Visual Culture Data Base (VCDB)
Visual Culture Database Form ARTE 344/544 Fall 2023
Provider: Mike Lyon
VCDB #: 1
Big Idea/Subject:
Art History
Major Theme:
Gender/Freedom/Racism
Medium/ Size:
Paint, Fabric
Visual Components:
Symmetry, patterning, expressionism,
movement
Category:
Fine Arts
Pop art
Pop culture
Non-art
Authorship:
Faith Ringgold
Title of work:
Dancing at the Louvre: The French Collection Part I, #1, 1991.
Location of work:
Kenyon College, Gambier, Ohio
Description:
An African family whimsically dances and remains joyous in front of famous classical paintings done by Leonardo DaVinci in a roped off area inside a museum. The quilt is framed and stitched in a lighthearted patchwork pattern with panels of each having natural intricate floral prints. Words are written above and below the main composition in between the frame and floor they dance upon and above near the ceiling. The words describe a story of a fictional character/story who moved to France in the 1920’s to eventually become a very successful artist and businesswoman.
Interpretation:
Usually frowned upon in such a formal museum setting, emotions of joy, comfort and freedom are expressed as main characters and cultural reference as the main character, her friend and children dance in front of very dominant and classical paintings from European art history. The juxtaposition of afro Caribbean culture and traditional European art history highlight the differences the two have and raises awareness provoking thought.
Use in Teaching(Lesson Idea and medium)
Cultural heritage, Cultural/Traditional storytelling, Quilting, Challenging heritage traditions of Afro-Caribbean Culture against European Art History. Colonialism, Dead White Men’s art, pros, and cons.
3-5 Guiding Questions:
Embracing the importance of creativeness and detailed fabrication/execution of the piece, lesson plans can be derived from any of the following questions dependent on age appropriateness.
What are your first thoughts when viewing this artwork?
How does/is culture referenced in the work?
How does it tell a story? Are words necessary?
How can one tactfully express social issue in your artwork?
How are other ways of story telling possible through artwork? Use of color? Patterning? Movement?
In a single image, how could one describe racism, feminism, or social issues to comment besides the obvious?
What are the differences/similarities in appropriation/appreciation?
Image Source (url):
Visual Culture Database Form ARTE 344/544 Fall 2023
Provider: Mike Lyon
VCDB #: 2
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Big Idea/Subject:
AI Art
Major Theme:
AI Collaboration, Interaction and Agency
Medium/ Size:
Paper, Paint, Robot
Visual Components:
Gesture, Line Work, Performance
Category:
Fine Arts
Pop art
Pop culture
Non-art
Authorship:
Sougwen Chung
Title of work:
Mimicry Seq. 01
Drawing Operations Unit: Generation 1
50 x 42 cm
2015
Mimicry Seq. 01 Drawing Operations Unit: Generation 1, 2015
Location of work:
n/a
Description:
A black paper measuring 50 x42 cm with simple gestural marks creating single lines that has some resemblance to a buffalo exists. The lines are done in stark white to ensure a contrast against a black background. A zoomorphic image having legs, tail and head sits low and off centered in the compositions. One notes two distinct line textures/movements within the shape collectively drawn. Long confident marks give contrast to sporadic, thin gestural marks, forming toward the right side of the image that may convey a buffalo’s head. While the white lines on the left of the figure seem more wispily deliberate and more defined, the choppiness and timid line marks on the right define also suggest contrast. Unknown, or known, to viewers, is that a robot has made the marks on the right. The marks were made simultaneously by an artist made robot. The robot was made to mimick the artist while the moment of line creation occurred. AI software was developed to mimic the strokes simultaneous as well by the artist.
Interpretation:
The question of who and what did the work comes apparent in the work. The composition is bottom heavy as the image and work making up the composition only sits low and imbalances the work. Was this done deliberately and why? This forces the viewer to distinctly focus on the linework and what perhaps has been or went on while the robot was working alongside Chung. The viewer questions whether AI has made the work or who did what in the work as the artist embraces the image created. As Chung also created the robot and some software to help have the robot mimic her hand gestures and linework, the viewer can see the tension as to who owns the entirety of the work and what remains interpreted/made with AI.
Use in Teaching(Lesson Idea and medium)
This artwork gives wonderful opportunity to discuss authorship, integrity, and the human condition. At this level in questioning, how much AI usage can exist still making it the human creator’s own. Does it matter that the robot and most software was also made by the artist is a variable? Is it a concern? Use of AI while still owning the work personally can and should be done. Though, even in this case fumage could be discussed, as images in Chung’s work “come out” after the collaboration. It is important to both note the pro/cons of AI and ownership of the work one has when, how, why ideas/compositions AI was used in the creating of the work. Integrity is at play. At different points and levels, work/ideas/artwork will not be given legal patent due to the level of AI involvement. This also can be included in the lesson by this work and many other similar artists with works given patent, and some not. Also, another lesson idea is performance art, collaborating live exhibitions with a robot.
3-5 Guiding Questions:
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When an artist uses AI, to what capacity do you feel it was AI’s idea/ownership or the artists in any work of art?
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What must exist in works of art if AI is used in the creation to define the human condition/involvement?
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If the author of a work of art uses an AI image creator to make a work of art, then is it their work? (Not legally) Should it be or not? Why or why not?
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If we continue to rely on AI to be involved in the art making process more and more, what will happen to the human experience/condition? Does this worry you? What can we do to avoid and promote human ingenuity/creativity still using the agency of AI?
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Are we on a transition to allow AI to interpret the human spirit/condition/experience?
Image Source (url):
Visual Culture Database Form ARTE 344/544 Spring 2023
Provider: Mike Lyon
VCDB #: 4
Big Idea/Subject:
Political Protest/War
Major Theme:
Peace
Medium/ Presentation:
Paint/Graffiti
Visual Components:
Shadow/Stencil/Movement
Symbolism
Category:
Fine Arts
Pop art
Pop culture
Non-art
Authorship:
Banksy
Title of work:
Love is in the Air or Rage, The Flower Thrower, 2003
Location of work:
First in London (Long Gone), West Bank Wall that separates Palestine from Israel
Description/Interpretation:
A silhouette of a militantly/protester dressed man, with a scarf covering his face and a baseball cap worn backwards is painted only in black and white with a stencil. The stance of the man appears to almost throw a bouquet of flowers instead of a grenade/Molotov cocktail. The flowers in the bouquet have the only color. The color contrast of flowers displays a symbol of peace, love, and harmony hurled into what protest is occurring. The aggressive nature of the pose signals protest in peace and other ways to address issue with compassion and love. This version/example of Banksy’s artwork made this statement on the wall that separates Palestine from Israel. There are other solutions, instead of war, peacefully that can be resolved differently. The anger within the figure’s stance, though making a gesture of peace, also signifies the frustration that other solutions of peace have not been found. Hopefully, with the inevitability of the “explosion” about to occur, the results will be of peace, harmony, and other positive solutions to arise in the aftermath/shrapnel/fallout instead of death.
Use in Teaching(Lesson Idea) and 3-5 Guiding Questions:
This is a wonderful example of social issues being addressed in art profoundly. Though graffiti was made displaying this work originally, the significance in placement and timing supersedes the legality of the work to display as importance in message. As this work is still reproduced, a lesson plan would still discourage acts of graffiti while teaching conceptual messages of importance and skills of stencil making. The lesson could be focused on message and to the reasons why best use them. Making a statement in your work is important and justified, even if it is illegal sometimes, and encourages thoughts that should be examined, as Banksy generalizes in this work. Again, not encouraging graffiti in the lesson plan, graffiti art, like comic art, can be explored as well. Producing a name stencil for spray painting, along with other symbolic designs in a lesson plan directing symbolic meaning could be examined. While asking questions such as:
“Why do you think a stencil was used?”
“What do you first feel when you see this Banksy?”
“Do you think this is art?”
“How is graffiti still considered art?”
“Why do you think the flowers are in color and everything else is not?
“What do you think other symbolism in the work are and why?” a teacher knows to also ask the right follow-up guiding questions after each including “How,” “What,” “Why,” “Where,” etc. As stencils are used by Banksy because limited time to make is work, it also adds a sense of urgency. Having the talent to expose such detail and message quickly in work also designates fine art. Learning symbolism, even if it is as obvious as only using a tiny bit of single out in work, other more obvious aspects can be discussed as student bring them up.
Image Source (url):
Visual Culture Database Form ARTE 344/544 Fall 2023
Provider: Mike Lyon
VCDB #: 3
Big Idea/Subject:
War/Death
Major Theme:
Struggle/Innocence
Medium/ Size:
N/A
Visual Components:
Color, Contrast, Light, Texture
Category:
Fine Arts
Pop art
Pop culture
Non-art
Authorship:
Ben Moran
Title of work:
A Muse in a Warzone, 2022
Location of work:
N/A
Description:
Elaine, the protagonist of the Beneath the Dragoneye Moons fantasy series, is depicted forefront, dressed in a sheer Goddess-like gown, scurries away, while protecting her eyes and head with her left arm and hand raised. Her right hand pulls her lengthy gown off a garbage ladened dark ground as she takes note of multiple crows also likely about to attack emerging from dark stormy clouds above. Two planet sized eyes, glaring and squinting, like JRR Tolkien’s ‘Eye of Sauron,” gaze at her figure from the sky above. They gaze upon her gaze within the thunderous clouds above.
Interpretation:
The image bears resemblance to AI generated work, though singularly made by artist by Ben Moran, though only Illustrator and Photoshop were used in the production of the piece, the work was banned on Reddit and other popular platforms. The woman depicted certainly is trying to protect herself from the all-seeing eyes in the background, indicating concerns of non-consensual obstruction of her innocence/life and unique beauty. This perhaps can also be depicted with the crows/vultures, ready at any moment, to devour her once she falls in the garbage, as she almost certainly will succumb to a morbid destiny. Perhaps this is a strong relationship to mankind’s fall into the inevitability that our own technology is breaking our innocence of the human condition. We certainly question this, have become imbalanced to originality in its creation, and could also fall. The darkness of the sky emulates the uncertainty of the world in how it perceives itself while evilness, like prying eyes one can’t avoid, may also be looking at you to take advantage; like a vulture would. The beauty of the girl certainly is remarkable, resembling our innocence and our continued struggle for humankind/femininity to remain pure.
Use in Teaching(Lesson Idea and medium)
This work brings up the question of authenticity since it was banned from popular online platforms for being AI made and not original in its human design. Taiwanese artist Moran details his work in such similar ways seeking surrealistic fantasy images and certainly was surprised to have his worked banned and deemed not made by him. The subject matter of the image can also juxtapose the questions being asked to consider. Fate of the ominous eyes as AI, vultures picking up the pieces of dead disposed creativity represented by the innocent figure representing humankind’s ability to take advantage of others also is present. Though purely inspired by a novel specifically made by Moran, a critical lesson can be created to ensure an individual student’s understanding in their own personal work while questioning the level of their involvement; in what distinguishes their work their own while using AI. Also, as the artwork conveys, a student will learn how to protect themselves from the outside world’s questioning and in ways they can. Investigation of this can teach the use of copyrighting, filters and even some special glazes that have been developed to protect and display work. When investigating and questioning how this makes them feel, while painting or more specifically related closely to this topic, Illustrator or photoshop is utilized, an original self-portrait, emoji or emote will be made. While exploring the use and capacity of recent technology, students will discover their personal stance on how AI can be utilized more appropriately.
3-5 Guiding Questions:
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At first glance, can one know or make judgement whether a work of art is created with AI? Why? How can you tell or seem like there is an element or inclusion of AI in an artwork?
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To what extent can AI be used to then make it your own original work? Like in collage making, other images can be utilized or arranged in artwork. How does is use of AI change this?
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How does desired implementation by an artist using arrangement, shapes and sizes of AI generated work in a composition challenge the outcome of originality? Does the use of technology, like Illustrator/Photoshop or even the camera affect this outcome? How?
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While we strive to advance AI tech for obvious reasons, including just inspiration in our portraits, does the capacity of originality become undermined at the same time? How? Why?
Image Source (url):
https://hyperallergic.com/791951/artist-banned-from-subreddit-over-work-resembling-ai-art/