This past Sunday marked the final class day for Teen/Artist Project 2012–2013. We began the day by visiting the Modern’s FOCUS show featuring Barry McGee. Though the artist’s installation had no direct bearing on the day’s project, it was an opportunity for the teen artists to see his work while they had the chance.
T/AP reconvened on Sunday to make history—quite literally. Joshua Goode led the exercise by discussing possible motivations for ancient man’s image-making practices. Looking at the cave drawings from Lascaux, Stonehenge, and the Venus of Willendorf (among other similar figurines), we wondered if they served some shamanistic, religious, or even scientific purposes. Because these objects are prehistorical (before written records), there are no accompanying documents to tell us what their purposes were—we must theorize.
T/AP is back from Spring Break! This week we experimented in printmaking with artist Joshua Goode. Beginning the day with a short presentation about relief prints, Joshua explained how prints are not like paintings or sculptures—the printing process results in multiples, and they are rather cheap to produce. Joshua reviewed printmaking from the Middle Ages to the Renaissance to Modernism, providing examples by artists such as Albrecht Dürer, Käthe Kollwitz, Pablo Picasso, M.C. Escher, and Al Held, among many others.
Our field trip to various art-related venues in Dallas this past Saturday proved to be a whirlwind adventure! We were welcomed into several different types of art spaces and learned a great deal about each of them in the process. A private collection, galleries, studios, and an art foundation were our visits for the day.
Joshua Goode has joined T/AP as our final artist and mentor of the 2012–2013 class year, and we are very excited to have him with us. Working in various media, he is an artist interested in not only creating an art object, but also harnessing its setting as an integral part of the work. As he discussed his own art practice, we learned that much of his inspiration is autobiographical, often dealing with his family and personal history.
Our last day with Rebecca Carter was all about WORK! WORK! WORK! Working with the computers in the lab or with the art materials, the teen artists got down to business completing their mock-ups for the signage project.
All of the students had the opportunity to submit their mock-ups to MAP—Make Art with Purpose—which will be choosing entries for an upcoming signage project later this year.
February 10 marked our third T/AP meeting with Rebecca Carter. We started the day by viewing Jenny Holzer’s installation Kind of Blue, 2012. As a textual work, this particular piece from the Modern’s permanent collection offered the teen artists an example of how to approach, design, and execute their signage projects.
Rebecca led the students in a discussion of the Holzer installation—its formal qualities, its siting in the gallery near reflective surfaces, its two-story viewing space, its color, and the text itself.
On Sunday, February 3, the teen artists spent quite a bit of time with Rebecca Carter discussing ideas for their upcoming signage projects. As requested, the teen artists provided photographs of signage they each came across in the past week. Spending the first part of class narrowly focusing on the signage present in the photographs really got things in gear. The relationships between image and text, the juxtaposition of seemingly unrelated words, and the effectiveness of fonts and typographic choices became the conversation for the day.
This past Sunday marked the first of several with our newest artist mentor, Rebecca Carter. We began with an introduction to Rebecca’s past and recent work, discussing her installations and the subjectivity of the self and body. Especially relevant was her focus on split subjectivity—the subjective difference between “I” and “me.” Continuing her presentation with a quick dabble in Freudian and Lacanian psychoanalysis, she showed us her work concerning text and textiles.
Sunday, January 13, turned out to be a very special day for the teen artists. They were afforded the opportunity to engage with the Modern Art Museum of Fort Worth in a way that only a very select few artists and patrons can: the teen artists were permitted to draw on the museum's walls!
Happy New Year! It is 2013, and Teen/Artist Project is back in action. For our first meeting after the winter break, Gregory Ruppe (a leader of the Fort Worth art collective known as HOMECOMING! Committee) joined us to teach our teen artists about casting from molds. Joining Greg for a presentation on his work and exhibitions, we learned of some of his motivations as an artist: exploring cross-cultural idiosyncrasies, cultural myths, and obsessiveness (to name a few).
December 16 marks the last T/AP meeting before we see each other again in 2013. And what a way to end the semester…
Our teen artists had the opportunity to work with the very talented Sally Glass, a CentralTrak Artist in Residence with a background in photography and an art practice that includes recontextualizing everyday objects. In preparation for the day’s project, Sally brought along a supply of ordinary things.
This week’s meeting of T/AP saw a change of pace. For the next four sessions, the teen artists will work with a different artist each class to complete several one-day projects. Our December 9 class was led by the Modern’s Assistant Curator of Education, Nathan Green. Nathan began with a brief lecture about the artist Mark Bradford, then presented an interview with the artist from Art:21, PBS’s award-winning educational series about contemporary artists.
December 2 was T/AP’s final day with Iris Bechtol. The students were tasked with completing their Merzbau-inspired projects. Using corrugated cardboard, colored tape, and other available media, the teen artists constructed works that were modular and easy to both assemble and disassemble.
Our T/AP meeting for 18 November began with Iris leading a critique of everyone’s work from the previous week. Everyone took turns discussing the motivations behind their projects—explaining their inspirations and methodological approaches while receiving critical feedback and helpful commentary from fellow students.