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We looked inside some of the posts by grad505elyahnab and here's what we found interesting.
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Imagery used in essay
The images that I've used in my essay have direct relations/refer to my writing.
this image is a photograph of the prejudice basement that is from Judy Chicago's AT Home project. it focuses on the “beliefs that people pack away”
in my essay I discuss the at-home project, having an image of one of the rooms to support my argument is effective.
my own perception of the prejudice basement;
the middle is a male shaped body with female dolls chained to the male body
creates the idea that the male is more dominant over the women
male is controlling both the women and their ideas
the boxes in the background are the thoughts that women hide in their heads because of men, as well as what men have called women/ how men have treated them.
This image shows insight into what goes on in a women's mind by showing these ideas packed away in boxes. Symbolizes women packing away the ideas in their heads.
Many people could have their own opinion on this image as different people could view it differently. It has powerful feminist ideas.
At Home: Kentucky project. (2001). [untitled image of prejudice basement from At Home project]. https://judychicago.arted.psu.edu/wp-content/uploads/2021/04/prejudice_Basement.pdf
Women in design poster created by Sheila Levrant de bretteville.
This poster is one of bretteville's most well-known design pieces. I've used it in my essay to represent her design work and how she implements feminist principles into her design work.
During the 1970s this poster reached out to females. The main element in this poster is the eyebolt. The eyebolt became a feminist token and was worn as a necklace.
eyebolt represents the idea of “strength without a fist”
According to Bretteville the poster represents a dialogue among women against the grid. This poster can be interpreted in many different ways. An example of one personal interpretation of mine would be
The small palm trees along the grid help to symbolise females in Los Angeles/ America. I believe this because the Poster is based in Los Angeles, and palm trees are also very significant in this area.
Along the top of the poster, there are circled shaped graphics. They could be interpreted as the moon, with time moving along in feminist history.
This poster strongly represents Bretteville's design work and her feminist principles which relate to my essay topic.
Bretteville, S. (1975). Women in Design poster [printed material]. https://www.sfmoma.org/artwork/2016.313
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Week 12; The Education of a graphic designer.
the education of a graphic designer edited by steven heller.
This book consisted of many different essays focused on the education of a graphic designer. One of the visual practitioners that I'm focusing on in my essay is Sheila Levrant de Bretteville who is a female graphic designer. I wanted to research and learn more about the graphic design curriculum in America, this is so that I could recognise the differences between Bretteville's teaching style and the ones discussed in the book.
Key points
Curriculum
the curriculum needs constant observations
changes to respect the future
pay attention when the education of a young mind is a state
don't just see, listen
clear thinking is taught
introducing reasoning - deductive and inductive
An ideal curriculum is the expression of a philosophy and not a simple course of instruction.
Leadership symbolises four things; fantasy, imagination, fascination, and information.
A good curriculum provides space for the student to seek and explore
a good school provides them with a platform on which to contribute their findings in an unrestricted way.
Structure of the curriculum
basic skills are learned
intermediate processes; where theory, history and an understanding of cultural interface are prominent
primary understanding of design systems
advanced processes; where students begin to find their voices through interpretative applications.
finally an introduction to media studies such as interactive systems.
How we teach. How we learn what is taught - Hank Richardson
Page 229 - 230.
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Week 12; Through the flower, By Judy Chicago
I've read the book; Through the flower, my struggle as a women artist by Judy Chicago.
it gave me a deeper understanding of Judy Chicago as a person, her feminist principles, and the struggles she has faced as a female artist in America during the 1970s.
There are direct connections and links between this book and my chosen essay topic.
key ideas highlighted from the book;
the influence of the Woman's house .
immediately many women felt uncomfortable in a reality that they understood.
Women that have accepted masculine values such as lack of emotional expression were hesitant in their responses
touched by the ambience
frightened by its implication
men felt uncomfortable as it was an unfamiliar world
one man thought the woman's house was a wonderful parody of women
Men are generally encouraged to take control of life situations, the men's reactions to the women's house had to do with a sense of not being in control.
Feminist art program.
Chicago was excited about Fresno college addressing itself specifically to the needs of female students
something was going wrong in the program
the program was in a male-dominated school
didn't have freedom from male dominance
males controlled the school
Chicago tried to help her student realize themselves through their lives and feelings as women
1970 American view on art/ feminist ideas.
Traditions in art contain perceptions of men
nowhere in western culture are womens perceptions symbolized in a set of images.
its always a man who embodies the human condition.
towards the end of the feminist art program, the first graduate student put a painting into the annual graduate show.
The work
clearly reflected all the values of the program
it was direct
subject matter was clear
related to the women's own experience.
Students in the program became more connected with themselves as women.
an overall extremely interesting book that provided me with more insight.
Through the flower; my struggle as a women artist - Judy Chicago
pages 115-182
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Art Curriculum; Teaching styles
“Normal” art teaching styles/techniques in America during the 1970s;
teaching skills included;
demonstration of techniques
emphasis on concept development
colour theory
composition
whole classroom collaborations
multiple works based off one theme
Judy Chicago's teaching styles/techniques;
Teaching style/feminist principles;
“Very different than anything I've ever experienced before.” (Karen Keifer-Boyd, 2007)
wants to remove the aspect of male-centrism
Some students found her style abrasive and her politics absurd
Judy Chicago announced in one class that “none of the men talk only the women talk”
Students found Judy inspiring and enjoyed her feminist principles
Teaching skills;
consciousness-raising
group therapy
studio art
Sheila Levrant de Brettevile teaching styles/techniques;
teaching style/feminist principles;
fight for the visibility of women in design
the strategy of simplicity in visual communication is created by the power to force the social control and reduce social diversity
wants young designers to listen to different voices and become more open, which would provide the designer with more opportunities.
focus on design leaning towards proactive practice.
students have been highly supportive of sheilas work and feminist teaching practices
students have said that the graphic design programme scared them and it was one of the most challenging programmes
personal expression was allowed
Sheila's teaching style was open and flexible
she provided unconditional support to all her students.
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Week 11; Developed Research on Sheila Levrant de Brettevile
I've introduced a new element to my research question since my formative assessment. This element is the feminist graphic designer Sheila Levrant de Brettevile. Because of this, I've been required to research her as I do not have a wide understanding of who she is and what she has done compared to my understanding of Judy Chicago.
Sheila's main feminist designs are the Women In Design conference poster (1974), and the Pink poster (1973).
Women In Design conference poster (1974)
- The women in design poster reached out to females during the 1970s.
- the main symbol is the eyebolt which became a feminist token and was worn as a necklace.
- the eyebolt reflects the idea and symbolizes ‘strength without a fist’.
- according to Sheila this poster represents a dialogue among women against the grid.
Pink poster (1973)
- This poster aimed to explore the gendered relationship between women and girls with the colour pink.
who is Sheila Levrant de Bretteville?
Sheila is an American graphic designer. She was born in 1940 in Brooklyn, New York, U.S. She is an artist and educator. Her work reflects her beliefs which is the importance of feminist principles and user participation in Graphic design.
in 1971 Sheila founded the first graphic design program for women at the California Institute of the Arts, she then co-founded the women's building with Judy Chicago and Arlene Raven. The Women's building is in Los Angeles and it is dedicated to women's education and culture. in 1973 Sheila opened the women's graphic centre within the women's building as well as c0-founding the feminist studio workshop.
quotes to use in essay;
“i should be less visible, that i should be in the background.”
“Feminist design looks for graphic strategies that will enable us to listen to people who have not been heard before.”
“there are many more ways to be female”
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Week 10; further research
there is a strong link that ties Judy Chicago and Sheila Levrant de Bretteville together. This is known as the “Woman House.”
- 1973 was when Chicago and de Bretteville co-founded the feminist studio workshop the “Women House” in Los Angeles, this was a collaborative place made for female artists.
- the “Women House” responded to these large demands and it was intended to create a space where women could develop their work within artist production.
- each room in the woman house had a different installation, that related to females. Whether this be their everyday struggles, stereotypes, and ideas about femininity.
The images below are images of the “Woman House”.
The “At Home” project - Judy Chicago.
When researching the ‘Woman House’ i came across Judy Chicago's ‘At Home’ project which I found extremely interesting.
- This was one of the first times where Judy Chicago applied her pedological feminist principles in a project that had a mix of both genders.
- The ‘Woman House’ helped to create the ‘At Home’ project which reflects many feminist ideas such as feminist pedagogy, feminist art and post-modernism feminism.
In my essay, I'm going to refer to and discuss the ‘Prejudice Basement’. The ‘Prejudice Basement’ focuses on the narrative which is ‘beliefs people pack away.’
- The ‘At Home’ project had a feature of different rooms that distanced certain considerations such as political, personal, social and sentimental.
- Each room tells a different narrative.
I wanted more insight into what the ‘At Home’ project was about. I noticed that there was a documentary created that was behind the scenes of the creation of the ‘At Home’ project.
This documentary is titled;
At Home A Kentucky Project.
It was a 40-minute film which was extremely interesting.
The film showcases Judy Chicagos work, and how she works with a group of both female and male students. it shows how the students struggle with many different elements such as the artistic process, from conception to public presentation. it explores artistic expression, the character of feminist art and the commitment that was needed.
I found it good to watch a documentary as it helped to break up my research. i was also engaged and it gave me a deeper understanding of the overall project as well as the impact that Judy's teaching and her feminism had on the students.
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Week 9; SDL
this week our SDL was to find 2 new physical books and 2 new articles that could source us with information for our essay, The books which I believe could help me with my essay are currently issued. Further on in my research, possibly next week I will try again to get the books.
otherwise, I've found 2 more articles that have helped provide me with information for my topic that has direct links.
I've taken snapshots of important parts in the article which stood out to me as it relates to my topic. my topic relates to the art curriculum during the 1970s in America as Judy Chicago was an art educator who had a strong impact. The top screengrab is a journal article that I've found that discusses the teaching techniques and practices within that time. it also discusses Judy Chicago's outlook on education and her personal style of teaching.
the second screengrab is from the same journal article. I've highlighted text which provides information about Judy's feminist studio workshop and the women's building. Two elements which I have found hard sourcing information for so far.
reference; Karen Keifer-Boyd (2007) From Content to Form: Judy Chicago's Pedagogy with Reflections by Judy Chicago, Studies in Art Education, 48:2, 134-154
I've managed to find another article that provides me with information about the women's building, as it is an essay written by Judy Chicago based on the women's building. I've highlighted a key aspect which was the starting aim of the women's building and how the feminist visual practitioners want to go about it
reference; JUDY CHICAGO, MIRIAM SCHAPIRO, WOMAN HOUSE CATALOG ESSAY.
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Week 9; Notes
Argument: Feminist visual practitioners have strongly impacted young artists and the art curriculum in America during the 1970s.
Topic 1; The impact of Judy’s and Sheila’s feminist practice on the art curriculum due to their strong feminist principles
Topic 2; Feminist Ideas that are reflected in Judy Chicago's and Sheila Levrant de Bretteville’s art/design projects.
Feminist ideas reflected in Judy Chicagos and Sheila Levrant de Bretteville art/design projects.
Popular projects that they have created
What impact has it had on different audiences?
Topic 3; How has the feminist art era/movement evolved in the U.S from the 1970s till today?
How far has feminist art come today?
What have Judy and Sheila done for the feminist art era?
Judy and Sheila have inspired female artists to feel confident and have inspired them to continue creating and designing art.
Feedback.
“Guerrilla girls” - resource; the tate
Evolved in the U.S
Valuable image source; Wikimedia commons.
AUT referencing style guide.
Massey apa referencing.
Counter argument is not necessary
Advice.
The writer's diet, Get Grammarly, Reference as you go.
Turnitin submission
COMPLETE “academic integrity module”
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Week 8; Essay planning
The main idea that I want to argue in my essay is that feminist visual practitioners have strongly impacted young artists and the art curriculum in America during the 1970s.
essays are a weak point for me, i get confused on structure. I found this planning a useful way to put down all my ideas.
i need to work more on my topic 3 and research more information behind it.
it would also be useful to research more about Sheila Levrant De Bretteville.
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Week 8; In class essay construction
Positive points
- relatable/ valuable information on the topic
- relevant counter arguments
- provided a good amount of evidence for each topic disscussed
Negative points
- Essay structure was terrible
- no flow
- because of this the essay was confusing and hard to read
It was helpful working in a group as we discussed our different opinions and viewpoints on the essay which gave me insight to different ideas and outcomes.
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Formative references
AUT LIBRARY
Academic Articles
- Jane Gerhard, 2011, Vol. 37, No. 3, FEMINIST HISTORIES AND INSTITUTIONAL PRACTICES - Judy Chicago and the Practice of 1970s Feminism, Feminist Studies Inc.
- Karen Keifer-Boyd, 2007, Vol. 48 Issue 2, Studies in art education - From Content to Form; Judy Chicago’s Pedagogy with Reflections by Judy Chicago, National Art Education Association.
- Camilla Mork Rostvik, 2019, Vol. 42 Issue 3, Blood Works: Judy Chicago and Menstrual Art Since 1970, Oxford Art Journal.
Images
Judy Chicago, Red Flag, 1971.
Judy Chicago, Birth Tear/Tear, 1985.
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Week 6; Semiotic SDL
Judy Chicago, Red Flag, 1971.
Judy Chicago, Birth Tear/Tear, 1985.
This semiotic task will be used in my formative assessment. I've gathered art work created by Judy Chicago which reflects feminism and femininity. These pieces relate to my topic and my topic question which is “How has Judy Chicago's feminist practice had an impact on art and the art curriculum in America during the 1970s?” Not only have these pieces been created by Judy Chicago they both reflect feminist ideas and were created during my chosen time period.
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Week 4; Graphic Means by Briar Levit
(this post got left in drafts by accident)
I really enjoyed the documentary Graphic Means, i was engaged throughout the whole thing and found it super interesting. i noticed that there were many interviews with influential people in the graphic industry.
Over the century the methods of publishing, printmaking and design have changed. From the 1950s till now graphic process have improved and changed majorly. Its interesting to learn that processes used to be extremely time consuming, required a lot of labor and engagement from person to person.
one of the first methods discussed was linotype. Linotype is rarely used nowadays. Its a tool which produces single lines of words. Linotype allowed mass production of certain printed media to be produced. This printed media included books, and news papers etc.
The publication world began to flourish and grow this is when the photographic typesetter evolved. The photographic typesetter is a method of setting type, it uses photographic processes that create columns of type onto photographic paper.
Inequality of man and women was also discussed in the documentary. During the time period it was mainly men working in the graphic industry and few women. Men would also be getting paid much more than women. Hot processing was male dominated whilst cold processing was left to women. Type setting is one process that allowed and bought more women into the graphic industry.
Photostat was also mentioned, which is used for scaling and reproducing images. After this was the typewriter by IBM and laser printers.
As technology began to improve so did digital design processes. Which helped to improve design and typography as new methods were being introduced. An example of this would be the introduction to Macintosh computers which are created by Apple. Digital design allowed the design process to become faster and gave designers endless opportunities.
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Week 6; In class semiotics
I have never heard of semiotics before now. i found it extremely interesting and was very engaged with today’s class. I found it difficult to figure out the differences between the Signifier, Signified, and types of sign. The semiotic task in class really helped my understanding. it also gave me the opportunity to figure out what everything was and work on areas that i wasn't sure about. Working with a partner allowed me to discuss different aspects of the image and combine our ideas together which i really enjoyed.
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