Sunday, 6 July 2014

Translating a concept into a visual language

It’s a piece of cake - by Shelanna Sturgess
Youth Voices Exhibition June 2014

“They can talk the talk, but are they walking the walk?”, was one of Bren Brophy’s continuous one liners surrounding various artworks’ exhibition selection discussions.  Translating a concept into a visual language is one of the most challenging journeys in art. Many of the artists had submitted insightful artists’ statements but the resulting work was too literal and other artists had submitted technically skilled artworks with vague or insignificant messages.  

Image by Chris Lutuyk from: http://unskewtheview.com/tag/instagram/
The invention of the camera has profoundly changed the role of the artist. 

Documenting daily life can now be done in a split second on a cell-phone and the advent of social media and apps like Instagram allow us to instantaneously share our visions with the world. Capturing an image is a significant resource in terms of collecting strong references for an artwork, Thus artists are no longer forced to endure the elements whilst painting a landscape.  However an artist’s reference still needs to be transformed into an artwork for us to be able to create a lasting experience for the viewer.

For example: A still-life or portrait can be highly skilled but the fact that we can document the same image with a camera in 2 seconds, often causes the viewer to lose interest as the message of the artwork is insignificant.  

Still Life, by Louise Moillon, 
a 17th century French Painter from the Baroque era.  
Image from: http://stilllifequickheart.tumblr.com/page/689
Sarah Browne has dubbed our current state of society as the 'visual revolution'. She states that our brains process visual information 60, 000 times faster than text. Which leads us to the following questions: What U say ‘bout what?

And in a world where Facebook users post 300 million images a day  (Browne, 2014), how does one sustain the viewer’s interest in an artwork?

I am an incessant baker, so I like to compare creating an artwork to baking a cake.  First of all you need to have an occasion to bake for and this is like developing your concept. I like to ask the question - what would I like my artwork to be about (i.e. what is my concept)?

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Great British Bake Off winner, John Whaite, completing his Heaven and Hell Chiffon Cake. Images from:
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Generally I find that personalising the concept leads to a more authentic expression and this allows the viewer to think about their own experiences in relation to the artwork. For example Anna Ballantine, a South African ice skater has created a stunning diptych about her experiences of fame and childhood.

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Artist: Anna Ballentine
Medium: Graphite on paper
Durban Girls High School

The second thing that I look for is what ingredients I have in my cupboard. In other words what elements of art can I use to express my concept?  Thus I can alter the meaning of my image by changing the colours or textures to express a certain emotion. For example Sizwe Cele’s woodcut print’s bright colours creates a sense of the vibrancy of public transport.

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From home to home
Artist: Sizwe Cele
Medium: Woodcut on paper
I can start looking for a recipe once I have my concept and basic ingredients/elements selected.  Thus I could begin by experimenting with various art principles that I can use to create my picture. For example Cele has created balance in his work by having homes on either side of the bus as the focal area. Cele’s use of warm red and cool blues also illustrate the principle of contrast.

The next step is to select an art medium that will best express my concept and this relates to how long I have to bake my cake and whether I will use an oven or a microwave. For example acrylics is a much quicker medium than oils or adding a pencil crayon layer to watercolours is sometimes faster than building up 5 or 6 layers of pencil crayon.  However each of these mediums will create a different mood and I need to consider how my medium will add impact and meaning to the final product.

For example Mthobisi Maphumulo selected pastels to create his portrait of a schoolgirl, as the bright colours reminded him of the playfulness of childhood.

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Mthobisi Maphumulo, Untitled, 2013.

The final presentation of your cake is the composition.  A good composition is integral to creating a striking first impression.  You see, when you bake a cake you want people to be totally surprised by making something new that looks amazing and tastes delicious.  Thus your artwork needs to have an element of mystery and innovation - people need to be asking the question - how did they do that? (i.e. innovation).  Other compliments on a great cake (i.e. a great artwork) are - it looks incredible (i.e. technical skill) and it tastes so delicious that I want to keep eating it (i.e. the message is not too obvious and can sustain the viewer’s interest for a long time.)

Some examples of innovative techniques on the What U say ‘bout what? show are Ryan Oliver’s Untitled portrait made out of bricks and plaster and Stephanie Trevethan’s portrait made out of broken glass bottles. In both these works the artists have used scale and unusual materials to create meanings that extend beyond the standard portrait subject matter.  For example Trevethan uses the broken bottles as a metaphor for the emotional effects of alcohol.  The sharpness of the edges and the play of light on the glass certainly captures and sustains our interest.

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Ryan Oliver, Untitled, bricks and plaster on board,
Crawford North Coast


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Stephanie Trevethan, Alcoholic, broken glass and cork on board, Durban Girls College

Another innovative work is Construction II, an installation by Jess Bothma, who is creating a form of explosive art.


























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Artist: Jessica Bothma
Durban University of Technology

Another example of ‘explosive’ art is CAi Guo-Qiang’s drawings from gunpowder.

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Cai Guo-Qiang, Exploding House: Project for Deutsche Guggenheim Berlin, Gunpowder Drawing, 2006, Collection of the artist, © Cai Guo-Qiang Image from; http://www.db-artmag.com/en/58/on-view/hanging-out-at-a-museum-cai-guo-qiang-in-taipei/

Mhlo Chiliza’s charcoal drawing also creates a sense of mystery, as I find myself wondering who the speaker is? What are such modern microphones doing placed on such an ornate table? What forms of power is Chiliza alluding to?

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Mhlo Chiliza, Leaders Corruption, Charcoal
Or look at the untitled work by Malandla Nomonde Zona below:

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Home
Artist: Malandla Nomonde
Medium: Acrylic on paper
Grosvenor High School
I keep asking who this man is with such sore feet?

So to all you budding artists out there let’s get ‘baking’ and remind the world that the artistic vision is more than a 2 second happy snappy or a technically sound copy of an object in paint.  And whilst creating good art might not always be as easy as piece of cake, it certainly is worth more than fleeting images being posted by the millions on social media.

Bibliography: Browne, S. (2014). Market Researchers: Do You Speak Visual?. [online] Linkedin.com. Available at: http://www.linkedin.com/today/post/article/20140318023417-1333827-do-you-speak-visual  [Accessed 4 Jun. 2014].

An Insight into the Curatorial Process


The artists ....
The exhibition 'what u say 'bout what?' was designed around a cancellation which included Youth Day 2014. The concept behind the exhibition was to investigate the question of where do South African artists come from? The invitations to participate went out in under a week - which immediately limited the pool of young aspiring artists to those who could be found. Frantic attempts were made to contact both secondary schools and tertiary institutions in and around Durban. Thanks must go to Jannie van Heerden and osmosis Lisa for doing this.

The selection process .....
A young curatorial team worked with the 'mentor curator' Bren Brophy to experience what went on 'behind-the-scenes'. Bren explained that selection could occur using a criteria-based rubric approach or a participatory consensus model(Participation, dialogue and conversation) The latter was chosen.

Activity 1:
Design a list of selection criteria that could be used for an exhibition of this nature.
Use a rating scale for each criterion e.g. 1 to 10
Put this into a chart and test it out on some works around you in your studio environment.
Discuss the advantages and disadvantages of this model.
Activity 2:
Research the participation model. 
Organize a 'panel' with 3 other members of your group.
Draw up some guidelines for selection, and then test out the model on works from your studio environment.
Discuss the advantages and disadvantages of this model.
Which would you use?

Exhibition Design and installation ...

The concept or overall idea was initially discussed with the curatorial panel. This aimed to present the work in a way that enhanced the exhibition theme 'what u say about what?' - the idea of a conversation by young people about the issues that interest them. This of course implies that the artworks DO have something to say!

The selected work was laid out in the gallery and moved around on the floor until these conversations started happening. Often another selection process occurs when these conversations don't happen, and work has to be 'triaged'. (see the interview with Bren for this)


The technicians then started work with ladders, tools and a well-developed attention to detail! Laser sights projected onto the walls to create exact verticals and horizontals, and secure fastenings were used invisibly wherever possible.

Interview with the mentor-curator ... Bren Brophy

Critical thinking and the KZNSA Gallery educational resources

Critical thinking - especially in a gallery context - is very important in the Grade 12 Visual Art curriculum. Approximately HALF the Theory paper requires you - the learner - to look at previously unseen work and critically think (and write) about it. There are unseen works in each of the questions you will answer.
The more you practise, the better you will get!

The ArtTeam has chosen four works for you to practise on. Each work has its own post which you can use to research, using a critical thinking technique - 'infographic construction'. These infographics can then be used to answer the 'own choice' part of the paper, AND you will have had practise in thinking critically!

Wesley van Eeden
'Secret Country'

Doung Anwar Jahangeer
'Stepping into Freedom'

Pascale Chandler
'Wounded tread of gentle souls'

Sifiso kaMkame
'Letters of Home'


How to make an infographic ....
Example : Pascale Chandler
'Wounded tread of gentle souls'


Step 1: Create THREE chunks by actually cutting up paper OR work digitally.

Step 2: Decide on the content for each chunk. Ask your teacher if you are unsure. Some chunks are always the same. Pencil (or key in) these as chunk headings.

........... Graphic chunk .... paste the picture here. Add the artist's name, the name of the artwork the date and the medium.  (Refer to its relevant theme as well) This will always be the same.

........... Intention of the artist .... read the relevant post and look at the links ESPECIALLY the interview with the artist. Write about 6 sentences into this chunk.

.......... Analysis chunk .... here we look at the elements and principles of Art & Design and figure out how they construct the meaning of the painting. Write about twice as much in this chunk.

Look at this example of an infographic .....

This can then be written as an essay for an exam, and the infographic will help you revise. This example only has (about) 20 sentences.

Sifiso ka Mkame shows some learners how to tackle social issues visually using his unique technique. 






Post-democratic identity in South Africa (including issues of language, ethnicity, globalisation, urbanisation in the new South Africa)

The new 'LEGU' theme in the Grade 12 NCS curriculum for Visual Arts is now Theme 6 ...
Post-democratic identity in South Africa (including issues of Language, Ethnicity, Globalisation, Urbanisation in the new South Africa) 

This exhibition - 20 Years: 20 Artists - has many examples of these issues of language, ethnicity, globalisation and urbanisation. Have a look at the colour coding on the artworks to find some excellent examples.




Wesley van Eerden

'Secret Country'

Secret Country explores the idea of a place that has not yet been found or disclosed because of a lack of education and the opportunities that a government should be providing for its young people. (van Eeden - catalogue)


Wesley van Eeden
Secret Country
Ltd Edition archival print
29.7 x 42cm

From van Eeden's proposal ........
This artwork was originally created for the inaugural Cape Town Art Fair in October 2013. A film is in the process of being edited showing the process of the artwork being produced at the art fair as it was a live painting / installation. If the video is ready it would be great to show the video as well.

The artwork represents an African school girl, her school badge is representative of South Africa as a “school”. The school in this case has taught us very little and our vision is limited with the knowledge we have attained. This knowledge could be the new government, our parents, society etc. The title “Secret Country” is alluding to a place that has not been discovered yet and or been kept under cover for the fear of individuality and self reliance. The artwork is about celebrating our own individuality and self worth and the flowers, fauna and birds are metaphors for this.

Also if there is sufficient funding a live painting could be cool for the opening night. The artwork is digitally produced and wheat pasted onto a canvas at any size with abstract painted imagery under and on top of the design as the photo below. 


This artwork depends on the 'New Media' advent of graphic design. Graphic images have been used in the past in the world of advertising and also of graphic novels and comics. van Eeden's technique moves them into the gallery space as 'painting'. He emphasizes this shift by actually painting onto the digital canvas as seen above.

- what is digital and what is painted? TAKE A GUESS!


Link to an article on graphic novels

All the images surrounding the schoolgirl are metaphors for what is available in the world. van Eeden says that 'the artwork is about celebrating our own individuality and self worth and the flowers, fauna and birds are metaphors for this". 
Do you think schools help or hinder learners in discovering their new identity in the global world? Do they protect learners from too much happening in the world out there or do they keep us insular and unaware
The global world 'out there' exposes young people to many attractive possibilities.
Can you define a 'global identity'? Debate this briefly ........

Activity link: This could be used in your school's studio OR at the gallery workshop.

Link to interview with van Eeden (under construction pending artist's response)


Possible NCS Curriculum Theme links:
5. Multi-media and New Media - alternative and contemporary art forms in South  Africa

6. Post-democratic Identity in south Africa (including issues of language, ethnicity, globalization, urbanization in the new South Africa)





Doung Anwar Jahangeer

'stepping into freedom'

stepping into freedom - proposed video installation



stepping into freedom - performance in the Warwick Junction as part of the City Initiative programme


steppingintofreedom - construction detail

Doung's interest in 'anti-form' could be useful in art-making activities in your school.


  dala  -  verb to make / create (isiZulu)



The influence of Dada and Kurt Schwitters  
Link to MoMA



Scwitters - Merzbau  - early 20th century - Germany
The beginning of the 20th Century saw an interest in ‘anti-form’ with the ‘merz-bau’ (maze buildings) of Kurt Schwitters of the DADA movement in Germany. Schwitters was motivated by the trauma of the First World War in Europe, and the resulting chaos in Germany.

Is it possible to comment on the elements and principles of art in Doung's piece - such as composition - when the main interest of the work is its anti-form? 
In the performance piece, the artist resembles a municipal official and so questions the role of of these officials in the regulation of traders in Durban. The maze of gazebo scaffolding has no function as a shelter and makes viewers curious about its purpose. This starts to make them think about what could be going on and  to question the authorities - it 'conscientises' the public. 
Doung's hope is that this gives rise to alternative negotiated solutions for traders in Durban, and as such, the piece has a socio-political purpose.


Possible NCS  Curriculum Theme 
5. Multi-media and New Media - alternative and contemporary art forms in South  Africa