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The Perennial Question: “Is it Art?”

I recently taught a class for MIT students who are developing kinetic sculptures to be exhibited at the MIT Museum. The class is a mixed group of undergraduates and grad students, with a range of academic majors and interests. Some of the students frequently visit art museums; others don’t. Some have studied art history; others haven’t.

 I recommended that they all read a book I’d just run across, Mary Anne Staniszewski’s Believing is Seeing: Creating the Culture of Art. Staniszewski is an experienced art history professor, and she teaches at the Rensselaer Polytechnic Institute, so she’s particularly well-equipped to communicate with MIT students about art. In the book, she explains that “art,” as we now understand it, has existed only since around the time of the French Revolution.

 Here’s how she defines what art is, now:

“Art, as we know it, is a relatively recent phenomenon and is something made to be seen in galleries, preserved in museums, purchased by collectors, and reproduced within the mass media.”

 Much of what we think of as “art,” she argues, really wasn’t intended to be “art,” including the vast majority of the works discussed in the six-pound art history books that students slowly work their way through. Staniszewski compares the Sistine Chapel, a work created for the glorification of religious belief, and at the behest of a powerful patron, and Robert Smithson’s Spiral Jetty.  From the perspective she’s using to define art, the results are

 Sistine Chapel: not art, Spiral Jetty: art.

 Ironically, Robert Smithson, and many others of his generation, worked purposely, and tirelessly, against any definition of art that required galleries, museums, collectors, or the mass media. But despite those efforts, Staniszewski’s defining criteria have come to dominate contemporary public perception about what art is. 

Attempts to answer the question, “Is it art?” have occupied some of the greatest minds in human history. (For a recent take on the subject, read the critic and philosopher Arthur Danto. In his last book, What Art Is, Danto, who spent much of his career thinking and writing about Andy Warhol’s work, struggles not only with what he thinks art is, but also with what he thought it was earlier in his career.)

It is, at the very least, a slippery question.

 I believe that the question can only be answered in a provisional way: this is what art seems to me to be, now. The question can never be answered for all time or to fit all circumstances — even by talented and careful thinkers like Arthur Danto (or Plato or Kant or Hegel, for that matter). For me, for now, art seems to be something that expands our minds, made by someone who intended to do that, and who succeeded. It’s a weak definition, I know, (what, exactly, does it mean to “expand a mind”?) but I’ll make do with it, for now.

Tuesday 04.01.14
Posted by Laura Knott
Comments: 1
 

On Adult Conversation

In 2009, Christopher Hitchens, who was devoted to impeccable writing but also expected his readers to sit up and pay attention, wrote a review of a book about Abraham Lincoln. The biographer acknowledged that while he’d made many educated guesses about Lincoln’s life, he had omitted from the text any qualifying phrases such as, “It seems likely that…” 

Hitchens responded favorably to this decision. “It is agreeable to be informed,” he noted, “when embarking on such a long and demanding work, that one will be treated like a grown-up.” 

Hitchens’ assessment got me thinking about relationships among artists, writers, and viewers. What we need, I think, when we experience works of art, is generous maturity: artists who do what they must do, rigorously, and who talk and write about what they do, vigorously; curators and writers and critics who employ their intellectual, physical, psychological, emotional, and all other faculties in understanding and interpreting what artists are up to; and viewers who allow themselves to relax deeply into comprehending a mind unlike their own.

Over the weekend, I read an early 1990s interview of the artist Allan McCollum. I’d been curious about his work because I was drawn to it whenever I saw it, but I had really no idea what he was getting at. McCollum was fantastic in the interview, talking about how his work relates to art history, to museums and galleries, to collections of personal souvenirs, to fossils and deep time, to longing for what we don’t have, to the expectation that artists will only create rare objects, to the eroticism of industrial design, to the poignancy that is unacknowledged in every human life.

The McCollum interview threw me back to Tom Wolfe and his objections to art that needs interpretation, and to arguments about whether artists can ever reliably interpret their own work. But I like hearing artists talk about their work. I needed McCollum’s voice to give me a point of entry.

Grayson Perry, the 2003 winner of the Tate Britain’s Turner Prize, and an artist whose work is very, very different from McCollum’s, said recently, "People outside the art world often want art to be instantly gratifying, and I say, 'No, it's not going to happen like that.' You can't walk into an art gallery and expect to know and understand and appreciate it all on the first visit. Art history is a long conversation...."

That’s the key, isn’t it? Grown-up conversation. Let’s talk.

 

Books and articles mentioned here:

Christopher Hitchens, “Abraham Lincoln: Misery’s Child,” in Arguably, a collection of essays published in 2011 by Twelve Books. The biography reviewed is Michael Burlingame’s Abraham Lincoln: A Life.

Allan McCollum 
interviewed by Thomas Lawson

http://allanmccollum.net/allanmcnyc/Lawson_AMc_Interview.html

Originally published in Allan McCollum, A.R.T. Press, Los Angeles, 1996.

Tom Wolfe, The Painted Word, was first published by Farrar, Straus and Giroux in 1975. It’s available in many subsequent editions.

Grayson Perry in “National Treasure?” Apollo, December, 2013.

 

Tuesday 02.11.14
Posted by Laura Knott
 

Meeting the Threats to College and University Museums

Last summer, I wrote a whitepaper for a colleague who works as a senior administrator of an art museum that’s situated on the campus of a medium-sized private university. Since then, the paper has been distributed to several other universities. It’s downloadable here. The summer before last, I was invited to attend an intensive week at Northwestern University, where the Association of Academic Museums and Galleries (AAMG) set out to train a group of about 30 of us to lead academic museums and galleries.

So the problems that many academic museum and galleries are facing are of great interest to me. The widely told tale about Brandeis University making a move to close the on-campus Rose Art Museum and sell its collection is but one of many instances in which academic museums and galleries have been forced to justify their existence to a financially stressed parent institution. In many cases, that justification is hard to make. It’s been shown again and again that arguing for the arts as a public good has very little effect, and in many cases the numbers of students engaged by academic museums is less than impressive. Furthermore, the financial pressure on many academic museums and galleries is compounded by pressure to serve ever-broader segments of the faculty and the student body.

The argument I pose in my whitepaper is that academic museums and galleries can become more deeply embedded in the lives of students across all academic disciplines, including the sciences and engineering, by focusing on bringing great, new art to their students. Maybe it’s a nerdy argument, but maybe not.

Walter Lewin, a beloved and much viewed MIT physics professor (as of today, the promotional video about his lectures has been viewed 873,779 times), was famous around the campus for his great lectures, but he was also known to the artists at the Institute for his enthusiastic interest in the arts. He not only helped some of the artists solve technical problems, he also encouraged his physics students to make a place for art in their lives. Lewin would put postcards showing works of art outside his office and, so I’ve heard, give extra credit to anyone who could identify them.

There are lively people like Walter Lewin in every field of study and on every campus. For academic museums (and maybe for all museums), the trick is to find them and hang on.

If a campus art museum is only visited by students who have to write art history papers, if the bioengineering majors and the physicists aren’t stepping across the threshold, then something is wrong. The remedy is for leaders of academic museums and galleries to reach across disciplines, to make new friends, to lead

Wednesday 01.08.14
Posted by Laura Knott
 
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Laura Knott, Founder and Curator | 617.953.0934 | lauraknott@cultureburg.com