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EDU'CATION TODAY
Introduction by STEVEN HENRY MADOFF
In recent years the role of the art school has moved to a position of prominence,
pushed there by the encroachments of an aggressive marketplace and the pro
fessionalization of every aspect of the artworld, from the dominance of gallery
and museum brands, to the cultural tourism of art fairs and biennials, to
today's art itself now so often created' precisely for the scale, spectacle, and
capitalization of these events.
Under such pressures, art education has become the subject of widening
debate, raising a range of issues and questions. To whom should the academy
be responsible? Presumably to its students and faculty. But what about to its
local community, as a social stakeholder? To the global community, on which
it makes its mark as a moral authority or as a talent factory? Should the art
school be a research center that enlightens conceptual practices while de-em
phasizing skills, or a course of study in entrepreneurship, presentation, stra
tegic thinking, and other matters to prepare young artists for the ruthlessness
of the market? Or is art school in the 21st century simply the physical surrogate
of MySpace and YouTi.1be-the spawning ground as social network?
Of course there are numerous ways to answer these questions and many
others-and a range of conferences and publications attests to this. As an out-
growth of my involvement with a series of international symposia sponsored
by the Anaphiel Foundation in Miami, I recently brought together two of the
most distinguished artists and art teachers alive today, John Baldessari and
Michael Craig-Martin. Their conversation captures some essential lessons from
their experiences over 30 years at CalArts and UCLA, and Goldsmiths College in
London, respectively. And in their voices we hear the seriousness, wisdom of
hindsight, and risible memories of two old pros whose improvisations and prac
ticality still shed light on the issues facing art schools now. Lane Relyea lays
out many of these with vehement clarity (and more than a few moments of
j'accuse), describing exactly what is at stake in this continuing conversation, and
what alternatives are in play to rehabilitate the noble, broken, and endlessly
malleable legacy of art education. One of the more interesting questions con
cerns the very nature ofthe academy: Do we even need this centuries-old insti
tution anymore? Claire Bishop suggests that the very concept of the art school
is being eroded by new initiatives that artists and collectives are establishing
initiatives as fluid, itinerant, and potentially expansive as the artworld itself.
MICHAEL CRAIG-MARTH\!: The thing about young people is that they canjump in at
a very sophisticated level, without actually understanding what they're doing. A part of
teaching is helping them realize what they've stumbled on.
'j
1assigned David Salle to drive Daniel Buren around. mentioned. That's when everything seemed possi because you're sitting at lunch with kids and they'll'
It might just be dead in the water, but then again, ble. Social change, 1mean, and art was exciting.
learning as much at lunch, if not more, than tln'y
sometimes something happened. It's certainly not MCM: It was the collapse of authority, of a sense of are when you're talking to them in the studio.
just about us as teachers.
received ideas, when everything was under question. JB: Well, you're demystifying the idea of an artist.
MCM: That's what I say; you put something to So naturally art education was part of that question They're not somebody that's in a book or magazinll
gether. 1mean, you build a school on the social cir ing. It became possible in Britain to do cenain things or museum. They're ordinary people. Now and th(!11
cumstances that exist at anyone time, and schools in education, because all the conventional con they'll do something good. Most of the time thl'Y
change in response to what the situation is. straints were put in doubt. And so if you wanted don't. [Laughter.]
Goldsmiths is really a school created in the early to just ignore them, or undo them, you could.
MCM: And they're just trying to figure out how III
You can't do that now. 1don't know about America. get by.
'70s by artists who formed their basic ideas in the
late '60s.
The situation in Britain today would make the kind JB: Yeah, exactly. And you learn that art is not or
And it's very interesting, John, what you're of school that Goldsmiths was in the '70s unthink derly: you don't go A, B, C, D and end up with art.
saying about the unstructuring of CalArts. These able. It would never get off the table. Somebody MCM: Which is why you can't have a proper cur
were all the things that we did at Goldsmiths, too. would announce the plan, but when everybody riculum. There are no basic things. What's basicfor
We didn't even have classes, and students weren't stopped laughing, they'd throw you out. And I've one artist is not basic for another. The amazinK
attached to anybody in particular. Everyone who always thought that it's not what you teach the stu thing about young people is that they can jump in
taught there was available to every student.
dents, butthat a principal part of the function is to at a very sophisticated level, without actually un
JB: Yeah, comparable to that, we had one guy teach attract the students to come, to bring those people derstanding what they're doing. Somehow that
ing the equivalent of critical studies, and class was together. That's what creates the school. It's not innocence also allows them access to something.
in session whenever you met him on campus [laugh just that these are great teachers, because some And so a part of teaching is helping them to realize
ter] , which I thought was really very good.
times really interesting artists are not the greatest what it is that they've stumbled on.
MCM: The golden period of Goldsmiths was when teachers. But if they feel comfortable, and there are JB: Art schools are unlikely bedmates with universi
the people who became so successful just had a people attracted to meeting with them, working ties. The university is a home to a physicist or some
chemistry between them. The school, for a rela with them in some kind of way, that's where a kind of biotech lab, but it's not a home for an artist.
tively short time, was in a particular building in school can shine.
It's a very uneasy alliance. And people on the faculty
which you had the art library, all the studios, all JB: Well, right or wrong, I would say again that you can never understand why you don't have a Ph.D.
the workshops, the bar, and the canteen. That was can't teach art, but it might be a good idea to have They just don't get it.
unbelievably useful, a kind of powerhouse of a artists teaching. So at least you have people who M CM: Icouldn't agree more. When I went to Britain,
place where everybody was rubbing up against profess to be doing something we call art, and it I was amazed, because there was a whole set of uni
everybody else. It generated a kind of competitive might be interesting to hear what they have to say versities and then there was a whole set of art
cornpanionability.
schools. Everybody knew there were things called
about it.
JB: I assume it was open 24 hours, too.'
MCM: Yes. It's very important to have people whose
art schools. It was part ofthe social fabric of Britain.
MCM: Yes. You could go there any time at all.
central world is not the world ofeducation. The great And they ran parallel to each other. We didn't do
JB: Right. We winked at students living in the stu thing about having artists teaching in an art school the same thing as the kind of education in a univer
dios. They weren't supposed to, but it was a way to is that they bring their experience of what it is to be sity. We were there for all the bright, awkward, and
supplement their meager existence.
an artist in the world into the school. And so this skeptical young people for whom university educa
And one thing, too, I think we should look at thing you can't teach, you're teaching by example. tion was inappropriate. You had these two streams
more is that period of the late '60s and '70s you You're teaching by your presence. You're teaching of higher education-it was a brilliant structure.
76 MODERN PAINTERS I SEPTEMBER2007
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JOHN BALDESSARI: When parents read about the success of artists in the Financial
Times, kids are no longer going to fight with them about going to art school. They'll be
fighting to become a doctor or lawyer!
HI
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