School of Art, Media, and Technology

Come Join the Launch of the 20th Issue of Shifter at Parson This Saturday!

Written by:

share

image

Launch of the 20th issue of Shifter this Saturday, May 11th in the 5th floor gallery at Parsons.  Join in the celebration!

PROPOSALS FOR AN IMPRACTICAL EDUCATION

A  Joint Book Launch by SHIFTER and Soberscove Press
5-7pm
May 11th 2013
Parsons, 25 East 13th Street, 5th Floor (NYC)

Speakers: 
Corin Hewitt, Riley Duncan, Valerio Rocco Orlando, 
Adelita Husni Bey, Abdullah Awad, Tyler Coburn, Jesal Kapadia, 
Brian McCarthy, Malene Dam, A.K. Burns and Steven Lam

SHIFTER and Soberscove Press are thrilled to invite you to attend a joint book launch, celebrated through a series of short artist presentations entitled Proposals for an Impractical Education.

Soberscove Press is launching a new book titled, Subject Matter of the Artist: Robert Goodnough, 1950-1965. This volume presents a collection of writings and interviews by Goodnough that address the challenges faced by 1950s Abstract Expressionist artists in articulating their intrasubjective, non-referential subject matter. An earlier Soberscove publication, Artists’ Sessions at Studio 35 (1950), reprinted the transcripts of a series of meetings in which these artists discuss and attempt to construct a discourse around their practices.

SHIFTER is launching its twentieth issue titled, What We Can Knot. This issue takes the form of conversations between artists who discuss their intertwined professions as art practitioners and art educators. Here too artists, in conversation, attempt to take apart the institutional construct of formal art education in order to discuss the many complexities of art-making and meaning making, and their intersection with the protocols of educational institutions.

Proposals for an Impractical Education will unravel as a series of short presentations by artist/educators reflecting on the challenges of constructing a dialogic, non-hierarchical model for art education. In challenging the aim of art education as being to “professionalize” the art student, we will instead consider pedagogy as a form of critique, which not only loosens the power dynamics between teacher and student, but finally re-imagines the framework of the school itself. These are pressing issues actively discussed by teachers and students alike in a time of unsustainable student debt and the “adjunctification” of university professorship.

All Rights Reserved © 2018. Parsons School of Design.