ÉTUDES EN ART CONTEMPORAIN
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L'esthétique de la résistance
Reactions comme "Nobody asked you to be an Artist", "It's your choice", "Your decision to make art out of
yourself", et encore,
"Go back to school and be a lawyer, stop using public funds
and make money!", "qu'est-ce que tu fais dans
vie?", "tu vis de quoi?", demeure une critique de
la liberté de l'artiste en marge avec sa communauté, une image du
social et des possibilités et impossibilités, face à la
performance comme nouveau mode de domination dans le monde du
travail.
Le mandat de l'artiste dans son rapport à la société n'est
pas différent. Il suffit de regarder
les titres de
certaines
des dernières
grandes
expositions internationales, des biennales, pour s'apercevoir de ce désir qu'ont les
organisateurs de positionner l'engagement et le social dans le
pratique. En tant qu'événement à la recherche d'un idéal de
liberté, ces productions renferment aussi des politiques de
dominance et de contrôle. Il semble
que la pratique
ait
automatiquement
un rôle
à jouer
dans
la société, peu importe si l'exposition est efficace pour un tel
engagement.
Inversement, ces événements présupposent des pratiques de
résistance aux fonctionnements de l'économie. Ils connaissent
l'influence des mécanismes de contrôle et de domination en tant
qu'importantes institutions à la diffusion de la nouveauté, de la
radicalité, et sont les emphases artistiques dominantes
aujourd'hui. Cette pratique du social et de l'engagement
s'expliquent sans doute par l'académie
comme langage par défaut d'une professionnalisation de l'art et
de l'économie.
Initier une pratique professionnelle basée sur la conscience des
nécessités d'une production de la connaissance globale est prendre
part à une esthétique de la résistance. Car tel est le motif de
mes conférences, il est de présenter en tant qu'échecs productifs
ces zones limites entre l'art et l'économie. Il fait ainsi de la
production de la connaissance une structure critique et cet
engagement de l'artiste des idées structurantes, c'est-à-dire
un professionnel.
Autrement, une esthétique de la résistance naît d'un rapport de
dépendance, de domination et de contrôle face aux pressions du
social, d'où l'idée d'engagement. Une ville sans argent équivaut à
une architecture sans bâtiments. On ne peut habiter la ville sans
argent, sans une économie. Les crises psychologiques - l'hystérie,
la paranoïa, le développement envahissant de maladies, burnout -
se saisissent aujourd'hui tel un mur postmoderne, acceptable, en
tant que personalité fragile, un faible, un
looser. So? You perform to proof yourself, and to do so, you
need to be available anytime. Otherwise, as Donald Trump would
say: "You're Fired!".
Dans ma conférence, par la performance, je mettrai de l'avant ces
pratiques artistiques pour une libération de politiques de
l'économie. Ces enjeux sont élaborés depuis plusieurs philosophes
et critiques d'art, mais je porterai une attention particulière de
ceux de la Unitednationplaza. Cet organe pour la
connaissance est une idée de l'artiste
Anton Vidokle, fondateur de e-Flux avec Julieta Aranda.
Mes recherches personnelles porteront ainsi sur l'annulation de la
Manifesta 6.
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STUDIES IN CONTEMPORARY ART
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Aesthetics of Resistance
Reactions like "Nobody asked you to be an artist", "It's your choice" and "It was your decision to make yourself an artist", or even
"Go back to school and be a lawyer, stop using public funds
and make some money!", "What do you do again?"
and "How do you make a living ?" still
contain as a critic an image of freedom toward its community, a
social image of possibilities and impossibilities, facing
performance as the new prevalent mode of labour.
The mandate of the artist as it relates to society is no different.
It’s enough to look at the titles of certain recent international
exhibitions and biennales to realize that organizers want to build
social responsibility into artistic practice. However, as events
seeking an ideal of freedom, these international contemporary art
productions also contain the nihilistic politics of dominance and
structure. It seems as if artistic practice has now, by default,
been given a role to play in society, regardless of whether or not
an exhibition is the best means for expressing that engagement.
Conversely, these events presuppose practices of resistance against
the workings of the economy. They have been influenced by the
mechanisms of control and domination because they are organized by
important institutions that promote what is new and radical,
regardless of dominant artistic trends. These concepts of social
engagement are undoubtedly explained by academic language, which is,
by default, a vehicle for the professionalization of art and of the
economy.
Initiating a professional practice based on an awareness of the
necessities for a global knowledge production is an being part of an
aesthetics of resistance. As this is the main theme of my lecture, I
will thus present these fringe zones between art and economics as
constructive failures. This approach also positions the production
of knowledge as a critical structure, the artist’s engagement as a
structural idea and the artist as a professional.
Otherwise, the aesthetics of resistance result from a relationship
of dependence, domination and control when dealing with social
pressures, and thus the concept of engagement arises. A city with
empty coffers is the equivalent of architecture without buildings.
We cannot live in a city that has no money, no economy. In today’s
world, psychological crises – hysteria, paranoia, the proliferation
of sickness, burnouts – are understood as part of a postmodern life,
perfectly acceptable for fragile personalities, weaklings, losers. So? You perform to prove yourself, and to do so, you need to be
available anytime. Otherwise, as Donald Trump would say,
"You're fired!”
In my lecture, through performance, I will put forth artistic
practices that are free from the politics of the economy. My ideas
will be elaborated using various philosophies and approaches to art
criticism, but with particular focus on the ideas of
Unitednationplaza. This think tank is the creation of
Anton Vidokle, co-founder of e-Flux, with Julieta Aranda.
My personal research also touches on the cancellation of Manifesta
6.
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CONFERENCE DATES :
_____________________________________________________
ESTONIE_ESTONIA
M6 EXAM: Exhibition/Residency as A School -
The Kontainer Gallery
with
The Polymer Residency Program,
Tallinn, Estonia,
August 15th - September 15th 2011
FINLANDE_FINLAND
LAPSody - The 3rd International Conference & Festival
for Live Art and Performance Studies at the Theatre
Academy Helsinki, Finland, June 7th-12th 2011
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Photo: Ville_City of New York, 2011
Occupying the diminutive (25 feet wide by 81 feet deep) mid-block
site of the Austrian Cultural Forum’s former townhouse, the new
building rises to a 24-story height with the authority of a
landmark, expressing the contextual relevance of both the
architecture and the Forum’s mission to connect European and
American creative visions.
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MANIFESTA 6 - LES 12 TEXTES
_____________________________________________________
01-Mai Abu ElDahab,
On How to Fall With Grace—or Fall Flat on Your Face,
Notes for an Art School, 6 pages
02-Anton Vidokle,
Exhibition as School in a Divided City, Notes for an
Art School, 6 pages
03-Florian Waldvogel,
Each One Teach One: Adorno's "Thinking is action, theory
is a form of practice", Notes for an Art School, 10 pages
04-Babak Afrassiabi & Nasrin Tabatabai,
Practice of Indecisiveness, Notes for an Art School, 3
pages
05-Julie Ault & Martin Beck,
Drawing Out & Leading Forth, Notes for an Art School, 8 pages
06-Liam Gillick,
Denial & Function, A history of disengagement in relation
to teaching, Notes for an Art School, 5 pages
07-Walid Sadek,
A Room With a Conversation in the Middle, Notes for an
Art School, 5 pages
08-A Conversation Between Boris Groys & Anton Vidokle, Art
Beyond the Art Market, Notes for an Art School, 7 pages
09-Jan Verwoert, School’s Out!-?, Arguments to
challenge or defend the institutional boundaries of the academy,
Notes for an Art School, 8 pages
10-Olaf Metzel, SayNoProduction, Notes for an Art
School, 7 pages
11-Haris Pellapaisiotis,
Speaking Thoughts:On an Art School, Notes for an Art School, 8 pages
12-An Interview with Tobias Rehberger by Mai Abu ElDahab,
Kitsch, Destruction & Education
(An extract from a conversation between Tobias Rehberger and
Mai Abu ElDahab in the kitchen of Rehberger’s Frankfurt home
on 6 November, 2005. Rehberger is a full-time teacher at the
Staatliche Hochschule f ür Bildendew Künste (Staedelschule) in
Frankfurt am Main, where he himself was once a student.), Notes for an Art School, 8 pages
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MANIFESTA 6 - THE 12 TEXTS
_____________________________________________________
01-Mai Abu ElDahab,
On How to Fall With Grace—or Fall Flat on Your Face,
Notes for an Art School, 6 pages
02-Anton Vidokle,
Exhibition as School in a Divided City, Notes for an Art
School, 6 pages
03-Florian Waldvogel,
Each One Teach One: Adorno's "Thinking is action, theory
is a form of practice", Notes for an Art School, 10 pages
04-Babak Afrassiabi & Nasrin Tabatabai,
Practice of Indecisiveness, Notes for an Art School, 3
pages
05-Julie Ault & Martin Beck,
Drawing Out & Leading Forth, Notes for an Art School, 8 pages
06-Liam Gillick,
Denial & Function, A history of disengagement in relation
to teaching, Notes for an Art School, 5 pages
07-Walid Sadek,
A Room With a Conversation in the Middle, Notes for an
Art School, 5 pages
08-A Conversation Between Boris Groys & Anton Vidokle, Art
Beyond the Art Market, Notes for an Art School, 7 pages
09-Jan Verwoert, School’s Out!-?, Arguments to challenge
or defend the institutional boundaries of the academy, Notes for
an Art School, 8 pages
10-Olaf Metzel, SayNoProduction, Notes for an Art
School, 7 pages
11-Haris Pellapaisiotis,
Speaking Thoughts:On an Art School, Notes for an Art School, 8 pages
12-An Interview with Tobias Rehberger by Mai Abu ElDahab,
Kitsch, Destruction & Education
(An extract from a conversation between Tobias Rehberger and
Mai Abu ElDahab in the kitchen of Rehberger’s Frankfurt home on
6 November, 2005. Rehberger is a full-time teacher at the
Staatliche Hochschule f ür Bildendew Künste (Staedelschule) in
Frankfurt am Main, where he himself was once a student.), Notes for an Art School, 8 pages
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DOCUMENTATION
_____________________________________________________
byAnalogy
Mandat_Mandate
Pour situer une idée de l’art_To situate an idea of art
byAnalogy Collaborateurs_Collaborators and Art
Supporters
Vanessa Gerold, marketing (New York, Paris et Montréal)
Adriana Palanca, traduction_translation (Montréal)
Carter Goodwin, consultant (New York)
byAnalogy Développement_Development
Sylvain Breton (Montréal)
byAnalogy
Partenaires_Partners
(M6 EXAM: Exhibition/Residency as a School)
KUNSTIKONTEINER - Kultuuritehas Polymer/Art Container
Madara 22/Ülase 16
Tallinn, 10613, EESTI
(Estonie_Estonia)
byAnalogy Institutions
MTÜ Kunstikonteinersupported
Estonian Ministry of Culture
Cultural Endowment of Estonia
byAnalogy Informations
info[at]byanalogy[dot]org
_____________________________________________________
Dernière mise à jour_Last edited : 6 mai_May 2011
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