Weekly Flipboard Links and Media Round Up

Sitting at the academic midterm, I am finding my footing following the closing and wind-down of CONFLUX, an inaugural alumni art exhibition and catalogue that I organized and co-curated over the summer. It was a fantastic experience working with our thirteen participating artists from the past 8 years of the KPU BFA program in FIne Arts, and I am happy to still host the catalogue and images from the show on my website until we migrate the content to the main department website. Perhaps most importantly, the exhibition helped generate critical conversations about the special challenges of being an art student today, and helping to broaden the possible range of professional and creative opportunities afforded students who choose to undertake a BFA degree. Our most successful bit of programming was a round table discussion “Out in the Wilderness-- Life After Art School" that had several of our alumni artists sharing and speaking openly about the range of experiences they faced once exiting the cocoon of university. For a small taste of this, I urge those who have not seen the show or attended the roundtable to read my interview with co-curator Kenneth Yuen (embedded below). It is an honest and eye-opening conversation for which I’ve had great feedback.

As for this blog, it is a continual process of soul-searching and balancing the many projects and various hobbies and activities of my life when it comes to keeping up Avantguardian Musings. On the one hand, I recognize that the golden age of blogging has likely passed. Replaced by the digital economy of micro-blogging and visual/sonic overload seen via Instagram stories, podcasting, Twitter threads, and the move away from desktop computers, attention spans for longer-from content, and (let’s just say it) reading, is dwindling. On the other hand, I am seeing the logical outcome of this culture of accelerated distraction, online learning, and decentered knowledge production in an emerging generation of students. Many of them are starved for direction and critical reflection when it comes to research and learning, and wondering how to navigate the noise of the Internet and social media, especially when extracting the valuable from the sensational. I read an insightful book this summer that covers this and a range of related topics that I highly recommend to both students and the parents and teachers who work with them: Jean M. Twenge’s iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy and What That Means for the Rest of Us (2018). From this book I learned one of the most valuable ideas that I have begun to address in both my teaching and day to day interactions with young people (defined in the book as born 1995 and later)— that there is a thirst for real world connection, face-to-face peer communication, and deeper engagement with educators. It seems like such an old fashioned idea, but it is one that is challenging our tech fuelled world in a very profound and significant way.

Enjoy my weekly links (scroll through gallery and click, or head straight to list below), and note that my first pick goes a long way to sorting through the loneliness of youth we see reflected in the most fashionable corners of current Instagram culture.

"Why the New Instagram It Girl Spends All Her Time Alone"

NY Times

"With a $450 Million Expansion, MoMA Is Bigger. Is That Better?"

The Atlantic

"Gaming's #MeToo Moment and the Tyranny of Male Fragility"

Wired

"Debbie Harry and Cindy Sherman Compare Notes on Sex, Sexism, and Success"

Interview Magazine

"Capital and Complicity in the Art World"

Hyperallergic

"Nietzsche’s Eternal Return"

New Yorker

"Even If You Don’t Get All the Details, You Can Still Follow Along’: How Charles Gaines Taught a Generation of Artists"

Artnet

"Frieze week: Ai Weiwei, Mark Bradford, Peter Doig, Melanie Gerlis, Hettie Judah (PODCAST)"

Art Newspaper

"Envisioning Manifest Destiny during the Civil War (VIDEO)"

Smarthistory

"Kara Walker: Fons Americanus / Tate Modern, London"

Tate Modern

Why the New Instagram It Girl Spends All Her Time Alone

With a $450 Million Expansion, MoMA Is Bigger. Is That Better?

Gaming's #MeToo Moment and the Tyranny of Male Fragility

Debbie Harry and Cindy Sherman Compare Notes on Sex, Sexism, and Success

Capital and Complicity in the Art World

Nietzsche’s Eternal Return

Even If You Don’t Get All the Details, You Can Still Follow Along’: How Charles Gaines Taught a Generation of Artists

Frieze week: Ai Weiwei, Mark Bradford, Peter Doig, Melanie Gerlis, Hettie Judah (PODCAST)

Envisioning Manifest Destiny during the Civil War (VIDEO)

Kara Walker: Fons Americanus / Tate Modern, London (VIDEO)

New Semester Checklist: Are You Prepared?

Welcome back! A new semester, a new set of classes, and a new set of goals and expectations. But do you have a plan for how to navigate the messy first few weeks of class? Many of the tips featured below are not new, but I wanted to pass them along once again because I know it will save at least a few of you some headaches. No doubt that the energy of the first week will help many of us make it through the uneasy transition to sitting in the classroom, but this checklist should also help organize those pesky new term details. Good luck and remember to soak up the remains of summer while they last!

1. Check your classroom listings: this is imperative to do, especially if you attend a large university or have classes that take place on more than one campus (yes, I always have students at the beginning of each term who make this mistake). It never hurts either to take a dry run finding your listed classrooms ahead of time and even scoping out the most advantageous seats and plug-ins for laptops. It sure beats the frustration and rushing around on the first day of class to make sure you find the place you are supposed to be. Online campus maps are also terrific for pre-planning, so Google your university’s name and map to begin the process.

2. Read over syllabi carefully: A syllabus is like a contract and establishes the mutual expectations for a class between student and professor. One of the first things you want to check immediately is the dates for any midterms and finals. These dates are written in stone and published well in advance, and if you cannot make them because of other plans (and no, a trip to Hawaii or a friend's wedding are not legitimate reasons to miss an exam), consider dropping the class. Remember, deadlines are your responsibility. Also, make sure to check your syllabus before emailing your professor with a question about the course. I cannot tell you how many questions I get each term that are clearly answered in the syllabus. Consider keeping a copy with you or downloaded on your laptop or phone whenever you attend the class.

3. Get your books (eventually): Ask any senior undergraduate or graduate student about purchasing books, and they will no doubt tell you what nobody ever reveals to you in your first year-- wait to buy your books. Yes, I said wait. And although some of you might find it really tough to resist the urge to line up with hundreds of other students and spend hours to buy books during the first week of class (something that always amuses me), you will have the luxury of shopping in relative peace and quiet and perhaps save some money if you do. First, it often helps to wait until after you go to your first class and find out if you need all of the books listed at the bookstore (many times, you don’t and the use of online and open resources are more popular than ever). Another option is to wait and check the titles and prices of the books at the online university bookstore and see if you can find them for better prices elsewhere or if you can purchase an earlier edition (check with the Prof). I have seen students make ridiculous savings buying textbooks on Amazon, Chapters or Abebooks.

4. Check on-line course material: Almost all courses these days have an online component through tools like WebCT or Moodle where professors post links, images, PDFs, readings, class material and provide discussion boards etc... Make sure to check either on your syllabus or through a quick preview of your personal university homepage to see if your course has an online component. Most institutions have a personalized portal which links you directly to any online connection to a class. Make sure to check the online material frequently and take note of any additional information related to assignments and/or exams that are often posted there.

5. Note important dates and deadlines and WRITE THEM IN A CALENDAR: Along with the syllabus, it is important to bookmark or make a copy of your university’s dates and deadlines so that you are clear when add/drop dates, holidays, tuition deadlines, registration deadlines, graduation deadlines, final exams, etc.. etc.. occur. I usually just cut and paste these deadlines directly into my Google calendar and check them periodically to make certain I do not show up to teach a class during reading week or a holiday (it has happened). Also, and I cannot stress this enough, collect and write all of your course assignment, midterm, and final exam deadlines into your online or physical calendar. You may find that you have close deadlines and will have to figure out how to manage your time to make sure you meet the requirements of all your courses. Do not make the rookie mistake of checking your syllabus each week for the deadlines— be proactive and record all of them early in the semester.

6. Double check your registration: The saddest thing is when a student finds an “F” on their transcript at the end of the term because they erroneously remained registered for a class that they “meant” to drop. Be warned, not all universities will listen to your tale of woe, so do yourself a favour and double/triple/quadruple check your registration before the final add/drop deadline to make sure you are not registered for classes other than those you are actually planning to attend and pay for.

7. Purchase school supplies: I admit that this is my favourite thing to do each term. And yes, I was that geek in grade school who was happy in August when the school supplies showed up in the stores! Remember too that you can charge a killing if you are that one student with a mini stapler on the day any paper assignment is due in class.

8. Look into recording your lectures: I encourage students who find it difficult to keep up with note-taking or enjoy having another listen to ideas raised in classroom lectures and discussions to consider taping lectures. Some things to keep in mind—first, make sure to check and see if it is OK with your professor before taping the first time (you need their permission); and second, see if your professor is already having the service done by another source. Some universities provide a lecture taping service and playback for large lecture courses.

9. Make a transportation plan: You might be surprised how easily and affordably you can create a carpool or learn about better ways to get yourself to classes by talking to fellow students and/or checking with your university’s website for resources (many schools help arrange car pooling). Also check your transit provider's website for routing plans or Google Maps-- many of them give alternative (and shorter!) suggestions getting from Point A to B.

10. Pay your tuition: Don’t forget—it is crazy how many students do.

Courses for Fall 2019: Topics in Architecture, Urban Screen Culture, Film Studies, and 19th Century Art

As registration for the Fall 2019 academic semester begins, I wanted to provide more information about courses I will begin teaching starting September, 2019. Please see detailed descriptions below. If you have any specific questions that are not answered here, you can contact me directly. I look forward to another rich and engaging semester with both new and familiar faces. **ARTH 2260 is a new course and DOES NOT require that you have ARTH 2160 as a pre-requisite**

ARTH 2260: HISTORY OF ARCHITECTURE: BAROQUE TO POSTMODERN

Kwantlen Polytechnic University (Wednesdays 7:00-9:50pm, Surrey Campus Fir 130). Prerequisites: 6 credits from courses at the 1100 level or higher

I am excited to be offering this new course in the history of architecture for the first time at KPU! Built space and the questions of how buildings and environments reflect culture is an ongoing research interest of mine, and a topic that is both fascinating and timely. In this course, we will also tackle questions about the role of art and design, individual architects, architecture movements, and the place of building technologies in the creative expression of designed space from the Baroque period of the eighteenth century to that of the contemporary present.

COURSE DESCRIPTION: Students will study a survey of the development and history of architecture from the period of the late Baroque in the eighteenth century through to the postmodern architectural styles associated with the contemporary present, approaching architecture as a unique medium with its own visual vocabulary and spatial codes. Students will assess a variety of formal building and visual languages, designs, and theories that have shaped the modern and postmodern history of architecture through the close examination of select buildings and spatial environments set within specific cultural, social, political and economic contexts of their planning and construction.

ARTH 1130: INTRODUCTION TO FILM STUDIES

The evolving role of Hollywood studios and the emergence of the movie sequels/prequels and franchise film phenomenon is just one of many topics explored in this course.

Kwantlen Polytechnic University (Fridays 1:00-4:50pm, Surrey Campus Fir 128/130). Prerequisites: None

The ever popular film studies course is continuing to evolve and update to consider recent developments in the film industry, together with new research that links histories of cinema's past to its present. This is a course that will have you thinking critically about motion pictures long after the final exam-- it also provides an opportunity to visit and see films at the Vancouver International Film Festival (September 26- October 11). 

COURSE DESCRIPTION: Students will study the history and development of world cinema, and the comprehension and theory of film as a visual language and art-making practice from its inception in the late nineteenth century to the present. The goal of the course is to introduce students to the critical interpretation of the cinema and the various vocabularies and methods with which one can explore the aesthetic function, together with the social, political, and technological contexts and developments, of moving pictures. The format of this course (as a 4 hour block each class) will normally entail a one hour lecture, the screening of a full-length film, and a focused group discussion. Each film will serve as a starting point and gateway for discussion about the course’s daily theme. 

ARTH 1140: INTRODUCTION TO VISUAL ART, URBAN, AND SCREEN CULTURE

This course will explore case studies in street and graffiti art, hip-hop and punk culture, video gaming, anime, new media and Internet art, urban performance art, activist art, grassroots fashion, street photography, and the world of mobile photography and filmmaking.

Kwantlen Polytechnic University (Wednesdays 4:00-6:50pm, Surrey Campus Fir 136). Prerequisites: None

Formulated to compliment ARTH 1130: Introduction to Film Studies, this course extends the conversation about screen culture to the world of urban studies and public art. We begin with the question "How do we navigate and make sense of the fast-changing world of new urban visual environments and the emerging world of screen culture?" and explore case studies in street and graffiti art, hip-hop and punk culture, video gaming, anime, new media and Internet art, urban performance art, activist art, grassroots fashion, street photography, and the world of mobile photography and filmmaking.

COURSE DESCRIPTION: Students will study the broad field of contemporary visual art and culture with a specific focus on the role of urban environments and the emerging world of screen culture in shaping new possibilities for global art production and circulation. Students will explore how they can become active agents rather than passive observers through engagement with the diversity of visual art and culture surrounding them. They will investigate interdisciplinary topics connecting the world of visual art with urban and screen cultures through case studies in street and graffiti art, hip-hop and punk culture, video gaming, anime, new media and Internet art, urban performance art, activist art, grassroots fashion, street photography, and the world of mobile photography and filmmaking.

CA 117: VISUAL ART & CULTURE I

Why did Beyonce choose this particular painting at the Louvre (Jacques Louis David's The Coronation of Napoleon (1805-07) to feature in a recent music video? How do the themes and issues evoked in this work of art resonate with us today? Find out when you study the art history of the 19th century in CA 167.

Simon Fraser University (Thursdays 6:30-9:20pm, Vancouver Harbour Centre Campus 1800). None

Offered as a core required course in SFU’s School for the Contemporary Arts, CA 117 offers an introduction the visual arts of the nineteenth century, with a critical focus on the roots of modernism and the avant-garde. If you have ever wondered how Western art evolved from its more traditional, Renaissance roots to the challenging and at times difficult-to-understand contemporary art of today, this is the course that holds many of your answers.

COURSE DESCRIPTION: This course provides an introduction to the complex ways in which social and political change, and ideologies of gender, class, race and ethnicity, worked to shape aspects of nineteenth century visual culture in Europe and North America. Emphasis will be placed on the roles played by industrialization, political revolution, rapid urban growth, global commerce, and the new media technologies of an expanding consumer culture in defining a wide range of visual culture. Throughout the term we will also examine different representations and debates around the idea of modernity and the “modern.” Since the time period under investigation has often been called “The First Modern Century”, we will pay particular attention to shifting ideas related to labour and leisure, urban social space and spectacle, and issues bearing on Euro-American expansion of empires in relation to indigenous populations, throughout the nineteenth  century to turn of the twentieth century up to WWI.

Location | London & Venice: Meet Field School Co-Leader Dorothy Barenscott

Tell us a little about yourself—your teaching areas and interests and/or your background and how you became connected to the London Venice field school? 

Cheerio and Ciao! My name is Dorothy Barenscott, and I have had the pleasure of co-leading this field school to London and the Venice Biennale with Elizabeth Barnes. I am an art historian and researcher with a Ph.D. and specialization in the field of modern and contemporary art, and this is my fourth field school adventure in just under seven years that I have helped organize and run through Kwantlen Polytechnic University for the Fine Arts Department (past field schools include two separate trips to Paris and Documenta in 2012 and 2017, and a trip to New York and the Venice Biennale in 2015).

Although my interests and research are primarily focused on the historical avant-garde, urban studies, film/photography, and theories of modernism, I have in recent years been exploring the art market, new media studies, and looking more closely at street art and graffiti and more non-traditional and emerging modes of artistic expression. I am also a lifelong traveller, both as an adult and graduate student studying in the world’s archives and museums-- but also as a child traveling between Canada and Eastern Europe to visit family and navigate the complexities of very different cultures. As such, I have long believed that world travel fosters a kind of active and pragmatic critical thinking, compassion, and tolerance that is unique and distinctive from other kinds of social engagement. My blog (and the field school blogs assembled here) serve as extensions of this broader interest in “travel” to reach beyond the classroom and enter into dialogue across wider distances and dimensions.

Arriving on Day 1 of our adventure in London. Dorothy (fifth from right) captured with co-leader Elizabeth and the most of the group (special thanks to Sharon Greeno for getting this great photograph!).

How did you approach the task of teaching and working with students inside and outside the classroom for the field school?

Working on the field schools is among the most rewarding aspects of my job, and I approach each opportunity to travel as entirely unique and context specific. We had chosen London as a new locale for a multitude of reasons—including the rich and accessible art collections in the local art museums and galleries (many of which are free!); the dynamic and growing street and graffiti art scene; the fluidity between the worlds of commerce, art, design, and fashion in the city; and the importance London has played via the Tate Modern in the establishment of a global contemporary art culture. Moreover, London presented us with the tensions surrounding both Brexit and the growing crisis, Europe-wide, around the Syrian refugee crisis and growing ethnic nationalism and illiberalism at the political level. This potent mix provided a rare opportunity to probe how artists are both impacted, and challenged, by shifting social, political, and cultural forces. We then connected what was happening on the ground in London to the wider conversation taking place at the Venice Biennale, a global art exhibition that includes over 90 participating countries and takes place in the Italian cultural hub every two years.

London is a study in contrasts, and this year’s field school played off the tensions that have emerged in UK, Europe, and globally around Brexit, the Syrian refugee crisis, and growing ethnic nationalism and illiberalism globally.

This year’s theme for the core art history course “London Calling: Post-War Art and Consumer Culture” was centered around the transformation of modern and contemporary London through the lens of art and consumer culture. We began with the era of “Swinging London” fashion and pop art of the 1950-60s, then moved to the punk, new wave, and experimental art movements of the 1970-90s, together with the “Young British Artists”, and ended with the street art movements of the 1990-2000s connected to mega-celebrity artist “brands” such as Damien Hirst and Banksy. In each era explored, we sought to unpack how consumer culture intersected with movements grounded in avant-garde art, yielding new business models and approaches that sought to mainstream art to the masses. Students were assigned one British contemporary artist and one “global” artist (understood to be part of the modern and contemporary art canon worldwide and found in the collection of the Tate Modern) and were challenged to assess how their assigned artists worked to inform new kinds of critical conversations at the level of form, content, and context in their artworks.

What was unique or memorable about experiencing London and Venice with a group of students already interested in and/or practicing art making?

This was our first field school to London, but it is a city I have traveled to a great deal. To me, London is a very accessible and friendly city, with a local population that is very interested and open to contemporary art. And unlike the stereotypes many people have of the “stiff upper lip” and conservatism of the U.K., what I absolutely love about London is its incredibly diverse and multi-ethnic population, not unlike New York, and the historical legacy of the punk, labour, and anarchist movements, that manifest in all kinds of spatial, cultural, and political ways throughout the city’s many distinct neighbourhoods. And then there is that ever-present British humour and wit, qualities that seep into all areas of everyday life. All of these incredible qualities are mirrored directly in the art, both past and present, in London. And for our students, London provided a virtual artistic smorgasbord—from the refined antiquities of the British Museum, to the latest in contemporary art at Tate Modern, the fashion exhibitions at Victoria and Albert Museum, and ever-changing street and political art in the streets. Everything and anything one would want to discover art-wise can be found in London.

Moving from London to Venice did feel a bit more like whiplash than in other field school pairings (the temperature difference alone had us scrambling for entirely different wardrobes!), but the connective tissue was this year’s curator, Ralph Rugoff, an American curator working in London, with his theme “May You Live In Interesting Times.” His chosen theme was directly informed by the recent turmoil both in the UK and Europe, and as Rugoff describes in his introduction to the Biennale, the world must pay attention to the role art can play in raising awareness of the stakes involved in recent world events:

May You Live in Interesting Times will take seriously art’s potential as a method for looking into things that we do not already know - things that may be off-limits, under-the-radar, or otherwise inaccessible for various reasons. It will highlight artworks that explore the interconnectedness of diverse phenomena, and that convey an affinity with the idea, asserted by both Leonardo da Vinci and Vladimir Ilyich Lenin, that everything connects with everything else.”

We likewise challenged our students to pay attention and look for the major stakes that were being taken up by this year’s chosen artists, along with the messages that were channeled through the many national pavilions that sought to communicate what they deemed worthy and critical to the Biennale audiences. Of all the years I have attended this event, this year’s Venice Biennale was among the most powerful, urgent, and targeted, with a strong message to both audiences and artists to pay critical attention and take action in the world around them. All this through the power of art.   

Which of the activities during the trip stand out to you? Any special highlights or memorable moments for you?

There were so many memorable moments of the trip, but as always, the most exciting thrill for me personally and professionally is seeing our students encounter works of art that they have intently studied but only experienced via reproductions, and always at a distance. For this reason alone, the trips to Tate Modern and Tate Britain were very special. I was also very happy to see many of our students find the confidence to plan short adventures and excursions out of London on their own—something that will trigger a lifelong love of travel adventure. Other London moments, such as taking long walks with students and on my own through London’s many neighbourhoods, traveling with a small group to Bristol to see Banksy’s first street art works, being invited into Patrick Hughes’ studio for a private tour with the group, our sunset bike ride, finally getting to White Cube gallery, meeting up with KPU colleagues Sharon Greeno and Heather Clark for special dinners, and finding the perfect moment of calm at a tea service in Harrod’s or on a solo visit to see a Lee Krasner exhibition—all of these moments stand out for me. As always, I wanted to share as many moments as possible through photography, an area of interest I only claim as an enthusiast, and enjoyed the process of selecting, editing, and filtering images for the field school Instagram hashtag #kpulondonvenice.

In Venice, the entire atmosphere of the Biennale, especially at the Arsenale, was incredibly charged, and this was so exciting to witness, and deeply inspiring for all of us. Our tranquil nightly dinners seaside near our quiet (and air-conditioned!) hostel were heavenly, and the final day of marathon art-going with Elizabeth is one of those special days in one’s life that will never be forgotten. All in all, this field school was as distinct and special as the many individuals who were chosen to be part of this unique adventure, and I have memories shared with each and every member of this group that brings a big smile to my face! We will all be bonded by what we shared in London and Venice, and the special gift of travel, infused with a love of art, will be a residual souvenir of this journey for a lifetime.

To see more photos and impressions of London and Venice as the field school continues, check out our Instagram feed and follow us at #kpulondonvenice

Location | London & Venice: Meet Field School Co-Leader Elizabeth Barnes

Tell us a little about yourself—your teaching areas and interests and/or your background and how you became connected to the London Venice field school? 

My name is Elizabeth Barnes and I attended the London/Venice field school as one of two guiding faculty members. I have worked as an instructor in post-secondary education while maintaining a professional studio practice for the past 28 years. I have taught at KPU since 2009, in drawing, painting, and advanced studio courses. This is my second time to join Dorothy Barenscott in running the Fine Arts field school. Once again, this experience has far exceeded my expectations.

Elizabeth, at Pallazo Cini in Venice, taking in the exquisite painting Raft (2019) by contemporary artist Adrian Ghenie.

My personal studio practice is based in painting and drawing, although I also work in sound production and digital media. I am currently looking forward to a 6-month Educational Leave in which I will pursue a project in Mexico and at home in Vancouver. This project will continue my long-time interest in the intersections between art and technology, while also producing work within a self-defined ritual practice, research, and sensory experience of space and history in these two cities. The intensive curriculum of our field school and on-the-ground experience in both London and Venice have been invaluable to my thinking as I prepare for this upcoming project, while also providing much to think about for my return to teaching in January of 2020.

How did you approach the task of teaching and working with students inside and outside the classroom for the field school?

The studio aspect of the field school began with three weeks in our Surrey studio, where students completed two projects informed by the work of two artists whose work they would later see in London on visits to the Tate Modern and the Tate Britain. The focus of this field school was on art and culture in post-war London, moving from the emergence of Pop Art in the 1950’s to the present. Students studied these movements closely in the art history portion of the program, and applied this study to developing their own ideas in relationship to their experience of contemporary art, culture, and fashion. My method of teaching often involves individual conversations with students while in the studio, providing them with examples and encouraging them to take risks and build on their already developed skills and ideas. The work we visited and assigned for this field school was challenging and often very complex. The intensive and experiential aspect of this way of teaching is amazing for helping the students to move their work forward and consider new possibilities. During our travels in Europe I was encouraged by the fact that many students were able to continue making connections to the work they had produced in the studio and the work they were observing in the galleries and museums. Students were required to keep a journal where they sketched and wrote daily, as their ideas and knowledge continued to evolve.

Elizabeth (right) with Ronald and Alison at White Cube art gallery in London viewing work by Zhou Li.

What was unique or memorable about experiencing London and Venice with a group of students already interested in and/or practicing art making?

Travelling with a group meant that we all became much better acquainted and more open to sharing our thoughts. Having closely studied the recent trajectory of London art from modern to contemporary in the weeks before the trip, allowed for a deeper understanding of everything we viewed and experienced in London. The studio investigation into contemporary art, prepared students to move beyond their discomfort with contemporary art and actively engage with the work at the Venice Biennale. Watching students become excited over seeing the actual art they had studied was equally as exciting as seeing the work myself for the first time. It became clear that this trip would change students understanding of art and the way they make it. I look forward to seeing what they produce over the next school year.

Which of the activities during the trip stand out to you? Any special highlights or memorable moments for you?

Each day of this trip was packed with new and exciting discoveries. Our visit to the Tate Modern stands out for me, as it was where students were able to view much of the work they had studied in class, and also featured an amazing and diverse collection of late modern and contemporary art.

Elizabeth, fifth from right, posing with the group in the Gerhard Richter room at the Tate Modern

Lorna Simpson, Then and Now, 2016 (reworking of two photographs, one of the Detroit Rebellion in 1967 where 43 people were killed when police attempted an arrest in an unlicensed bar in an African American neighbourhood, the other photograph of recent protests of African American deaths by police. Elizabeth felt compelled to spend some time with this image while thousands of Londoners were protesting the arrival of Donald Trump not all that far away)

Another event that stands out for me was a side trip I took on our free days to visit an old friend in Glastonbury. Glastonbury is a small town in southwest England known for its ancient and medieval sites, including sites of Arthurian legends and pagan mythology. I was able to hike to the Glastonbury Tor, chant at the Chalice Well, and walk in the early morning through the stunningly beautiful ruins of the famous Glastonbury Abbey, which dates back to the 7th century (see images below).

Glastonbury Abbey, including King Arthur’s tomb (image from Wikipedia)

The third highlight was our time in Venice. Our hostel location on the water away from the tourist crowds was a welcome place to relax and take in the beauty of Venice after long days walking. The work at the Biennale was complex and inspiring.

Cameron Jamie, Smiling Disease (2008) at the Venice Biennale Arsenale venue. This installation reminded Elizabeth of the Beau Dick installation two years ago at Documenta and how well that installation would have fit in here.

On our final  day in Venice I had the once in a lifetime privilege of visiting some of the most stunning exhibits of contemporary painting I have ever experienced. The contrast of this work, rich in historical and political inquiry, and its placement in Renaissance architectural wonders was very moving. This will be something I carry with me and revisit in my pedagogical and personal studio practice for a very long time.

Luc Tuymans, Mountain, 2016 at Palazzo Grassi, Venice, a part of the extraordinary day of art exhibitions Elizabeth experienced on the final day of the field school in Venice.

To see more photos and impressions of London and Venice as the field school continues, check out our Instagram feed and follow us at #kpulondonvenice