Conversations with Cezanne

When Lecomte evaluated Cézanne so intelligently in 1899, "abstraction" had not yet settled into its twentieth-century, formalist definition. Nor had images called "abstract" abandoned representational reference, as they would begin to do not long after Cézanne's passing. The meaning of

"abstraction," circa 1900, was fluid and confused, an amalgam of contested notions. Regardless of anything Cézanne said, it was his technique that caused many of his witnesses to link the autonomy of his form and the purity of its beauty to a process of abstraction. This turn in interpretation entailed a certain irony: "form" and "beauty" were conceptual entities suited to endless verbal philosophizing, precisely what Cézanne disliked in Bernard among others. To reconcile abstraction, itself an "abstract" notion with the very physical nature of Cézanne's painting, most of those familiar with him claimed that his abstraction developed from the senses, not the intellect—more intuitive harmony than science of color, more spontaneous rhythm than planned geometry. This variant of "abstraction" broke from the term's nineteenth-century connotation of intellectual excess (we still say that certain arguments are "too abstract," or that a mentally distracted person has an "abstract" look). Lecomte's perception that Cézanne's style satisfied antithetical demands coming from impressionist naturalism and symbolist idealism was ingenious and should have been adequate to the situation; but other commentators began to acknowledge somewhat different alignments, cognizant of competing notions of "abstraction." For Denis, the conflict between Monet's impressionism and Gauguin's symbolism amounted to a dispute between sensualist lovers of nature and rationalist devotees of abstract form. Reacting to attitudes that troubled him in others, Denis complicated matters by switching sides in the ongoing debate. First he praised, then he denigrated abstraction, lamenting Cézanne's inadvertent role in furthering it.

     Why all this happened is crucial to the historical fortune of Cézanne's art. At the beginning of the twentieth century, Denis (like many others) observed that artists of his own age were being dehumanized by the leveling effects of modern urban life-mechanization, commodification, standardization, social regulation—all leading to impoverishment of both intellectual and spiritual experience. He argued that the remedy could be found in an "abstract ideal, the expression of inner [mental] life or a simple decoration for the pleasure of the eyes.", Under the circumstances, the representational arts would strive to mask out dull environmental realities, "evolving toward abstraction." However much this kind of "abstraction" might appeal to the intellect and imagination (subjective "inner life"), it would retain a distinct material component, located in a purified form and a straightforward procedure (the objective "beauty" of "a simple decoration"). Cézanne was exemplary because his marks appeared independent of any strict mimetic function and were also very physical, therefore representing a material (not conceptual) abstraction of the painting process. This was an aestheticized, humanized materialism, intense in both sensation and spirit; it seemed fit to counter the anesthetizing materialism of modern bourgeois existence.

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Documents of Twentieth-Century Art

Conversations with Cézanne

Michael Scott Doran, Julie Lawrence Cochran (Translator), Richard Shiff (Introduction)

Berlinde de Bruyckere - La Biennale di Venezia Collateral

AKADEMIE X LESSONS IN ART + LIFE - Tim Rollins

[[akademie-X]],[[Tim Rollins]]

  • page 268 lesson 28: Art is Not Just Experience

    • We believe good art is work that doesn't ask permission to exist, to be is enough. Good art is anything made sincerely yours. This art can be affirmative, shamelessly beautiful or ugly, a contribution of dissent, audacious and critical, yet deeply celebratory by the very fact of its existence. We think good art is always a gift, an affirmation of a mysterious gratitude. It's not instrumental but feels inevitable. Art is a faith proposition built upon a base of wonder.

AKADEMIE X LESSONS IN ART + LIFE - Wangechi Mutu

[[akademie-X]], [[Wangechi Mutu]]

  • page 228, Lesson 24: Living Art

    • The sharpening of visual intelligence is crucial for artists. I would recommend drawing - and by this, I don't mean drawing in a pedantic, high-school, instructional manner; I mean using your hand and your mind to pull out information from the subconscious onto a surface and into the real world. It is one of the best ways to shorten the distance between your brain and your fingertips and to allow you to gauge what is going on from within yourself. When you speed up that process, by drawing with as basic a material as pencil or charcoal, or ink and brush, your senses of intuition, honesty and integrity are sharpened. I would also push every artist to enhance their sense of context and their role as artist by visiting museums or the theatre, going to poetry readings, hanging out at DJ slams, listening to live bands - to participate in and enter cultural spaces in one way or another. Figuring out what's happening in other genres and media in your particular moment in time is important to you as a visual artist because even if you don't feel it's relevant to you, making cross-references makes you aware of your own position and place, your aliveness at that particular moment in time.

    • Everyone should understand as much about the past as they can possibly get in their heads. As the voices of their culture and their communities, artists in particular should know as much as possible about what has happened prior to their own existence. It's a way to stand out as the voice of the present, to pay homage to what has happened, and avoid repeating and recycling the mistakes that have already been made. It's also a way to remain in touch with your own humanity, and with the humanity of others whom you don't know.

Akademie X: Lessons in Art + Life

Tutor: Dan Graham

Lesson: Art Schools at Their Best and Worst

BEST

  1. Visiting artists: Lectures and studio visits

  2. Class trips.

  3. Availability of video, film and audio equipment with technicians

  4. Practical training in areas such as graphic design.

  5. Good libraries

WORST

  1. The emphasis, since the 1980s, on making art as a specialist professional ‘career’ rather than as a passionate experiment.

  2. The obsession with the artist as a future ‘art star’.

  3. The obsession with making an academic rationale for art, a good example being the overuse of the world ‘problematize’.

  4. Teaching only the contemporary art that is found in the art magazines in the library.

Lesson: LOVER LETTER from us - Tutor: Olafur Eliasson

AKADEMIE X LESSONS IN ART + LIFE, lesson 8 - PHAIDON

…We don’t pronounce ahead of time what we think we need to know. After we do something we don’t say others should do that thing. We try to learn how to learn, so we learn where we have to go by going. We evaluate and critique ourselves along the way, and together, and always, and all ways. We invite other artists and practitioners to think and do with us. We believe in risking vulnerability and practicing in the robust discomfort of uncertainty. A shared vulnerability is important. We believe in getting out of our comfort one. We believe in an economy of effort. Of making an effort. In rejections that offer alternatives. We believe in thinking and doing, in the active imagination as an agent in the world, in shaping and being shaped by the world, in causing the world to wobble differently depending where we stand. We like the world wobbling differently.

School is not a place for a safe enclosure of lessons. School is an amplifier for the world. Lessons are not fixed ahead of time or they become rules. Dogmatic. Concrete. Belaboured. The syllabus is written after the course ends. The course is endless. The curriculum emerges out of the energy and relationships in the space and the world. It emerges out of the encounters in the world. It emerges out of the social contracts for how we negotiate and engage with each other in the world. It emerges out of questions and feelings, empathy, the politics of experimentation, perceptual awareness, the responsibility of taking risks and compassion.

A philosophy of care. It emerges out of the ecology of thoughts and ideas, being conscious that we are conscious and the felt feeling of being present. It emerges out of the question: how can art change the world?

Our school emerges out of questions of why: why make a specific artwork? Why do something one way and not the other? Why put a work in an institution? What relationships does a work empower? How does a work allow us to understand and feel the conditions and constraints through which systems squeeze the world into different forms, so that what works can touch the world? Finding our ‘whys’ helps us to prioritize content, helps us sharpen a precision with tools. Sharpening our tools helps us to collaborate with others and builds openness. Simply breathing can provide the material for a workshop. Simply breathing can be a lesson plan. Breath now. Take a deep breath. Simply breathing can help us feel an awareness of where we are and what we are doing. A pause. Break. Caesura. Everyone participating shapes the lesson, makes the lesson more, makes the lesson on.

Examples of thinking doing:

1) Go outside with the group. Walk backwards for fifteen minutes through the city. Note the change in speeds. Note what changes in who approaches.

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4) With a group stand in a circle in public space. Laugh out loud for five minutes. If you have to, fake the laughter until you make it happen on its own.

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11) As a group, walk very, very, very, very slowly for fifteen minutes in public. Very slowly. Like you are in slow motion. Like you are conscious of every bend and muscle. Like the air is a thick viscous plasma of breath. Feel your weight on the ground. Feel the ground pushing up against you. Feel your balance shift to imbalance. Cultivate that cusp of balance and control. Cultivate the carp out of it. Feel each part of the slow motion as it is distributed through your entire body. Don’t forget to breathe.

artist Marina Abramovic, from AKADEMIE X, LESSONS IN ART + LIFE

artist Marina Abramovic, from AKADEMIE X, LESSONS IN ART + LIFE

Excerpts from her message

AN ARTIST’S RELATION TO INSPIRATION

  • An artist should not lie to himself or to others

  • An artist should look deep inside himself for inspiration

  • The deeper he looks inside himself, the more universal he becomes

  • The artist is universe

  • The artist is universe

  • The artist is universe

AN ARTIST’S RELATION TO TRANSPARENCY

  • The artist should give and receive at the same time

  • Transparency means receptivity

  • Transparency means to give

  • Transparency means to receive

  • Transparency means receptivity

  • Transparency means to give

  • Transparency means to receive

  • Transparency means receptivity

  • Transparency means to give

  • Transparency means to receive

AN ARTIST’S RELATION TO SYMBOLS

  • An artist creates his own symbols

  • Symbols are an artist’s language

  • The language must then be translated

  • Sometimes it is difficult to find the key

  • Sometimes it is difficult to find the key

  • Sometimes it is difficult to find the key

AN ARTIST’S RELATION TO SILENCE

  • An artist has to understand silence

  • An artist has to create space for silence to enter his work

  • Silence is like an island in the middle of a turbulent ocean

  • Silence is like an island in the middle of a turbulent ocean

  • Silence is like an island in the middle of a turbulent ocean

AN ARTIST’S RELATION TO SOLITUDE

  • An artist must make time for long periods of solitude

  • Solitude is extremely important

  • Away from home

  • Away from the studio

  • Away from family

  • Away from friends

  • An artist should stay for long periods of time at waterfalls

  • An artist should stay for long periods of time exploring volcanoes

  • An artist should stay for long periods of time looking at fast-running rivers

  • An artist should stay for long periods of time at horizons where the ocean and sky meet

  • An artist should stay for long periods of time looking at the stars in the night sky

How to be an Artist, Jerry Saltz #31, Zettel 159

If you are stymied by some artists, keep their names on a list and keep coming back to them. You might start with Rembrandt, unflinching in depicting the physical weight of the world, every vulnerable. Or Constable, as elementally tactile as any artist who ever lived. Once an artist finally makes sense to you, take on a new one. You owe it to you yourself as a seeing machine -

How to be an Artist, Jerry Saltz #19, Zettel 157

Embed thought in Material. What does this mean? An artwork should express thought and emotion ( I contend that the two can’t be separated.) Your goal as an artist is to use physical materials to make these thoughts and emotions, however simple or complex, accessible to the viewer…Erick Fischl had said that he “wanted to paint what couldn’t be said.” All artists are trying, on some level, to do the same.

How to be an Artist, Jerry Saltz #10, Zettel 156

…serious artists tend to develop a kind of creative mechanism - a conceptual approach - that allows them to be led by new ideas and surprise themselves without deviating from their own artistic principles. As an artist, you’re always studying your environment, absorbing sensations, memories of how things work and don’t. The goal is to create a practice that allows a constant recalibration between your imagination and the world around you.