Blog Archives
Q: When did you begin seriously studying photography?
A: After I lost my husband, Bryan, on 9/11 – as I’ve discussed elsewhere, Bryan photographed most of the setups for my “Domestic Threats” series – I needed to find a way to continue making art. In June 2002 I began studying photography at the International Center of Photography (ICP) in New York. I took a one week 4 x 5 view camera workshop because Bryan had photographed the setups with a Toyo-Omega view camera. I was surprised to discover that I had absorbed quite a bit of technical information just by watching him. Once I completed the workshop, I decided to start over from the beginning and to learn as much as I could about photography. So I enrolled in Photography I. Over the next several years I completed about a dozen courses at ICP, eventually learning to make my own large-scale chromogenic prints.
Around 2007 I began working seriously as a photographer, creating my photographic series, “Gods and Monsters,” with Bryan’s Mamiya 6 camera. In October 2009 HP Garcia Gallery in New York gave me my first solo photography exhibition.
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Pearls from artists* # 589
Barbara’s studio… where plenty of mistakes happen!
*an ongoing series of quotations – mostly from artists, to artists – that offers wisdom, inspiration, and advice for the sometimes lonely road we are on.
In school, in the workplace, in learning an art or sport, we are taught to fear, hide or avoid mistakes. But mistakes are of incalculable value to us. There is first the value of mistakes as the raw material of learning. If we don’t make mistakes, we are unlikely to make anything at all. Tom Watson, for many years the head of IBM, said “Good judgment comes from experience. Experience cones from bad judgment.” But more important, mistakes and accidents can be the irritating grains that become pearls; they present us with unforeseen opportunities, they are fresh sources of inspiration in and of themselves. We come to regard our obstacles as ornaments, as opportunities to be exploited and explored.
Seeing and using the power of mistakes does not mean that anything goes. Practice is rooted in self-correction and refinement, working toward clearer and more reliable technique. But when a mistake occurs, we can treat it either as an invaluable piece of data about our technique or as a grain of sand around which we can make a pearl.
Stephen Nachmanovitch in Free Play: Improvisation in Life and Art
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Pearls from artists* # 585
*an ongoing series of quotations – mostly from artists, to artists – that offers wisdom, inspiration, and advice for the sometimes lonely road we are on.
Improvisation, composition, writing, painting, theater, invention, all creative acts are forms of play, the starting place of creativity in the human growth cycle, and one of the great primal life functions. Without play, learning and evolution are impossible. Play is the taproot from which original art springs; it is the raw stuff that the artist channels and organizes with all his learning and technique. Technique itself springs from play, because we can acquire technique only by the practice of practice, by persistently experimenting and playing with our tools and testing their limits and resistances. Creative work is play; it is free speculation using the materials of one’s chosen form. The creative mind plays with the objects it loves. Artists play with color and space. Musicians play with sound and silence. Eros plays with lovers. Gods play with the universe. Children play with everything they can get their hands on.
Stephen Nachmanovitch in Free Play: Improvisation in Life and Art
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Pearls from artists* # 581
With recent “Bolivianos”
*an ongoing series of quotations – mostly from artists, to artists – that offers wisdom, inspiration, and advice for the sometimes lonely road we are on.
The essence of style is this: We have something in us, about us; it can be called many things, but for now let’s call it our original nature. We are born with our original nature, but on top of that, as we grow up, we accommodate to the patterns and habits of our culture, family, physical environment, and the daily business of the life we have taken on. What we are taught solidifies as “reality.” Our persona, the mask we show the world, develops out of our experience and training, step by step from infancy to adulthood. We construct our world through the actions of perception, learning, and expectation. We construct our “self” through the same actions of perception, learning, and expectation. World and self interlock and match each other, step by step and shape by shape. If the two constructions, self and world, mesh, we grow from child to adult becoming “normally adjusted individuals.” If they do not mesh so well, we may experience feelings of inner division, loneliness, or alienation.
If we should happen to become artists, our work takes on, to a certain extent, the style of the time: the clothing in which we are dressed by our generation, our country and language, our surroundings, the people who have influenced us.
But somehow, even when we are grown up and “adjusted,” everything we do and are – our handwriting, the vibrato of our voice, the way we handle the bow or breathe into the instrument, our way of using language, the look in our eyes, the pattern of whirling fingerprints on our hand – all these things are symptomatic of our original nature. They all show the imprint of our own deeper style or character.
Stephen Nachmanovitch in Free Play: Improvisation in Life and Art
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Q: Can you explain how your current work relates to Jungian archetypes?
In progress: “Wise One,” soft pastel on sandpaper, 58” x 38”
A: Here’s an example. The passage below is from Carl Jung: Knowledge in a Nutshell by Gary Bobroff.
The Wise Old Man or Woman is a figure found throughout folklore and mythology. They possess superior understanding and also often a more developed spiritual or moral character. Frequently, such characters provide the information or learning that the Hero needs to move forward in their quest. In Star Wars, Ben Kenobi plays the teacher to Luke, introducing purpose and knowledge into the young Hero’s life. Where the Hero brings drive, courage, and direct action, the Wise Old One introduces the importance of the opposing values of thought and questioning. Jung describes it thus: ‘Often the old man in fairytales asks questions like who? Why? Whence? Wither? For the purpose of inducing self-reflection and mobilizing the moral forces.’
The Wise One may appear in disguise to test the character of others. In the second Star Wars film, The Empire Strikes Back (1980), Luke’s mentor Yoda does not reveal himself as such when they first meet. He waits, asking questions that test Luke’s motivation for being there. Jung associated the Trickster archetype with the Wise One, and the use of disguise emphasizes this correlation.
Comments are welcome!
Pearls from artists* # 544
*an ongoing series of quotations – mostly from artists, to artists – that offers wisdom, inspiration, and advice for the sometimes lonely road we are on.
Creativity is human potential made manifest. But what is talent? The dictionary (in this case Webster’s New World Dictionary) informs us that talent is any natural ability, power, or endowment, and especially a superior, apparently natural ability in the arts or sciences or in the learning or doing of anything.
This definition is revealing on several counts. First of all, it defines talent in terms of abilities and powers. It suggests that an artist can answer the question “Am I talented?” In the affirmative if he can point to certain endowments that he possesses.
But which ones should be point to? What are the important ones in his art discipline? How many of them does he need to do good work? Do they all matter equally? Which, if any, are absolutely necessary? How much of a desired ability does he need – how great a vocal range, how long a leap, how fine a hand as a draftsman?
Eric Maisel in A Life in the Arts: Practical Guidance and Inspiration for Creative and Performing Artists
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Pearls from artists* # 540
*an ongoing series of quotations – mostly from artists, to artists – that offers wisdom, inspiration, and advice for the sometimes lonely road we are on.
The Wise Old Man or Woman is a figure found throughout folklore and mythology. They possess superior understanding and also often a more developed spiritual or moral character. Frequently, such characters provide the information or learning that the Hero needs to move forward in their quest. In “Star Wars,” Ben Kenobi plays the teacher to Luke, introducing purpose and knowledge into the young Hero’s life. Where the Hero brings a drive, courage, and direct action, the Wise Old One introduces the importance of the opposing values of thought and questioning. Jung describes it thus: ‘Often the old man in fairytales asks questions like who? Why? Whence? Wither? For the purpose of inducing self-reflection and mobilizing the moral force.’
The Wise One may appear in disguise to test the character of others. In the second “Star Wars” film, “The Empire Strikes Back” (1980), Luke’s mentor Yoda does not reveal himself as such when they first meet. He waits, asking questions that test Luke’s motivation for being there. Jung associated the Trickster archetype with the Wise One, and the use of disguise emphasizes this correlation.
Gary Bobroff in Carl Jung: Knowledge in a Nutshell
Comments are welcome!
Q: Foreign travel has long been a significant aspect of your work. What are your views on cultural appropriation?
A: For more than three decades my inspiration and subject matter have come mainly from international travel to remote parts of the globe. I daresay there is no better education than travel. The result is that I possess a deep love and reverence for people and cultures all over the world. We are all connected by our shared humanity.
I wholeheartedly agree with what Henry Louis Gates eloquently expressed in the NY Times Book Review of October 12, 2021. Additions are mine.
Any teacher, any student, any writer, [any artist] sufficiently attentive and motivated, must be able to engage freely with subjects of their choice. That is not only the essence of learning; it’s the essence of being human.
And
What I owe to my teachers – and to my students – is a shared sense of wonder and awe as we contemplate works of the human imagination across space and time, works created by people who don’t look like us and who, in so many cases, would be astonished that we know their work and their names. Social identities can connect us in multiple and overlapping ways; they are not protected but betrayed when we turn them into silos with sentries. The freedom to write [and make art] can thrive only if we protect the freedom to read – and to learn. And perhaps the first thing to learn, in these storm-battered days, is that we could all do with more humility, and more humanity.
Comments are welcome!
Q: How does art help you explore and understand other cultures? (Question from Arte Realizzata)
A: Art helps me explore and understand other cultures by revealing our shared humanity across space and time. For me art and travel are intertwined; there is no better education! My art-making has led me to visit fascinating places in search of source material, ideas, and inspiration: to Mexico, Guatemala, Brazil, Argentina, Uruguay, France, England, Italy, Bali, Java, Sri Lanka, and India. I have seen firsthand that people all over the world are the same.
Art has led me to undertake in-depth studies of intriguing subjects: drawing, color, composition, art, art history, the art business, film, film history, photography, mythology, literature, music, jazz, jazz history, and archaeology, particularly that of ancient Mesoamerica (Olmec, Zapotec, Mixtec, Aztec, and Maya), and South America (the Inca and their ancestors).
This rich mixture of creative influences continually grows. For anyone wanting to spend their time on earth studying, learning, and meeting new challenges, there is hardly anything more fascinating than to be a well-travelled, perpetually curious artist!
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Pearls from artists* # 467
*an ongoing series of quotations – mostly from artists, to artists – that offers wisdom, inspiration, and advice for the sometimes lonely road we are on.
As students confronted with images of India through film and photography, we are challenged to begin to be self-conscious of who we are as “seers.” Part of the difficulty of entering the world of another culture, especially one with as intricate and elaborate a visual articulation as India’s, is that, for many of us, there are no “manageable models.” There are no self-evident ways of recognizing the shapes and forms of art, iconography, ritual life and daily life that we see. Who is Śiva, dancing wildly in a ring of fire? What is happening when the priest pours honey and yogurt over the image of Viṣṇu? Why does the woman touch the feet of the ascetic beggar? For those who enter the visible world of India through the medium of film, the onslaught of strange images raises a multitude of questions. These very questions should be the starting point for our learning. Without such self-conscious questions, we cannot begin to “think” with what we see and simply dismiss it as strange. Or worse, we are bound to misinterpret what we see by placing it solely within the context of what we already know from our own world of experience.
Diana L. Eck in Darsan: Seeing the Divine Image in India
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