ARTH 302: African American Art
To Read and View:
hooks uses the terms “otherness” and “difference”—these are common terms used in contemporary critical theory to discuss the ways in which oppression occurs through a of “othering” (looking at those who are different as “other,” unknown, frightening, and thus to be cast out rather than incorporated into culture and politics). Difference in this context refers specifically to cultural constructions of differences based on race, gender, sexed embodiment, etc.
Watch:
Art 21 clip: – start at 10:35minutes and end at 20 min.
Ligon is a conceptual artist, in this short segment of the episode he talks about the materials he uses in relation to his ideas, texts that inspired his work. His work also deals explicitly with the history of slavery in America, so we will see more of his work next week.
More artists and examples:
Reading Reflection
Week 9: Postmodernism and Transgression
According to bell hooks, and considering the other resources you read this week, how does postmodernism relate to Black experiences and identities? What are the tensions or conflicts between the development of postmodern thought and Black American culture, according to hooks?
Why and how are Black artists central to the development of postmodernism in art? When looking at the examples of Black artists whose works are considered postmodern, what strategies are you seeing, what kinds of approaches to Black and identities stand out to you? (discuss one or two particular examples to make your point)
Class Meeting Make-up
Use this form to respond to class meetings that you miss. Watch the recording of our class and write responses to our discussions below. Responses are due within 1 week of our class meeting (meetings are on Wednesdays, so these are due by the following Wednesday).
To find the recording of our meeting, go to Blackboard Collaborate and click on the menu (the 3 horizontal bars) in the upper left corner. Click on Recordings. You’ll find 2 recordings, one is prior to group discussions, the second is after breakout groups. Email me if you have trouble ac cessing these.ARTH 302: African American Art
LINKS TO VIDEO:
- (100-200 words) Write a response to the first part of our meeting, indicating that you understand the key terms and the basic contextual overview we are discussing. Include a response to any questions asked of the class, such as a response to an artwork on screen that we discuss as a group. ARTH 302: African American Art
- (100-200 words) Write a response to the class discussion after breakout groups. You might pick a particular artwork or comparison to discuss in relation to the week’s theme. You may reiterate observations made by other students that you found noteworthy, or add your own insights and observations about the work we are viewing.
Class Meeting Make-up
Use this form to respond to class meetings that you miss. Watch the recording of our class and write responses to our discussions below. Responses are due within 1 week of our class meeting (meetings are on Wednesdays, so these are due by the following Wednesday).
To find the recording of our class meeting, go to Blackboard Collaborate and click on the menu (the 3 horizontal bars) in the upper left corner. Click on Recordings. You’ll find 2 recordings, one is prior to group discussions, the second is after breakout groups. Email me if you have trouble accessing these. ARTH 302: African American Art
LINKS TO VIDEO:
- (100-200 words) Write a response to the first part of our meeting, indicating that you understand the key terms and the basic contextual overview we are discussing. Include a response to any questions asked of the class, such as a response to an artwork on screen that we discuss as a group.
- (100-200 words) Write a response to the class discussion after breakout groups. You might pick a particular artwork or comparison to discuss in relation to the week’s theme. You may reiterate observations made by other students that you found noteworthy, or add your own insights and observations about the work we are viewing.
