What Do We Actually Do When We … Make Art?

Ana Vujanović (2009)

If the death of art is its inability to attain the concrete dimension of the work,
the crisis of art in our time is, in reality, a crisis of poetry, of ποίησις.
Ποίηις [… is] the very name of man’s doing, of that productive action
of which artistic doing is only a privileged example,
and which appears, today, to be unfolding its power on a planetary scale
in the operation of technology and industrial production.
(Giorgio Agamben, The Man Without Content)

This essay is conceived as a critical overview of the concepts supporting the principles and procedures of work in art, and their numerous and non-linear transformations throughout the history of Western culture. It is, accordingly, established as a kind of introductory assessment of the ways of work and cooperation in contemporary performing arts, without dwelling on their particularities and elaboration of the resulting collaborative modes. Indeed, my intention is not to come up with a universal ‘glossary’, but to critically focus on the concepts much too often taken for granted in the contemporary performing arts world. The central problem is, consequently, outlined from a macro-social perspective: I start from the economic/political contexts, since the 18th century’s Industrial Revolution to the current frameworks of post-Fordism and cognitive capitalism. Against this backdrop I am looking at a number of artistic paradigms which have considerably contributed to the changes in perception of artistic work throughout the 20th century: Benjamin’s concept of art in the age of mechanical reproduction (photography and film); Duchamp’s ready-made; Warhol’s pop art; digital art and (Bourriaud’s) post-production. The anticipated result from thus conceived piece of writing is sharpening of concepts frequently employed within the contemporary art scene – like immaterial work, creativity, practice, cooperation, process, reproduction, intervention etc. – in reference to their origins in Western philosophy, political theory and, particularly, material social circumstances.

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Deschooling Classroom (2009-2012)

Self-education in the arts and culture, by TkH and Kontrapunkt (Ana Vujanović, Marta Popivoda, Iskra Geshoska)

The long-term regional project is organised by TkH (Walking Theory) platform from Belgrade in partnership with Kontrapunkt, from Skopje.
Co-authors and editors of the project: Ana Vujanović, Marta Popivoda, Iskra Geshoska.
General manager: Jelena Knezević

Deschooling Classroom is a project that addresses the contemporary independent cultural scenes in the region, researching and offering an alternative to the hierarchical models of education in the art and culture. Methodologically, the project moves away from the concepts of individual authorship and expertise, and advocates open collective educational structures where self-organised communities facilitate horizontal production, exchange and distribution of knowledge.
Its specific objectives are: to raise the awareness of potentialities of self-education, and to develop methodologies for alternative education in contemporary art and culture; to offer studying new and hybrid fields of contemporary culture and art and to help sharing the critical knowledge among art and cultural practitioners; to stimulate collaboration among those who aim to intervene in the existing cultural system; to challenge the conceptual and infra-structural set-up of cultural institutions; and to create new supporting infrastructures for the independent cultural scenes.

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