Showing posts with label Art History. Show all posts
Showing posts with label Art History. Show all posts

Thursday, October 2, 2008

Does Humility have a Role in the Art Market?

My profound thanks to Veronica Escudero, the talented creator of “A Painting A Day by Veronica Escudero” who recently really caught me off guard when she graced The Artist’s Muse with the Brilliante Weblog award. I am honored by this recognition as The Brilliante Weblog is a prize historically given to web sites and blogs that are creative and brilliant both in content and design.

Gifts are meant to be shared, so I’d like to award this prize to the following talents:


Over the years, I’ve discovered that artists, regardless of their medium, tend to fall into two classifications:
  1. Those who love everything they create and shamelessly promote their work, without any true sense of discernment; and
  2. Those who are hyper-critical of their work, hesitant to share their artistic expressions, and are self-effacing when accolades are received.
As a student of psychology, I’ve often wondered if humility is part of the creative process, as it encourages us to reach heights that complacency and pride might prohibit. The noble person must look first within, then to others for clues as to how one is actually progressing. I believe this is done by humbly assisting others with our abilities, while not denying our abilities and talents. Such humility is understood to “preserve the soul in tranquility; In the Bible, an exhortation to humility is found in Philippians 2:3-4

Do nothing out of selfish ambition or vain conceit, but in humility consider others better than yourselves. Each of you should look not only to your own interests, but also to the interests of others.


David Packard, the co-founder of Hewlett-Packard, is quoted as saying: "You shouldn't gloat about anything you've done; you ought to keep going and find something better to do."

We are taught to take pride in our accomplishments, but pride functions successfully only when comparing yourself to others. It is folly to base one’s self-worth on how you stack up to others and their achievements. Instead, I believe it is wiser to focus on yourself and how you can improve. C.S. Lewis said the following about pride:

The point is that each person’s pride is in competition with everyone else’s pride. It is because I wanted to be the big noise at the party that I am so annoyed at someone else being the big noise. Two of a trade never agree. Now what you want to get clear is that Pride is essentially competitive-is competitive by its very nature-while the other vices are competitive only, so to speak, by accident. Pride gets no pleasure out of having something, only out of having more of it than the next man. We say that people are proud of being rich, or clever, or good-looking, but they are not. They are proud of being richer, or cleverer, or better-looking than others. If everyone else became equally rich, or clever, or good-looking, there would be nothing to be proud about. It is the comparison that makes you proud: the pleasure of being above the rest. Once the element of competition has gone, pride has gone.

The issue of pride, humility and competition has been a frequent topic in many conversations I’ve shared recently with fellow artists. Therefore, I thought it might be worthwhile to examine the concept of competition in the arts community.

In an essay published in 1994, A Dysfunctional Culture: Competition in Music, Rodney E. Miller, Dean of Wichita State University College of Fine Arts, articulated his theory that by eliminating competition in music education, co-operation and creativity is encouraged. Miller’s article leads with this sentiment,

For art to be art, it must be a reflection of our human condition. This is because art is ultimately a subjective sharing of emotion, usually emotion affected by or in response to the conditions in which the artist and the subject find themselves. Paradoxically, art very often becomes a casualty to the very social conditions it tries to reflect. One of the most insidious examples of this in our contemporary society is the obsession for competing that has permeated all venues of our society, including our artistic environment. Life for many of us in America has now evolved into a series of challenges to compete. We are bombarded with this doctrine at work, at school, and worst of all,, at home. It has become perhaps the only common thread in the diverse patchwork culture of American life. We hear it in our commercials (Pepsi vs. Coke in a taste test), in our politics (Republicans vs. Democrats), and in our recreation (Cowboys vs. Redskins). So saturated is our society with this spirit of competition that we allow its effects to go unchecked because we simply don’t recognize its existence, or worse yet, we fail to understand how it decays the very essence of art and creativity. Yet, as psychologist Elliot Aronson maintains, the prevailing spirit of competition is a dysfunction of epidemic proportions.

The spirit of competition is not uniquely American, nor is it restricted to the 9-5 business world, as Miller clearly demonstrated. However, to fully understand one’s strengths, it is helpful, if not vital, to understand your competition and your positioning in the market.

Many artists naively believe that they are exempt from these issues---that their “job” is simply to create works of art. Yet, they also worry about the financial realities of their experience as artists, often failing to consider critical questions such as “Who competes with you for your customers’ time and money? “and “What are their strengths and weaknesses? How are they positioned in the market?”

In other words, an artist should know how they are positioned in the market. Why do people buy your artwork instead of the others offered in the same general categories? Think about specific kinds of unique aspects of your work and audience, comparing where you think you can show the difference.

During the process of my contemplation on these issues, I explored the history of the Impressionists, PreRaphaelite artists and the Futurists with relationship to competition amongst each other. It’s a fascinating study that exceeds the limitations of this blog. One of the most important benefits I derived from the experience was reinforcement of my belief that only the best of my work should be seen by others.

When looking at the 4,000 pictures Pierre-Auguste Renoir left behind it is helpful to be aware that he actually was more prolific --- producing over 6,000 paintings during his active years as an artist. Although Renoir’s critical reputation has fluctuated throughout the years, the general populace continues to embrace Renoir’s paintings. He is a wildly uneven painter and one who often did not finish pictures.

In 1864, Pierre-Auguste Renoir had his first success with a painting entitled “Esmeralda Dancing with her Goat around a Fire Illuminating the Entire Crowd of Vagabonds --“the very first painting he had managed to show in the much coveted Paris Salon. Yet, in 1865, Renoir destroyed the painting and began a shift in his style. Later, he destroyed practically everything he had painted up to 1866.

While writing the post, The Booker, The Dobell and the Ultimate Prize, about Melbourne artist Virginia Grayson winning the 2008 Dobell Prize for Drawing for a for drawing she had struggled to produce, I was reminded of a letter Renoir wrote to his dealer, Durand-Ruel, in 1881: "I am not satisfied and I erase, I erase again..." In a similar sentiment in 1889 he refused to exhibit at the Exposition Universelle, declaring: "I find everything I do to be bad".

Many art critics have expressed their opinion that Renoir’s saccharine paintings are “too sweet”, and may even agree with Renoir’s insecure sense of his position in the art world. However, I believe this stems from a lack of understanding of his themes, as he once remarked, 'Why shouldn't art be pretty? There are enough unpleasant things in the world.'

Fortunately, Renoir did not destroy all of his work, and we have the opportunity to use his paintings to learn about the culture in which he lived .

The Phillips Collection, in Washington, D.C., was America’s first museum of modern art and is widely regarded as one of the world’s finest small museums. In 1923, Duncan Phillips purchased Pierre-Auguste Renoir's brilliant example of impressionism, Luncheon of the Boating Party (1880–81), which is now considered the museum’s best-known work.

In Britain, one can see Renoir’s masterpiece, La Loge, at the Courtland Gallery in London. La Loge was Renoir’s principal exhibit in the first Impressionist exhibition in Paris in 1874.

Renoir’s La Loge received enthusiastic reviews when it was first exhibited and later that year it traveled to London for an exhibition organized by his dealer Durand-Ruel, making it one of the first major Impressionist paintings to be shown in England. However, the painting did not sell at either exhibition and was bought inexpensively the following year by the minor dealer ‘Père’ Martin for 425 francs, providing Renoir with much needed funds to pay the rent.

Although he is best known for scenes of Parisian life such as La Moulin de la Galette and paintings of children and young women, his landscapes were nearly all created in the first two decades of his career, before he began to concentrate on figure painting. between 1865 and 1883. It’s been written that the young artist used landscapes to experiment. With innovative explorations of color and brushstroke.

As Nancy Ireson, a curator of Britain’s National Gallery, said concerning his landscapes: "There is a Renoir that we know, the chocolate box Renoir, and there is a secret Renoir. Renoir wasn't so keen on showing them, some were unfinished, and they wouldn't have commanded the same prices, but landscapes were absolutely integral to his life. In a way he used landscapes to test himself."

One of Renoir;s amazing landscape, Le Jardin d'essai à Alger (The Test Garden), was painted in Algeria in 1881. It now hangs in a private office at the Mirage casino in Las Vegas

Late in his life Renoir’s style underwent a significant change, his outlines becoming less defined and his works entirely softer, with stronger use of reds and oranges. This variation in technique was largely effected by his severe arthiritis

By 1913 he was partially disabled by a stroke, his limbs deformed by arthritis, and he had become frail and wheelchair-bound, his hands coiled inwards like claws. Renoir continued to paint, with a brush jammed between paralyzed fingers strapped with bandages to prevent the fingernails digging into his palms.. After expressing a desire to work in sculpture to his friend and dealer, Ambroise Vollard, he began to work with sculpture. According to the tale, In 1913 Vollard introduced Renoir to Richard Guino, a 20-year-old Catalan sculptor, at Spanish sculptor Aristide Maillol's studio, announcing, 'I have found your hands.' . From 1913 until 1918 Renoir and Guino worked together, mainly at Renoir's 100-acre estate, Les Collettes, in Cagnes-sur-Mer, creating about 37 sculptures, many based on Renoir's paintings. There were other assistants, after 1918 , when Guino stopped working with Renoir.

Had Renoir not destroyed well over 2000 paintings, I suspect his reputation as a master of Impressionism would be significantly questioned. Similarly, his foray into creating sculptures based on his earlier paintings, is only footnote in some art history books as his quality pieces of art were created much earlier. I think of artists such as Georgia O’Keefe and Renoir, who in their winter years turn to assistants such as Juan Hamilton, to complete their vision when their hands or eyes have failed. The issue of “ownership of creative rights” often becomes a legal issue, but perhaps it’s more than legal---it’s a moral issue.

In today’s commercially-cognizant art world, noted individuals, such as Jeff Koons, Dale Chihuly and Damien Hirst, have morphed the time-revered profession of “artist” into “marketing promoter.” The “art work” is not produced by their own hand, despite being entirely healthy and able to create their own work. Instead, a stable of artists are hired to produce pieces to be sold at auction and in high-street galleries. The artwork, however, doesn’t bear the name of the actual creator, but the “Brand name” of the audacious artist who has. employed others to create their works. The artists' names have become trade-marks, essentially brandnames no more significant to the concept of "originality" than a McDonald's hamburger on a bun.

Referring to the mass-produced spot paintings of Rachel Howard, that are sold as Damien Hirst originals, Hirst has said, “"The spots I painted are shite. The best person who ever painted spots for me was Rachel. She's brilliant. The best spot painting you can have by me is one painted by Rachel."

While addressing the factory-based production of Dale Chihuly’s work, the Portland Art Museum curator, Guenther, astutely stated "But at some point you lose faith in a production that is so distanced from the artist, from the creative mind that brought it out initially. At what point is there a loss of faith in the work and an erosion of the brand?"

Perhaps we’d do well to return to basics, take responsibility for our own work, assign only our own names to work we personally create, and use humility and discernment while determining which pieces “see the light of day.” Every work an artist creates is not a masterpiece, every poem a poet create is not forged in genius, and every book labored over by an author is not worthy of the lives of the trees that will showcase one’s words.

The consumer also has responsibility in this arena. While everyone cannot afford to purchase masterpieces by known artists, most individuals have the ability to purchase an original piece of art---not a giclee or an “edition”---but an original that bears the name of its actual creator. By selectively purchasing art, the excesses and deceptive marketing practices of Brand-names in the art world will be reduced, hitherto unknown artists will gain overdue recognition, and one’s “true” position in the marketplace will over-ride unhealthy competition fueled by greed and rampant consumerism . Through this revolutionary and shockingly simple process, art may, indeed, once again reflect the truth of the human condition.

Friday, January 4, 2008

Art, Ethics, and Honor Amongst Thieves

"William Blake is damned good to steal from! "--Henry Fuseli


Earlier today I was faced with an ethical quandry. One of the e-groups I lurk upon had a post by a professor of Art History at an American university. She posted this message:

Dear All,

Here's a photograph and artist's statement of a Sofiia icon that one
of my students made through a difficult print-making process on raw
silk in 16 plate layers. The photograph doesn't do this piece
justice, but I love her interpretation of what Wisdom is and how to
portray it. The dominant color after all the layers were laid down
is a soft of warm lavender-grey (maybe jasper is the best descriptor).

Just thought you'd like to see it.


When I followed the link she had provided, I was astonished to recognize the work was plaigerized from a painting of Mary Magdalene by Richard Stodart that had been created in 1995 and has been widely distributed via the internet on various websites. How does one respond to this, especially when you consider we are considering the issue of grades as well as professional ethics?

As far back as 2001, issues of intellectual property and artistic license were discussed on the internet. In an article published by Wired, entitled Is It Art, or Memorex?, Reena Jana offered these key pieces of information:

"The laws aren't black and white. The nuance lies in the real purpose of the artwork using the borrowed images," said Barry Werbin, a partner at Herrick, Feinstein, a Manhattan law firm in which he heads a department focused on intellectual property and the Internet.

"If someone borrows an image and uses it non-commercially for educational purposes, then it's fair use," Werbin said. "But if an artist does so without permission to promote their own work, there's no question it's an infringement."

So, does that excuse the student's theft of the image? I'd suggest not, firstly as she promoted it as her own work, even if the medium used differed from the original piece of work. Secondly, it would be my contention that the understanding "educational purposes" would apply to the use of the image by the instructor and not the clandestine theft by the student. Most universities and educational institutions have established, and sometimes enforced, policies with regard to plaigerism, including use of intellectual property /ideas. Students are made aware that if an instructor can demonstrate the student has purloined material, the culprit will be dealt with appropriately by the institution.

As a friend reminded me, character and talent are two distinct entities. While we seek to enjoy creative expression within the arts, it is increasingly rare to discover talent teamed with innovation, for that is the essence of artistic genius. Art shows and galleries showcase works of art that are often nothing more than derivative pieces of work. One might quickly suggest that imitation is the greatest form of flattery, but any art that is produced as a "copy" should be noted as such and proper credit attributed.

In the case of the student, the instructor hadn't taken the students to a museum to "copy" a masterpiece and learn from the experience. Instead, the student quite simply had plaigerized the work and apparently believed no one would be the wiser. [According to Black's Law Dictionary, the definition of plaigerism is "The act or instance of copying or stealing another's words or ideas or attributing them as one's own."(Black's Law Dictionary, West Group, 1999, 7th ed., p. 1170) ]

Jonathan Lethem published a noted article in Harpers, entitled "The ecstasy of influence: A Plagiarism" in response to Something Borrowed, an earlier article on the topic that was published in the New Yorker. Lethem's article deftly points out the thin line between influence and plagiarism. I have heard it argued at even Picasso and Matisse "copied" the works of others, and Andy Warhol would likely be the recipient of a litigious suit in our society if he were to offer his paintings in today's market.

In the 14th century, Petrarch answered these "justifications" and offered wisdom concerning plaigerism, although his focus was on the written word:

"He who imitates must have a care that what he writes be similar, not identical . . . and that the similarity should not be of the kind that obtains between a portrait and a sitter, where the artist earns the more praise the greater the likeness, but rather of the kind that obtains between a son and his father . . . we (too) should take care that when one thing is like, many should be unlike, and that what is like should be hidden so as to be grasped only by the mind's silent enquiry, intelligible rather than describable. We should therefore make use of another man's inner quality and tone, but avoid his words. For the one kind of similarity is hidden and the other protrudes; the one creates poets, the other apes."
-- Petrarch, Le familiari, XXIII (14thc), quoted in Gombrich, E.H. Norm and Form: Studies in the art of the Renaissance, Phaidon, 1971 (2nd edition), February 18, 2000

James Dean, an electrical engineer and artist, successful has presented renderings of "Old Masters" that humorously incorporate his cat, Pete. When one views the oeuvre of Dean, there is no mistaking these pieces as "original" in concept, even if homage is made to better-known works of art. Perhaps those artists and students who wish to purloin "good ideas" should reconsider such nonsense and but learn from Dean's approach.

Recently, there has been an increase of works "appropriated" via the internet, reproduced in some form by other hands and then sold through global channels. Legal steps have been taken by individuals as well as groups such as the Art Renewal Center to stop this activity.

It was with this body of knowledge that I debated what to do about the student who had copied Stodart's "Mary Magdalene" and submitted it for a grade to her instructor. Ultimately the question of artistic integrity versus technical process seemed to be the primary issue that plagued my mind. Consequently, I fired off an email to the instructor, citing Stodart's work, citing his website as well as one from another site that had been archived on the internet since 1999. This proved earlier "provenance" and I included a .jpg of his image for the immediate reference of the instructor.

Within hours of sending the email, I received the following response:

Dear Sharon (if I may):

Thanks for sending the image--it's beautiful. It seems my student lifted the idea. Very sad, especially as I watched her produce all 16 layers of her serigraph on raw silk and it's very beautiful. Anyway, I much appreciate the beautiful image.


Which "beautiful image" does the professor appreciate, the original one by Richard Stoddart or the serigraphed copy by her student? Ah, the nuances of words! As if to play a "trump", the instructor appended her name with a reference to her Ph.D, and a composite list of her credentials as a professor of art history at the university. I'm not sure what to make of it all, and I suspect the instructor will do nothing with the information I provided. If this is the case, the student will have learned much about art history, for its chronicles are filled with tales of art thefts and honor amongst thieves.

Please note: Within this blog I intentionally have not given appropriate attribution to the cited written words of the Art History instructor. This is because I wish to protect the identity of the individual, and I hope that a culture of shame isn't necessary for her to take appropriate action. One might also contend the concept of "fair use policy" herein applies.

NB: Legal Info for artists