Tag: Coco Fusco

  • Make American Art Great Again

    “The Lack of Constructive Analytical Criticism and the Proliferation of Descriptive Analysis in Contemporary Art” with James Little
    Wednesday, November 15, 2017
    Lunchtime Lecture Series, Art Students League, Phyllis Harriman Mason Gallery, New York

    James Little (photograph by Christopher Howard)

    The audience gathered in the Phyllis Harriman Mason Gallery of the Art Students League, a midtown Manhattan art school founded in 1875, was mostly middle-aged folks and senior citizens, with a scattering of younger people who were probably students. They arrived to see and hear James Little, an abstract painter and professor, give a lunchtime talk. I was unaware of him prior to the event—I did not know if he was a critic, an artist, or some other art professional before showing up. Born in Tennessee in 1952, Little earned his BFA from the Memphis Academy of Art in 1974 and two years later received an MFA from Syracuse University. June Kelly Gallery has shown his work since the late 1980s.

    Today’s wordily titled topic, “The Lack of Constructive Analytical Criticism and the Proliferation of Descriptive Analysis in Contemporary Art,” felt like a time warp—meaning Little’s complaint was decades old. He characterized the current situation of contemporary art critics as a decline of quality that he likened to an “unedited book.” Critical debate, he claimed, has diminished since Clement Greenberg (1909–1994), Hilton Kramer (1928–2012), and Robert Hughes (1938–2012) were actively writing. An attitude of confusion was manifest in the most recent Whitney Biennial, he said, which included a 2016 artwork by Dana Schutz, whom he referred to as “Schultz,” that caused a controversy. Protesters accused Schutz, a white woman, of playing around with—and profiting from—the suffering of African Americans. “There was a big uproar about the fact that she did a painting of Emmett Till, Open Casket,” Little said. “The whole time, nobody said anything about the quality of the work. It was never mentioned…. What I recognized was that the critics weren’t stepping up, the artists weren’t stepping up, and we were just accepting this, accepting what they were feeding us, with no debate, with no criticism.” Little’s speaking style avoided complete sentences or thoughts. The supporting arguments behind his statements lacked substance.

    Dana Schutz, Open Casket, 2016, oil on canvas, 39 x 53 in. (artwork © Dana Schutz)

    I was puzzled and wondered how much reading Little had done on the controversy. Coco Fusco avoided the topic of quality in a Hyperallergic essay, focusing instead on censorship. Calvin Tomkins, though, noted the “deftly brushed colors at the top” of the painting in his New Yorker profile last April. Elsewhere in the long read Tomkins wrote, “The horror is conveyed in painterly ways that, to me, make it seem more tragic than the photograph, because the viewer is drawn in, not repelled.” A New Republic piece by Josephine Livingstone and Lovia Gyarkye compared the painting’s formalism with its subject matter; it also contextualized Open Casket within Schutz’s oeuvre, noting the artist is not known for her solemnity. These three examples are the first ones I read while writing this review. If I had followed up with dozens more articles on the subject, I’d surely uncover further discussion of the painting’s formal qualities. Little declared that criticism is essential, that it improves art, provides direction for artists, and even offers them something to resist. Criticism can only do these things if a person reads it, which Little seems not to have done. I wondered if he actually saw Schutz’s painting in person instead of online.

    Chris Ofili’s painting Holy Virgin Mary (1996), in the traveling exhibition Sensation: Young British Artists from the Saatchi Collection at the Brooklyn Museum in 1999, provoked New York’s mayor Rudolph Giuliani to call for censorship and defunding. “Nobody talked about the quality of that painting,” Little exclaimed. “Nobody said whether it was a good painting or a bad painting. Or if it was despicable. They didn’t say that. He made the guy famous. And that’s my point.” Later during the Q&A, Little agreed with an audience member that if Schutz had the skills, fewer people would have complained. “Dana Schultz was one of shock value. And she got it. She was in the right place to get shock value, and she got it in the Whitney. If she was a better painter, it could have been different. If it had been something, a personal experience of hers, it could have been different.”

    The matter of a white woman painting a lynched black boy had little to do with the work. For Little, closeness to the subject matter is important. That an artist needs to experience his or her subject matter firsthand is an odd stance to take, considering that few painters in the Italian Renaissance witnessed the crucifixion of Jesus Christ or the beheading of John the Baptist. Maybe Little meant that an artist depicting current or recent events should bear witness to them, implicating an early text-based work by the artist Glenn Ligon, who riffed on the “I am a man” posters created in the wake of the 1968 sanitation workers’ strike in Memphis, which Little lived through as a teenager—though his recollection of basic facts of the event were faulty in several important ways. Nevertheless, Little was there but the appropriator was not, and therefore Ligon trivialized the situation.

    Edouard Manet, The Dead Toreador, probably 1864, oil on canvas, 29 7/8 x 60 3/8 in. (artwork in the public domain)

    Little paired a slide of Open Casket with a work by Mary Cassatt—the first in a series of comparisons of art influenced by pop culture, the media, consumerism, and novelty (which was bad) with art connected to tradition (definitely a good thing). Contrasted here next were Paul Cézanne’s apples and Carl Andre’s bricks, then Marcel Duchamp’s Fountain (1917) and Édouard Manet’s The Dead Toreador (1864). Little showed an installation of rocks by Joseph Beuys called The End of the Twentieth Century (1983–85) and a painting from Claude Monet’s Haystacks series (1890–91). Little wondered how we got from one to the other without any critical debate, positive or negative. Once again, I was perplexed about this alleged dearth of debate. Hundreds if not thousands of books have been written on the evolution modern art. Bringing this specific painting by Manet was confusing. The artist had painted a bull in the picture, but critics wrote that it looked like a rat. Manet cut down the canvas and saved only the bullfighter. Does Little support critics having the power to force an artist drastically alter even a finished and exhibited painting?

    Little periodically read passages from the writings of Greenberg, Kramer, and Hughes—critics whom the art world generally recognizes as having conservative views. The quotes were meant to buttress the artist’s “I am not a Duchampian” stance. Fair enough. Not every artist should embrace the readymade. Little further articulated his position: “I don’t think idea is enough to constitute art. I think art has to have vision, content—emotive content. It has to serve a purpose to humanity. It’s essential for our spiritual and mental health.” For Little, Andre is minor art, and “minor art is not major art.” Minor art that proliferates today is evidence of a cultural decline. “When art gets better, everything else gets better.” In other words, the relationship of art to life is a matter of trickle-up economics.

    Jacob Lawrence, panel 35 of The Migration Series: They left the South in great numbers. They arrived in the North in great numbers, 1940–41, casein tempera on hardboard, 12 x 18 in. (artwork © Jacob and Gwendolyn Knight Lawrence Foundation)

    Little said he felt nothing upon seeing Duchamp’s urinal or Beuys’s Felt Suit in a museum, but he marveled at Manet’s fallen bullfighter. “I had an aesthetic experience,” he said of his episode. “What I mean by aesthetic experience is the experience that you have when you see a great piece of art. It’s a life-changing thing.” Little’s definition of the aesthetic experience was wholly subjective, even tautological. You not only know it when you see it, but it’s completely explains itself. “Rembrandt is Rembrandt” was what Little stated to demonstrate the self-evidence of greatness. Art “has to offer something,” he continued. “It has to enrich my life and my experience in order for it to be art. It has to give me something I didn’t have in the first place. It has to take me further along in this journey.”

    The three photographs comprising Ai Weiwei’s action Dropping a Han Dynasty Urn (1995) fail to meet his criteria for art, but paintings in Jacob Lawrence’s Migration Series (1941) do. Lawrence’s paintings speak for themselves as art, Little said, through a connection to the past, their color and composition, and their narrative. “An idea alone does not create an aesthetic experience,” Little reiterated. “An idea alone does not create art.” Little was agog at why Ai would drop a two-thousand-year-old Chinese vase, when a quick Google search would have turned up the answer. Sometimes an artwork doesn’t reveal itself immediately. Don’t we check the museum wall label to see who the subject of a portrait is? Does the iconography of ancient sculpture of Egypt or the Americas reveal itself to a nonspecialist? It needs interpretation.

    Cady Noland, Industry Park, 1991, zinc-plated steel chain link fence, 100¼ x 216 x 3 in. (artwork © Cady Noland; photographer unknown)

    I sympathize with Little’s disbelief that a destructive act can be creative. I agree that rigorous formal training is a necessary precursor for a certain kind of artist—but not all artists. What puzzles me is how Little started the lecture by lamenting critical discourse, but then began condemning art he doesn’t like and pleading for a return to reason. I understood where he was coming from but failed to grasp a coherent argument. A photograph of Cady Noland’s Industry Park (1991), which consists of an unaltered chain-linked fence displayed in a gallery, was projected onto the screen beside him. People don’t see their lives improved by this art, he said. Art needs rigor to make. “We can no longer allow for the public to feed us stuff that we don’t understand, or don’t really matter to us in our daily lives.” Description, novelty, and consumerism has infiltrated criticism, and Little finds the writing of Robert C. Morgan, Karen Wilkin, Mario Naves, and James Panero to alleviate this. Is it because they praise art he likes and denounce art he hates?

    A chain-linked fence does not reach the masses, Little remarked during the Q&A. Noland’s work does not provide an aesthetic experience. It’s only utilitarian. The Art Students League has provided traditional artistic training for decades, he reminded the audience, educating Jackson Pollock, Louis Nevelson, Roy Lichtenstein, and Robert Rauschenberg. “We can’t throw this [tradition] out the window, you know, because somebody decides they want to go out here and take a chain-linked fence and put it up in the Museum of Modern Art. And we look at it like it’s some, you know, revelation. No, it’s not a revelation! That’s what I’m saying! I’m gonna go get me a chain-linked fence when I leave here, and I’m gonna put it in my backyard. Is there any difference? Well maybe it’s Earth art.” Little has seen art exhibitions of trash swept into a corner—a clichéd insult that is ironically based on real life—and a room full of grocery carts. (Could the latter show be Josh Kline’s recent solo outing at 47 Canal?) Little admitted he was a conservative formalist, which he confidently understands as meaning “I know what I’m doing.” He obviously demands high craft and skill from artists, who make their work by hand, with a vision, and a sense of history. Further, Little feels he belongs more to the late nineteenth and twentieth centuries than to the twenty-first. He does not make art for himself but rather is concerned what others think and feel about it, including his fellow artists.

    An audience member speaks during the Q&A (photograph by Christopher Howard)

    During the Q&A an audience member asked about the connection between Rembrandt and Pollock. Thomas Hart Benton, Little replied, served as the lineage of formal training, which includes studying classical art and knowing the figure. “Where [Pollock] took it was another place.” Pollock had “developed a relationship with the medium” of paint and expressed himself through paint. Rembrandt was connected to Titian, El Greco, and Leonardo. “Look, if you gonna built a house, would you build it without a foundation? I guess not.” Someone else argued that Duchamp and Beuys attempted a dialogue with the past. “What you just said is right on,” replied Little. “They were trying to do that. I’m saying that they didn’t do it…. The others, they weren’t trying to do it—they did it.” Little returned to Beuys’s Felt Suit. “When I walk past this suit, at the Walker Art Center, it did not do anything for me. That’s just the way it is. It just didn’t do anything for me.” The work presented a conundrum. “Why is this here?” he wondered. “Why is there not an outcry against this art? Critics have failed us. I pray for another Clement Greenberg, and Hilton Kramer and Robert Hughes. I pray for it because we don’t get that.” Little contented that we have failed to uphold standards. That “we” includes artists, scholars, curators, museum professionals, and the public. Little was not surprised that art mocking middle-class values has found an audience among the wealthy elite who fund art museums and serve on their boards. One attendee remarked, “Whose interest does that serve?” The lecture thankfully ended before a discussion of collecting practices began.

    Earlier this year Bomb interviewed Little for the magazine’s Oral History Project. “His paintings are guided by intuitive responses to form, color, and feeling,” LeRonn P. Brooks wrote in his introduction to the piece. “This approach is not overly calculated, though its complexity may suggest so.” Little was interviewed by the Brooklyn Rail in 2009 and profiled by ARTnews in 2011. In the latter, he described his process in detail, describing how he applies layers of paint (made from powdered pigment and mixed with varnish and beeswax) to his surfaces to produce a high sheen. Though I disagree with most of what he said, Little’s views did not put me off. In fact, I am curious to see his paintings in person, to understand why he believes the things he does and how his vision for art manifests itself in his own production. I don’t wish to persuade him of accepting the value of Duchamp, Beuys, and Noland. How he feels about his own art is of greater interest and importance.

    In Terms Of count: coming soon.

  • Art School Confidential

    Creative Extraction: Why Are Art Schools at the Vanguard of Unreasonable Debt Burdens?
    Friday, December 5, 2014
    Momenta Art and Occupy Museums, Brooklyn, NY

    In March 2014, the economics journalist Catherine Rampell crunched numbers from an online US Department of Education tool that collected data on college costs. Her results were stunning. After “subtracting the average amount of government and institutional grant/scholarship aid” for private four-year nonprofit colleges and universities, she determined that “seven of the top 10 most expensive schools are art schools or conservatories of some kind.”1 These included the familiar institutions: the School of the Art Institute of Chicago, California Institute of the Arts (CalArts), and the San Francisco Art Institute. What’s more, two others on her list—the New School and New York University—offer numerous degrees in the arts.2 Tuition and required fees for the top ten range from $36,032 to $42,882 a year—which doesn’t include room, board, and related nonacademic expenses. Keep in mind that these are undergraduate degrees—master’s and doctoral degrees run even higher.

    It’s no secret that the tuition for all kinds of schools has increased significantly over the last thirty years, and thousands of students take out huge government and private loans to cover their educational expenses. Those armed with BFAs are unlikely to make tons of money right out of the starting gate, as the familiar narrative goes. Yet we live in a time in which euphoric articles pronounce the MFA as the new MBA appear with alarming regularity.3 What should a young artist do?

    Coco Fusco finds art-school debt to be unreasonable (photograph by Tal Beery)

    Neither alleviating nor preventing student debt was the subject of an informal, passionate lecture by Coco Fusco, an interdisciplinary artist, writer, performer, and visiting associate professor in comparative media studies and writing for 2014–15 at the Massachusetts Institute of Technology. Speaking from her perch in the academic ivory tower, Fusco vented about the debt crisis, pointed fingers at numerous culprits, and found many sympathetic listeners. (She was a professor at Columbia University from 2001 to 2008—spending five years in the School of the Arts’ renowned MFA program—and following that was director of intermedia initiatives at Parsons the New School for Design from 2008 to 2013). Fusco was a “lone wolf in the wilderness” while teaching at Columbia during the boom Bush years, said Noah Fischer, a former student of hers and a founder of Occupy Museums, the group that sponsored her lecture and was participating in Momenta Art’s exhibition Work It Out.

    A year has passed since Modern Painters published Fusco’s essay “Debating an MFA? The Lowdown on Art School Risks and Returns” in its December 2013 issue. For the article Fusco gathered anecdotal knowledge from conversations with students, arguing that debt influences the kind of art a person makes after graduation, that schools use recruiters, and that art theory influences students, for better or worse. While “Debating an MFA?” focused on expensive graduate programs, tonight’s forty-five-minute talk made few distinctions between bachelor’s and master’s degrees and interchangeably addressed art schools, liberal-arts colleges, and research universities. As a result, the targets of her accusations were confused, perhaps deliberately so for rhetorical effect, leaving me without a solid grasp of the problem. It felt like the mark in Three Card Monte.

    Cost of the Ticket

    The “cost of the ticket” for art school has risen significantly, Fusco said. The 1980s, when she earned her BA and MA, were different. “It’s not that we didn’t borrow money,” she explained. “We didn’t have to borrow as much.” Fusco ended up with “relatively little debt” from her undergraduate education and none for graduate school.4 Back then “school wasn’t the problem—school was the escape,” especially for those riding out tough economic times. Waitressing lunch shifts for four hours a day after first finishing school, Fusco said she was poor but had time for art, and even worked for other artists for free. Needless to say, few can afford this lifestyle today, at least not in New York.

    Design schools such as Savannah College of Art and Design and the School of the Art Institute of Chicago figure disproportionately among the institutions that use “predatory lending schemes,” Fusco declared, and the top debtor schools are for-profit institutions. Schools that teach software and web design are “massive factories with debt schemes built into them,” she remarked, and the situation has become intolerable and oppressive. Her information was confusing, since she didn’t explain what these schemes are. Besides, for-profit institutions such as the nationwide chain of Art Institutes or places like Full Sail University teach marketable skills in lucrative creative areas such as web development, video games, and film production.5 Their graduates are hardly knocking on the doors of Chelsea galleries. Fusco left me wanting to know how SCAD and SAIC, which are nonprofit institutions, compare to the for-profits.

    In Fusco’s experience, students are battling their parents over money for a collegiate art-school education, and parents are selling property, taking a second mortgage on their homes, and draining their retirement funds to pay for it all. At the same time, schools offer country-club experiences, with lavish dormitories and student centers—not to mention new buildings by starchitects like Thom Mayne and Frank Gehry—to supposedly impress wealthy parents to fork over cash. Paying for such expansions, Fusco said, is higher tuition.

    The opening scene of Daniel Clowes’s exposé, Art School Confidential, based on his experiences at Pratt Institute in the 1980s (artwork © Daniel Clowes)

    During the first audience Q&A, an older man recommended that artists “show up” and “be weird.” Why even go to art school, he asked, suggesting that we get rid of the middleman and hook up students with working artists through apprenticeships. “That’s the medieval way,” Fusco responded, which “can become free labor for a long time.” Another attendee, the writer Corinna Kirsch of Art F City, wanted to know how we might let parents know about debt in advance. I asked Fusco if she knew how much effort today’s students make to find nonloan funding for their education? What about student complacency regarding tuition increases, questioned another person. Fusco did not have adequate answers. We are at a point when the outrage is over, Fusco had said earlier, and organizing should begin. But the only solution she offered was going to free schools like the Bruce High Quality Foundation University and “others in Los Angeles,” as if these groups offer something comparable to a degree from an accredited institution. It’s disappointing if Bruce High Quality is the only alternative pedagogical project that she knows by name. Fusco can find a rich history of both current and discontinued alternative pedagogical institutions indexed by the TEACHABLE FILE and use Google to discover newer projects making headlines.6

    Proliferation of Degrees

    The proliferation of degrees at art schools isn’t an expansion of choices, Fusco argued, but an opportunity for schools to procure more students and dispense degrees without providing marketable skills (e.g., fabrication, installation, canvas stretching, and finding your way around a woodshop). Indeed, any subscriber to the Art and Education email list can vouch for the mushrooming of art-degree programs in discourse-based areas such as, for example, the MA in art, education, and community practice at New York University, the MA in social design at Maryland Institute College of Art, or the MA in social documentation at the University of California, Santa Cruz.7 Talkers who don’t make things don’t last long, Fusco warned, even though she acknowledged that she’s a talker artist herself.

    It’s more expensive for a school to maintain a glassblowing or ceramics studio, Fusco said, than to provide space for students doing social practice and, in her words, “transdisciplinary design.” While I generally agree with Fusco—it seems likely that programs for socially engaged art, which have multiplied in recent years as the genre gained visibility and respect, are less expensive to operate than programs in studio art—I can’t help but think that academic institutions are places where significant changes in how artists interact with the world take place. While initially frivolous sounding, these new degrees may evolve into progressive incubators for careers that haven’t yet grown mainstream roots. On the other hand, is a $50,000 to $100,000 investment in an experimental, emerging field worth the risk?

    Art School Administration

    Fusco stated that art schools increasingly operate in a corporate manner, a glib remark evoking the evil ways of vulgar capitalism. Yet pundits have proposed the same thing for ALL of higher education for years, if not decades, and the tedious concept of university-as-business becomes superfluous when considering that any institution that ignores balancing income and expenses will simply not survive. Continuing her blanket dismissals, Fusco claimed that art schools confuse students by promoting themselves as research centers for knowledge production, when in fact these institutions are trade schools focused on technical training. (Didn’t she say earlier that students aren’t being taught usable skills?) “There is no concept of research in trade school,” Fuso said, apparently comparing studying art to vocational training in refrigeration or plumbing. Her line of thought might have served a purpose if she had identified the BFA or the MFA as her target, or even specified the culprits of her critique.

    Image illustrating “Debating an MFA? The Lowdown on Art School Risks and Returns,” Coco Fusco’s article from Modern Painters

    Art schools devise ways to make the precarious employment of teachers permanent, Fusco continued, saying “It’s way beyond adjuncts now.” In fact, she stated that 90 percent of faculty members at art schools are adjuncts, without providing a source for this figure. “Those contracts have wonderful names,” she joked, “like visiting professor, visiting associate adjunct whatever, the titles go on and on, but the bottom line is that this is about the permanence of impermanence.” Adjunctification is indeed a huge problem across academia and especially in the visual arts. The three art capitals of America—New York, Chicago, and Los Angeles—boast a larger supply of artists, Fusco reported, and therefore teaching is a rough way for them to make a living. She floated the idea of living and working in Kansas City or Iowa City, in Dallas or Houston, but didn’t seem to take that seriously.

    A decline in full-time professors, Fusco went on, has adversely affected faculty governance. In addition to being poorly paid, she said, adjuncts lack a political voice within the institution and must placate students and not rock the boat—“it’s about hanging on.” Professional development has also suffered, which has led to teachers using thirty-five-year-old syllabi. “No one should be allowed to do that,” she fumed. Artists are the hardest adjuncts hit, since part-timers in design and architecture usually have day jobs, which affects their political outlook on precarious labor. “They don’t want more obligations,” Fusco said, so it’s hard to win their support for change. Art schools, she told us, employ students in positions where other institutions, such as MIT, have a support staff of unionized professionals. While a federally subsidized work/study program is certainly beneficial for students, I can imagine that not having properly trained people running the darkroom or the print shop to be frustrating.

    Because art schools face a dearth of applications from the US and a high turnover of students after one year, Fusco claimed, schools don’t have enough students—that is to say, they don’t have enough students to justify the expense of the legions of administrators who manage the pupils. Therefore an influx of foreigners has populated programs at Pratt Institute, the School of Visual Arts, and CalArts. “Where am I, in Singapore?” she joked at the sea of yellow faces in art schools today. That comment sounded xenophobic, if not racist.

    Seductions Strategies and Art Market Collusion

    The seduction strategies that recruit students are real, Fusco said, and people aren’t told the truth before entering school—which is that most artists will not make it. (Who are these recruiters?) The lure for the Columbia MFA program in recent years, she said, is that an unidentified department head told students in private conversations that they’ll be rich before they finish school or they’ll hang out with famous art-world people who will help them find money. Fusco also argued that glamorous precarious workers—described by the journalist Riva Seth as “highly educated, skilled professionals who frequently are well compensated but nonetheless lack the security, social benefits or established career trajectories traditionally associated with their professions”—have an illusion of independence.8 Yet the media spin on successful young artists, she warned, fails to acknowledge that artworks bought by collectors who speculate are typically priced less than $10,000 each—hardly a get-rick-quick scheme. Of course, during her talk Fusco assumed—almost arrogantly so—that market success in the commercial art world is the solitary goal of those attending MFA programs. Throughout her talk she avoided discussing any other reason why artists might better themselves through education, leaving no room for other career pursuits.

    During the 1970s, Fusco revealed, artists didn’t depend on the market: selling art was unusual and artists found cheap ways to live. Now those artists—whom she identified as male Conceptual artists teaching in higher education—aren’t the ones who can spread an awareness to students of the need for immediate financial returns after graduation. I’m not sure how that observation squares with her other comments. For example, Fusco said that some professor-artists connect their students to the market because that’s all they can offer as teachers. Art dealers visited CalArts in the 1980s to meet the students of Douglas Huebler and John Baldessari, the “spiritual children of the Svengali types” as she put it. And during the 1990s, Fusco continued, dealers visited students at the University of California, San Diego, and Yale University School of Art. It was certainly revealing that, according to the speaker’s anecdotes, the art market had begun invading MFA programs over thirty years ago, that it’s not surprising for gallery owners and collectors to pluck fresh talent from artists still in training.

    Debtfair’s contribution to Work It Out at Momenta Art

    If a young artist’s goal is to exhibit at galleries like Murray Guy or Reena Spaulings Fine Art, Fusco said, or to show in a booth at a New Art Dealers Alliance art fair, then he or she should consider attending expensive graduate schools. At Columbia, she disclosed, students specialize in networking, socializing, and drinking—and even complained to administrators when Fusco made them read and write. “Those students are like little barracudas,” she groused. “If they could kill me and get to my dealer, they would.”

    Since “you’re paying $50,000 a year to be looked at before you even begin your career,” as Fusco claimed, should a prospective student attend a top art school or settle for an MFA program in the hinterlands of America, where he or she might earn a full ride? In the age of $120,000 art degrees, to borrow a slogan from the collective BFAMFAPHD, the latter option is the only sensible choice. Fusco named Arizona State University in Tempe and Carnegie Mellon University in Pittsburgh as possibilities. For an artist interested in technology, she suggested heading to a school with the latest equipment, like Rensselaer Polytechnic Institute, and not to a boutique MFA program that specializes in seminars. I’ve heard that the University of California in Irvine and in Riverside, the University of Florida in Gainesville, and Southern Illinois University in Carbondale all offer generous packages to MFA students. Germany just made higher education free for anyone, Fusco pointed out, and students don’t even have to be citizens. If it’s actually true that “students who go to high-profile schools get a subtle eighteen-month bump after they graduate,” as the critic and adjunct professor Jerry Saltz wrote, then attending a less-prestigious and less-expensive school—and consequently incurring little if any debt—before moving to New York (or wherever) to break into the commercial gallery scene makes a lot of sense.9 This artist will have hundreds of extra dollars a month for studio rent, art supplies, and food.

    During the audience Q&A, the artist Kenneth Pietrobono, who like Noah Fischer is involved in Occupy Museums, declared that he turned down a spot in an MFA program at New York University because the cost of attending was too high, despite loan money being available. That was a wise decision. When faced with rising costs for art school and low expectations after graduation, prospective students must recognize that they are adults who are capable of conducting research, seeking counseling, and making their own decisions before accepting tens of thousands of dollars in loan money. They also must recognize the importance of saying no to unfavorable financial situations. But the fact remains that many artists have shackled themselves with huge amounts of debt, and that is a pity.

    In Terms Of count: 3.


    1 Catherine Rampell, “The Most Expensive Colleges in the Country Are Art Schools, Not Ivies,” Washington Post, March 28, 2014.

    2 The tenth institution, Beacon College, is a small school in Florida “exclusively serving students with learning disabilities, ADHD, and other learning differences,” according to its homepage.

    3 See Steven Tepper, “Is an MFA the New MBA?,” Fast Company, March 23, 2013; Glenn Schaeffer, “Why the MFA Is the New MBA,” Vegas Seven, May 20, 2010; Katharine Bell, “The MFA Is the New MBA,” Harvard Business Review, April 14, 2008; Janet Rae-Dupree, “Let Computers Compute. It’s the Age of the Right Brain,” New York Times, April 6, 2008; Ronald Jones, “The Art Market,” Frieze 101 (September 2006). The concept of MFA=MBA was developed by the business writer and theorist Daniel H. Pink in his Free Agent Nation: The Future of Working for Yourself (New York: Warner Books, 2002) and popularized in the February 2004 issue of the Harvard Business Review.

    4 Fusco earned a BA in semiotics from Brown University (1982), an MA in modern thought and literature from Stanford University (1985), and a PhD in art and visual culture from Middlesex University (2005).

    5 The Art Institutes, for-profit schools owned by Education Management Corp that teach media and commercial art, not the fine art of painting and sculpture, have had their own legal problems. See David Halperin, “EDMC Professors and Students Speak: How Lobbyists and Goldman Sachs Ruined For-Profit Education,” Republic Report, September 24, 2012; and Chris Kirkham, “With Goldman’s Foray into Higher Education, a Predatory Pursuit of Students and Revenues,” Huffington Post, October 14, 2011.

    6 See Maggie Gray, “Creative Schools: The Artists Taking Art Education into Their Own Hands,” Apollo, September 10, 2014; and Ryan Gander, “Ryan Gander’s Plans for an Art School in Suffolk,” Apollo, September 10, 2014. These kinds of conversations and projects, however, have been taking place for years, if not decades.

    7 It’s interesting that all three are MAs, not MFAs. Because these are not terminal degrees, their recipients will not be qualified to teach art at the college or university level.

    8 Riva Seth, “Give Precarious Workers a Chance,” Policy Options (September 2014).

    9 Jerry Saltz, “An M.F.A. Degree Is Too Expensive, and That’s Only the Start of the Problem,” Vulture, December 5, 2013.

    Read

    Corinna Kirsch, “No Remedies: Coco Fusco on the Ills of Art School,” Art F City, December 18, 2014.