Art and ConsciousnessThe Pedagogy of Art and Transformation
Author(s): Michael Grady
Source: Visual Arts Research, Vol. 32, No. 1(62) (2006), pp. 83-91 Published by: University of Illinois Press Stable URL: http://www.jstor.org/stable/20715405 . Accessed: 25/04/2014 04:42 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . University of Illinois Press is collaborating with JSTOR to digitize, preserve and extend access to Visual Arts Research. http://www.jstor.org This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions Art and Consciousness?The Pedagogy of Art and Transformation Michael Grady John F. Kennedy University Abstract The world has changed profoundly in the past 50 years, but our approaches to educating art ists have not. This paper describes the evolu tion and unique educational approaches of the Department of Arts and Consciousness at John F. Kennedy University in California - a studio art program that uses innovative holistic techniques to lead students into the integration of body, mind, spirit and culture, through art. The program stresses cross-cultural awareness, community service and spiritual awareness. The historical and cultural foundations for the re-emergence of art as a non-religious, spiritual, and self-integra tive practice are examined. These foundations include ideas associated with the Bauhaus, Asian art and the Automatist branch of the Sur realist movement. The department's educational philosophies and curriculum are discussed with in the context of overlooked spiritual legacies of modernism, cultural pluralism, and the changing roles of art as professional practice. Introduction As the world changes, so must the ways in which artists are trained. In the past centu ry, we have experienced changes in tech nology, culture, morality, and environment that are unparalleled in human history. The Department of Arts and Consciousness at John F. Kennedy University, in Berke ley, California, has for the past 30 years been developing a new way to address the problem of arts education for a new cul tural reality. Its programs seek to reestab lish spirituality as an essential property of art, without making links to formal religious doctrine. These programs are also predi cated on the assertion that the basic func tion of art is to create transformation in the artist, the viewer, the community, and the culture. Yet the contemporary art world? which paradoxically believes it is all-inclu sive (Rosenberg, 1972)?has marginalized or discarded the spiritual and transforma tive dimensions of art which once gave it a sense of cultural authority and meaning. After nearly three decades, the depart ment is still a work in progress. This paper will examine the evolution of the program and consider its significance in the devel opment of new and holistic approaches to art education. The unique academic and artistic curricula and holistic approaches to art as a fusion of body, mind, spirit, and culture will be discussed. Further, it will also consider the program's links to the evolution of modernism, the realities of postmodernist thinking and various di verse cultural influences that are reshap ing the emergent global culture. The world of contemporary art and the educational structures that support it have reflected an increasing global crisis in identity and meaning brought about by the failure of old cultural structures and as sumptions. The onslaught of new multicul tural realities and the revolutionary effects of feminism, Marxism, and the present era of global capitalism have contributed to these epochal changes. The modern era of art has been characterized by the cult of the avant garde, which Donald Kuspit (1996) asserts was destined from its incep tion to be the instrument in its own demise. The postmodernist approaches to art that predominate the contemporary art world do not attempt to address the crisis in cul tural identity or spiritual meaning. Instead, postmodernism denies the very concept VISUAL ARTS RESEARCH ? 2006 by the Board of Trustees of the University of Illinois 83 This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions of "meaning" or indeed the existence of an individual or collective identity (Kuspit, 2004). We are left only with materialism and the hollow capitalist impulse toward the acquisition of wealth and power as substitutes for deeper levels of knowledge and awareness. The denial of the spiritual in contemporary art, though a dominant aspect of the art scene, is by no means a fait accompli. The ancient impulse toward art as spiritual inquiry and mystical prac tice was originally an important aspect of modernism and is recognized even today, by many, as an essential dimension of truly effective art. Suzi Gabiik (1992) states, "We live in a world that has drastically narrowed our sensitivity to moral and spiritual issues; the problem is how to deal with a belief struc ture that has blocked both psychological and spiritual development" (p. 3). Artists are in a different business today than were our artistic ancestors of just a generation ago. Our teachers and their teachers be fore them, in art schools and universities around the world, have embraced diver gent, sometimes antithetical, notions of what and who makes good art; and what makes art good. The cultural boundaries and ideals that once defined art are now subject to endless redefinition by art and artists, philosophers, politicians, and cul tural institutions, leading to a morass of nondefinition (Rosenberg, 1972). Modern ism, de-defined by postmodernism, has left us with an unbounded confusion of di versity, conceptualism, and neocapitalism. Much has been written about the end of art and the dimensions of a post-avant garde culture shaped and reshaped by global ization, technology, and moribund cultural structures that once gave art meaning, like religious faith and the search for beauty and happiness (Kuspit, 1996). Perhaps the most significant but over looked aspect of 20th century art is the meeting of artistic principles of Asia: the Middle East, India and East Asia (Sul livan, 1973). Certainly the emergence of Orientalism in 19th century Europe and the influence of Japanese Ukiyo-e wood block prints on the Impressionisms cannot be ignored. Asian-inspired principles of the Theosophists and later of Zen had a simi larly profound, though often overlooked, influence on the emergence of modernism. It is remarkable that students in art colleg es throughout the world are still taught a decidedly Eurocentric view of art, despite the inspiration such modernist principles derived through contact with non-Europe an cultures. Similarities exist between the ideas of the early European modernists, like Kandinsky, and the classical traditions of Chinese paintings. Lipsey (1988) makes an important link between the Chinese concept of "spirit resonance" (chi y?r?) and Kandisky's notion on "inner sound" (p.43). Both are central to the awareness of spiri tual essence in art-making, but are largely overlooked in contemporary art and edu cation. Even when no direct contact was evi dent, the spiritual aspirations of the classi cal East and the modern West were united in the art of the 20th century. The 19th cen tury notion of the natural sublime, evident in the work of Friedrich, Turner, and other Romantic painters of the period is essen tially the same as the connection to Tao? the flow of nature which is at the heart of classical Chinese landscape painting. The Chinese propensity for spontaneity and eccentricity which were emblematic of the Sung and Tang dynasties (7th?13th century CE) were claimed as essential aspects of the European and American Abstract Expressionist movement, appar ently with little knowledge of the similari ties to the classical Chinese. This seems an important aspect of the current search for new models of cultural fusion in art: discovery of cultural essence in the search for transcendent meaning. Cultural com petency for contemporary artists must go farther than the mere awareness of other cultures. It seems essential that as piring artists have a direct experience of other cultures through physical participa tion in art and ritual if their education is to adequately integrate convergent cultural traditions. 84 Michael Grady This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions The Bauhaus Many of the concepts and techniques used by art schools today were first developed and articulated by the Bauhaus. The Bau haus was inspired by the Marxist ideals of proletarian control of technology and industry as well as by the mystical teach ings of Rudolf Steiner and Henri Bergson, who had developed rationalist approaches to the spiritual movements associated with avant garde salons of the early 20th cen tury. The Bauhaus's progressive social and technological vision was embodied by its founder Walter Gropius and his colleague Ludwig Mies van der Rohe. Its mystical influences were established by Johannes Itten, Paul Klee, and, Wassily Kandinsky who joined the school soon after Gropius became its director (Colin, 1999). The dialogue and struggle between the two polarities of social change and spiritual at tainment (the social vs. the personal) had a great deal to do with the power and ef fectiveness of the Bauhaus and its impact on modern art education. The early modernist obsession with self-examination and community service was well reflected in the Bauhaus, which based its Vbr/curs-^foundation?classes on Itten's color theories, which included references to numerous mystical prac tices including theosophy, anthroposo phy, Mazdazanism, and Buddhism (Colin, 1999). Equally revolutionary approaches to design and technological education were also part of the Bauhaus's legacy. We have inherited the Bauhaus-based formal ism and zeal for technology that is evident in almost every aspect of modern design and architecture, but have lost the other side of the Bauhaus's cultural genius, the spiritual side that was purged from the later stages of this brilliant but relatively short-lived institution. When Director Gro pius proclaimed the new "alliance between art and technology" in 1923, he essentially changed the foundations of the school and moved towards a stronger link to technol ogy and industry. Although Gropius himself had held a vision of balance between the | | ^ || ^ ^^ %;:: ':?^?^^^9H^^H?^|^^| Image 1. Portrait of Johannes Itten, 1920. Pho tograph by Paula Stockmar, BHA. spiritual and the technological, his proc lamation, that all art created at the Bau haus was henceforth to be informed only by practical function, severed connections with medieval mystical links between art, craft guilds, and esoteric spiritual practice. The resultant dramatic resignation of Jo hannes Itten, who had been frequently an tagonistic to Gropius's vision of the school, and was the faculty member most closely linked to mysticism and esoteric spiritual practices, changed the nature of the Bau haus experiment in art education. This re sulted in a legacy of rationalist/materialist philosophies of design and architecture that remains worldwide to this day (Colin, 1999). Itten's successor as master of the class es of color and design was Josef Albers, who taught many of Itten's theories of color but eliminated all references to his spiritual content and condemned Itten's "arrogant individualism" (Schnitz, 1999, p. 315). The initial counterbalance to the technical and industrial bias of the Bauhaus was lost in Art and Conciousness 85 This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions the national fervor for industrial recovery and the avant garde obsession with tech nology. In its early parallel motives of art as both spiritual self-inquiry and material ser vice to the masses, the Bauhaus drew a connection between spiritual expression and the creation of radical approaches to design and architecture. Most art col leges offer foundation curricula based on Bauhaus principles in the attempt to find common ground between art and indus try. The formalist/materialist legacy of the Bauhaus that has informed many genera tions of industrially oriented artists, archi tects, and designers seems insufficient for the economic and political realities of the 21st century. The reexaminaron of mysticism and personal nonreligious approaches to spiri tuality, which were once seen as integral aspects of revolutionary social change, may contain the foundations for a new approach to art and art education. Given Itten's obsession with the occult and Klee and Kandisky's "essentially transcendent notion of life" (Gabiik, 1984, p. 21), it was inevitable that the Bauhaus would reflect the spiritual aspect of art. The connection between art and industry that prevailed in the Bauhaus was also entirely appropriate for a culture rushing to the peak of its indus trial might. Today, however, European and American artists live in a different, postin dustrial world. We have replaced reliance on industry with a service-based economy and mentality. Where once the Bauhaus found creative partnerships in the indus trial/technological world, a contemporary alliance with the fields of health, psychol ogy, and environmentalism seem equally inevitable for the art world today. The Origins of Arts and Consciousness The Department of Arts and Conscious ness (A&C), a small art department in a relatively obscure California university, has been attempting to create a new way of educating artists?to prepare them for a world in which cultural identity and mean ing are in constant question. The idea that art is an innately healing activity related to spiritual attainment and insight is an ancient source from which the program was inspired. Its foundations were rooted in a variety of spiritual philosophies and practices. Academically the department's influences and approaches were inspired by pioneers of the Bauhaus, and later of the Psychic Automatist branch of Surreal ism?in particular the late English artist Gordon Onslow Ford. Onslow Ford lived in the Bay Area for the last half of his life and worked closely with several A&C fac ulty members. He provided the department with a living link to the Psychic Automatist artists of late 1930s in Paris, where he was among the Surrealists who first developed the approach (Henderson, 1986). Though never a member of the faculty, Onslow Ford functioned as a mentor for several key faculty members in the department over the past 20 years. His admonition to approach art as a journey into the "inner worlds" became a familiar phrase in the department. He insisted that it was essential to approach art and life as an automatist?to accept with delight what ever comes. This remains a key foundation of the department's approach to art and artists. Arts and Consciousness was founded in 1977 by Jack Weiler and the late Charles Miedzinski. Its primary precept was that Image 2. Star Born II, 1992. Gordon Onslow Ford, Acrylic on canvas. (Lucid Arts Founda tion) 86 Michael Grady This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions Image 3. Gordon Onslow Ford in his studio, Bishop Pines California, 1994. (Photo: Fariba Bogzavan, Lucid Arts Foundation) art, at its core, is a form of spiritual healing and that artists might serve as healers in the same manner as indigenous shamanic healers once served tribal communities. These early notions of art as healing?not quite as therapy but as a proactive means for personal, community, and environmen tal transformation?remain an important part of the department and its educational approaches. While the original curriculum stressed the use of creative self-expression as a tool for self-examination and emotional healing, it was relatively uninterested in the formal and cultural dimensions of art. The absence of intensive studio emphasis was perceived by the pioneers of the pro gram to be desirable, because untrained students were thought to be more open to new concepts and to authentic personal insights and expressions. Older students were seen as most appropriate to convert life experiences into meaningful and au thentic statements of spiritual truth. Originally the department's curriculum was based upon students finding their own ways in the world by moving from the insights derived from creative self-expres sion into positive therapeutic interactions with the larger community. No attempt was made to suggest that the art being created by students was intrinsically valuable or capable of sustaining a transformative ex perience in others except as an illustration of the artist's own experience. This early art-therapeutic phase of the program was founded on a noble, but limited, perception that art's primary value lies in its utilitarian function; the healing of emotional illness and the development of individual spiritual awareness. In 1996, the Arts and Consciousness program was revised to strengthen techni cal and formal aspects of the curriculum. New faculty were hired who were less in clined towards the therapeutic or self-con sciously described "sacred" aspects of art, and more interested in a holistic vision of art as simultaneously spiritual, social, and material. The program was split into two new programs: a Master of Fine Arts in Studio Arts which was quite selective, ad mitting only students with strong art back grounds; and an Master of Arts in Trans formative Arts which stressed the links between individual artistic process and creative work with external communities. Curriculum The department's links to the Bauhaus and other modernist ancestors are clearly visible in the curriculum today. Johannes Itten's color theory is taught in a manner that would have been consistent with his work in the early years of the Bauhaus. Although the rigid structure and techno logical focus of the Bauhaus are not pres ent in Arts and Consciousness, the overall intent remains the same: to combine inner vision with craft and service to the com munity. The early 20th century focus of the Bauhaus on industry has been replaced with an equally strong commitment to per sonal and community healing and transfor mation. For A&C, the "practical" use of art lies in its potential for work in the commu nity rather than in the factory. The passion Art and Conciousness 87 This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions ate dialogues between Bauhaus faculty regarding the primacy of social praxis over spirituality are familiar themes in Arts and Consciousness faculty meetings. The curriculum of Arts and Conscious ness examines artistic traditions from a variety of cultures and historical periods as well as contemporary approaches to psychology, philosophy, and cultural theo ry. The overall focus of the program is on spiritual self-inquiry and cultural compe tency as the foundations for discovering meaning in one's work and offering value and relevance to the community. These educational goals are achieved through a combination of pedagogical strategies that involve experiential, academic, and techni cal learning. Individual courses are seen as part of a larger experience in which the student's experience of creativity is devel oped through a variety of media. Painting, sculpture, photography, video, installation, movement, and poetics are all represented as artistic disciplines within the program, no single media being emphasized. Stu dents are encouraged to work in a variety of media and to explore freely?especially in the first year of the program. Periodic formal reviews by faculty committees ex amine both student artwork and individual insights into creativity, culture, and com munity. Upon entering the department, stu dents are required to enroll in courses that introduce them to holistic approaches to art as self-inquiry rather than as craft. Paradigms of Consciousness, Creativ ity and Consciousness, and Art and the Symbolic Process form a year-long se quence in which students move through the process of intense self-examination through a carefully orchestrated series of exercises that involve studio activity (col lage, drawing, and painting) as well as meditative practice. Applied Alchemy of fers a further extension of the process be gun in the introduction classes, taking the idea of creative process into the realm of alchemy seen from an essentially Jungian perspective. Students are required to complete art history courses as undergraduate prereq uisites. In addition, they must complete a Survey of World Religions and any of a variety of spiritual practice courses that involve actual practice of a particular medi tative technique and academic examina tion of the cultural and philosophical tra dition with which it is associated?Zen or Vipasana for example. Many courses are designed to provide a sense of connection to diverse cultural and philosophical tradi tions. Courses in philosophy and criticism help them contextualize these experiences with their own work as contemporary art ists. Media of Sacred Arts, a category of studio ?lectives, introduces techniques that explore topics such as Asian ink paint ing, qigong, Butoh, m?ndalas, African drumming, and movement or mask-mak ing associated with shamanic ritual. These courses strengthen students' practical experience of the sacred as a cultural ac tivity as well as a tool for personal spiri tual growth. The kinesthetic dimensions of these classes, combined with the technical and academic approaches offered else where in the curriculum, helps students achieve a creative synergy in their work. This holistic approach deepens students' awareness of themselves as participants in a cultural dialectic from which physical and emotional health, meaning, and a re newed sense of personal identity might be derived. Few courses use only a single peda gogical approach such as studio practice or academic study using a conventional lecture format. A more typical approach might be the one used in Philosophy of Art, a course required for all MFA students. This course focuses on extensive read ings of a culturally diverse range of Euro pean, Asian and African authors, lectures by the instructor, and studio assignments based on the lectures and readings. Lec ture topics include aesthetics, mysticism, postmodernism, reception theory, and cul tural theory. The course includes lectures, discussions, and critiques and concludes with written and verbal presentations by the students identifying the origins of their 88 Michael Grady This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions identities as artists and as members of contemporary culture. Transformative Arts The term transformative is used to describe this program's emphasis on the idea that art is essentially about changing things. Its purpose is to support the artist/student in gaining increased self-awareness of the individual creative process. It is axiomatic within the program that by going deeply into ourselves, we paradoxically discover the world around us. The MA program in Transformative Arts is clearly identified as a studio arts program in which art?not psychotherapy?is the focus. It emphasiz es the essential transformative role of art in the community. It differs from the MFA in the relaxed levels of formal critique and de emphasis of philosophy and criticism, but not in its assumption that art is a process of self-integration, cultural expression, and exploration of truth and identity. In Trans formative Arts the department's original ideal of art as healing is paired with a new focus on community interaction and formal training. The Transformative Arts program re quires supervised externships in commu nity organizations working with members of the outside community in a wide variety of creative roles. Transformative Arts stu dents link their individual discoveries and insights as artists to ways these could be offered to potential clients. Communities, organizations, businesses, or individuals looking for ways to rediscover lost sources of creative expression and self-integration became the objects of student service and artistic interest. Master of Fine Arts The MFA program was designed to help artists understand that creative self-ex pression is itself an act of spiritual aware ness. The notion that the original ideals of the modernist pioneers might still find relevance in the contemporary art world has been a strong emphasis in the pro gram. Rather than preparing for a career in a ready-made cultural setting, Arts and Consciousness students are invited to cre ate for themselves unique niches linking their individual experience as artists with an outside constituency. Their work as art ists often challenges conventional notions of artistic professional practice. Students discover new venues for the exhibition of their artwork and new contexts through which to achieve increased levels of so cial relevance. Of course, some students remain focused on established models of the exhibiting artist and have found some success in the gallery scene and in higher education. Critique plays an essential role in the Arts and Consciousness MFA program. Many students, however, arrive in the pro gram traumatized by critiques from other schools, experienced as intentionally hos tile, adversarial, and judgmental. While sometimes seen as hallmarks of artistic rigor and preparation for the harsh facts of the "real" world, such attributes have been largely removed from the critique process at JFK. Prevalent among Arts and Con sciousness faculty is a belief that the real world is what we co-create, and that brutal preparation only helps predetermine a bru tal reality. Arts and Consciousness faculty work to counter anticipation of ridicule or dismissal by authoritarian art professors?or class mates who have learned similar critique habits. Such anticipation is a nearly ubiq uitous obstacle to students' willingness to take risks and experiment with their work, both of which are essential to the program. Emphasis is instead placed on supportive inquiry rather than confrontation. In a posi tive critical environment it becomes pos sible to examine differences in perception and to analyze the formal dynamics of an artwork without dismissing, marginalizing, or otherwise disabling the artist. There are often clear challenges and intense dia logues?even arguments?about the work, but the intent in A&C critiques is always to model open and effective communica tion. A key assumption in critique is that Art and Conciousness 89 This content downloaded from 182.178.246.250 on Fri, 25 Apr 2014 04:42:28 AM All use subject to JSTOR Terms and Conditions the artist has the responsibility for setting an intention in the artwork. The group or individual critic's role is not to pronounce judgments on the work, but to investigate the artist's intentions in making it and to communicate authentic viewer responses to the artwork. Issues of taste, fashion, and personal preference are deempha sized, and the ability to distinguish critical inquiry from such subjective value judg ments is encouraged. The critique group becomes dynamic by deeply examining its own assumptions about the aesthetic and conceptual requirements of the artwork. Is sues of careerism and externally imposed arbiters of success (real or imagined) are deemphasized. There is an advantage to the department's tendency to attract stu dents who are somewhat older than those in most colleges and therefore more aware of the realities of earning a living. Conclusion The realities of art and the education of artists in contemporary society are unique in our history. Our cultural paradigms have shifted and are continuing to evolve into a new kind of art world. In the midst of an end-of-art-world which Kuspit proclaims has lost its moral foundations and has been made for the 'street crowd' (Kuspit, 2004, p. 142), artists from JFK are being encouraged to become a part of a new post-postmodern world, one which Gabiik (1992) describes as follows: I believe that what we will see in the next few years is a new paradigm based on the notion of participation in which art will begin to redefine itself in terms of social relatedness and social healing, so that artists will gravitate toward different activities, attitudes and roles than those that operated under the aesthetics of modernism, (p. 27) We can recognize the emergence of new cultural paradigms by changes in those we most admire?our heroes. Once the modern art world claimed Edouard Manet, Pablo Picasso, Marcel Duchamp, Jackson Pollack, and perhaps Andy War hol as its heroes, but that world seems to have changed. Today, perhaps Ana Medie ta, Josef Beuys, Andy Goldsworthy, Zheng Dai Jian, Ann Hamilton, Gu Wenda, or Bill Viola represent the shift from the egotistic vision of the artist-genius to the transper sonal vision of the artist as harmonizer, healer, trickster, and teacher. If art is re turning to a sense of the spiritual, it will not be the old religious vision of monastic self sacrifice or humorless piety. It will likely be a new and unencumbered identification with the environment and community that herald a new culture and a new basis for identity. That is the vision of the future for which Arts and Consciousness prepares its students. As artists and educators we learn to trust our intuition and sense of direct knowledge. We know that old methods are increasingly incapable of adequately re flecting the new cultural realities and artis tic imperatives of the next century. The De partment of Arts and Consciousness has developed a beginning point, a way to see art as healing without being therapy. There are new ways to value art without relying on art galleries or museums, new ways to understand art as direct mystical experi ence and teaching without connection to formal religions or doctrines. As artists, we learn first hand that we are the universe unfolding. About the Author Michael Grady has been the chair of the Department of Arts and Consciousness at John F. Kennedy University for 12 years. His accounts of the history and develop ment of the Department of Arts and Con sciousness are based upon personal ac counts related by department faculty and Grady's direct personal experience. References Colin, . (1999). Bauhaus philosophy: Cultural critique and social utopia. In J. Fiedler & P. Feierbend (Eds.), Bauhaus (pp. 23-25). 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