Art and Women FA 2012: August 2012

Source: Guerrilla Girls
• The number of professionally trained artists and art historians in the U.S. – Males 52%, Females
48%
• Percentage of artists at major institutions:
o National Gallery of Art — 98% male, 99.9% white
o National Portrait Gallery — 93% male, 99% white
o Hirshhorn Museum – modern and contemporary art — 95% male, 94% white
• Exhibition opportunities: Juried (artists unknown to juror) – Males 52%, Females 48%
• Exhibitions opportunities: Invited (artists known to juror) – Males 80%, Females 20%
• Gender distribution of visual artists in art texts – Males 90%, Females 10%
• Of the over 100 Tonys awarded since 1947 for theater direction, only 2-5% have been to women
Directors; only 2-6% to African American Directors.

Source: A Room of Her Own: A Foundation For Women Writers and Artists
• Only 9 out of 52 winners of the National Book Award for Fiction are women.
• Only 11 out of 48 winners of the Pulitzer Prize for Fiction have been women.
• Women writers won 63% of the awards but less than 30% of the money in awards reported by
Poets & Writers. (Jan/Feb ‘03 issue).
• 94% of all the writing awards at the Oscars have gone to men.
• A recent study by the Coalition of Women’s Arts Organizations showed that in all 1-person shows
for living artists in American museums, only 2% of the featured artists are women.
• 51% of all visual artists are female and women hold 53% of art degrees, but 80% of college faculty
members are male.

Tuesday, August 28, 2012

Important List of Terms

Ally: Any person or institution who understands how doing anti-homophobic work benefits them and their people, and then goes ahead and does that work. Being an ally is more active than being a friend.

Bisexuality: Sexual attraction to and/or behavior with both sexes.

Biological Sex refers to the physiological and anatomical characteristics of maleness and femaleness with which a person is born.

Gender Identity refers to one's psychological sense of oneself as a male or female.

Gender Role refers to the socially constructed and culturally specific behavior and expectations for women (femininity) and men (masculinity).

Coming out: The act of defining oneself as gay or lesbian. There are significant moments and incidents of "coming out" -- to family, religious community, neighbors, colleagues. Coming out also represents the daily, ongoing need to not be made invisible in a heterosexist society.

Dyke: Many lesbians self-identify as dyke. This is not a word all lesbians feel comfortable with. It is still a loaded term that is used in a derogatory way by homophobic people.

Fluid: A term suggesting that sexuality and gender are social constructs and that it is natural to feel a certain "fluidity" in sexual attraction and identity. Fluid refers to accepting the continuum of sexual orientation from gay to straight with every nuance in between.

Gay: Traditionally, the term gay has referred to men. It has come to include lesbians, bisexuals, transgender, transexuals, etc. The word came from the Gay Liberation movement.

Heterosexism: Believing heterosexual lifestyle is superior to other lifestyles; promoting heterosexual lifestyle.

Heterosexuality: Sexual attraction to and/or behavior with the other sex.

Homophobia: The fear, intolerance, mistreatment, and oppression of homosexuality, bisexuality, lesbian women, gay men. It is often used to express the mistreatment and oppression of gay people by individuals and/or institutions.

Homosexuality: Sexual attraction and/or behavior with the same sex. sexuality, lesbian women, gay men. It often used to express the mistreatment and oppression of gay people by individuals and/or institutions.

Lesbian: Gay woman. Most lesbians prefer the term lesbian because it gives gay women an identity independent from men. There is a growing diversity of lesbian lifestyle and culture. Many lesbians self-identify as dykes.

Outed: (As in, "They 'outed' her at the meeting.") When someone tells other people that another person is gay.

Partner: A term used to describe a sweetie, loved one, wife/husband, comrade-in-life, within the gay community. It is also a term straight people consciously use for their lovers/spouses as an act against hetereosexism.

Patriarchy is the root cause of sexist oppression. It is a system of oppression which values the work of men over that of women, which privileges male culture and men oriented roles and tasks over that of women and women oriented tasks. It is a system of oppression that elevates men into positions of power and decision-making while devaluing or diminishing the contribution of or role of women. **Taken from MXGM Definitions**

It is a system of oppression, which assumes and accepts heterosexual relationships as the norm and values those relationships at the expense of others.

Patriarchy, arguably the first system of oppression learned by everyone, intersects with other systems of oppression such as white supremacy, classism and heterosexism to oppress Black women and Black LGBT/Queer people.

Patriarchy is a political-social system that insists that males are inherently dominating, superior to everything and everyone deemed weak, especially females, and endowed with the right to dominate and rule over the weak and to maintain that dominance through various forms of psychological terrorism and violence.....Bell Hooks

Privilege: A resource or state of being that is only readily available t some people because of their social group membership.

Queer: A term, loved by some gay people, hated by others, that reflects inclusion of gay, straight, transexual, transgender, bisexual, and questioning people. Outside of the gay/lesbian community, queer is a derogatory term used by homophobic people.

Questioning: Being open to defining one's sexual orientation.

Racism is the belief that there are inherent differences in people's traits and capacities that are entirely due to their race, however defined, and that, as a consequence, racial discrimination (i.e. different treatment of those people, both socially and legally) is justified.

Racism is more than a matter of individual prejudice and scattered episodes of discrimination.There is no black racism because there is no centuries-old system of racialized subordination and discrimination designed by blacks to exclude whites from full participation in rights, privileges, and benefits of this society. Black racism would require not only a widely accepted racist ideology directed at whites but also the power to systematically exclude whites from opportunities and rewards in major economic, cultural, and political institutions. While there are Blacks with anti-white prejudices, and there are instances of Blacks discriminating against whites, these ….are not part of an entrenched structure of institutionalized racism that can be found in every part of this country **Taken from MXGM Definitions**

Right: A resource or state of being that everyone has equal access to, regardless of their social group membership.

Sexism: The cultural, institutional and individual set of beliefs and practices that privilege men, subordinate women, and denigrate values and practices associated with women. Sexism is more than a matter of individual prejudice and scattered episodes of discrimination. There is no female sexism because there is no centuries-old system of sexualized subordination and discrimination designed by women to exclude men from full participation in rights, privileges, and benefits of this society. Female sexism would require not only a widely accepted sexist ideology directed at men but also the power to systematically exclude men from opportunities and rewards in major economic, cultural, and political institutions. While there are women with anti-male prejudices, and there are instances of women discriminating against men, these ….are not part of an entrenched structure of institutionalized sexism that can be found in every part of this country. **Taken from MXGM Definitions**

Sexist oppression is any force or entity that limits the self-determination of women and girls. It is the exercise of male privilege (power and control), by individuals as well as the state and results in violence and abuse of women and girls. Sexist oppression is propagated by the state through policies and practices that adversely affect women. The result of these policies is the creation and expansion of an economic and social underclass of women who struggle to support their families while they are treated as expendable labor. **Taken from MXGM Definitions**

Sexual Orientation: Sexual orientation is the term people use to define what gender they are sexually attracted to. A person who has a sexual attraction to members of the opposite gender is called heterosexual (or straight), while someone who has a sexual attraction to members of the same gender is a homosexual person. Sexual orientation is a continuum, not a set of absolutely different categories. It is not known what determines a person's sexual orientation.

Social Power: Access to resources that enhance one's chances of getting what one needs in order to lead a comfortable, productive and safe life.

Transgender: This has become a catchword for transvestites, transexuals, female and male impersonators, drag queens, those without a specific gender label.

Transsexual: Changing to another gender: surgically, chemically, and/or aesthetically.

Gender non-conforming refers to people whose gender expressions do not match stereotypes of how girls/women or boys/men are "supposed to" look and act. In reality, most people in general don’t meet all gender expectations and stereotypes either; almost nobody is perfectly masculine or perfectly feminine. The reason gender nonconforming people are included in the list of transgender people is that there are some people who identify as transgender but are not transitioning gender, and do not consider themselves cross-dressers, androgynous, or gender queer. Gender non-conforming people have an increased need for safety while in the shelters.

Two-spirit: The definition of a two-spirit person varies across the Native American cultures in which they appear. In general, two-spirit people are born one sex, and end up fulfilling the roles assigned to both sexes, or other roles reserved for two-spirit people. Some people consider two-spirit a term that can refer to lesbian, gay, bisexual and transgender people, while others think it is best used only for transgender people.

Transphobia is the negative valuing, stereotyping and discriminatory treatment of individuals who do not conform in appearance and/or identity, to conventional conceptions of gender. Trans-identified (transgendered) individuals, lesbians, gay men, bisexuals and their supporters are typically the targets of transphobia.

Taken from:

http://www.transgenderzone.com/library/hl/fulltext/33.htm

http://www.queensu.ca/secretariat/policies/senateandtrustees/harassment.html#B

http://www.sabes.org/resources/publications/brightideas/vol9/b3gloss.htm)

additional resources for definitions and terms:
http://afeministtheorydictionary.wordpress.com/

Sunday, August 26, 2012

Videos

Male Gaze

John Berger - Ways of Seeing on BBC
http://www.youtube.com/watch?v=u72AIab-Gdc&feature=related

http://www.youtube.com/watch?v=aHsV7ljusCs&feature=related

http://www.youtube.com/watch?v=h1yvciNEuAs

http://www.youtube.com/watch?v=hNZNB-SfC7w WAYS OF SEEING (episode two - female nude) 4/4

bell hooks

Cultural Criticism and Transformation

part 1

http://www.youtube.com/watch?v=zQUuHFKP-9s&feature=fvsr

part2
http://www.youtube.com/watch?v=OQ-XVTzBMvQ&feature=related (strong sexual language)

Enlightened Literacy

http://www.youtube.com/watch?v=I0whHz7PLGY&feature=related (up to "end of part one")

Spike Lee
http://www.youtube.com/watch?v=VEQh-Zpb4XU&feature=related

Women and Female Roles
Mona Lisa Smile
Part 7 http://www.youtube.com/watch?v=UHLsQIQC6zw&feature=related
Leads into Part 8 http://www.youtube.com/watch?v=B9_w2zmIyOk&feature=related

examples of video projects
teenage curator - ny times
http://video.nytimes.com/video/2011/07/07/arts/design/100000000899109/teenage-art-curator.html

gender roles
http://video.nytimes.com/video/playlist/arts/1194811622313/index.html

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*Check out the syllabus as I have made adjustments and corrections for our final weeks.

Quiz 2 - 12/18 11:45am-2:45pm

Study guide HERE

Due 12/11

Remainder of presentations and Quiz review/good-bye party

DUE 12/4 and 12/6

SEMESTER PROJECTS!

-summary on the blog along with images and any videos

-link to your project (including pdf projects)

-presentations (3-5 minutes) will be from your blog post or linked directly from the post PLEASE TEST THIS BEFORE ARRIVING IN CLASS

-projects must be handed in to me on 12/4 with resources list/bibliography in addition to preparing the above for the presentations.

-I have invited guests to attend our final presentations.

*on 12/4 and 12/6 please arrive in class at 2:20- we will begin class exactly at 2:30pm and I will take attendance at 2:30pm

_________________________

Due 11/27 and 11/29
Readings: Chadwick Ch.15 pg.467-495

Post 4 Due 11/29
Can you name 5 women artists?
Concentrating on the artists and exhibitions you saw at the Newark Museum, choose 5 women artists (they do not all need to be in exhibition at the Newark Museum) to illustrate and briefly explain various themes we have discussed throughout the course about gender, race, class and art history. You can organize your post into genres, 'isms, political or societal messages, aesthetics, techniques or personal narratives. Choose a clear thesis and the 5 artists carefully. Your post should include artists working today as well. Be sure to illustrate your post with various images (and/or videos) and to cite your research.

Feel free to include the topic of your final assignment if possible. Use this opportunity to dive into that research here.

5-6 paragraphs, citations and bibliographic info and MANY images!

_____________________

In preparation for YOUR SEMESTER PROJECTS DUE 12/4

-summary on the blog along with images and any videos

-link to your project (including pdf projects)

-presentations (3-5 minutes) will be from your blog post or linked directly from the post PLEASE TEST THIS BEFORE ARRIVING IN CLASS

-projects must be handed in to me on 12/4 with resources list/bibliography in addition to preparing the above for the presentations.

-I have invited guests to attend our final presentations.

*on 12/4 and 12/6 please arrive in class at 2:20- we will begin class exactly at 2:30pm and I will take attendance at 2:30pm

____________

Due 11/20 - NO CLASS 11/22

Politics of Race

Readings Due. Chadwick, Ch.14 pg.423-466

Post 3 Due

_____________

In your reading select a 20C woman artist to focus on. Please create a post about your artist analyzing the main issues from our discussion and explaining the societal conditions of the time in which the artist is working. Explain the subject matter and medium the artist chose, its significance to the work and the time it was made. Explain the meaning and historical significance of the artist's work as well as lasting influence on contemporary artists. Please cite from the class readings and include at least 2 other sources (not wikipedia!) for your post.

5-6 paragraphs, citations and bibliographic info and MANY images!

TRIP TO NEWARK MUSEUM
SUNDAY 11/18 at 12:45pm *mandatory assignment if you cannot attend, you must attend on your own before the assignment is due. We are meeting just inside the museum main entrance by 12:45pm.

__________________________

Due 11/13 and 11/15

Feminist and Performance Art

READINGS: Chadwick, Ch.12, pg.355-377 , Guerrilla Girls pg.89-91

Postmodernism

READINGS: Chadwick, Ch.13 pg.378-422

***IMPORTANT***

PLAN FOR TRIP TO NEWARK MUSEUM SUNDAY 11/18 at 1pm *this is a mandatory assignment. If you cannot make it to the museum on 11/18 you must visit the museum exhibitions of Angels and Tomboys and In Her Eyes: Women Behind and in Front of the Camera on your own in order to complete a writing assignment. Please retain proof of your visit.

_______________________

Classes canceled 10/30 and 11/1

*Reminder: groups must post a summary of their presentation (just one post per group) and link to the resources ASAP in order to be graded!! Title your post Group___ presentation: __________.

Now Due 11/6 and 11/8

Gender, Race and Modernism after World War II - Abstract Expressionism, Minimalism

Readings Due: Chadwick Ch.11 pg.316-354, Guerrilla Girls pg.80-88

Group 9 presents

*Updated Proposal and Draft Bibliography/Resource List due for Semester Project -- NOT DUE UNTIL 11/13
Please list examples of inspiration for what you would like to create and the sources you have already that are informing your project. Please address: why are YOU making this project, who is your audience, what is your message, how does this fit into your professional aspirations?

Semester project -
Based on the discussions and projects presented in class and on the blog please create a short piece of media which focuses on an artist, art movement or social issue addressed by artists. How does the issue specifically address how this affects the lives of women artists, women and/or how artists can be instrumental in solving or raising awareness about this issue?

__________________________

Due 10/23

Readings Due:

Chadwick, Ch. 9 pg.252-278, Guerrilla Girls pg.59-79

1 page Project Proposal for final projects printed and handed in. Explain/describe the content of your project and the medium you will use to create it. Use visuals if necessary: sketches, still images etc. Also includepossible resources (a full bibliography will be required later.)

Group 7 presents

Due 10/25

Readings Due:

Chadwick, Ch.10 pg.279-315

Group 8 presents

________________

Due 10/16
Post 2 Due
Gender roles, sex, power
What were the expected roles of women in Europe in the Middle Ages? How did roles for women change throughout the Renaissance and into the 19C? Please explain how these roles influenced the lives of women artists and the subjects of their work. Using references to the readings and to discussions in class, please use examples through the 19C to illustrate the challenges women artists faced. How did they overcome these or reference them in their work?

5-6 paragraphs. You must cite the readings and any other research you use for your writing. Please include at least one image and links to additional resources

No new readings - review for your exam.

DUE 10/18
EXAM 1

_________________

DUE 10/9

19C Victorian England and American Craft

Review: Chadwick Ch.6 pg.175-204, Chadwick, Ch.7 pg.205-227 + Guerilla Girls pg.47-57

DUE 10/11

Impressionism

Readings Due: Chadwick, Ch.8 pg.228-250
Group 6 presents

(prepare for) Post 2 (*Due 10/16)

What were the expected roles of women in Europe in the Middle Ages? How did roles for women change throughout the Renaissance and into the 19C? Please explain how these roles influenced the lives women artists and the subjects of their work. Using references to the readings and to discussions in class, please use examples through to the 19C to illustrate the challenges women artists faced. How did they overcome these or reference them in their work?

5-6 paragraphs. You must cite the readings and any other research you use for your writing. Please include at least one image and links to additional resources.

_________________

Due 10/4

Group 5 presents

Readings Due: Chadwick, Ch.7 pg.205-227

Due 10/2

Group 4 presents

Reading Due: Chadwick Ch.6 pg.175-204, Guerilla Girls pg.47-57

_________________

Due 9/25 and 9/27

Group 3 presents

Readings Due: Chadwick, Ch. 4 + 5 pg.115 – 174, Guerilla Girls pg.39-45

3 comments on fellow classmates writing assignments - Ways of Seeing.

_________________

Due 9/20

Group 2 presents

Readings Due: Chadwick, Ch. 2 + 3 pg.67-113, Guerilla Girls pg.29-37

Due Tuesday 9/18

Group 1 presents
**POST 1
Please answer the following questions based on your readings and class discussion. Use your own experiences and realizations to help illustrate your understanding of the material - cite from the readings.

What is the male gaze and why is it a pervasive in art and in popular culture? Give illustrative examples. What is the oppositional gaze and why (as described by bell hooks) has it developed? Give examples. How have you come to understand these structures and in what ways has this understanding changed your views about various art and media examples and of your own identity and role in these structures?

5-6 paragraphs. Include citations of the readings in your post. Please be sure to include at least one image and one link. Watch the videos (from class and additional ones) to help your analysis.

Readings Due: Chadwick, Ch. 1 pg.43-65, Guerrilla Girls pg.19-27

_________________

Due Tuesday 9/11 and 9/13

Introduce yourself on the blog - MINI POST
Please post 1 paragraph about yourself and your professional and academic goals. How does feminism, art and art history fit into your studies and your interests. You must include one image and one link.

READINGS:
-review Guerrilla Girls, pg.7-17
-John Berger, Ways of Seeing (on Blackboard or emailed)
-bell hooks, The Oppositional Gaze (on Blackboard or emailed)

_________________

Due Thursday 9/06

Make sure you are signed up for the class blog and experiment with drafting a post. (first post due Tuesday 9/11)

READINGS:
-Guerrilla Girls, pg.7-17

_________________

Link to Syllabus

Links to online videos from class screenings

It is helpful that everyone in the course reviews several key terms crucial to the course material. Please review this important list of terms.

Readings on the syllabus refer to chapters in your texts: Whitney Chadwick's Women Art and Society and The Guerrilla Girls' Bedside Companion to the History of Western Art

**Additional readings can be found on the Blackboard site and will be specified here for each class. Please check the blog for additional readings.

Wednesday, August 29, 2012

Screenings

Numbers

Tuesday, August 28, 2012

Important List of Terms

Sunday, August 26, 2012

Videos