التفاصيل البيبلوغرافية
| العنوان: |
Freakish Student: Mike Kelley, Artistic Pedagogy, and Institutional Critique |
| المساهمون: |
Bowman-McElhone, Amy (author), Jolles, Adam (professor directing dissertation), Lee, Laura H. (university representative), Bearor, Karen A. (Karen Anne), 1950- (committee member), Niell, Paul B., 1976- (committee member), Florida State University (degree granting institution), College of Fine Arts (degree granting college), Department of Art History (degree granting department) |
| بيانات النشر: |
Florida State University |
| سنة النشر: |
2020 |
| المجموعة: |
Florida State University: DigiNole Commons |
| مصطلحات موضوعية: |
Art--History |
| الوصف: |
Contemporary U.S. artist Mike Kelley’s body of work can be read as an assessment of the institutions of the university and late twentieth-century contemporary art through the valences of time, geography, pedagogy, and systems of exchange that oscillate between identifications of institutional complicities and anxieties of institutional affiliations. With his artworks, texts, and exhibitions, Kelley entwines the viewer in an endless web of institutional affiliations for which there is no terminus or other position. This dissertation argues that Kelley’s broader project can be read in terms of pedagogical aesthetics that represents a form of pedagogical Institutional Critique that is not museum-based, but is rooted firmly in the artist’s educational engagements as both a student and as a teacher at the California Institute of the Arts (CalArts), Minneapolis College of Art and Design, and ArtCenter College of Design in Pasadena. Much of Kelley’s practice is generated from his attempts to reconcile, what he describes as, the “anti-material and idealistic reductivism” of his Conceptual Arts education with his own “materialist maximalism.” Kelley centers the legibility of his artworks within institutions of pedagogy such as the home, the school, and the museum, all of which are positioned as interchangeable sites webbed with institutional affiliations and anxieties imaged through fictive pedagogic traumas. As such, this dissertation presents a sustained study of Kelley’s interrogations of artistic pedagogy, cultural formations, and his material maximalisms as he wrestled with art’s failure to be a productive social force by bringing into tension charged imagery that transgresses the high art-low art dialectic as defined in the late twentieth century. This study presents a sustained historical analysis that weaves a number of narrative threads examining the school as a critical site in Kelley’s work, and how his deployment of humor, filmic and narrative genres, concepts of play, site specificity, nostalgia, and ... |
| نوع الوثيقة: |
doctoral or postdoctoral thesis |
| وصف الملف: |
computer; online resource; 1 online resource (270 pages); application/pdf |
| اللغة: |
English |
| العلاقة: |
fsu:779089; iid: 2020_Summer_Fall_BowmanMcElhone_fsu_0071E_16125; https://diginole.lib.fsu.edu/islandora/object/fsu%3A779089/datastream/TN/view/Freakish%20Student.jpgTest |
| الإتاحة: |
https://diginole.lib.fsu.edu/islandora/object/fsu%3A779089/datastream/TN/view/Freakish%20Student.jpgTest |
| رقم الانضمام: |
edsbas.5F06D929 |
| قاعدة البيانات: |
BASE |
