Negro? Or a real person who has survived only in crude, broad strokes? Is it funny or appalling?


The feeling that there is no right way to look at this work echoes down through the criticism and scholarship that has been written about it. White critics have been taken to task for describing Walker's hair (of all things) when writing profiles of her. That she wears her long hair in braids, and that non-blacks notice it, rings like an insult; it's a fetishization, another way that the white establishment presses down on black artists who do or do not conform to expectation. If this is true, then it's possible that a white viewership exerts the same pressure, and we are made complicit simply by looking at her work. We do, in a sense, consume an artist's work when we look at it; in this case, we are consuming the artist herself, and we are getting it wrong.


Kucera is showing mostly silk-screens, with one cutout and a suite of four etchings. The silk-screens are from a series called The Emancipation Approximation, and they're quite a bit smaller than life-size. This diminishes their power a bit, but only a bit. The images are still startling: two figures covered in bird shit, a woman in what might be tribal dress--or it might be abundant pubic hair--falling through space, a woman contemplating a field of severed heads. The emotional truth of the images proves them in a way that history books do not, which seems to be the ever-loving moral--and the conscience--of this slippery work: a disruption of history's confident stance. Walker does a damn good job of it."

 



Mike Daniel, Dallas Morning News, January 8, 1999:
"Since 1996, Kara Walker's art of African-American stereotype and self-perception has drawn both tremendous praise and terrific ire. Her works are enticing because of their superficial simplicity, but they quickly turn disconcerting, dirty and, to some, patently offensive.
 

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.


The artistic success met with disapproval from some African-American art figures, especially artist Bettye Saar, who initiated a letter-writing campaign against Ms. Walker's depictions. The debate continues even after several East Coast symposiums, numerous journal articles and several more exhibitions comparing and contrasting racial motives and characterizations."

 

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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).

Her work was an important part of our exhibition, "Civil Progress: Life in Black America" in 1997.
 

< Kara Walker © Artnet.com

 

Vitus H. Weh
 
SHADOW WORLD AND EXORCISM

Kara Walker’s Large-Scale Picture in the Vienna State Opera

T

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.

Temporary Art

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).

Finery Cut Nastiness

          An international jury (Robert Fleck, Kasper Konig, Hans-Ulrich Obrist, Nancy Spector) chose the young
Afro-American artist Kara Walker to begin the initial four-year series. At first glance, her design already seemed perfect for the grand opera house. In black and white and partially on a gold back- Ii ground that was taken over from the hidden Eisenmenger picture, the tableau fits in elegantly with the splendor of the auditorium and the tailcoats of the Vienna Philharmonic. One quickly recognizes three trees, mountaintops and some figures. What at first looks like a charming fairy-tale illustration, however actually packs quite a punch. The silhouettes have less to do with 1 idylls and tranquil craftsmanship than with a grotesque malignance. Pairs of eyes loom in the trees, which are overgrown with marsh moss, and nastiness is revealed behind each element in the picture. The scenery, which dances on the curtain, was not only aesthetically interplay of shadows. Unlike Eisenmenger's picture, it was not about an elegiac kingdom of the dead from which Orpheus wanted to bring back his beloved Erudite with the power of music, but a shadowy world, which was inhabited by some very real evil spirits of European culture. Kara Walker captured her grotesques or] the safety curtain as though they were gargoyles on a gothic cathedral.

Iconography of the Other

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.

 

INTERVIEW WITH KARA WALKER By Hans-Ulrich Obrist

 

T

o begin with the beginning, how did you start to work with silhouettes?

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.

What's the importance of time in your work?

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.

How do you find the subjects of your work, where are the sources?  

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....

Could you tell me about your drawings? How are they related to your bigger wall works? Are sketches preparing these works?

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.

Could you comment on this and maybe also tell me about how the transition from paintings to working directly on the wall did occur in your work?

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.

Does the scale of your work refer to the physical presence of the viewer?

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.

What role do you attribute to the viewer? Which part of the work does he do?

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.

 

What were your impressions about Vienna and how far did they enter the work?

 

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

 

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

 

KARA WALKER'S 'THEATER OF CRUELTY'

 

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.

Susanne Neuburger

"SHE WAS A CLEVER PAIR OF SCISSORS AND ..."'

 

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.

 

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