Vis 111: The Structure of Art
December 28th, 2009This course will address the structure of signification in art. We will consider the modes of signification in a wide range of representational and nonrepresentational artworks from architecture through drawing, painting, sculpture, photography, video, and film to performance. Examples will be selected from various places and epochs. This course is required for transfer students. This course is offered during winter quarter only.
So goes the course description for this course at UCSD. All students of the Visual Arts department must take this course; whether learning to be a practitioner or critic of art. I took this in winter 2006. Professor Kim MacConnel taught, and Zerek Kempft led my discussion group.
The point of this class is the title. What is the structure of art? To many people, certainly the students in this course, the very idea of there being a so called “structure” of art was unpalatable at least and most commonly regarded as offensive. My personal feelings on this were very neutral, and this attitude turned out to be exceedingly helpful. I started the class with the indifference of an A seeking, minimal effort sort of student, paired with my Dell Jukebox. From this disjointed state I was able to quietly observe the sentiments of the students, the development of the course, and to find the patterns in their reactions. The most frustrating of categories I found were the students in the studio art programs. These students had already spent a full year at the university, not to mention the years leading up to the admittance, attempting to master their particular genre and nursing their craft, feelings and egos.
Can art have a regimented structure? And maybe more importantly, should art have a structure? This class was just another class to me, until I really understood the powerful implications these questions contained. If we are to expect art to have a structure, then it is impossible for a person to produce art without learning the structure. What is produced without this structure can only be classified as illustrations, doodles, craft, decorations, etc. Does this mean that an amateur cannot hope to create a spontaneous work of art? The hierarchy of “crafts” vs “fine art” is central to this issue.
I would like to write more on this subject, especially in connection to what MacConnel and Kempft taught during the winter of 2006. More to come soon.










