As a general rule, I unfollow artists when they’re rude to their followers. I.E. when an anon asks a simple question and the artist answers in a complete douche-nozzle way. This has never happened to me, but I have witnessed it way too many times. Seriously? If you’re this rude to your followers now, just think how much of a jerk you’re going to be when you get some “real” attention. And then what will happen? No one will want to work with you. It’s an age-old industry tale. You can be as great an artist as ever, but if you’re an asshole, people aren’t gonna stick around.
Batman Returns came out when I was 7. That’ll be 21 years ago. And it’s when I discovered the magnificence of Michelle Pfeiffer as Catwoman. Her electric blue eyes and stitched vinyl and tragic beginning, made my wild childhood imagination soar. After seeing Anne in the latest version, a lot of people have been putting Michelle’s cat down. I’ve heard her called a “whore” and just plain “bat shit crazy” (whoa….a pun? Is that a pun?), but I gotta be honest, Anne Hathaway, really didn’t inspire me to pull the Raccoon Kid out of mothballs (or from underneath the sink for that matter) to fight crime.
Who is the Raccoon Kid?
Well, I wanted to be Catwoman, but I knew I was too young and pudgy to be the lovely feline in my imagination, so I decided maybe a character that mirrored Batman’s Robin would be appropriate for Catwoman. Maybe Catwoman needed her own Robin: The Raccoon Kid.
I found some old brown and black eyeshadow, wetted a brush, and went to town on my face. The result, dried my sorry virgin skin so much that I looked like a bag lady. And, after it started to burn my eyes, my crime fighting days were over. But the legend still remains, and I thought it’d be a fun idea to have the character in a few of my mock comics.
So, in conclusion, Michelle rules my heart as Catwoman and I am the Raccoon Kid.
Core Studio Concepts Imitation and Invention vs. Deconstruction: Third attempt
Alright, I think I understand now.
Deconstruction disturbs him, because being an inventor doesn’t work when you have deconstruction on the mind the entire time you’re working on your art.
In his example, he speaks of a girl who was supposed to bring her art into a class specifically to be deconstructed.
She can’t put her anguish or invention in her art, because she’s thinking about how it’s about to be deconstructed the whole time she’s making the art, so it ends up being fake or hollow.
"As such, however, rather misunderstood and badly assimilated, deconstruction is merely the symptom of the disarray of a generation of art teachers who have lived through the crisis of invention and have never themselves been submitted to the discipline of imitation. The result is that students who haven’t had the time to construct an artistic culture of any kind are being tutored in the deconstructive suspicion proper to our time.”
I believe this is saying, students are taught imitation for SO long that when they finally meet teachers who have been working artists and in the real world, the students are confused, because they don’t know what deconstruction is. They don’t understand it. They only understand imitation.
Core Studio Concepts Imitation and Invention vs. deconstruction: Second examination of required material
" I have seen one art school (not that long ago) where the first year course (what used to be the foundation course) had been transformed into a seminar in which the point was to “deconstruct” anything entering the classroom. One week it was an advertisement, another week it was the policy of this or that public art institution, and yet another week it was a student’s work - a work done at home, that is, as if no assignment had been given to her beside the unspoken injunction to produce material to be deconstructed in the classroom. The ensuing paralysis was not just sad, it was revolting.”
He’s saying that, students make their work in order for it to be deconstructed and examined and picked apart.
Yeah, I’ll admit, sometimes I think it’s dumb that we make our work, just to bring it into the classroom and have it analyzed. But, what else would we do at school? Present our stuff and everyone claps and then we get on with life? Then again, I think deconstructing and analysis, isn’t that great of a thing. Why can’t we just be judged on whether or not we put effort in and our technique, rather than a group analysis of the meaning of one’s work?
Also — What is wrong with invention? What is wrong with being different? Why do we need to imitate. I didn’t really understand this.
For Thursday I got into a group with Brian, Fritz, and Koo
Here’s how it went:
How were your peers able to help you?
No bunny ears on the guests
No reproduced strip club
Don’t separate from your audience or try to make them comfortable by bringing them in on the joke.
Peer 1 name: Brian
Describe his project: Brian is building a video installation that will emulate a material called Bismuth, which is an angular rock type material that grows in perfect square spirals. He will build this out of welded metal shank and place a video of blood cells splitting apart within the structure, because both things are naturally occurring.
Peer 2 name: Fritz
Briefly Describe Project:
Fritz is taking multiple exposure photographs with a self made camera. He would like to take a picture of people standing on a glowing grave. This would be life sized.
Peer 3 name: Koo
Koo and I are already in a class together, so I didn’t feel this was “legal” but Koo is making a 3D light cover out of letters to her parents and then utilizing lemon juice to write another letter in which light will shine through. (Kind of hard to understand)