Saturday 29 November 2014

Seminar: Benjamin and Mechanical Reproduction


'The transformation of the superstructure, which takes place far more slowly than that of substructure, has taken more than half a century to manifest in all areas of culture the change in the conditions of production. Only today can it be indicated what form this has taken. Certain prognostic requirements should be met by these statements.
However theses about the art of the proletariat after its assumption of power or about the art of a classless society would have less bearing on these demands than theses about the developmental tendencies of art under present conditions of production. (How this society and conditions of development challenge our view on art) Their dialectic is no less noticable in the superstructure than in the economy, It would therefore be wrong to underestimate the value of such these as a weapon. They brush aside a number of outmoded concepts such as creativity and genius, external value and mystery - intrinsic - concepts whose uncontrolled (and at present almost uncontrollable) application would leave to a processing of data in the Fascist sense. The concepts which are introduced into the theory of art in what follows differ from the more familiar terms in that they are completely useless for the purposes of Fascism. They are, on the other hand, useful for the formulation of revolutionary demands in the politics of art.'

'One might subsume the eliminated element in the term 'aura' and go on to say: That which withers in the age of mechanical reproduction is the aura of the work of art. This is a symptomatic process whose significance points beyond the realm of art. One might generalise by saying: the technique of reproduction detaches the reproduced object from the domain of tradition. By making many reproductions it substitutes a plurality of copies for a unique existence, And in permitting the reproduction to meet the beholder or listener in his own particular situation, it reactivates the object reproduced. These two processes lead to a tremendous shattering of tradition which is the obverse of the contemporary crisis and renewal of mankind. Both processes are intimately connected with the contemporary mass movements. Their most powerful agent is the film. Its social significance, particularly in its most positive form, is inconceivable without its destructive, cathartic aspect, that is, the liquidation of the traditional value of cultural heritage.'

'Earlier much futile thought had been devoted to the question of whether photography is an art. The primary question - whether the very invention of photography had not transformed the entire nature of art- was not raised. Soon the film theoreticians asked the same ill-considered question with regard to the film.' 

'Mechanical reproduction changed the reaction of art towards the masses towards art. The reactionary attitude toward a Picasso painting changes into a progressive reaction toward a Chaplin movie. The progressive reaction is characterised by the direct, intimate fusion of visual and emotional enjoyment with the orientation of the expert.'

'For twenty-seven years we Futurists have rebelled against tthe branding of war as anti-aesthetic... Accordingly we state:.. War is beautiful because it establishes man's dominion over the subjugated machinery by means of gas masks, terrifying megaphones, flame throwers, an small tanks. War is beautiful because it initiates the dreamt-of metalization of the human body. War is beautiful because it enriches a flowering meadow with the fiery orchids of machine guns, War is beautiful because it combines the gunfire, the connonades, the cease-fire, the scents, and the stench of putrefaction into a symphony, War is beautiful because it creates new architecture, like that of the big tanks the geometrical formation flights, the smoke spirals from burning villages, and many others... Poets and artists of Futurism!... Remember these principles of an aesthetics of war so that your struggle for a new literature and new graphic art... may be illumined by them! (Marinetti)

'Fiat ars - pereat mundus', says Fascism, and, as Marinetti admits, expects war to supply the artistic gratification of a sense of perception that has been changed by technology. This is evidently the consummation of 'l'art pour l'art'. Mankind, which in Homer's time was an object of contemplation for the Olympian gods, now is one for itself. It's self alienation has reached such a degree that it can experience its own destruction as an aesthetic pleasure of the first order, This is the situation of politics which fascism is rendering aesthetic. Communism responds by politicising art. 

Notes...
  • New technology threatens the 'aura' of the original work.
  • The original work has - presence. authenticity, authority; its special.
  • Blind acceptance.
  • Thinking for yourself- reproduction free's art, re-modification means we make it our own - rewriting and challenging the balance of power. 
  • How this society and conditions of development challenge our view on art.
  • Not just a speculation- discerning knowledge that can be used as a weapon.
  • Our relationship to the world, culture and power. 
  • Galleries with rules and structures.
  • Possibility of loads of versions of art. 
  • Can access art in our own sphere - re-understanding our own.
  • Shift is cathartic - we are active players in the world 
  • New technologies challenge our tradition.
  • Steps - libraries, uni, galleries - you have to raise yourself to that level of culture. 
  • Power, repression, individuals responsibility,
  • Mona Lisa T-shirts - bottom up 
  • The base can change rapidly.
  • The super structure has a gradually slow effect.
  • He's making a prognosis- set of ideas.
  • Someone more special or important than us - top down authoritarian - technology changes that - now there is digital reproduction.
Marx's Concept of Base


  • Base
  • Forces of production - materials, tools, workers, skills etc
  • Relations of production - employer, employee, class, master, slave etc
  • Super structure.
  • Social instituations - legal, political, cultural
  • Forms of consciousness - ideology
  • Society, class.
  • Marx 1848 - Communist Manifesto - 'The history of all hitherto existing society is the history of class struggles.'
New technology introduces a different way of making art and design- actively reshaping culture - Mongrel Creative 
Don't have to make work that they (rich gallery owners) choose - the more you can get work out to people the more democratic the world becomes.

Abstract - Ad Reinhart
Retreat back to the cult of the individual - the aura of art - the only way to understand it is to read up about it. 
In the digital world- with democratic possibilities - people that reject digital and into the craft of making art are retreating into the cult of the individualistic art aura. 

View cinema collectively - negotiate together the humour etc of the film - create the meaning yourself. 


TASK: 

Find something- illustration- that can link to 5 quotes 
Galleries - illustration 
Collective projects due to internet 
Famous illustration/art challenged by the internet 
Artists who challenge the aura of art. 

Wednesday 19 November 2014

Study Task- 4 Research Proposal

The CoP seminar on 14/11/14 gave you the opportunity to receive Formative Feedback from your peers on your proposed Research Projects. The seminar also introduced you to the CoP2 Research Proposal form, which is similar to the CoP3 Research Proposal form that you will be expected to complete later in the year.
Following this seminar, you are asked to;-
1) Scan any Peer Feedback you received from the seminar and post this to your CoP blogs
2) Download the CoP2 Research Proposal Form from eStudio and complete a revised proposal form, based on the Peer Feedback received.Post this to your CoP blogs.

Study Task- 3 Close Reading & Analysis Task: Technology, Culture, History

The second CoP seminar and focused on the themes of Technology, Culture and History. To extend on this, you are asked produce a summary of the key points of seminar text Benjamin, W. (1936) 'The Work of Art in the Age of Mechanical Reproduction' and apply these ideas to a close analysis of ONE illustration. You must use at least FIVE quotations from the Benjamin essay, referenced in accordance to the harvard system, in support of your analysis.
It is expected that your discussion will comment on the socio-political and technological contexts of illustration, and key Benjaminian themes of Aura, exhibition value, cult value and democracy.
One Harvard referenced analysis of one illustration, using FIVE quotes from the Benjamin essay in support.

Girls Feedback

Gentlemen 
Nice 
Helping a grandma across the road
Buying flowers for no reason (relationship

Normally
Shag 
Get off
One night stands
Pull the pig/moose night
Fit girls
Down pints
Tactical chunder 
Rowdy 
Fighting
Sleeping with a girl 3 times or more is minus
Get willies out
Lads what'ssap group 

Minus
Went out with a girl instead of going with the lads 
Holding hands 

Double standards

Peer Evaluation Feedback

Decided to change from alcohol related to just focussing on portraying a modern version of each of his plays.

Progress Tutorial Feedback

- faces in the branches of the forest and hearts

My 20 Observational Drawings

Boys Feedback

Money -jack wills 
Sheep to fit in 
To feel like ur part of it 
Tie dye clothes art uni tattoos piercings culture code
Meat heads met 
Beards - hipster against the morn - growing a beard gets u more manly - against the norm at one point now it 
'Lads lads lads go out get pissed down shit and 

Obsessed with football
Rugby lads rugby union posher lads 
Cricket lads posh scan wishes and tea and Victoria spounge cake 

Lad bruises tai kickboxing violent 
Animal instinct being drunk 
Call lane full of lads fighting
Any girls with a 
Primal instinct 

Friday 14 November 2014

Museum Visit and Exhibition in Leeds University Library


Task 2 (museum group work): Identify unexpected/ useful outcomes of combining your drawings with other group members and having a focused task to achieve in a short time. 


Seeing other peoples styles and ways of working and interpreting the same museum exhibitions. Time restrictions also made us produce more work in a quicker time which meant the results were more trying to capture the essence and feel of the object/animal we were drawing than getting a perfect representation with loads of detail. Although I still tried to do this a bit in my work! The time restraints generally meant we could loosen up a bit, and I chose to use coloured pencils to do this so that I could record the colour without taking too long to draw all the individual feathers for example.

Comment on how Task 2 led you to repond to the gallery/museum. If this was different to previous visits, how and why?

It was similar to other school art trips where we have gone to look at a specific exhibition and drawn lots of different parts of it and displays. However compared to a leisurely trip to a museum this way meant we spent a lot more time scanning the displays for the best choices to draw from and spent a far longer amount of time in front of that specific thing rather than just walking around. I looked at each subject that I was drawing in depth aesthetically rather than its history and context which you would usually be reading and finding out about.

Task 1 (reportage): evaluate how the task has been approached in the time given.

I used coloured pencils to quickly capture the colours on the animals I was drawing and the whole team managed to come back with a similar amount of various sketches. I think we approached it well in the time given and we created a display on the window with all our sketches on. We decided to put them on the window because they were all drawn onto tracing paper which meant the light could come through and they could overlap effectively without masking out the image behind.

How could the practical aspect of CoP2 be extended to challenge your image-making further and enhance your essay line of enquiry?

  • Do observational drawing relating to my theme - historical and social (boys/war/social groups/ war letters… did they sound like the lads today?)
  • Try to do quicker and looser drawing- get ideas down and experiment!
  • Take sketch books with me. 
  • Visit the library.
  • Try different media.
  • Explore in my Sketchbook more.



Collaborative Group Work








Proposed Research Question or Theme

Peer Feedback

Red- My additional feedback.

Think about your subject carefully - personally relevant!

Initial Proposed Research Question or Theme:
How Does Higher Education Effect/Encourage Lad Culture?

(Research Behind) What research needs to be undertaken into the general and specific contexts of the Research Project?
Historical/cultural/social/technological/economical/political/important illustrators/thinkers/writers/philosophers. Any dominant/prevailing attitudes? Subject culturally specific?

  • Sport/society initiations 'welcome drinks'
  • Interviews
  • Lad culture - effects, incidents, examples of things happening?
  • Sex 'scoring' girls become conquests - objectified.
  • Do uni's with more mature students not have this lad culture as much?
  • Competition- does this fuel lad culture? 
  • Pack mentality from the way they dress - fancy dress on nights out- recognisable as a pack.
  • Start uni in new place not knowing anyone - need to find a group/pack to identify with?
  • No authoritative elders with an impact on the social side of uni - no one stopping the behaviour or witnessing it. The older students in charge of societies encourage the behaviour to get the group to bond. 
  • 'lad points'


(Research Through) What approaches could be taken and what processes, methods, materials and tools could be involved in the Research Project?
How will you approach the subject? What questions will you ask? Why? Methodology- psychology research methods- collating results infer and why? Strategy/qualitative vs quantative/how will you use illustration as a strategy. Video interviews/ questionnaires. Methodology - get books from library- theories. Sociological/theory - acknowledge at start of project - epistemology- thinking through doing/reflective practice- Schon.

  • Media Coverage
  • Geordie Shore/Made in Chelsea/ The Only Way is Essex - all the same age group roughly, all different parts of the country and different social/class groups.
  • It's not a new thing - peacocking - animalistic/ primeval
  • Identify another way of identifying 'lad culture' from throughout history: boys going off to war etc.
  • Look at history/magazines how are they showing the ideal way to be portrayed? Spray tans, gym, gains/ do you even lift? hashtags on instagram etc gym obsessed youth get paid for endorsing fitness products - less to do with going out for runs and nature and more to do with fitness in the gym environment- weights - more about aesthetics than health. 

(Research For) What preparation or investigations needs to be undertaken for the Research Project to take place?
HOW will you investigate it/ do you have to research into methods and techniques? Do you need to research into materials/media etc. Maximise effectiveness of research.

  • Interviews 
  • Questionaires 
  • New wave banter
  • 21 Jump Street - Channing Tatam - Role reversal/ Challenges lad culture.
  • Bad Neighbours - American uni lad culture… is our new phase of lad culture influenced by american uni society e.g. fraternities and sororities.
  • Research into research methods such as quantitative vs qualitative and think about reliable and bias sources etc.

(Research In Front of) What research needs to be undertaken regarding who the project is for?
Who is the research project for? Who is your audience for? In a context- professional. Can anyone use/make use of your project/research? How? Collaboration? Shakes you out of your stylistic comfort zone. How would your tone of voice change if you targeted your research as a different audience?

  • Where do women come into this? What does this do to women and how do they effect 'lads' - are boys trying to impress each other or impress girls. 
  • What do boys who aren't lads feel about them?
  • Would lads refer to themselves as lads? if not is it because they feel there are negative connotations? 

Sources of further Research (Illustrators, Books, Websites)

  • Identify the different lad cultures in different casts of Geordie Shore, The Only Way is Essex and Made in Chelsea - can use as easy case studies - also how do people perceive them. 

Suggestions for a revised Research Question based on the above?

Sunday 9 November 2014

LAD Culture

http://www.badgeronline.co.uk/leading-research-into-lad-culture/
http://sussex.tab.co.uk/2014/03/10/am-i-a-lad/

NUS Lad culture
http://www.nus.org.uk/Global/Campaigns/That's%20what%20she%20said%20full%20report%20Final%20web.pdf

Defense
http://blogs.telegraph.co.uk/news/jackrivlin/100210063/the-prudes-of-the-nus-hate-boozy-popular-lads-so-what-do-they-do-smear-them-as-rapists/

Lad Points
http://sussex.tab.co.uk/2014/11/04/dr-lad-points/

Douchebags
http://www.vice.com/en_uk/read/anatomy-of-a-new-modern-douchebag

Rugby Lads
http://bristol.tab.co.uk/2014/03/08/in-defence-of-rugby-lads/

Drinking Culture
http://leeds.tab.co.uk/2014/10/08/boozenight/

Sexual Assault
http://www.mirror.co.uk/news/uk-news/drunk-student-jailed-slapping-penis-4482812


Dapper Laughs
http://www.huffingtonpost.co.uk/lee-kern/dapper-laughs-sexism_b_5959094.html
http://www.huffingtonpost.co.uk/2014/11/09/dapper-laughs-apologises-_n_6128598.html
http://www.huffingtonpost.co.uk/2014/11/08/cancel-dapper-laughs-petition-itv_n_6126118.html
http://www.huffingtonpost.co.uk/2014/11/07/dapper-laughs-humiliated-after-homeless-charity-shelter-rejects-christmas-album-funds_n_6121468.html
http://www.huffingtonpost.co.uk/2014/07/30/dapper-laughs-tv-show-vine_n_5634415.html
http://usvsth3m.com/post/this-is-what-happened-when-i-criticised-dapper-laughs-on-twitter


BBC Radio 1's Podcast on Lad Culture in Higher Education:
http://www.bbc.co.uk/programmes/b04n601g
Alison Phipps, Director of the Centre for Gender Studies at the University of Sussex, explores the rise of 'lad culture' in Higher Education and its relationship to the 'marketisation' of learning. 
In this podcast they mentioned...

  • Banter as a get out of jail free card.
  • Uni lads are individualist but not individual - they have a pack mentality.
  • They are competitive with each other but the group all acts like each other.
  • Their forms of masculinity are strict - bully boys that do not fit this.
  • Now - sexism may be more nasty today - encouraged by social media.
  • Competitive scoring of sex.
  • Women being audited.
  • FB pages like 'rate your shag'
  • Sexual Conquests
  • Consumerist Mentality
  • Neo-Liberalization
  • Marketised University
  • Rankings/gradings/evaluate
  • Individualism- Not a strong sense of comunity- which could protect against it.
  • What are universities teaching students? Civic values should be a part.
  • Sexist bullying - backlash on feminism
  • View that feminism has gone too far.
  • NUS lad culture strategy team
  • Unwanted sexual advances
  • Good Lad workshops in Oxford
  • Intervention Initiative UWE

NUS Lad Culture Strategy Team
http://www.bbc.co.uk/news/education-29176844
http://www.nus.org.uk/en/news/lad-culture-your-reactions/
http://www.independent.co.uk/student/news/universities-must-unite-to-beat-lad-culture-sexism-on-campus-claims-nus-9734198.html
http://www.nus.org.uk/en/nus-calls-for-summit-on-lad-culture/

Good Lad Workshops
http://ithappenshereoxford.wordpress.com/about/our-programs/education/
http://oxford.tab.co.uk/2013/04/23/lads-arent-us/
http://www.telegraph.co.uk/women/womens-life/10657789/Sexist-lad-culture-can-British-universities-ever-get-rid-of-it.html

Intervention Initiative
http://www1.uwe.ac.uk/bl/research/interventioninitiative.aspx
http://www1.uwe.ac.uk/bl/research/interventioninitiative/abouttheprogramme.aspx

'Rate Your Shag'
https://twitter.com/search?q=rate%20your%20shag&src=typd
https://www.facebook.com/pages/Rate-your-shag-Alton/510249275723112


http://www.independent.co.uk/student/news/universities-in-uproar-over-rate-your-shag-facebook-pages-8635173.html

http://www.independent.co.uk/voices/comment/rate-your-shag-its-good-to-see-student-sex-is-as-bad-as-ever-8637400.html

http://www.dailymail.co.uk/news/article-2332599/Rate-Your-Shag-pages-Facebook-Loughborough-university-comment-conquests.html

http://news.sky.com/story/1097113/facebook-shuts-rate-your-shag-student-pages

https://www.facebook.com/notes/facebook-safety/controversial-harmful-and-hateful-speech-on-facebook/574430655911054

WOMEN, ACTION MEDIA
http://www.womenactionmedia.org/