90692 - The System of Contemporary Art

Learning outcomes

Students acquire the methodology to understand and critically analyse the Art System. In particular, they develop the methodological tools to carry out independent research and they understand and recognize the historical and current roles of the System’s protagonists: artists, critics, collectors, museums, galleries, fairs.

Course contents

This course outlines the formation of the contemporary art system and its current configuration. The introductory lessons focus on the definition of an art system. Specific attention is given to the debate around the analysis of ‘contemporaneity’, highlighting how labels are means of defining a system and the main responses to this.

 

The course outlines the contemporary art system by two different approaches. The first analyses the contemporary art system by considering it as a value system, based on the circulation of art and its legitimation. Each lesson focuses on a specific agent of this system: the gallery, the exhibition, the museum, the biennial, the fair, the ranking system, the dealer, the journal, and the collector. The examination of the roles and practices of each of these agents is presented through case studies with that underline both specificities and contradictions. The second approach analyses art as a system in relation to other systems, thus taking into account systems of images, politics, power, culture, and language. During these lessons, much attention is given to art and artists’ interaction with institutions and, in particular, to the art market.

Readings/Bibliography

The required readings for each lesson can be downloaded by students from teaching materials. The bibliography for the course takes a multidisciplinary approach and features excerpts of artists, art historians, economists, philosophers, scientists, and sociologists, including Bruce Altshuler, Tony Bennet, Achille Bonito Oliva, Pierre Bourdieu, Daniel Buren, Arthur Danto, Andrea Fraser, Georg Franck, Yves Klein, Herbert Marcuse, Peter Osborne, Georg Simmel, Terry Smith, Hito Steyerl, Harald Szeemann, Olav Velthuis, and others.

Teaching methods

The course is divided into 15 lessons that focus on specific topics analysed through case studies. The first part of each lesson is a lecture supported by slides and videos. The second part aims to develop students’ research abilities through critical thinking. Thus, part of the lesson is devoted to discussing the proposed readings. During the final seven classes, instead of having a debate, students will make a 10-minute presentation. Each student will discuss an early version of their assessment project. Details will be provided on the first day of the course.

Assessment methods

At the end of the course, students will be assigned a grade based on participation, presentation and a final examination.

The value of participation corresponds to 50% of the grade. Half of this is determined by class participation. All students are expected to hold and support opinions about the readings and participate actively in the debate. The other half is determined by the presentation of the draft project. Each student will present an early version of their project in the most professional manner possible. The central argument, methodology and following plan must be clearly stated.

 

The final examination comprise 50% of the grade. Half of this is determined by an exam. Examinations will be structured around a set of random questions on the reading material. The other half is determined by the final project which must be handed in two days before the examination date. Attention is given to assess how well issues and questions raised during class presentation have been incorporated.

 

Non-attending students are invited to contact the professor well in advance.

 

Teaching tools

Videos and PowerPoint presentations.

Office hours

See the website of Clarissa Ricci