Monday, February 6, 2012
Discussion on Representation: The True Meaning of Pictures
The True Meaning of Pictures addresses the issue of representation in documentary photography by examining the work of American photographer Shelby Lee Adams. This documentary seeks to spend time with the subjects of Adams work, in order to get to know them better and address the controversy and response Adams' photographs generate, which involves the politics of representation. Both strands of the film will combine to explore the larger-- and also self-reflexive-- issue of whether it is possible to "document" a community. The emotional intention is to compel viewers to move beyond voyeurism into empathy, so that by the end of the film they will feel authentically connected to people with whom they assume they have nothing in common..
Discussion on Representation-Die Antwood
"Umshini Wam" Die Antwoord Harmony Korine
UMSHINIWAM.COM
Directed by Harmony Korine, 2011. Starring Ninja and Yo Landi, Die Antwoord. Gangsta Gangsta.
Directed by Harmony Korine, 2011. Starring Ninja and Yo Landi, Die Antwoord. Gangsta Gangsta.
Die Antwoord performs music which incorporates many Zef elements and references. According to the band, Zef is a South African slang term that describes a unique South African style which is modern and trashy and also includes out-of-date, discarded cultural and style elements. (Wikipedia)
Thursday, February 2, 2012
Call for Student Entries-Free-Mac on Campus
"http://www.mac-on-campus.com/LearningCenter/ArticlesandBookExcerpts/166554.aspx"
Thursday, January 26, 2012
Friday, January 20, 2012
Rebecca Solnit in the Palouse
Tuesday, January 17, 2012
Sunday, January 15, 2012
NY Times Article, Photographing Photographers
http://www.nytimes.com/slideshow/2012/01/15/opinion/sunday/15EXPOSURES_ABE.html
Photographing Photographers
Abe Frajndlich turned the camera on celebrated subjects who were usually behind it.
Tuesday, January 10, 2012
Monday, January 9, 2012
Friday, January 6, 2012
Spring Visiting Artists
Visiting artists-Spring 2012
Casey Doyle and Stacy Isenbarger
jcaseydoyle.com
www.stacyisenbarger.com
January 9th to February 16th, 2012
Opening and Lecture: January 12th, 6pm Fine Arts Auditorium
Reception to follow
ID:
New Works by Stacy Isenbarger and J. Casey Doyle
New Sculpture/ New Media Faculty from the University of Idaho, Stacy Isenbarger and J. Casey Doyle present works questioning identity through a range of processes and materials. Doyle’s I AM MY OWN CHEERLEADER celebrates empowering the self, while Isenbarger’s I.M.M.G.R.A.N.T. (Environmental Status) addresses effects labeling has on a cultural environment.
Susan Noyes Platt, Ph.D.
http://www.artandpoliticsnow.com/
Lecture: February 16th, 6pm Fine Arts Auditorium
ART AND POLITICS NOW: CULTURAL ACTIVISM IN A TIME OF CRISIS
This presentation examines a selection of the 80 artists included in the book, Art and Politics Now: Cultural Activism in a Time of Crisis (Mid march 2011) emphasizing the wide ranging strategies and media that the artists use to address social issues. The lecture considers practice among contemporary artists who are pursuing social and political engagement both in the US and globally. Topics include opposition to war, terrorism, racism, borders, and the violation of the earth. It ranges from the art of street protest to the international art scene with an emphasis on globalization issues such as the exploitation of women in maquiladoras and the displacement of people in war. It will also include the Occupy movement. Discussion and debate from the audience is welcome.
Spencer Moody and Coco Howard
http://softlifeindustry.com
Feb 23rd to March 29th
Lecture February 23rd, 6pm, Fine Arts Auditorium
Reception to follow
Spencer Moody and Coco Howard are Seattle based husband and wife artist dynamo who have collaborated on a variety of projects including installations, music, painting, sculpture, photography, video, and plush toy design. Their February 2012 exhibition at WSU will be an installation titled Into The Woods, which will feature a forest made of burlap coffee sacks, inhabited by witches and bears, the center of which will be a mystic cabin of darkness.
Casey Doyle and Stacy Isenbarger
jcaseydoyle.com
www.stacyisenbarger.com
January 9th to February 16th, 2012
Opening and Lecture: January 12th, 6pm Fine Arts Auditorium
Reception to follow
ID:
New Works by Stacy Isenbarger and J. Casey Doyle
New Sculpture/ New Media Faculty from the University of Idaho, Stacy Isenbarger and J. Casey Doyle present works questioning identity through a range of processes and materials. Doyle’s I AM MY OWN CHEERLEADER celebrates empowering the self, while Isenbarger’s I.M.M.G.R.A.N.T. (Environmental Status) addresses effects labeling has on a cultural environment.
Susan Noyes Platt, Ph.D.
http://www.artandpoliticsnow.com/
Lecture: February 16th, 6pm Fine Arts Auditorium
ART AND POLITICS NOW: CULTURAL ACTIVISM IN A TIME OF CRISIS
This presentation examines a selection of the 80 artists included in the book, Art and Politics Now: Cultural Activism in a Time of Crisis (Mid march 2011) emphasizing the wide ranging strategies and media that the artists use to address social issues. The lecture considers practice among contemporary artists who are pursuing social and political engagement both in the US and globally. Topics include opposition to war, terrorism, racism, borders, and the violation of the earth. It ranges from the art of street protest to the international art scene with an emphasis on globalization issues such as the exploitation of women in maquiladoras and the displacement of people in war. It will also include the Occupy movement. Discussion and debate from the audience is welcome.
Spencer Moody and Coco Howard
http://softlifeindustry.com
Feb 23rd to March 29th
Lecture February 23rd, 6pm, Fine Arts Auditorium
Reception to follow
Spencer Moody and Coco Howard are Seattle based husband and wife artist dynamo who have collaborated on a variety of projects including installations, music, painting, sculpture, photography, video, and plush toy design. Their February 2012 exhibition at WSU will be an installation titled Into The Woods, which will feature a forest made of burlap coffee sacks, inhabited by witches and bears, the center of which will be a mystic cabin of darkness.
Thursday, December 15, 2011
What is College For?
What Is College For?
By GARY GUTTING
The Stone is a forum for contemporary philosophers on issues both timely and timeless.
TAGS:
The Stone is featuring occasional posts by Gary Gutting, a professor of philosophy at the University of Notre Dame, that apply critical thinking to information and events that have appeared in the news.
Most American college students are wrapping up yet another semester this week. For many of them, and their families, the past months or years in school have likely involved considerable time, commitment, effort and expense. Was it worth it?
Some evidence suggests that it was. A Pew Research survey this year found that 74 percent of graduates from four-year colleges say that their education was “very useful in helping them grow intellectually.” Sixty-nine percent said that “it was very useful in helping them grow and mature as a person” and 55 percent claimed that “it was very useful in helping prepare them for a job or career.” Moreover, 86 percent of these graduates think “college has been a good investment for them personally.”
Nonetheless, there is incessant talk about the “failure” of higher education. (Anthony Grafton at The New York Review of Books provides an excellent survey of recent discussions.) Much of this has to do with access: it’s too expensive, admissions policies are unfair, the drop-out rate is too high. There is also dismay at the exploitation of graduate students and part-time faculty members, the over-emphasis on frills such as semi-professional athletics or fancy dorms and student centers, and the proliferation of expensive and unneeded administrators. As important as they are, these criticisms don’t contradict the Pew Survey’s favorable picture of the fundamental value of students’ core educational experience.
Nonetheless, there is incessant talk about the “failure” of higher education. (Anthony Grafton at The New York Review of Books provides an excellent survey of recent discussions.) Much of this has to do with access: it’s too expensive, admissions policies are unfair, the drop-out rate is too high. There is also dismay at the exploitation of graduate students and part-time faculty members, the over-emphasis on frills such as semi-professional athletics or fancy dorms and student centers, and the proliferation of expensive and unneeded administrators. As important as they are, these criticisms don’t contradict the Pew Survey’s favorable picture of the fundamental value of students’ core educational experience.
But, as Grafton’s discussion also makes clear, there are serious concerns about the quality of this experience. In particular, the university curriculum leaves students disengaged from the material they are supposed to be learning. They see most of their courses as intrinsically “boring,” of value only if they provide training relevant to future employment or if the teacher has a pleasing (amusing, exciting, “relevant”) way of presenting the material. As a result, students spend only as much time as they need to get what they see as acceptable grades (on average, about 12 to 14 hour a week for all courses combined). Professors have ceased to expect genuine engagement from students and often give good grades (B or better) to work that is at best minimally adequate.
THE STONE VIDEO SERIES
This lack of academic engagement is real, even among schools with the best students and the best teachers, and it increases dramatically as the quality of the school decreases. But it results from a basic misunderstanding — by both students and teachers — of what colleges are for.
First of all, they are not simply for the education of students. This is an essential function, but the raison d’être of a college is to nourish a world of intellectual culture; that is, a world of ideas, dedicated to what we can know scientifically, understand humanistically, or express artistically. In our society, this world is mainly populated by members of college faculties: scientists, humanists, social scientists (who straddle the humanities and the sciences properly speaking), and those who study the fine arts. Law, medicine and engineering are included to the extent that they are still understood as “learned professions,” deploying practical skills that are nonetheless deeply rooted in scientific knowledge or humanistic understanding. When, as is often the case in business education and teacher training, practical skills far outweigh theoretical understanding, we are moving beyond the intellectual culture that defines higher education.
Our support for higher education makes sense only if we regard this intellectual culture as essential to our society. Otherwise, we could provide job-training and basic social and moral formation for young adults far more efficiently and cheaply, through, say, a combination of professional and trade schools, and public service programs. There would be no need to support, at great expense, the highly specialized interests of, for example, physicists, philosophers, anthropologists and art historians. Colleges and universities have no point if we do not value the knowledge and understanding to which their faculties are dedicated.
This has important consequences for how we regard what goes on in college classrooms. Teachers need to see themselves as, first of all, intellectuals, dedicated to understanding poetry, history, human psychology, physics, biology — or whatever is the focus of their discipline. But they also need to realize that this dedication expresses not just their idiosyncratic interest in certain questions but a conviction that those questions have general human significance, even apart from immediately practical applications. This is why a discipline requires not just research but also teaching. Non-experts need access to what experts have learned, and experts need to make sure that their research remains in contact with general human concerns. The classroom is the primary locus of such contact.
Students, in turn, need to recognize that their college education is above all a matter of opening themselves up to new dimensions of knowledge and understanding. Teaching is not a matter of (as we too often say) “making a subject (poetry, physics, philosophy) interesting” to students but of students coming to see how such subjects are intrinsically interesting. It is more a matter of students moving beyond their interests than of teachers fitting their subjects to interests that students already have. Good teaching does not make a course’s subject more interesting; it gives the students more interests — and so makes them more interesting.
Students readily accept the alleged wisdom that their most important learning at college takes place outside the classroom. Many faculty members — thinking of their labs, libraries or studies — would agree. But the truth is that, for both students and faculty members, the classroom is precisely where the most important learning occurs.
Tuesday, December 13, 2011
Snaps from 1st Year MFA Review
Professor Haas and MFA candidate Sakura Koretsune
Painting Professors Chris Watts and Michelle Forsyth in MFA candidate, Jennifer Saracino's studio
Friday, December 9, 2011
A Few Student Projects
Steven, Alyssa, Ayshin, and Michael, Intro to Photography
Alyssa, 12 Diptychs
Seth, Push Pin BA Show
Seth, BA Photo Graduate, Dec. 2011
Katy, Color and Form
Camille, Self Portraits
Andrew, People and their Collections
Joe, Montages
Friday, December 2, 2011
Thursday, December 1, 2011
Sunday, November 27, 2011
Wednesday, November 16, 2011
Steve McCurry Lecture
PULLMAN, Wash. - The photography of Steve McCurry will be displayed in the CUB art gallery until Nov. 19.
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"Afghan Girl" photo by Steve McCurry |
McCurry is an American photojournalist whose most famous photograph, Afghan Girl, has been in National Geographic. His work has been featured in every major magazine worldwide.
Photos displayed in the gallery include, "Three Men, Jodhpur India, 1996,” "Train Station, Agra, India, 1983,” and "Dust Storm, Rajasthan, India, 1983.”
The exhibit is sponsored by the ASWSU Student Entertainment Board.
McCurry will also talk about his work with National Geographic 6 p.m. Thursday, Nov. 17, in the CUB 220. The lecture is free and open to everyone.
For more information about McCurry, please visit his website,http://www.stevemccurry.com, or his blog, http://stevemccurry.wordpress.com.
Monday, November 7, 2011
Tuesday, November 1, 2011
Friday, October 28, 2011
Thursday, October 27, 2011
Wednesday, October 26, 2011
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