Monday, October 8, 2012

INTERVIEW: Louise Bourgeois










Louise Bourgeois (On Sunday Afternoons)
The following conversation took place at the home of Louise Bourgeois in Chelsea over a period of three weeks, in the summer of 1997: July 20, July 27, and August 10.
 We sat at a little table in a library at the end of a long corridor. 
The room opened into a garden.

Bill Beckley

excerpt:
Bill Beckley: You were born in France, but you have lived a long time in the United States.
Here, we can be puritanical.
What is the difference between the aesthetics of the two countries?

Louise Bourgeois: I'll tell you a story about my mother.
When I was a little girl, growing up in France, my mother worked sewing tapestries.
Some of the tapestries were exported to America.
The only problem was that many of the images on the tapestries were of naked people.
My mother's job was to cut out the, what do you call it? Yes, the genitals of the men and women and replace these parts with pictures of flowers so they could be sold to the Americans.
My mother saved all the pictures of the genitals over the years, and one day she sewed them together as a quilt and then she gave the quilt to me.
That's the difference between French and American aesthetics.
Here the beautiful changes for me from day to day, when I am my rational self, and when I am divided between the rational and the emotional.
As my brain experiences the duality of subjective and objective, my sense of beauty swings between the two.
I refuse to choose. I am a woman of emotion who still pines for a woman of rationality.
I am torn between the two, and I have learned to accept them both.
To seduce is a harmonius merger of the two and it is the greatest art of all.
I am a total rational person, but prone to ecstasy, like religious ecstasy.
I forgive people their religious ecstasy, but I feel sorry for them.
Are you a religious person?


Read the entire article at the Bill Beckley website:
http://www.billbeckley.com/writings/louise-bourgeois

INTERVIEW: Tim Gunn

Tim Gunn is chief creative officer at Liz Claiborne Inc. and co-host of Lifetime TV’s “Project Runway.” He delivered the keynote address at the Cooper-Hewitt, National Design Museum’s Teen Design Fair in October. He spoke with the magazine’s Megan Gambino.














The entire Tim Gunn interview in Smithsonian Magazine:
http://www.smithsonianmag.com/arts-culture/Q-and-A-Tim-Gunn.html

The entire keynote address at the Cooper-Hewitt, National Design Museum’s Teen Design Fair is here:
http://www.youtube.com/watch?v=oJm58Otw79Y

Image from:
http://thriftstoreconfidential.com/2009/09/09/second-hand-guide-to-tim-gunns-10-essential-elements/

Marcel Duchamp: The Creative Act

"Let us consider two important factors, the two poles of the creation of art: the artist on the one hand, and on the other the spectator who later becomes the posterity."
      excerpt from Marcel Duchamp: The Creative Act















Read more:
http://www.iaaa.nl/cursusAA&AI/duchamp.html

DOCUMENTARY: PressPausePlay

The digital revolution of the last decade has unleashed creativity and talent in an unprecedented way, with unlimited opportunities. But does democratized culture mean better art or is true talent instead drowned out? This is the question addressed by PressPausePlay, a documentary film containing interviews with some of the world's most influential creators of the digital era.
(from http://www.presspauseplay.com)














http://www.presspauseplay.com

Also available on Netflix streaming

DOCUMENTARY: Side By Side









For almost one hundred years there was only one way to make a movie — with film.
Movies were shot, edited and projected using photochemical film. But over the last two decades a digital process has emerged to challenge photochemical filmmaking.

SIDE BY SIDE, a new documentary produced by Keanu Reeves, takes an in-depth look at this revolution. Through interviews with directors, cinematographers, film students, producers, technologists, editors, and exhibitors, SIDE BY SIDE examines all aspects of filmmaking — from capture to edit, visual effects to color correction, distribution to archive. At this moment when digital and photochemical filmmaking coexist, SIDE BY SIDE explores what has been gained, what is lost, and what the future might bring. (from http://sidebysidethemovie.com/)

Movie website:
http://sidebysidethemovie.com/

Related documentary:
http://www.presspauseplay.com 

Friday, October 5, 2012

Neil Gaiman Addresses the University of the Arts Class of 2012

video excerpt:


Bestselling author Neil Gaiman has long been one of the top writers in comics, and also writes books for readers of all ages. He is listed in the Dictionary of Literary Biography as one of the top ten living post-modern writers, and is a prolific creator of works of prose, poetry, film, journalism, comics, song lyrics, and drama. (from: http://www.neilgaiman.com/works/)

Neil Gaiman Addresses the University of the Arts Class of 2012
http://vimeo.com/42372767

How to Write Good: Frank L. Visco

My several years in the word game have learnt me several rules.

1.    Avoid Alliteration. Always.
2.    Prepositions are not words to end sentences with.
3.    Avoid cliches like the plague. (They’re old hat.)
4.    Employ the vernacular.
5.    Eschew ampersands & abbreviations, etc.
6.    Parenthetical remarks (however relevant) are unnecessary.
7.    It is wrong to ever split an infinitive.
8.    Contractions aren’t necessary.
9.    Foreign words and phrases are not apropos.
10.  One should never generalize.
11.  Eliminate quotations. As Ralph Waldo Emerson once said, “I hate quotations. Tell me what you know.”
12.  Comparisons are as bad as cliches.
13.  Don’t be redundant; don’t use more words than necessary; it’s highly superfluous.
14.  Profanity sucks.
15.  Be more or less specific.
16.  Understatement is always best.
17.  Exaggeration is a billion times worse than understatement.
18.  One word sentences? Eliminate.
19.  Analogies in writing are like feathers on a snake.
20.  The passive voice is to be avoided.
21.  Go around the barn at high noon to avoid colloquialisms.
22.  Even if a mixed metaphor sings, it should be derailed.
23.  Who needs rhetorical questions?

Written by Frank L. Visco and originally published in the June 1986 issue of Writers' digest.

Source website: http://www.plainlanguage.gov/examples/humor/writegood.cfm
 
Related topic: http://topics.nytimes.com/topics/reference/timestopics/people/s/william_safire/index.html

VIDEO: George Carlin: Modern Man

George Carlin was known for his routines involving:
...Stand-up comedy that usually focuses on one of three categories: peculiarities of the English language, "the little world" (observational humor), and "the big world" (social commentary), often with a disparaging edge.  (Bio from Internet Movie Database)






Tinkering School















About Tinkering School
Gever Tulley founded Tinkering School in 2005 in order to learn how children become competent and to explore the notion that kids can build anything, and through building, learn anything. The foundation of Tinkering School is putting power-tools in the hands of 8 year-olds; using real tools and real materials to build big projects. Really big projects.

Video
Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a roller coaster!
View Video

Video
At TED U, Gever Tulley, founder of the Tinkering School, spells out 5 dangerous things you should let your kids do -- and why a little danger is good for both kids and grownups.
View Video

Related links:

http://www.tinkeringschool.com/
http://tinkeringschool.wordpress.com/
http://www.ted.com/talks



Student Quote

"I've come to this point a lot, where there are a lot of places you could have stopped in a painting, but once you go past one of those points, you can't stop until you get to the next."

Mackenzie Bennett
Huntington Fine Arts 2012 graduate
Now attending NYU

Ten Lessons the Arts Teach: Elliot Eisner


1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.
2. The arts teach children that problems can have more than one solution and that questions can have more than one answer.
3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.
6. The arts teach students that small differences can have large effects. The arts traffic in subtleties.
7. The arts teach students to think through and within a material. All art forms employ some means through which images become real.
8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.


SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.

http://www.arteducators.org/advocacy/10-lessons-the-arts-teach