Acts of Resistance SP2022: The Interventionists Chapter 3 & 4

Wednesday, March 16, 2022

The Interventionists Chapter 3 & 4

The Interventionists, Chapter 3: Ready to wear

Project: Yomango

“Like all other major brand names is not so much about selling concrete stuff, but more about promoting a lifestyle.”

“The YOMANGO lifestyle consists of shoplifting as a form of social disobedience and direct action against multinational corporations.”

Description: Based in Barcelona, Spain, in 2001, the project YOMANGO is a bag that “makes objects disappear”. It has been designed to be the perfect bag for shoplifting making going to the mall a magical experience. “YOMANGO, in Spanish slang means ‘I steal”. The ethical shoplifting, culture jamming, direct-action movement Yomango turned the impulse to shoplift into a movement and an art form.

The Interventionists, Chapter 4: The Experimental University

Project: subRosa

“subRosa practices a situational embodied feminist politics nourished by conviviality, self-determination, and the desire for affirmative alliances and coalitions.”

"Their research /production takes many forms including performance, video, publishing, web projects and teach-ins."

Description: subRosa is a mutable (cyber) feminist art collective merging art, social activism, and politics to explore and critique the intersections of information and biotechnologies on women’s bodies, lives, and work, as it applies to sexual difference, race, and transnational labor conditions and power. The cyberfeminism art collective subRosa, consists of five members: Faith Wilding, Hyla Willis, Lucia Sommer, Laleh Mehran, and Steffi Domike. The name subRosa honors other politically charged historical Rosas, including Rosa Luxemburg, Rosalind Franklin, Rosa Parks, and Rosie the Riveter.

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DUE WEDNESDAY 4/27 +++ Class is in VA157

CLASS IS IN-PERSON on 4/27 at 10am. We are meeting in room 157 in the VA Building. We can meet in the VA entrance or please go to VA157. PLEASE BE ON TIME! I will bring bagels :)

CLASS PRESENTATION IN-PERSON Be prepared to present your projects to the class in ~3 minute presentations in the classroom VA157. You will use the post you create to present to the class. You can also bring props and copies of your project to share with the students in class - if applicable. Feel free to post several images to your project description of your project and the projects that inspired it. You can show these images as part of your presentation. Please include a link to your project if online so we can open your project as you explain it. For those who create videos, you can choose what section of videos you will play (if longer than 3 minutes) to try to stick to the 3min time limit. You may choose to create a short slide presentation to better explain your project during your presentation. These should be online and linked from the final project post. Remember you are ”pitching” the project to the class. Prepare a clear and exciting presentation. Practice what you will say!

FINAL PROJECT 30% of course grade

due on blog BEFORE 4/27 and presentation in class in-person in room VA157

Using all of the methods and issues we have discussed in class, design an art intervention that addresses a socio-political topic you have chosen that you are inspired to share, perform and/or distribute to an audience. Your art and activism projects must use the methods and ideas we learned in class of engaging an audience to raise awareness about your chosen topic. Your projects must live in the world outside of our class and be available to a larger audience. Your project can use any medium or method: performance, website, photograph, painting, zine, interactive installation, podcast, music, video, event, workshop or any other forms we have discussed. Find artists that help inspire your project and include them in your research.

For your final you must also create a written post about your project and present the project in a brief presentation "pitch" to the class in our online session.

WRITTEN POST ~500 words, 3 quotes from the class readings, ~4 inspirational artists/projects and 5 resources (articles, books, essays, etc.) that informed the project.

Create a written POST for your final project on the class blog that explains your project and includes a link (embedded) to the project. Prepare a succinct and exciting summary of the project that is clear and makes the class want to look further at your project and potentially share the project, promote it and even get involved in it. You must connect your project to the class readings and include 3 quotes from the class readings with citations. Explain how these ideas connect to or inspired your project.

In your writing summary please be sure to answer these questions:

*What is your project? Why you have chosen this topic and form of outreach?

*What is your message for the audience?

*How did you reach an audience (ie "publish" the project)? How did the audience engage with the project? What feedback have you received?

*How does this project fit into your professional aspirations and your portfolio?

*What artists or other projects have influenced or inspired your own project? List 4+ artists that connect with your project with brief explanations of why they connect or inspired your own project.

*What research has helped you inform this project? List 5+ resources that informed or inspired your project in a resource list at the end of your project summary.

GO BIG! Get outside your comfort zone. Do the research. Be creative. Be bold. Think about what you are passionate about. Make it connect to your goals. Make it awesome. Make it for you!

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_________________________

DUE WEDNESDAY 4/20

WORK ON YOUR FINAL PROJECTS!

Draft of your final project idea, plan and pictures of the work in progress is due on the blog 4/20. You must have a draft of the final project including the projects that inspired your intervention - posted to the blog. This will be part of your final project grade.

______________________________

DUE WEDNESDAY 4/6

Be sure to complete the Gallery Response Essay. Please incorporate quotes from the readings and do not forget to include your selfie project.

Intervention 2 revisited I made several comments on the posts on the blog of ways to strengthen the projects - as interventions. Remember that you must MAKE the intervention not just comment on an intervention you have identified by another artist/business. The intervention must also exist and interact in public - others need to see it. Please show how this happened or might happen. You must also connect your project to the class readings through quotes or to an artist or project specifically.

READINGS: The Interventionists, Chapter 2 Reclaiming the Streets

2 quotes and choose one art project from the chapter and write a short one paragraph description (please have this available to discuss in Zoom class)

BRAINSTORM IDEAS FOR YOUR FINAL PROJECT! Read the description of the final assignment on the syllabus. Reflect on the projects in Chapter 2 and write down at least one and up to 5 ideas for your final intervention. Go in to as much details as you can. We will share some of these in class.

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

__________________________

DUE WEDNESDAY 3/30

ARTIST TALK about the exhibition - MUST WATCH!

Please watch the artist talk at the following link about the exhibition (part of a virtual event at NJCU). https://NJCU.zoom.us/rec/share/5-8zeg2ZpO9_y-PVML8FhCkOc4KDOgNO2AUYL1lO09Kt-6QlInb3W2FMQe1-0kp1.U0s2p4YlXJPpkdN8

And use the passcode: !eKcysHGc5

ALSO WATCH: Julie Green's The Last Supper https://www.youtube.com/watch?v=uf4EN7EPnTk

Please look through the artist's portfolio website https://greenjulie.com

Online reading connected to the exhibition

Art | “The Last Supper:” Julie Green’s Plates about Death Row https://cfileonline.org/art-the-last-supper-julie-greens-plates-about-death-row/

GALLERY RESPONSE ASSIGNMENT due 3/30 (10% of grade)

deadline extended to 4/6

Exhibition information for Thank God, I’m Home: First Meal by Julie Green

For the past three years until her recent death, Julie Green (1961– 2021) had been asking wrongfully convicted persons about their “first meals” upon their release from prison, painting their responses for her series by the same name. With colorfully painted details of food, such as oranges, burgers and fries, and pizza, twelve works from the series featured in this exhibition humanize and personalize the shocking statics around wrongful convictions in the U.S. Partnering with the Center on Wrongful Convictions at Northwestern University and The Innocence Project, Green’s focus extends beyond the individual meals (and individuals) she depicts to the sheer number of wrongfully imprisoned in this country and the reason for their unjust incarceration.

ASSIGNMENT:

Please visit the exhibition, Thank God, I’m Home: First Meal, and write a response to the work in the exhibition. Be sure to read all of the label information. Choose 2 works that stand out to you. Please describe these works in detail and explain the message you interpreted from visiting the work. What messages do these works convey to the audience about identity, justice and law enforcement, incarceration, power and social justice? How do these often personal narratives highlight larger questions and raise awareness about justice and history? Are these works activist? If so, how? Choose 3 quotes from the readings we have done so far and connect these to the artworks that you chose on the theme incarceration and social justice.

In addition to the written response please create a SELFIE in any style that is inspired by the work in the exhibition and addresses the issues. Include this selfie in your essay post.

~800 words, 3 quotes from any of the readings thus far, 2+ images from the gallery + your selfie

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_______________________________

CLASS IS IN PERSON WEDNESDAY 3/23 at 10am. Please meet at NJCU in the Visual Arts Building. We will meet in the main door lobby of the VA Building (100 Culver Ave) and then walk to the gallery in Hepburn Hall together. If you are late please go directly to Hepburn Hall Room 323 (Lemmerman Gallery).

INTERVENTION 2: POSTER/WEARABLE due 3/23 (15% of grade)

Inspired by our readings: the journey into art activism of Kimberly Drew in her book This is What I Know About Art, the history of the Black Lives Matter movement and especially the posters illustrated in the Signs of Resistance chapters and the artist projects from our textbook The Interventionists Chapter 3 and 4 think about a way that you can insert or use activism and art in your own professional journey. Choose an issue that you have been activated to participate in raising awareness.

Create a physical poster(s) OR a wearable object or outfit that acts as protest art. How can we use signs and wearables to inspire advocacy in others? Use the readings on the Civil Rights Movement and the Black Lives Matter movement to inspire your own protest. As we continue to face this global pandemic, address this moment with your own act of protest in the form of a sign/poster/wearable message. Choose an issue(s) that is the most important to you. You must create a physical project and share it in some way with others. Place it in a public place, carry it as a sign of resistance and awareness, put it on your car, draw on the sidewalk, put it outside for others to read, etc. Have a clear message and idea for how it will be seen.

Take good images of your poster(s) and its place in public and post it on the blog with a brief explanation of the sign, your intentions and your thoughts about signs and protest. Use the readings to help you connect your intervention to the history of protest. Include at least three quotes from the readings. You must include at least one image of your intervention in public.

~400+ words, 2+ quotes (with citation), 2+ images (with captions)

NO NEW READINGS DUE (catch up on readings, videos and put assignment from last week on blog if you have not done so already)

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

____________________________

ENJOY YOUR SPRING BREAK *no class 3/9

DUE WEDNESDAY 3/16

READINGS:

review: The Interventionists, Chapter 4 The Experimental University

2 quotes and choose one art project from the chapter and write a short one paragraph description

read: The Interventionists, Chapter 3 Ready to wear

2 quotes and choose one art project from the chapter and write a short one paragraph description

POST THE QUOTES AND PROJECT DESCRIPTIONS TO THE BLOG

Watch the videos from last week if you did not have a chance!!

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_________________________________

**POST YOUR GALLERY RESPONSE OR MODIFIED ASSIGNMENT was due 2/23

DUE WEDNESDAY 3/2

Zoom Class Meeting 10am

READINGS:

The Interventionists Chapter 4 The Experimental University pg 111-132

2 quotes and a short reaction to each quote

ON BLACKBOARD: Siegler "Signs of Resistance" pdf under 'Content' on blackboard

2 quotes and a short reaction to each quote

MUST WATCH:

PBS Behind the Activist: https://www.pbs.org/video/behind-the-activist-feat-rachel-cargle-ijeoma-oluo-dlbpcz/

Byron Hurt's Barack and Curtis http://www.bhurt.com/films/view/barack_and_curtis

Civil rights pioneer Ruby Bridges on race in America https://www.pbs.org/video/race-matters-1610668572/

Mary Church Terrell a Civil Rights Activist and Co-Founder of the NAACP https://www.pbs.org/video/she-was-civil-rights-activist-and-co-founder-naacp-q3ypkj/

LONGER WATCH watch as much as possible:

PBS documentary on Black Panthers https://www.pbs.org/video/independent-lens-black-panthers-vanguard-revolution-full-episode/

Dolores Huerta https://www.pbs.org/video/dolores-huerta-sgtkxu/

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_________________________

DUE WEDNESDAY 2/23

Zoom Class Meeting 10am

GALLERY RESPONSE ESSAY *due on the blog 2/23

Exhibition information for BURN: Origins & Resistance by Antoinette Ellis-Williams

The BURN Project by Antoinette Ellis-Williams is a multi-disciplinary project which rethinks and explores the many ways black women experience “Burn” (e.g. unemployment, appropriation, dismissal, isolation, gentrification, cooptation, physical and sexual abuse, exploitation, etc.) and simultaneously their unique agency to set things on “Fiya” (aka fire) and heal. During her sabbatical from NJCU in Fall 2020, she began ethnographic research by interviewing 14 women, created new visual art and literary works to develop multimedia installations. Utilizing gender theories of intersectionality, black feminism, and healing paradigms, The BURN Project unpacks and explores some of the historical, sociopolitical, economic and cultural contexts in which black women suffer(ed) “Burn” locally, nationally and globally. All viewers are invited to tap into an individual memory of pain and recovery through a personal engagement with the work.

See https://www.njcu.edu/community/center-arts/galleries for more information about the exhibition and Dr. Ellis-Williams.

ASSIGNMENT:

Please visit the exhibition, BURN:Origins & Resistance, and write a response to the work in the exhibition. Be sure to read all of the label information. Choose 2 works that stand out to you. Please describe these works in detail and explain the message you interpreted from visiting the work. What messages do these works convey to the audience about identity, power, race, gender and social justice? How do these often personal narratives about struggle, injustice, and celebration and memorial ask larger questions and raise awareness about race, justice and history? Are these works activist? If so, how? Choose 3 quotes from the readings we have done so far (including Kimberly Drew and the readings due this week) and connect these to the artworks that you chose from the exhibition.

In addition to the written response please create a SELFIE in any style that is inspired by the work in the exhibition and addresses the theme of identity and struggle. Include this in your post.

~800 words, 3 quotes from any of the readings thus far, 2+ images from the gallery + your selfie

**********

MODIFIED ASSIGNMENT:

IF YOU ARE UNABLE TO VISIT THE GALLERY BECAUSE YOU ARE LIVING TOO FAR AWAY

Think about the theme of race, gender and identity. Find 2 examples of artwork in your own local area, in your textbook or in online galleries that fit this theme. Write a brief description of the projects you select (and the artists) based on your brief research. Please describe these works in detail and explain the message you interpreted from visiting the work. What messages do these works convey to the audience about identity, power, race, gender and social justice? How do these often personal narratives about struggle, injustice, and celebration and memorial ask larger questions and raise awareness about race, justice and history? Are these works activist? If so, how? Choose 3 quotes from the readings we have done so far and connect these to the artworks that you chose on the theme of race, gender and identity.

In addition to the written response please create a SELFIE in any style that is inspired by the work you chose and addresses the theme of health. Include this in your post.

~800 words, 3 quotes from any of the readings thus far, 2+ images of the works you have selected + your selfie

************

READINGS:

REVIEW: The Kimberly Drew book (due for 2/16)

ON BLACKBOARD: Siegler "Signs of Resistance" pdf under 'Content' on blackboard

2 quotes and a short reaction to each quote

ONLINE:

Background on Black Lives Matter | Harvard Gazette 2015

https://news.harvard.edu/gazette/story/2015/11/background-on-black-lives-matter/

2 quotes and a short reaction to each quote

Black Lives Matter May Be the Largest Movement in U.S. History | NYTimes | July 3, 2020

https://www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html

2 quotes and a short reaction to each quote

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_____________________

DUE WEDNESDAY 2/16

CLASS IS IN PERSON at 10am. Please meet at NJCU in the Visual Arts Building. We will meet in the main door lobby of the VA Building (100 Culver Ave) and then walk down to the gallery -just down the stairs to the B level. See below for the Gallery Response Assignment that will be due the following week on 2/23.

Please be sure to post your intervention on the blog before class!

INTERVENTION 1 due 2/16 on the blog before class

Meme and Performance as Protest Art

Images are powerful. Images + text + social message = more powerful.

Instructions: Choose an artist from chapter one as inspiration. Design and plan a short performance in public or that will be shared in public. You must plan something physical - performance must include you, objects you create etc - preferably in public. You must plan and create the video yourself but you can get help from others or work as a team. Think of the intervention as a personal expressions of your own politics or passions. Choose an issue(s) that you are passionate about creating advocacy for and addressing to your own friends and family. The performance can be seen as a political art expression that "intervenes" with others lives in some way. Post the video (or series of photographs) to the blog with a 2-3 paragraph explanation of why you chose this content and how the performance can seen be activist art. Use the readings to help your explanation. Include 2+ quotes from the readings the in your post. Include quotes from the Nomads chapter and the meme articles in your assignment. Be creative, work hard to connect the readings to your project! READ CLOSELY to help elevate your project. Think about what you are passionate about, the kinds of videos and performances that have stuck out to you, and chose an issue carefully so that passion inspires you to make something powerful. Edit your video and your writing carefully.

READINGS:

Kimberly Drew, This is What I Know About Art (entire book)

2 quotes and a short reaction to each quote

Her blog: Black Contemporary Art https://blackcontemporaryart.tumblr.com

Her IG: @museummammy

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_________________________

DUE WEDNESDAY 2/9

Zoom Class Meeting 10am

READINGS:

The Interventionists, Trespassing Relevance (intro essay)

AND

The Interventionists, Chapter 1 Nomads

Choose 2 quotes from each reading and write a short reaction to each quote

IMPORTANT REMINDER: Our class will be in person on 2/16 in Visual Arts Building (details will be published here next week) please plan accordingly.

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_________________________

DUE WEDNESDAY 2/2

Zoom Class Meeting 10am

INTRODUCTION POST due on the blog 2/2

ARTIST + SELF
Find and research an artist whose work you find is a form of activism. Choose one artwork that particularly inspires you. Create a digital selfie (of you) that is inspired in some way by this artist/discovery. Write two paragraphs about yourself and how you were inspired by the artist you chose. Have fun!

READINGS:

John Berger, Ways of Seeing Ch7 on BLACKBOARD

2 quotes and short response

Susan Sontag, excerpt from On Photography

http://www.susansontag.com/SusanSontag/books/onPhotographyExerpt.shtml

2 quotes and short response

WATCH *episode 1 and 4:

Documentary Ways of Seeing from BBC and John Berger

accompanies the essay you read by John Berger

(4 episodes total)

Please watch:

Ep 1: https://www.youtube.com/watch?v=0pDE4VX_9Kk

Ep 4: https://www.youtube.com/watch?v=5jTUebm73IY

No quotes due just jot down some notes and responses for discussion.

(These are optional)

Ep 2: https://www.youtube.com/watch?v=m1GI8mNU5Sg

Ep 3: https://www.youtube.com/watch?v=Z7wi8jd7aC4

No quotes due just jot down some notes and responses for discussion.

EXTRA CREDIT TWO POSTS on TWITTER or IG #actsofresistanceAIP (see links below for examples of previous posts)

_____________________________

DUE WEDNESDAY 1/26

REVIEW THE SYLLABUS (on the blog or on Blackboard)

READINGS for 1/26:
Understanding Patriarchy by bell hooks (on BLACKBOARD)
2 quotes and short reaction to each quote ** you do not need to hand-in these quotes. Be sure to have them prepared for class. I will ask students to share quotes and their reactions in class. Have these available in the Zoom class.

How Memes Are Making Protest Art More Powerful. https://www.artsy.net/article/artsy-editorial-memes-making-protest-art-powerful

Memes Are Our Generation's Protest Art. https://www.vice.com/en_us/article/mbzxa3/memes-are-our-generations-protest-art

Choose 2 quotes from each reading and write a short reaction to each quote

GET THE BOOKS
This is What I Know About Art by Kimberly Drew, Penguin Workshop, New York 2020

The Interventionists: Users’ Manual for the Creative Disruption of Everyday Lives edited by Nato Thomson and Gregory Sholette, MIT Press, Cambridge 2004

(Only used copies available. If a used copy is difficult to acquire the book is also available online as a pdf at: http://www.gregorysholette.com/wp-content/uploads/2011/04/Interventionists_03_14_041.pdf **There are some problems with the pdf that must be considered.

_________________________

LINK TO THE SYLLABUS

The course material and discussions can often be provocative and challenging. We must therefore be careful to be respectful of each other and of our viewpoints.

Link to our twitter hashtag: #actsofresistanceAIP

Link to our IG hashtag: #actsofresistanceAIP

Discussion guidelines We must come to class prepared and ready to discuss the readings. Please keep discussions focused on the readings and class materials and keep examples relevant and appropriate. If you have not done the readings you are not to participate in the discussion.