Saturday, 30 December 2017

youth crime statistics

http://www.barnardos.org.uk/what_we_do/our_work/youth_justice.htm

so that those at risk of or engaged in offending can be challenged but also improve their life chances – this is the best way to make our communities safer for everybody.


Children in the youth justice system are predominantly drawn from the poorest and most disadvantaged families and communities and have multiple problems:
  • 60% have significant speech, language or communication difficulties
  • around a quarter have a learning disability
  • one third of young people in custody have a mental health disorder 3 times higher than the general population
  • many have a history of abuse or bereavement
  • around a half of young people in custody have been in local authority care at some point in their lives and a fifth are still subject to care orders
  • children placed in custody face separation (sometimes by long distances) from family and friends, isolation from the community, and interruption to education, employment or training
  • children do not always receive the support they need to cope and to turn their lives around. In particular, those leaving custody often have inadequate accommodation and are not supported in getting back into education or training
  • custody is expensive and often ineffective. Despite improvements in recent years, 72% of children released from custody go on to re-offend within one year.

Friday, 22 December 2017

study task 6 - essay structure plan

How does creative expression benefit the individual and why is this important for wider society?
Introduction (250 - 300 words approx)
- use study task 5 as the backbone of your introduction
- state the question
- breifly explain approach to research and the 3 case studies, immigrants, juvinile delinquents and mental health
- explain why this topic is of importance
Main Body 1: Context & Themes (850 words approx)
- use opinions of theorists/texts to construct the argument that creative expression benifits society

-reference 'art as therapy for juvinile delinquents' explain the approach and effects of the project
- reference life in the red light zone, link this to JD
- explain how this helps the children in wider society self control respect condfidence ect, reference lowenfeld and brittan within this

- childrens development and art therapy. piaget and discovery learning, Viktor Lowenfeld art education with children and adolescents. explain how most theorists focus on children because this is the most important point to tackle behaviour and mental outlook. reference piaget again. Peggy Dunn-Snow and Georgette D'Amelio (art therapy and art education)
-mental health and art therapy, bernard sanders and PTSD, melody weightman and neurorehabilitation, FIND OTHER SOURCES FOR ADULT ART THERAPY. explain how this benifits the individual and others around them

- mini summary, triangulate
  • Evidence that you are aware of the key theoretical sources within your chosen topic.
  • Evidence an awareness of all the key contextual information within your chosen topic.
  • Evidence that you can triangulate between all chosen sources - linking together the points of your texts and theorists. 
-------------------------------------------------------------------------------------------------------------------------- 
Main Body 2: Case Studies of Practice (850 words approx)

-using artists work to argue the link between our mental health and through process and our artwork. discuss Ken Horne and his practice, how can this relate to adult art therapy?

- go on to disccuss abstract expressionism, Robert Motherwell // psychoananlysis. His work helped him understand his feelings. Rothko, interested in expressing feelings, emotional content and freedom of expression

- how does this approach/thinking apply to disadvantaged community? use the example of the los angeles poverty department and triangulate with 'watching my name go by' reference earlier points made in section 1?

- Conclusion; creativity is a core part of the way we function and understand the world and ourselves. It is an invaluable theraputic tool and should be made available to all members of society if they want it.

apply your theoretical research to examples you have collected of art practice, objects, phenomena, events (things you feel exemplify your research theme). show how individual works can be held as exemplars of a wider cultural tendency, problem, attitude, prejudice etc. allows you to evidence skills in visual analysis.
  • explain the relevance of all of the works cited to your central research question and your chosen research methods
  • Descriptive Analysis: describe the image / example focussing on details you feel are important. 
  • Application of theoretical research and contextual information to back up your interpretations of your chosen works, use quotes / citations to back up your own ideas.

Wednesday, 13 December 2017

COP2 ethics lecture

Trans media - people don't just want an app or a book or a film they want it all together
Human interaction with technology - what part do we have to play in that? What will this digital future entail and how will it effect society

Where does humanity sit within technology?


Clients and consumers very quickly got bored of the digital aesthetic


Not rejecting technology but thinking about how technology can enhance physical art processesWe're redefining where the disciplines are


Physical engagement with something is where we're at as practitioners now the more virtual reality moves forward the more we're pushing to explore the physical world, the crafted world
This logic is now almost universalised


Consider the decisions that you make and what informs those decisions 

Starting to think about the values of your profession is something that's intergral to it

Cultural capitalism you buy redemption from being a capitalist we're selling ethics e.g. Starbucks fair trade coffee
It makes you feel warm it's still only self serving. the act of egotist consumption

The worst slave owners were those who were kind to their slaves and so undermined the inhumanity of the actual stystem and prolonged its existence

Ethics - rules from an external source
Morals - an individuals own principles

Meta ethics - philosiphies undermining
Normative ethics - practical means of determining
Applied ethics - what your obligated to do

Haptics - any form of interaction involving touch. This is become more important as we become increasingly digitally evolved

Accessibility:
Targeted
Inclusive
Functional
Informed
Audience centres
End user experience and requirements

Sustainability: Material choices Production processes Recyclability Reusability

Who are we designing for?

Ethical design - respect human rights, respect human effort, respect human experience. Design for human diversity, social inclusion and equality
Ethical design - respect human rights, respect human effort, respect human experience. Design for human diversity, social inclusion and equality

Tuesday, 28 November 2017

Life in the Red Light Zone - BBC3 documentary series

Sex, Drugs & Murder: Life in the Red Light Zone ep 7
https://www.bbc.co.uk/iplayer/episode/p04v6stb/sex-drugs-murder-life-in-the-red-light-zone-7-someones-daughter

'it's just from what I've done in jail really, picked it up in prison. I find it [painting] theraputic and when I get settled into it my mind just is on the painting and nothing else, its something I find helps me take my mind off all the shit [her life as a sex worker battling drug addiction] thats usually on it. I'm not thinking about owt I'm just... me minds [sic] just lost into this.'
- 'Adele'

Art as Therapy for Juvenile Delinquents - research

Art as Therapy for Juvenile Delinquents

what does the article aim to address?
  • Can art be used to help develop a sense of social responsibility?
  • But can art also be used successfully to develop social responsibility?
  • Can an art program be used as a valuable part of a total program for reforming young criminals?

what was the approach
  • 'I set up a program in which the primary objective would be the develop- ment of an individual's self-respect and confidence'
  • 'I stressed the fact that a relaxed friendly atmosphere is essential for self-expression and that the individuals should be allowed to select subjects and materials freely and to make pictures in their own way'

what are the conclusions
  • 'Our limited experience at the juvenile center indicates that an art activity can be helpful in the treatment of delinquency'
  • 'During the class period there was a noticeable improvement in the children's emotional control and attitudes to others'
  • 'A noticeable improvement of the children was observed in terms of their self-control, self-respect and attitudes to others'
Other helpful quotes
  • 'The most common remark was that they were unable to draw. They derided the efforts of those who tried, saying 'he can't do nothin'.' In general, they exhibited a severe lack of self-respect and self-confidence'
  • 'as they realized that they would not be tested or ridiculed by their teachers, but, rather, praised for their efforts, they began to change their outlook'
Other helpful sources
  • Lowenfeld and Brittain in their book state: 'There is great satisfaction in expressing one's own feelings and emotion in art. The child is expressing his own importance, through his own means, and the satisfaction he derives from his achievement is self-evident 
  • 'It is important to stress the significance of the indivi- dual's ability to live cooperatively in his society. This ability cannot be developed unless the child learns to assume responsibility for the things he is doing… creative activities pro- vide an excellent means for taking this important step 
- V. Lowenfeld and W. L. Brittain, Creative and Mental Growth, 5th ed. (New York: MacMillan, 1970

COP2 study task 4

- helpful for getting down a definite list of sources to read
- prompted me to research and compile a list of relevant artists
- a good task to organise my thoughts and get my project more in order


Monday, 27 November 2017

COP2 study task 3b


  • Proto-question
    How does creative expression benefit the individual and why is this important for wider society?

  • What have you found out so far?
    - Researched ken horne and his artistic practice
    - Understanding key terms such as psychoanalysis, neuroaesthetics, psychotherapy and cognitive analytic therapy
    - its arguably scientific fact that art is a benefit to your mental health
    -we have strong connections with 'beautiful' visual stimulus
    -looking at ‘beautiful art’ increases blood flow to the orbito frontal cortex in the brain -The OFC has been implicated in playing a significant role in emotion, it has been hypothesized that the OFC is involved specifically in modulating bodily changes that are associated with emotion
  • What are your core texts
    - Brain scans reveal the power of art - the telegraph 'The study is being seized upon as proof of the need for art to be made as widely available to the general public as possible.' - NeuroAesthetics - Anjan Chatterjee 'De Kooning’s change in style explicitly makes the case that art can serve as a window into the workings of the human brain, that when the brain changes, so too do artistic expression and perception.'- Art Psychotherapy in Neuro-Rehabilitation - melody weightman 'Art therapy can address the functional skills of individual patients and encourage improved social skills, while providing the emotional outlet that is necessary'
  • Case studies - images, examples, phenomena
    Ken horne Louis Wain Michael Cougan
  • Thoughts on practical?
    - visual diary
    - collecting unconscious drawings
    - big expressive paintings 

Monday, 13 November 2017

What is research? part 2

What is research? part 2 Initial research - develop and research practical ideas - generate practical responses An integration of theory and practice that form our practice Intuitive approach - internal dialogue and repotaire Research is absorbing and reflecting on the world around you and bringing it together in a way no one else has done, individually developing your ideas and opinions How why and WHAT IF Primary research - genetate specific data and new information Secondary - existing data used to argue a point The purpose of research is to improve your practice
4 types of research Primary Secondary Quantative Qualitative
Research is creating new knowledge Research is contextual conditional and individual There is more than one form of knowledge Your opinions beliefs and experiences will shape the focus of your research

Sunday, 5 November 2017

COP2 study task 3a


    Select and define important terms / concepts you have discovered through your reading
    • I found defining key terms from my initial research as helpful starting point to get me into exploring more helpful sources and I have started compiling a helpful resources document as a result of starting this task
    • the task also helped me think about how other artists like Ken Horne and their artwork might be tied in to my research, but I want to do more specific research into artists that could actually inspire my own work.

    helpful sources and articles

    http://www.the-scientist.com/?articles.view/articleNo/39802/title/Neuroaesthetics/
    https://melodyweightman.com/art-psychotherapy-in-neurorehab/
    http://www.nature.com/news/neuroaesthetics-is-killing-your-soul-1.12640
    http://www.siobhandavies.com/whats-on/talks-events/neuroaesthetics-movement/
    http://impakter.com/ken-horne/
    https://www.google.co.uk/url?
    watching my name go by
    https://www.theguardian.com/voluntary-sector-network/2017/jun/30/arts-funding-royal-academy-educate-delight-enrich-communities
    https://www.theguardian.com/culture/2017/aug/04/arts-funding-700m-needed-bridge-north-south-divide-study-finds

    Friday, 13 October 2017

    COP2 study task 2

    Brain scans reveal the power of art


    - comminucating scientific evidence of the importance of art
    - could illustrate this with more collage or infographics? I like the red and black with the head and heart theme
    - its arguably scientific fact that art is a benefit to your mental health
    - we have strong connections with 'beautiful' visual stimulus 
    - art is important for all classes and cannot be underfunded for the community




    Monday, 25 September 2017

    Jean Piaget research

    Piaget's theory of cognitive development

    Piaget (1936) was the first psychologist to make a systematic study of cognitive development.
     
    Piaget (1936) described his work as genetic epistemology (i.e. the origins of thinking). Genetics is the scientific study of where things come from (their origins). Epistemology is concerned with the basic categories of thinking, the framework of intelligence.
    What Piaget wanted to do was not to measure how well children could count, spell or solve problems as a way of grading their I.Q. What he was more interested in was the way in which fundamental concepts like the very idea of number, time, quantity, causalityjustice and so on emerged.

    Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. Piaget showed that young children think in different ways compared to adults and go through specific stages of thought.

    1. Schema's
    2. (building blocks of knowledge).
    3. Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation and  accommodation). Assimilation – using an existing schema to deal with a new object or situation.
      Accommodation – This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.
      Equilibration – This is the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds.
    4. Stages of Cognitive Development:Piaget proposed four stages of cognitive development which reflect the increasing sophistication of children's thought:
      sensorimotor, (birth to age 2)  object permanence
      preoperational, (from age 2 to age 7)  think about things symbolically but still egocentric
      concrete operational, (from age 7 to age 11) the beginning of logical though
      formal operational
      (age 11+ - adolescence and adulthood) the ability to think about abstract concepts, and logically test hypotheses
      Although Piaget didn't develop his theory with education specifically in mind but its often linked and applied to education. I wanted to do some initial research into Piaget and educational theories because I think it would be interesting for me to explore the links between cognitive development and artistic thinking and growth. Discovery learning – the idea that children learn best through doing and actively exploring - was seen as central to the transformation of the primary school curriculum and inspired by Piaget's research and relates directly to the ideas I want to explore in terms of creative education.

    initial research for study task 1

    - research art therapy *
     research local community art institutions *
    - look into examples of local events *
    research community art projects 
    - research piaget *
    - research kolb *
    - look into fundng and the goverment *
    - start reading some of the books I picked up from the library today

    what is community art?

    Community arts, also sometimes known as "dialogical art", "community-engaged" or "community-based art," refers to artistic activity based in a community setting. Works from this genre can be of any media and is characterized by interaction or dialogue with the community.

    The community arts movement is inspired by social justice activism and is grounded in the principle of cultural democracy. Community art is often used as a tool for stimulating dialogue, for documenting community-rooted narratives and for encouraging self-empowerment.


    Community art is a practice that believes the production of arts a social activity that expresses people’s lived experience. Community art, by its very nature. has no common aesthetic standard. The aesthetic of this art is fundamentally grounded in its content and its culture. It is a language of self-representation or self-collaboration through which an individual or a group confirms its identity. Community can be defined as a demographic community, social community or community of interest.
    – Published in: Naming A Practice: Curatorial Strategies for the Future, Walter Phillips Gallery Editions, The Banff Centre (quote on page 195).
    what is art therapy?
    a form of psychotherapy involving the encouragement of free self-expression through painting, drawing, or modelling, used as a remedial or diagnostic activity.
    Definition: Art therapy is a form of expressive therapy that uses the creative process of making art to improve a person’s physical, mental, and emotional well-being. The creative process involved in expressing one’s self artistically can help people to resolve issues as well as develop and manage their behaviors and feelings, reduce stress, and improve self-esteem and awareness.
    Art therapists are professionals trained in both art and therapy. They are knowledgeable about human development, psychological theories, clinical practice, spiritual, multicultural and artistic traditions, and the healing potential of art
    doing this breif initial reseach I've realised art therapy is quite different to community art in the sense it demands a much higher qualification specifically in psychology. art therapy is often more hospital and healthcare focused, dealing with specific patients wheras communnity art is usually more linked to community groups or spaces like womens groups or museums and schools.
    spaces in Leeds:

    heartcentre - community art space
    pyramid of arts - runs arts groups for people with and without learning disabilities 
    east st arts - community arts charity
    inkwell arts - Charity-run multi-arts centre with cafe
    leeds museums trust - various organisations across leads running family craft activities and other events

    questions to think about

    -how are art and the brain linked
    -how does art shape the way you think?
    -how can art transform mood and outlook?
    -how is art related to emotion and expression?


    useful websites and links for community art

    research
    http://apionline.org/community-arts-network/
    http://www.arttherapyblog.com/what-is-art-therapy/#.Wckgq2hSy00

    organistaions
    http://pyramid-of-arts.org.uk/
    https://www.heartcentre.org.uk/
    http://eaststreetarts.org.uk/about/

    COP2 study task 1

    Study Task 1 - Establishing A Research Question

    todays actvity:

    • I tried to include a range of my interests and explore a few options/directions for my research question this year
    • the main theme is community art and the relationship between art and personal growth.
    • the other direction I would consider is environment and nature, but I feel like community arts are more linked to my practice and that I could carry out the best research by focusing on this topic.


    Page


    final research mind map:



    Sunday, 16 April 2017

    end of module self evaluation


    1.  What skills have you developed through this module and how effectively do you think you have applied them?

     Physically I have further developed my print making skills, specifically my mono printing skills and the brief gave me a good opportunity to be able to improve upon existing knowledge and practice and to then refine it. I also got the chance to really push my digital skills further which initially I wasn’t expecting but it was really helpful to work with illustrator and vectors after learning them in a previous module. The cop journal has given me the opportunity to try out practices I wasn’t as confident with and improve on them as well as applying learned skills to a specific cause. Some of the most important skills I have developed are academic skills, before the module I had never even attempted Harvard referencing and putting the information I had learned from studio into practice meant I had my first attempting at officially referencing work and learned a lot of things in the process. I think I applied this skill effectively, I definitely invested a lot of time into attempting to do it correctly. Another skill I have learned is how to paraphrase quotes from sources effectively, in my first essay drafts I was simply copying and pasting large quotes without demonstrating my understanding for them but with Pete’s feedback and help I have been able to improve the quotes in my essays and I have used paraphrasing more successfully.  

    2. What approaches to/methods of research have you developed and how have they informed your practical outcomes?

     Reading the book inside the white cube was the biggest influence in the conclusion of my practical work as my final work focused on the transformative and controlling power of the gallery space. The theme of the gallery was prevalent through my entire sketchbook even though at some points other directions were explored, the first two pages comment on the nature of the gallery and the value of modern art by using receipts to represent how art has almost become a currency – a show of wealth. Colour also featured in most of my work white being linked to the gallery and in the early stages of the book a lot of gold was used in the work as a response to me watching the documentary a history of art in three colours. I didn’t end up continuing with the colour gold as I started focusing less on religious friezes and renaissance art and focused instead on commenting on modern art and the modern gallery space in which gold wasn’t relevant to the work I was creating. Early on in the journal I did start commenting on the value of art, a theme which was prevalent to the end of the work but is something I want to research and focus on in more depth next year. I also very briefly looked at creating work about ruling families in Italy in the time of the renaissance after my research into Michael Angelo’s David and the control families such as the Medichis had over art in initial at the time, but again this wasn’t work I wanted to develop after my initial experiments. After reading no logo, the book which the original quote I was working from came from, I started making some more brand based work using mainly collage and commenting on the nature of culture as controlled in the modern day by huge corporate identities and exploring the effect this had on us. Although I liked this work after having the class crits and feedback it was decided that out of all the initial exploratory work the ones focusing on modern abstract art were the most intriguing and successful.     

    3. What strengths can you identify in your work and how have/will you capitalise on these? 

    To me one of the strongest strengths in my work is the varied amount of sources I have looked into including scholarly articles, web articles, documentaries, lectures, books and websites. I think I was dedicated to research in the amount of books that I read and this proved to be so helpful and important in my work especially in the COP journal, without reading books such as the white cube my visual work wouldn’t have been as conceptually developed and followed in the same direction. Although not all the research I gathered had direct influence in essays or work I think it was all important to my overall understanding of the topic and my work for the module. I think another strength in my work was being able to identify and use relevant information from the lecture programme for my COP topic and I think next year I can capitalise on this by making more detailed notes and connections to my work.  

    4. What weaknesses can you identify in your work and how will you address these in the future? 

    The main weakness of my work is the visual journal and next year I will improve on my physical work in a number of ways such as investing more time and effort into each individual page. Next year I also want to make my physical work synthesise a lot more smoothly with essay work and I should of pre-planned the journal before starting and figured out a more solid direction, that would have ensured that all the work was at a higher quality and I didn’t waste any pages. I also found it really difficult to keep to the word count and being able to make a point effectively and concisely is a problem I have encountered, I feel like I don’t always understand which points are the most important and sometimes feel I repeat myself, in the future I will try to work even harder on the structure of my essays and planning them specifically with the word count in mind. In the future I also definitely need to blog and explain the development of my journal work, I don’t feel like I did this nearly enough this year and it’s an easy thing to improve on as long as I put in the time next year, I think it’s very important for me to try to explain my work. Another weakness of my research is researching too many different topics in relation to the quote instead of doing the same amount of research in a more focused direction. Already creating the slideshow proposal for next year has helped me be more direct and planned in my research and I need to learn to be more direct next year and use my time efficiently.  

    5. Identify five things that you feel will benefit you during next year’s Context of Practice module?

     

    • ·         Having learned and put into practice Harvard referencing
    • ·         Pre-planning and having a longer period to figure out a solid direction for cop 2
    • ·         Having practice keeping to a low word count
    • ·         Already having a body of relevant research to draw upon and inform my understanding of the theme
    • ·         Having the experience of a cop and already understanding the general layout, workings and demands of the module rather than it being a fully new experience

     















    Saturday, 15 April 2017

    studio brief 3 - Context of practice 2 research proposal

    triangulation final essay

    In the renaissance period the only people able to commission portraits were the rich, canvas and oil paints were too expensive for artists not to charge a high fee and artists had to make some form of living. Because of this the majority of paintings from this time simply illustrate religious icons or a very small selection of the population - the rich and powerful. In today's society the ruling class still have a strong hold over art and culture in different ways.


    Claude levi strauss, when quoted by Marcel Henaff (1998 p.196) discusses the fact that renaissance painting was only feasible because of the ‘immense fortunes’ which were being amassed in Florence. He speaks about ‘rich Italian merchants’ using paintings as a form of wealth and used them to ‘confirm their possession of all that was beautiful and desirable in the world’  Ways of seeing mentions the painter Adriaen Brouwer who painted images of ‘cheap taverns and those who ended up in them’ the images are painted with feeling and realism and because of this were never bought except by fellow painters such as Rembrandt and Rubens (1973) this illustrates the fact that it would have been impossible for any artist at the time to actually make a living painting what and whom he wished, the artist was ruled by the customer and the only customers were the rich and powerful.


    Art was not for the public but for the private owner. However, in 1820 John Martin changed this with his piece belshazzar’s feast, rather than work for a royalty or landowners he created this painting and put it on sale in a commercial exhibition, people could pay a small amount to come and see it rather than having to commission and pay for a whole painting, this was unheard of at the time and took culture from the very rich and very few upper classes and delivering it into the hands of the people making it accessible to more of the population. (lecture 2016)


    Although this idea of accessible art and the concept of exhibition is less elitist than the previous system the art gallery is certainly not without its hierarchy. Gallery statistics still show that there is a significant difference between the amount of visitors with a post graduate degree compared to the low amount of visitors with only a high school diploma. The factual evidence indicates there is some form of elitism still apparent in galleries today. (the economist 2013)


    Galleries also cultivate a system of values in subtle ways, even through the architecture of the buildings. In many prestigious galleries, such as the national gallery, you have to ascend a set of wide and imposing stairs to enter, this is because you are not worthy, you must ascend to become worthy, these buildings are often great and mesmerizing feats of architecture. Similarities exist between churches and galleries, you go to them, they do not come to you, it's like a pilgrimage where you bow down to the altar of culture. This tells you something about institutions and their power over us. ‘A gallery is constructed along laws as rigorous as those for building a medieval church. The outside world must not come in, so windows are usually sealed off. Walls are painted white. The ceiling becomes the source of light.’ (O'Doherty 1986)


    Brian O’doherty expresses the opinion of the gallery as a negative space which makes us feel uncomfortable, he describes the gallery space as expensive, ‘what is on display looks a bit like valuable scarce goods, jewellery, or silver: esthetics are turned into commerce’. He argues that the gallery space practices a form of social elitism and therefore takes on an exclusive atmosphere (1986).  It is arguable that the major galleries are still owned by the elite, policed by the elite and made to suit the elite. Art is a form of wealth and commissioning controlling and curating art collections can be seen as a form of wealth and power too.  Jonathan jones echoes this by stating that it is a ‘glaring reality’ that art is bought and sold by the ‘super rich’ (the guardian 2011) not only do we not own this art, the majority of the population are made to feel we don't understand it either, modern artistic understanding is a club we simply don't belong to. Art is difficult, what it expresses is incomprehensible and because of this much modern art is only accessible to an exclusive audience, ‘here we have a social, financial. and intellectual snobbery’ (O’doherty 1986) We must also struggle with the notion of the elite as the taste makers, as O’doherty writes ‘ the gallery will make it art anyway’ (1986) As soon as a painting is exhibited in the tate, it has value, as soon as a piece is bid for by one of the Saatchi brothers it has value. ‘There are a very few lunatic entrepreneurs who will understand that culture and design are not about fatter wallets, but about creating a future’ (Tibor Kalman 1998)


    The sources I have quoted are academic texts and respected authors, however they are still simply opinion. In the case of O'doherty it may be his opinion that the gallery space is elitist and unwelcoming to those not belonging to a certain class where as Gail Gelburd, a professor of contemporary art argues that ‘the white cube’ is a sacred space space to reflect, contemplate, meditate and listen to ‘the inner voices of the art’ (hopes and fears 2015) Gelburd evidently has a positive view of the gallery space as a place to relax and feel comfortable. Professor Ivan Gaskell also comments that the gallery space  enhances the existing pureness and wonder of the artworks (hopes and fears 2015)


    The question of whether or not the gallery space and current art world is still elitist is a hard question to answer reliably, generally sources from academic writers or art historians would be the most accurate sources to reference, however in this case they are exactly the people we are criticising, naturally they are going to defend the institutionalism of the modern art world and the white cube. The artistic elite are part of the problem with the system and part of what the quote is arguing against, it is therefore illogical to rely too heavily on their counter arguments.


    The point we have come to in the argument now is whether people can actually have a meaningful relationship with visual communication, is the importance of a masterpiece institutionally manufactured or is image making about creating something primal, eternal and immortal? Unfortunately this is a question impossible to answer objectively.

    Berger, J (1973) ways of seeing, London, Penguin


    The Economist. 2013. Temples of delight  [Online] (Updated Dec 21st 2013) Available at: http://www.economist.com/news/special-report/21591707-museums-world-over-are-doing-amazingly-well-says-fiammetta-rocco-can-they-keep [Accessed 2016].


    henaff, M. (1998) Claude Lévi-Strauss and the making of structural anthropology. Minneapolis: University of Minnesota Press, p.196.


    Hopes and fears. 2015. Why are art galleries white cubes? (Updated  nov 2015) Available at: http://www.hopesandfears.com/hopes/now/question/216781-why-are-art-galleries-white-cubes  [Accessed 2016].


    Jones, J. The guardian. 2011. Temples of delight  [Online] (Updated  1 July 2011) Available at: https://www.theguardian.com/artanddesign/jonathanjonesblog/2011/jul/01/modern-art-super-rich-sothebys [Accessed 2016].


    Kalman, T (1998) Fuck Committees, available at: http://www.manifestoproject.it/fuck-committees/  [Accessed 2016].


    O'Doherty, B (1986) Inside the White Cube: The Ideology of the Gallery Space

    Richard (2016) Print culture and distribution (Lecture notes) (Leeds college of art) (9th nov 2016)

    image analysis final essay

    ‘Mr and Mrs andrews’ by Gainsborough¹ was painted in 1748 with oil paints on canvas and shows two luxuriously dressed white aristocrats, the man stood leaning in a relaxed manner on a rococo bench and the woman sat elegantly yet stiffly. This painting is because it's a clear example of how art was once only accessible to the rich, the only people able to afford the materials and artists to commission such a painting were royalty or wealthy landowners and so controlled almost all of the art created and sold.


    The couple are both  fair skinned ‘pale and lithe’ (Fox 2014) another indication of class, as Dr abraham Fox (2014) comments, this reflects the ‘upper class privilege of not having to work for a living’ The main indication of the wealth of the young couple is the large stretch of land behind them, this is not simply an appreciation of art it is a trademark of wealth and success, this painting is not commissioned to be seen in a gallery, but to be admired at in their home by a select circle of the upper class, the way the figures are positioned in front of the grounds they own highlight this fact.
    Not only does the painting signify clear class relations, it also involves gendered ones. We are not really looking at two landowners, but at one. The difference in posture even gives us a clear view that Ar Andrews is comfortable here, with his dog and his gun in his hand he is in charge, he owns everything in this painting including his wife who is sat much more stiffly and statutory. As gillian rose (1993) observes ‘Mrs andrews is painted as almost part of that still and exquisite landscape’


    A more modern example of similar themes being used is photographer Annie Leibovitz’s portraits of the queen taken in 2007 for Vanity Fair. Beforehand Leibovitz researched ‘settings and clothing and how previous portraits had been lit and posed.’ this is clearly shown in the techniques and motifs used with many, almost subconscious, visual devices portraying a feeling of might and authority. A traditional composition is used similar to Mr and Mrs andrews with a grand sweeping landscape being the figure, but with the the queen positioned almost central to shot. The queen is a central figure, framed by dark trees drawing the line of sight to her, the dark and moody sky parallels that in Mr and Mrs andrews and adds to the sense of might and power. The focus is on her and her presence rather than her ownership of land, however the landscape is still an important part of the portrait. Throughout the series of photographs the queen is not posed in plain clothes against a white wall, but surrounded by decor and dramatic interiors and exteriors, wearing sumptuous clothing in a and a hint of deep royal blue, a clear portrayal of her wealth and importance. The angle used in the portrait positions the viewer below the queen and gives them direct eye contact creating an imposing and powerful aura. The photograph says to us that we are under her command and we are her subjects.


    A noticeable difference between the two portraits is that compared to the ownership shown over Mrs Andrews this portrait depicts a very strong female figure. There is no use of stereotypical female colours or clothing within this specific photograph and the Queen is not posed passively and delicately like Mrs andrews is but instead presented boldly. It is also of importance to note that the artist too is a female in a still mainly male dominated artistic market.


    What I wanted to focus on last through the example of specific artwork is the way in which the upper class still have control and influence over art in the 20th century, using Damien Hirst’s The Physical Impossibility of Death in the Mind of Someone Living’³  as an example.  The 85.5 x 213.4 x 70.9 in tank shows a real 13 foot tiger shark, weighing 2 tons and suspended and filled with formaldehyde to stop it from rotting. The piece was commissioned by Charles Saatchi for £50,000. (telegraph 2006) Saachi was involved in the 1991 young british artist movement between him and goldsmiths, which was often criticised with elitism and focus on money. Hirst was one of the most prominent artists at the time to come out of this london movement and his earlier pieces became extremely popular in the modern art trade.


    The piece is fairly inaccessible to the general public, they are told because they do not understand it they simply do not understand art, but does any of Hirst's work genuinely have expressive and accessible meaning?  It is arguable that there is thought and consideration behind Hirst's work, sadly however Hirst’s work has become a prime example of a modern art world run by money, it's as Jonathan Jones (2011) describes art as the ‘ultimate luxury’ art is money and if you want people to know your wealth, you must buy art.’


    Hirst commented (independent 2000) “I think becoming a brand name is a really important part of life.” and he achieved this is a way, many people criticise his work as being eclipsed by money and generating its intrigue through its price tag rather than its content, as Andrew Rice (2012) comments ‘his work found particular favor with art investors who prized it as much for its appreciating value as its aesthetics’. This is as much because of Charles Saatchi's involvement with the work as it is with Hirst's approach to his art. They enjoyed a strong partnership for around a decade and each were good for each others reputation in the commercial art world but Hirst actually split from saatchi claiming ‘he only recognises art with his wallet’. (Gibbons 2003) Some argue Hirst takes a similar approach, the London’s Sunday Times estimates his fortune at around $350 million, making him the richest artist in the world.


    Hirst has more recently spent £25m to build a gallery on newport street where he will curate exhibitions assembled from his own art collection. Even though hirst's gallery will be free to enter. Critics argue that because Hirst owns the work on show his ‘apparent generosity is likely to be balanced by the increased value of the art shown there’. However the important point is made that ‘to assume that Hirst’s greatest driver is money is to overlook his passion for art, and his compulsion to collect it.’(Mayer 2015) Hirst’s split from saachi shows he's not comfortable with a solely money driven view of art.

    Berger, J (1973) ways of seeing, London, Penguin

    damienhirst.com. 2015. Damien Hirst to open free London gallery for his collection in 2015 (updated 12 January 2015) Available at:


    Gibbons, F. The Guardian 2003 Hirst buys his art back from Saatchi (Updated  November 2003) Available at: https://www.theguardian.com/uk/2003/nov/27/arts.artsnews

    Glass N, Moreton C, The Independent. 2000. An artist? I'm a brand name, says Hirst (Updated  30 September 2000) Available at: http://www.independent.co.uk/incoming/an-artist-im-a-brand-name-says-hirst-701681.htm

    Gonzalez, M. Socialist Review, 2007, but is it art (updated december 2007) available at:
    henaff, M. (1998) Claude Lévi-Strauss and the making of structural anthropology. Minneapolis: University of Minnesota Press, p.196.

    Jones, J. The guardian. 2011. Temples of delight  [Online] (Updated  1 July 2011) Available at: https://www.theguardian.com/artanddesign/jonathanjonesblog/2011/jul/01/modern-art-super-rich-sothebys [Accessed 2016].

    Klien, N (1999) No logo London, HarperCollins

    Mayer, C. The Guardian. 2015 Damien Hirst: ‘What have I done? I’ve created a monster’ (updated Wednesday 1 July 2015 ) available at: https://www.theguardian.com/artanddesign/2015/jun/30/damien-hirst-what-have-i-done-ive-created-a-monster


    O'Doherty, B (1986) Inside the White Cube: The Ideology of the Gallery Space

    Reynolds, N. The Telegraph. 2006. Hirst's pickled shark is rotting and needs to be replaced. (Updated  28 Jun 2006) Available at:

    Rice, A. Bloomberg Press. 2012. Damien Hirst: Jumping the Shark (updated November 21, 2012,) available at:

    Rose, G (1993) Feminism and Geography: The Limits of Geographical Knowledge Google Books

    Smith, R. New York Times. 2007. Just When You Thought It Was Safe (updated OCT. 16, 2007) available at: