Curating Public Narratives 2015: Can art be successful on a public level and not on an artistic one?

Course Description

This course will investigate the ways in which artists have presented narratives in the public realm and the organizations that have made the presentation of those works central to their curatorial practices over the last 40 years. Focusing on recent works presented in New York’s public spaces by Creative Time, The Public Art Fund, the Percent for Art Program, Arts for Transit and other non-profits organizations, this course will look at what it meant to tell stories and open discourses that challenged or interrogated widely-held value systems, the events and the politics of their time. In addition to the specifics of current and other key works and projects, we will discuss the conditions that governed the development of public performance, temporary and permanent installations, the ways in which those works were influenced by public approval processes and governmental agencies, media coverage and community response. Each student’s final project will be an on-line proposal for an exhibition that conveys a “narrative“ developed in the context of this course, referencing other relevant works .

Monday, September 28, 2015

Can art be successful on a public level and not on an artistic one?

Erin –Pasternak through Eccles comment on Pages 89

In this section, Pasternak poses the question of whether or not art can be success on a public level and not a artistic one. Finkelpearl and Eccles both take the opportunity to discuses central, specifically the 2005 installation The Gates. While Finkelpearl merely mentions that it was a joyous piece that brought the city together, Eccles was more critical. Eccles mentions how it is hypocritical for a piece to bring thousands of people to the park when just months before, anti-war protestors were denied on the grounds of reseeding. Eccles also launches into the discussion of how new public art pieces in the city are exceedingly Manhattan-centric and costly. For the purpose of adding to this discussion between Pasternak, Finkelpearl and Eccles, I want to focus on a new installation in Madison Square Park.

The piece, Fata Morgana, by Teresita Fernandez is the largest sculpture Madison Square Park has hosted yet to date. The piece, running along several walkways, is made of mirror polished foliage-esque forms that force an immersive experience. I’ve chosen to bring attention to this piece for a few reasons: location, and artistic integrity. As Eccles was discussing, public art projects are exceedingly Manhattan-centric and costly. This project is certainly no exception. Madison Square park is location centrally (in terms of east/west orientation) and is very close to central Manhattan in general. According to the parks website, they expect more than 50,000 visitors to the park a day. Most of them will be interacting with this sculpture in some way. It would be easy to debate whether or not the sculpture is good. I think the key point is that it is being heralded as a tourist attraction and way to draw people in. Instead of being particularly thought provoking, most people can write it of as “pretty” or “nice to look at.”

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Divisional, Program and Class Policies

● Responsibility

Students are responsible for all assignments, even if they are absent. Late papers, failure to complete the readings assigned for class discussion, and lack of preparedness for in-class discussions and presentations will jeopardize your successful completion of this course.

● Participation

Class participation is an essential part of class and includes: keeping up with reading, contributing meaningfully to class discussions, active participation in group work, and coming to class regularly and on time.

● Attendance

Faculty members may fail any student who is absent for a significant portion of class time. A significant portion of class time is defined as three absences for classes that meet once per week and four absences for classes that meet two or more times per week. During intensive summer sessions a significant portion of class time is defined as two absences. Lateness or early departure from class may also translate into one full absence.

● Canvas

Use of Canvas may be an important resource for this class. Students should check it for announcements before coming to class each week.

● Delays

In rare instances, I may be delayed arriving to class. If I have not arrived by the time class is scheduled to start, you must wait a minimum of thirty minutes for my arrival. In the event that I will miss class entirely, a sign will be posted at the classroom indicating your assignment for the next class meeting.

● Academic Integrity

This is NSU’s Statement on Academic Integrity: Plagiarism and cheating of any kind in the course of academic work will not be tolerated. Academic honesty includes accurate use of quotations, as well as appropriate and explicit citation of sources in instances of paraphrasing and describing ideas, or reporting on research findings or any aspect of the work of others (including that of instructors and other students). These standards of academic honesty and citation of sources apply to all forms of academic work (examinations, essays, theses, computer work, art and design work, oral presentations, and other projects).

It is the responsibility of students to learn the procedures specific to their discipline for correctly and appropriately differentiating their own work from that of others. Compromising your academic integrity may lead to serious consequences, including (but not limited to) one or more of the following: failure of the assignment, failure of the course, academic warning, disciplinary probation, suspension from the university, or dismissal from the university.

Every student at Parsons signs an Academic Integrity Statement as a part of the registration process. Thus, you are held responsible for being familiar with, understanding, adhering to and upholding the spirit and standards of academic integrity as set forth by the Parsons Student Handbook.

Guidelines for Written Assignments

Plagiarism is the use of another person's words or ideas in any academic work using books, journals, internet postings, or other student papers without proper acknowledgment. For further information on proper acknowledgment and plagiarism, including expectations for paraphrasing source material and proper forms of citation in research and writing, students should consult the Chicago Manual of Style (cf. Turabian, 6^th edition). The New School University Writing Center also provides useful on-line resources to help students understand and avoid plagiarism. See www.newschool.edu/admin/writingcenter/usefullinks.html.

Students must receive prior permission from instructors to submit the same or substantially overlapping material for two different assignments. Submission of the same work for two assignments without the prior permission of instructors is plagiarism.

● Student Disability Services

In keeping with the University’s policy of providing equal access for students with disabilities, any student with a disability who needs academic accommodations is welcome to meet with me privately. All conversations will be kept confidential. Students requesting any accommodations will also need to meet with Jason Luchs in the office of Student Disability Services, who will conduct an intake, and if appropriate, provide an academic accommodation notification letter to you to bring to me. At that point I will review the letter with you and discuss these accommodations in relation to this course. Mr. Luchs’ office is located in 79 Fifth Avenue, 5^th floor. His direct line is (212) 229-5626 x3135. You may also access more information through the University’s web site at www.newschool.edu/studentservices/disability/

Course Description

Monday, September 28, 2015

Can art be successful on a public level and not on an artistic one?

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