Identities inequalities the arts
1 / 36

Identities & Inequalities & the Arts - PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

Identities & Inequalities & the Arts. access to careers in the arts arts activism tastes and status, class distinctions of art publics (later). The Arts & Identity Issues of Art World participants. Identity issues for participants Labeling (who is considered an “artist”?)

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

Identities & Inequalities & the Arts

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Identities inequalities the arts

Identities & Inequalities & the Arts

access to careers in the arts

arts activism

tastes and status, class distinctions of art publics (later)

The arts identity issues of art world participants

The Arts & Identity Issues of Art World participants

  • Identity issues for participants

    • Labeling (who is considered an artist?)

    • representations of identities in art (ex. ambivalence in artists discourse, presentation of self)

    • status distinctions (within & between art worlds)

      • symbolic boundaries

      • material constraints

    • biases & values imbedded in practices & institutions

    • participation of minorities & the dispossessed in art worlds

Discriminatory dimensions of artistic practices institutions

Discriminatory Dimensions of Artistic Practices & Institutions

  • Institutionalized sexism & racism

  • Gender, sexuality, race/ethnicity, religion, national affiliations, geography

  • Tensions between artistic freedom and socio-cultural conventions

Recall the triple game of contemporary art

Recall: the triple game of contemporary art

  • Sociologist Nathalie Heinichs theory of how the arts push the boundaries of what is acceptable

    • Transgression (of norms, tastes & values by artists)

    • Rejection (of artworks by publics)

    • integration (of new art endowed with the critical acclaim of art world insiders)

  • Theory that contemporary artists must push Boundaries pertaining to aesthetic values & other socio-cultural values ( by Robert Mapplethorpe)

Examples of critical discourse analysis of women in the arts

Examples of Critical Discourse Analysis of Women in the Arts:

  • DeNora on Performing gender in history of piano performance

  • Guerilla Girls--

    • Aim of exposing hegemony of white males of European heritage in contemporary Art Worlds

Guerrilla girls poster advantages of being a woman artist

Guerrilla Girls Poster advantages of being a woman artist

Guerrilla girls poster bus companies

Guerrilla Girls PosterBus companies

Gg poster hormone imbalance melanin deficiency

GG poster: Hormone imbalance, melanin deficiency

Gg poster about collectors

GG poster about collectors

Gg poster helms

GG Poster: Helms

Guerrilla girls originally covered skin to hide identity further

Guerrilla Girlsoriginally covered skin to hide identity further

King kong

King Kong

Kong and faye wray

Kong and Faye Wray

  • Beauty & the beast imagery

  • Plus word play (Guerrillas as underground fighters too)

Gg poster ingres

GG poster INGRES

Ingres odalisque


Identities inequalities the arts

Another approach to resisting hegemonic restrictions on participation in art worlds: Studies of exceptions (success stories)

Jacob Lawrence, Ironers 1943.

Rewriting the canon

Rewriting the canon

  • Germaine Greer The Obstacle Race. The Fortunes of women Painters and their work, 1979

  • Ex. Marcia Tucker et al. Out there. Marginalization and Contemporary cultures New Museum of Contemporary Art, 1992.

  • Griselda Pollock Differencing the Canon-- Feminist Desire and the Writing of Arts Histories, routledge, 1999

  • Boim, Albert. The Art of Exclusion. Representing blacks in the nineteenth Centuryk, Smithsonian 1990

  • Trinh T. Minh-ha, Cornell West etc.

Teaching the arts as a form of action research communication

Teaching the Arts as a form of action research & communication


Video clip


Artistic activities for social change

Artistic Activities for Social Change

  • Artists as members of social/cultural avant garde

    • anticipate social change

    • provoke resistance (ex. anti-war, AIV AIDS benefits etc.)

    • inspire trends (ex. fashions)

    • support charitable causes (ex. AIDS activism)

    • provide leadership

    • But-- critics sometimes doubt sincerity

    • Recall- spoof of artists pleas for African aid


Artistic practice as social action samuel mockbee s architecture of decency rural studio

Artistic Practice as Social Action: Samuel Mockbees Architecture of DecencyRural Studio

  • Architecture students in Alabama work on buildings for rural poor: homes, childrens centre, marketplace, sports facilities

  • sustainable architecture, social welfare, practical experience

Mason s bend

Masons Bend

  • Small, very poor rural community living in makeshift housing

Bryant hay bale house

Bryant (Hay Bale House)

Views of the hay bale house

1994 & 2000 (r)

Views of the Hay Bale House

Addition for grandchildren s sleeping quarters

Addition for grandchildrens sleeping quarters



Other projects

Other Projects

Links between social conscience high culture aesthetics

Links between social conscience & high culture aesthetics

  • Modernism/postmodernism

    • High tech materials & tastes but low tech & low cost building solutions

    • Interaction with clients & feedback from them

    • Community-based projects

    • Note references to architectural traditions in introduction

Judith levine theatre for the forgotten

Judith Levine: Theatre for the Forgotten

  • Theatre in prisons & with social outcasts

  • Benevolence & art different than art for arts sake

  • Historic example: Becketts End Game

Theatre for the forgotten

Theatre for the Forgotten

  • Funding issues:

    • Volunteers at the beginning

    • Touring inmates as part of theatre

    • Money for training, for arts diffusion

    • Funding for social support (education, employment readiness, counselling components)

    • change in emphasis theatre professionals replaced by social workers & arts therapists

    • In 1970s end of growth of guerrilla theatre movements



  • Arts for art sake vs. arts as social-political action

  • Arts as normative (teaching shared values) like debates about the arts & citizenship

  • Using other funding as a pretext to fund the arts

  • Use of arts funding for social programmes

  • Definition about what is art?

  • who can teach the arts?

Impact of arts as social service

Impact of Arts as Social Service

  • Organizational identity

  • Survival strategies

  • Changes to the actual way in which the art is done

  • Other types of activist theatre: ex. Augusto Boals Theatre of the Oppressed

Gran fury and aids activism

Gran Fury and AIDS activism

  • Gran Fury name for an artists collective (1988-1992)

  • AIDS awareness

    • public advertisement campaign (silence=death)

    • Article about Quebec campaign

Political art and action

Political Art and Action,

  • Grand Fury--Against indifference to AIDS & against homophobia

  • Link to images of work

  • But did not do <homework> in Quebec context (health coverage better there than in US, language differences)

Artistic work consciousness raising recognition processes

Artistic work, Consciousness-raising & Recognition Processes

Filmmaker Sylvia Hamiltons work about African Canadian experiences

Film screening of The Little Black Schoolhouse and talk by Dr. Hamilton

Note to users of these outlines

Note to Users of these Outlines--

  • not all material covered in class appears on these outlines-- important examples, demonstrations and discussions arent written down here.

  • Classes are efficient ways communicating information and provide you will an opportunity for regular learning. These outlines are provided as a study aid not a replacement for classes.

  • Login