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Do you have a great lesson plan you want to take some time to codify and share? Funded by a Samuel H. Kress Foundation grant for digital resources, Art History Teaching Resources (AHTR), a peer-populated platform for instructors and a collectively authored online repository of art-history teaching content, seeks contributors for specific subject areas in the art-history survey. This is the second call for participation (the first went out in early 2014).

AHTR is particularly interested the following sections in art and architecture for publication in early fall 2014:

  • Jewish and Early Christian Art and Architecture
  • Byzantine Art and Architecture
  • Islamic Art and Architecture
  • Chinese Art and Architecture (early/pre-1279)
  • Chinese Art and Architecture (after 1279)
  • Japanese Art and Architecture (early)
  • Japanese Art and Architecture (modern)
  • Korean Art (early)
  • Korean Art and Architecture (modern)
  • Art and Architecture of Africa
  • Early Medieval Art in Europe
  • Romanesque Art and Architecture
  • Gothic Art and Architecture
  • Art of Pacific Cultures
  • Eighteenth- and Early-Nineteenth-Century Art in Europe and North America
  • Eighteenth- and Nineteenth-Century Sculpture
  • Twentieth-Century Sculpture

AHTR is also interested in receiving proposals for thematic art-history survey lesson plans. The editors have already received plans that engage with, for example, “Race and Identity” and “Transnationalism and Citizenship.” Please propose a thematic plan germane to the survey-level class.

For each content area, AHTR seeks lecture and lesson plans similar to those developed for its sections on the Americas (pre-1300) and Feminist Art. (Please see a great example here.) Full template guidelines will be given for the sections to be included in each plan; writers will be expected to review and amend their plan (if necessary), once edited by AHTR. These plans, which will be posted to the AHTR website in fall 2014, are supported by $250 writing grants made possible by the Kress award.

AHTR is looking for contributors who:

  • Have strong experience teaching the art-history survey and strong interest in developing thoughtful, clear, and detailed lesson plans in particular subject areas
  • Are committed to delivering lecture content (plan, PowerPoint, resources, activities) for one to two (a maximum of two) content areas in a timely manner. Each content area will be supported by a $250 Kress writing grant.
  • Are able to make a September deadline for submission and an early October deadline for any edits.
  • Want to engage with a community of peers in conversations about issues in teaching the art-history survey

AHTR’s intention is to offer monetary support for the often-unrewarded task of developing thoughtful lesson plans, to make this work freely accessible (and thus scalable), and to encourage feedback on them so that the website’s content can constantly evolve in tandem with the innovations and best practices in the field. In this way, AHTR wants to encourage new collaborators to the site—both emerging and experienced instructors in art history—who will enhance and expand teaching content. It also wishes to honor the production of pedagogical content at the university level by offering modest fellowships to support digital means of collaboration among art historians.

Please submit a short, teaching-centered CV and a brief statement of interest that describes which subject area(s) you wish to tackle to teachingarthistorysurvey@gmail.com. These initial texts should be delivered to AHTR in September 2014. Collaboration on content for further subject areas will be solicited throughout 2014.

The June 2014 issue of The Art Bulletin, the leading publication of international art-historical scholarship, leads off with an essay by Parul Dave Mukherji, who explores the promise of postethnic art history in “Whither Art History in a Globalizing World.”

Also in the June issue, Hallie Franks investigates domestic mosaics in ancient Greece through travel metaphors associated with the symposium. In “Casts, Imprints, and the Deathliness of Things,” Marcia Pointon examines the materiality of death masks produced in eighteenth- and nineteenth-century Europe to excavate their meanings, past and present. Next, Sugata Ray analyzes the architecture of the 1887 Jaipur Economic and Industrial Museum as destabilizing the imperial aspirations of colonial museology. Finally, Joseph Siry considers how Frank Lloyd Wright’s Kalita Humphreys Theater in Dallas realized the architect’s ambition to rethink the ideal building form for drama.

In the Reviews section, Wei-Cheng Lin considers Megan E. O’Neil’s book Engaging Ancient Maya Sculpture at Piedras Negras, Guatemala, Paul Barolsky reviews Michael W. Cole’s study Ambitious Forms: Giambologna, Ammanati, and Danti in Florence, and Joanne Rappaport examines Daniela Bleichmar’s Visible Empire: Botanical Expeditions and Visual Culture in the Hispanic Enlightenment.

CAA sends The Art Bulletin to all institutional members and to those individuals who choose to receive the journal as a benefit of their membership. The digital version at Taylor & Francis Online is currently available to all CAA individual members.

The next issue of the quarterly publication, to appear in September 2014, will feature a third “Whither Art History?” piece, by Claudia Valladão de Mattos, and essays on the memorializing function of Jan van Eyck’s van der Paele Virgin, the moral and phenomenological implications of a monstrous visage in Hans Burgkmair’s Crucifixion, modern interiority in Watteau’s fêtes galantes, and several exhibitions associated with the Festival of India in the United States. The issue will also include reviews on painting in early modern Japan, photography in nineteenth-century India, and the politics and power of Mughal architecture.

caa.reviews recently published the authors and titles of doctoral dissertations in art history and visual studies—both completed and in progress—from American and Canadian institutions for calendar year 2013. You may browse by listing date or by subject matter. Each entry identifies the student’s name, dissertation title, school, and advisor.

Each institution granting the PhD in art history and/or visual studies submits dissertation titles once a year to CAA for publication. The caa.reviews list also includes dissertations completed and in progress between 2002 and 2012, making basic information about their topics available through web searches.

Mapping Titian is a new digital resource that allows users to visualize one of the most fundamental concerns of the discipline of art history: the relationship between an artwork and its changing historical context. Focusing on the paintings executed by the Venetian Renaissance artist Titian (ca. 1488–1576), this site offers a searchable provenance index of his attributed pictures and allows users to create customizable collections of paintings and customizable maps that show the movement of the pictures over time and space. Mapping Titian has been generously funded by the Samuel H. Kress Foundation through a digital art-history grant to Boston University.

Mapping Titian contains the most up-to-date information available from print publications and from museum websites for the provenance of the paintings. The sources for each work’s provenance are cited each time the picture changes ownership and/or location. A references page includes a complete bibliographic entry for these sources. Users are encouraged to share new information or to offer corrections to the current database. As of now, the site has only paintings attributed to Titian and, because of attribution questions, does not yet include drawings by the artist. Information is still being entered and refined, and the site should be fully developed by September 2014.

Titian’s paintings have proven to be an especially rich microcosm of possible directions for the future project, Mapping Artworks, of which this current site would be one part. The application would provide a template for other scholars and educators to map other groups of objects, whether by artist, medium, or another criterion. Future phases of this project will include additional ways beyond geographic maps to visualize these “lives,” including nongeographic networks and three-dimensional virtual reconstructions of important collecting spaces in history.

CAA members who are interested in joining the advisory board for Mapping Titian and/or have any questions can contact Jodi Cranston, professor of Renaissance art at Boston University.

Image Caption

Titian, Madonna of the Pesaro Family, 1519–26, oil on canvas, 16 x 9 ft. Santa Maria Gloriosa dei Frari, Venice (artwork in the public domain)

 

Filed under: Art History, Research — Tags:

Khan Academy’s mission is a free world-class education for anyone, anywhere, and the site has ten million unique visitors each month. During the past year, the art-history content alone was visited by every country in the world, save three, and Khan anticipates that this material will reach more than four million visitors during the fall 2014 semester. Khan Academy is a not-for-profit organization whose content is free and free of advertising.

Smarthistory at Khan Academy seeks to bring the expertise of individual scholars and curators to a new global audience. In fact, Khan Academy is now partnering with select museums. And thanks to the nearly one hundred contributors that “claimed” topics and submitted essays during their first call in October 2013, Smarthistory has published close to ninety new essays. To get a sense of their vision, read Steven Zucker and Beth Harris’s recent post on the blog for AAM’s Center for the Future of Museums.

If you are interested in sharing your expertise in the form of short introductory essays, Smarthistory could really use your help. The website’s founders, Zucker and Harris, seek art historians, archaeologists, and conservators in many areas of study; they have a particular need for specialists in African, Asian, precolonial American, and Pacific art. Together we can ensure that strong, global art-history content is well represented.

Smarthistory has created an interactive list of topics, a Trello Board, with an eye toward supporting introductory art-history courses. If something critical is missing, please let Zucker and Harris know. Once you’ve decided on a topic, send an email to Zucker and Harris (along with your CV). If everything is in order, you will be added to the Trello Board, so that you can claim that topic.

Here are the essay guidelines:

  • Length: 800–1,000 words
  • Writing style: informal, experiential, contextual
  • Content: for teaching (not original research)

Essays are reviewed and edited by Harris, Zucker, and Smarthistory’s contributing editors. As a general rule, Smarthistory looks for the narratives a great professor tells his or her class in order to make students fall in love with the history of art.

All accepted contributed content is published on both khanacademy.org and smarthistory.khanacademy.org. All content is published with a Creative Commons attribution noncommercial, share-a-like license. You remain the owner of your content, and your contribution is always attributed.

The March 2014 issue of The Art Bulletin, the leading publication of international art-historical scholarship, is the first in the editorship of Kirk Ambrose and the first copublished with Taylor & Francis. The issue opens with a new recurring feature, “Whither Art History?” The inaugural essay by Griselda Pollock critically engages interpretive and institutional trends within the discipline.

In the long-form essays that follow, Mary D. Garrard explores the effect of love on Michelangelo’s creativity by analyzing the Renaissance artist’s cryptic drawing Children’s Bacchanal (1532–33) in her essay, “Michelangelo in Love.” For his contribution, titled “Map as Tapestry,” Jesús Escobar argues that Pedro Teixera’s monumental 1656 map of Madrid is not only a remarkable scientific achievement but also a sophisticated art object. Next, in “The Fragrance of the Divine,” Nina Ergin considers the olfactory traditions underlying Ottoman incense burners and discusses their complex meanings. Finally, Edith Wolfe demonstrates in her essay, called “Paris as Periphery,” how the art of Vicente do Rego Monteiro reflects a specifically Brazilian cosmopolitanism at the core of a counternarrative of modernity in the 1920s.

In the Reviews section, an Art Bulletin Centennial review essay by Mariët Westermann assesses the two volumes of De Hollandsche schilderkunst in de zeventiende eeuw, which examine the work of Frans Hals and Rembrandt van Rijn. Tanya Sheehan reviews two books on interdisciplinary subjects: Knowing Nature: Art and Science in Philadelphia, 1740–1840, edited by Amy R. W. Myer, and The Premise of Fidelity: Science, Visuality, and Representing the Real in Nineteenth-Century Japan, written by Maki Fukuoka. Three recent books on Mexican art—Mary K. Coffey’s How a Revolutionary Art Became Official Culture, Adriana Zavala’s Becoming Modern, Becoming Tradition, and Shelley E. Garrigan’s Collecting Mexico—are assessed by Rick López. Josh Ellenbogen ruminates on two books on art and technology, Illusions in Motion: Media Archaeology of the Moving Panorama and Related Spectacle by Erkki Huhtamo and Enfoldment and Infinity: An Islamic Genealogy of New Media Art by Laura U. Marks.

CAA sends The Art Bulletin to all institutional members and to those individuals who choose to receive the print journal as a benefit of their membership. In addition, online versions of the articles in each issue are available to CAA members who log into the CAA members’ portal. The next issue of the quarterly publication, to appear in June 2014, will feature the next “Whither Art History?” essay, by Parul Dave Mukherji, and essays on Greek domestic mosaics, death masks produced in eighteenth- and nineteenth-century Europe, the architecture of the Jaipur Economic and Industrial Museum, and Frank Lloyd Wright’s Kalita Humphreys Theater.

From the International Committee of the History of Art (Comité International de l’Histoire de l’Art, known as CIHA) and from the conveners of the Beijing Committee for the Congress: Professors LaoZhu, Fan Di’an, and Shao Dazhen.

Terms: Concepts of Art History

The organizing committee for the thirty-fourth Congress in the History of Art, which will take place in Beijing, China, in September 2016, warmly invites expressions of interest from the international community of art historians. The concepts for the sessions are outlined below. We ask for expressions of interest from scholars who wish to develop these themes as session chairs.

Each session will have an international chair and a Chinese chair. A Chinese chair may be from Chinese mainland, Taiwan, or abroad. An early career researcher might serve as associate chair, if necessary. The two cochairs (and an early career researcher, if there is one) will act as a committee to define and refine the session’s concept for the preliminary congress in 2015, and to select presenters for the major congress in Beijing in 2016.

Applications for chairs may be made by academics or independent scholars. We want to remind applicants that no member of the CIHA board, and no one having been a chair in the Nuremberg Congress in 2012, can apply for serving as chair of a session at the Beijing Congress.

Applicants should:

  1. Be thoroughly acquainted with the most recent developments in the field of art history relevant to the topic of their session
  2. Be able to develop the chosen concept by organizing relevant symposia and workshops before 2016, to initiate dialogue and discussion, and to identify important issues for discussion at CIHA 2016 in Beijing
  3. Be able to identify global experts in the appropriate fields and to collaborate with them
  4. To be present at CIHA 2016 in Beijing

Applicants should send the following to the CIHA scientific secretary with copy to Chinese committee:

  1. Number and title of the proposed session
  2. 1–2 pages explaining the perspective they intend to give to the session and the main ideas they would like to be developed and discussed
  3. A first draft of the call for papers to be developed with the Chinese chair if the session is selected
  4. A short CV stressing the activities and publications related to the session

The deadline for applications is April 10, 2014.

The list of the chairs will be established during the CIHA board meeting in Marseilles, France (June 25, 2014) and immediately announced on CIHA website and the Beijing Congress website.

Session Themes

The sessions as defined by the National Committee of the People’s Republic of China and the International Committee for the History of Art are as follows:

1. Words and Concepts【语词与概念】

The word for “art” has varied etymological origins and connotations in different languages, whether in Greek and Latin, in French and Italian, or in Japanese, Arabic, or Chinese. In each culture the concept of art has evolved over time. In some languages, such as Aboriginal Australian languages, there are no words for “art” at all.

This section explores the main theme of the 2016 CIHA Congress, different concepts of art in diverse cultures. The topic strives to achieve three goals. The first is to respond to the latest development of art history as a global discipline. The section aims to explore, through diverse definitions, art that exposes its relationship to the respective cultural framework, and to the disparities of different cultures in various periods throughout history, so as to gain a more comprehensive understanding of art as an essential part of human culture.

2. The Rank of Art【标准与品评】

How do we rank art, create cannons, and define taste as part of contemporaneity? How do we experience disparities in the interpretation of art, namely, judgments of art’s value, and how do we evolve different criteria for evaluating art?

This section explores how different concepts of art are rooted in consciously defined value systems. By contrast to interpretations of art, which abide by traditions and their evolution in specific cultural settings, there are self-conscious value systems and criteria that are part of theoretical reflection, part of an understanding, of self-awareness, and of a conscious establishment of norms. Different from general ideas or interpretations about/on art, these ideas have certain intentionality. The evaluation and ranking of art affects the development of art by defining the trends of art or restraining some aspects of its growth. In other words, the disparities of art arise from the disparities of evaluation criteria. Moreover, the same art could take on further disparities just because of different evaluation criteria. The idea of the contemporaneity in ranking and judgment is always changing. A work of art could, for instance, acquire completely different evaluations when it is presented in different regions or settings, or viewed by different groups of people.

3. Imagination and Projection【想象与投射】

What is the productive gaze? The imagination and projection produced by art varies with cultures. These imaginations and projections produce spectacles and images that in reality do not exist.

The third section investigates the social and cultural foundations of artistic difference. Besides the notion that the emergence of a certain concept of art is restricted by specific social and historical circumstances, special attention will be given to the fact that some societies and realities, in disparate historical periods, have been mythologized or embodied in legend, or in literature, so that they appear to be especially imaginative or hallucinatory. The goals are to observe and understand works of art as an interactive process and to bring art to a new level of knowledge and cultural experience. The discussion focuses on two aspects of this topic: the first is on the issue of the relationship between the sociocultural background and the artistic concept(s) it produces; the second the fermentation and symbiosis between imaginative and hallucinatory symbolization and the contemporaneous artistic concepts. Looking at nature or artifacts, artists could project their own imagination on them, producing spectacles and artworks.

4. Appreciation and Utility【欣赏与实用】

Artworks and artifacts. Objects that have a spiritual or emotional impact on people are designated as artworks; objects for daily use and consumption are defined as artifacts. The boundaries between artworks and artifacts shift constantly: how are artworks and artifacts distinguished, and what is the conceptual reasoning behind such definitions?

This session is about how a culture understands the function of art. For this topic, we recommend a discussion focusing on the functions of works of art or artifacts and how the function of artworks and artifacts is determined by the social roles that they play. There are many aspects to a culture’s understanding of art and different avenues of research: artworks and artifacts are variously differentiated in different cultures and different eras. How the utility of artifacts is chosen and preserved in a culture, and how its spiritual aspect transforms it into a work of art. Moreover, this transformation process provides circumstantial evidence for concepts of art in different cultures.

5. Self-Awareness or Self-Affirmation【自觉与自律】

How does art record and define itself? The self-consciousness of “art for art’s sake” occurs at times in art history. Within particular cultural spheres, self-definitions of art can vary. Every culture seems to have produced some art for art’s sake.

This topic entails an exploration of how art is understood in different cultures. This topic differs from the fourth one in that the latter deals with the distinction and relation between artworks and artifacts (most artworks are produced for purposes and functions other than being art per se; rather, they are considered historically significant cultural artifacts and are collected and preserved) while this topic focuses mainly on works that are created as “art for art’s sake.”

How does the self-definition of art occur and to what effect? The discussion will focus on the development of art during a period of independent self-development of a culture, or prior to the significant and widespread exchanges and mutual influence among cultures. In the self-aware process of defining art, the concept of art undergoes continual construction (constructivism), artworks are “consciously” formed and made in this way rather than that their self-affirmed distinctions construct a crucial aspect of the cultural multiplicity.

6. Politics of Identity: Tradition and Origin【传统与渊源】

Art as identity. Identity for so-called tradition and original art by different cultures and nations. Identity has its roots in a respective historical and social background.

This topic entails an exploration of the issues of identity in the art of different cultures. There is the matter of selection and identification both in the field of an artistic tradition and of artistic creation and evaluation criteria, which forms a distinct tendency in different eras and cultures. Whereas certain choices and identifications would inflate the disparities in art, others would enhance convergence among different cultures or eras, leading to entirely different results. Identity touches on two levels, from the large (society) to the small (community). Both involve the use of art to construct identity. The characters of different types of communities manifest themselves exactly through defining the social boundaries: be it geographic, racial, gender based, or just imaginative, in which art plays a crucial role. The analysis of social framework reveals differing social groups and different forms of reception for artistic concepts. Under cultural exchange the identity of art can be the awakening of cultural self-consciousness of an oppressed or colonized culture, it can be the propagandizing expansion of nationalism or cultural strategies of imperialism. Within a culture the emphasis on identity may be seen in two entirely different ways. On the one hand it may become a tool of cultural awakening for the local people; on the other hand it may be exploited by the autocratic authority to control and discipline others. Therefore, the identity of art creates or bridges the difference between cultures. How to self-identify, however, and what kind of disparity may then result is worth further study.

7. Translation and Change【流传与嬗变】

Art history on the road. The Silk Route. The Danube. Changes in the concepts of art induce changes in the production of art. After a work of art is completed, through the process of collection, circulation, and transfer, it is evaluated, judged, and often recorded. This type of process and later interpretation can add meaning to art; it can also ascribe meanings that are different from or even conflict to the original ones; the new understandings and interpretations can lead to changes in the production of art.

The seventh topic deals with the study of changes in art and specially deals with the way culture is spread through contacts made on trade routes. This topic intends to explore the development of art, which is not subject to explicit outside influence in those nations and regions. In different circumstances, the developmental process of art not only takes a different direction, but the speed and magnitude of change differs greatly. It is suggested that in discussing these differences, in addition to impact of politics, economics, science, and technology in a society, as well as that of its spiritual background (religion, thought), special attention will be paid to the role played by the qualities inherent in art itself.

8. Art and Taboo【禁忌与教化】

For religious and political reasons, art is used as an important tool to educate and evangelize. On the one hand this particular use can cause positive changes to art, but on the other hand political and religious interference can also negatively affect established art and outsider art. Censorship is seen as taboo.

This topic considers the relationship between “art and power.” The discussion focuses on how art, as a resource, is made use of and manipulated by political and religious authorities and the consequences of their employment and manipulation. Art is exploited as a tool and weapon for political instruction, cultural cultivation, and religious preaching. The power that makes art a means of taboo and propaganda manifests itself in the form of strong influence (such as in religion), or in that of coercion (such as political propaganda), or in the usage of certain customs (such as traditional taboo) by the human being. Propaganda (dissemination) and education (socialization, evangelization) have at times been seen as two important functions of art.

9. Autonomy and Elusion【独立与超脱】

Art has its own independence, consciousness, and autonomy. It has an impact on the dialectic of power. Art functions as a way of eluding power in a harsh situation. Neither influenced by economy and society nor intervened by politics or religion. Each culture has developed its own particular approach to protect art’s independence, consciousness, and autonomy.

The topic considers the independence of art as a force in resisting authority. The resistance shown that art can be seen neutrally as art’s transgression of rules which themselves are the consolidation of power. The rules may be ideological constructions or social norms. To various degrees, art displays its inherent function of dispelling, resisting, and dissipating power. For those social groups without authority, art functions to confront power and acts as a tool for obtaining independence, freedom, and solace. Disparate social forces, especially those among disadvantaged groups and the ruling classes, use art to express their own political aspirations and state of mind. They employ art for gaining independence and demonstrating resistance. At the same time artists themselves possess, in all cultures and eras, a degree of freedom of creation that rejects rational control and established norms, and they consciously make use of it.

10. Gendered Practices【性别与妇女】

The status and function of gender differ in different cultures across time. The norms of dealing with gender issues in art and its progression within a single culture may change. The relationship between gendered space, status, and power in society and the artworks is a crucial set of concerns. Gender issues exhibit complex structures in different cultures and ethnicities.

This topic concerns gender issues in the art of different cultures. The status and power of genders are rooted in their corresponding social structures, which can be seen not only in the physical and social space occupied by different genders but also in the art that depicts the gender disparities and the art made by different genders. The discussion focuses on how art represents, manifests, regulates, or even rejects this social structure in varying ways, and how gender awareness of a specific social-cultural community influences the formation of artistic concepts. The relationship between gender and art in different cultures can vary significantly. In some cultures, gender and art are more closely linked than in others. In some cultures certain art forms are based entirely on gender distinction. (For example, nüshu, or “women’s writing,” a mysterious symbolic system and art form used by a certain group of women in Hunan province in southern China.) It is important to understand how sexual identities and gender are constructed by artworks and art practice.

11. Landscape and Spectacle【风景与奇观】

Reading the world. Landscape is an acknowledgement and a response of the human being to the natural world. In different artistic traditions, different landscape consciousnesses are formed. “Spectacles” and images of the world-diagram also have a corresponding relationship. Natural scenery, manmade wonders, and artistic experience are directly and indirectly affected by the history of art.

This topic considers landscape as both a geographical constraint and a cultural projection. The focus of the discussion is not on Guy Debord’s “spectacle” as image; instead, we view landscape or spectacle as a projection of the relationship between the environment, both natural and urban environment, and the reflection of this environment in the artistic tradition. This topic also touches upon relevant issues of landscape planning, urban and community design, and public art.

12. Garden and Courtyard【园林与庭院】

Gardens give expression to particular ideals and function as artistic metaphors in different cultures. A garden is related to geography, humanity, and customs of life.

The twelfth topic concerns gardens and courtyards as a universal art form for cultural expressions. In enclosed spaces gardens and courtyards present comprehensively human (re)presentations and expressions of nature and art in an orderly form. Gardens and courtyards draw us closer to nature and place one’s ideals without keeping away from the institutional framework (such as the palace) and urban life. Some proposed examples for discussion: in the history of art, there has existed a strong disparity between the traditions of French gardens and English gardens, and between the traditions of Chinese gardens and Japanese gardens.[1]

13. Transmission and Adoption【传播与接受】

The spread of art concepts: transmission and adoption. Art and artistic concepts flow between different cultures often due to economic and political situations, namely international relationships rather than by the nature of art itself. But transcultural practice sometimes exists outside the limits of the economic and political relationships. In different societies, art is transmitted in various ways and to various degrees.

This topic investigates the intercultural transmission of art. The transcultural spread of art is often a by-product of trade, mission, conflict, and war. Case studies on the transmission of art induced by intercultural expansion have been thoroughly discussed on the Montreal and Melbourne congresses. The reason for choosing this topic again is that we hope to further emphasize the transmission of different art and artistic concepts. To sharpen the discussion, we propose to switch the focus to the different modes, means, and methods of transmission and thus to study how new modes and means of transmission can expand the value of relativity and strengthen perceptible impact onto humanity. The new modes and means of transmission of art concepts thereby change and expand the original patterns of interest and shape to new forms of expression. For instance it can be explored in post-colonial studies how dominant cultures impose their art concepts and visions on the subalterns.

14. Othering and Foreignness【他者与陌生】

Strange and unfamiliar aesthetic of foreign art. Acceptance and rejection of foreign art, depending on one’s own perspective: On the one hand, cultures enjoy the novelty of a foreign culture’s sentiments; on the other hand, cultures possess an inertia that rejects and resists outside ideas and influences.

This topic considers how a culture views and evaluates a foreign and unfamiliar art. The discussion focuses on the reaction of a culture to the others “prior” to extensive exchanges and transmissions among them take place. Every culture encounters foreign and unfamiliar art. Even within a same culture there could be those “foreign” and unfamiliar aspects of art that are not from the cultural center or do not conform to the traditional cultural milieu. These unfamiliar or foreign aspects can be praised and cherished and at the same time belittled and excluded from the recipient’s cultural mainstream. This paradox is the premise that both gives rise to impact and determines the nature and extent of the (cultural) exchange.

15. Creative Misunderstanding【误解与曲用】

Misunderstanding can occasion creativity. The utility of misunderstanding. In art history, the capacity for creativity and the harm that misunderstandings and misinterpretations may do. This type of dual nature creates rich cultural phenomena within art history.

The focus here is on misunderstanding and misinterpretation in the history of art. It intends to further study the problem of the reception of foreign, heterodox and nontraditional cultures. The difference between topics 14 and 15 is that topic 14 deals with how to view and treat other cultures (reception of an existing culture) prior to actually engaging with them. Topic 15 focuses on the consequences of cultural exchange: “misunderstandings” lead to changes of cultural and individual behavior, which can be either creative or disruptive. Disruptions can be corrected and thereof lead further to the emergence of new creativity. Relevant to this theme is the nature of misunderstanding—whether as a conscious choice or merely a result caused by distance, no matter chronologically or spatially.

16. Commodity and Market【商品与市场】

The art market’s effect on art arises perhaps largely from the goals of commerce, and art commerce also embodies alienation and deviation from political power. This session investigates the interactions and disparities between art’s noncommercial nature (poetic quality) and the repeated transactions of artworks. It also compares the connections and differences between the value of mainstream art and kitsch.

This topic is about the art market as a special and dedicated way of exchange and as a form of cultural interaction. In the posteconomic globalization era, the ways in which market transactions work are changing. We propose to focus the discussion on how the changed patterns of the art market have altered to a large extent the patterns of the dissemination of art and how they have affected the evolvement of artistic concepts. The circulation and transactions of artworks are reflected in the globalized economy. On the one hand the differences between the boundaries of cultures are somewhat smoothed out in order to gain a broader market, while on the other hand artistic novelty and peculiarity are intentionally created, so as to increase competitiveness of the art commodities in the globalized setting and to raise the value of the collectible artworks and their consumability. The artistic creation is consequently targeted to specific purchasing demand and becomes part of the cultural industry. New means of communication are changing the ways of pricing art, imposing a real impact on the art market. Virtual works of art based on digital technology are both different from traditional artworks and from the artworks that can be reproduced by machine. These new media have subverted the concept of “original work” and outstripped the “copyright” definition for replication of work, which also has an impact on the development of art.

17. Display and Observation【展示与观看】

Performing difference by showing art. Effect of exhibition on art-historical concepts and methodologies. Exhibitions also change the concept of historical art strongly. Evolution of art-historical concepts and methodology as reflected in the collection, conservation, and presentation of art; the change in both the content and the methodology of presentation, as well as the meaning of the museum’s role as a “composer” of different art history.

Exhibition serves as a channel for communication between cultures and a means of illustrating differences. The concern of this topic roots in the impact of the exhibition on art historical concepts and methods. We suggest a discussion on the changes in the content and methods of displaying art and on the changes of the concept of museum and especially on how to apply these (changes) to structure knowledge and spread civilization by means of comparing cultures and using different cultural perspectives. In traditional cultures displaying art is often related to private connoisseurship, but in the contemporary environment, in which intercultural contact has expanded significantly and an art exhibition serves as a channel of communication and a means of exchange. It could be understood as the advent of “public space.” The display and clash of intercultural differences meet the needs of the exhibition and the viewer’s interests. How a curator brings together different regions, cultures, and styles into an exhibition in order to display historical differences, attract the viewers’ curiosity, create special hybridity, or contrast scenes to expand knowledge (a new understanding of history), to break through historical boundaries and create a wholly new culture, and how virtual artistic expressions on the internet are threatening traditional means of exhibition are all important issues to be discussed in this section.

18. Media and Visuality【媒体与视觉】

Propagation of artworks in the information age. With the popularization and application of the internet and various digital-storage techniques and applied technology, traditional art has been affected by a high degree of challenge and substitution. Visual culture is currently changing the structure and spirituality of people’s lives; it also broadens gradually the methods of art’s creation, the techniques of its propagation, and the scope of its acceptance.

This topic resumes the corresponding discussion at CIHA 2012. Traditional artistic media have helped forming cultural identities in different cultures, for instance, the marble statues for the ancient Greek, the oil painting for the European, the Ukiyo-e for the Japanese, and the ink and wash for the Chinese. In the information age the new methods of communication have significant impact on the visual arts under the different cultural traditions and realities. In addition to the general impact of new media and methodologies, we propose to focus the discussion on how temporal and geographical barriers between cultures and regions gradually lose their traditional significance in the midst of the new media and visual culture. “Common time” alters people’s sense of history and temporal experience; synchronization and juxtaposition of spaces, explored in theories on “spatial turn,” change their tradition consciousness and cultural identification. Groups with new media and their audience are no longer divided by identity concepts of traditional culture, nationality, ethnicity or region. Has modern media, in a sense, transformed people into “media art”?

19. History of Beauty vs. History of Art【审美与艺术史】

New connections and disparities between aesthetics and the history of art. Traditionally, art is often associated with beauty—as reality’s perfect, idealized, and manmade form. However, art is not equal to beauty. It is even more so in today’s society. An enormous disparity emerged between the history of beauty and the history of art. Art has broken through the boundaries of aesthetics, sensory, and emotion and entered a realm of social responsibility and intervention of the reality. In turn, art tries to seek, beyond philosophies, interpretation of freedom and understanding of human rights.

This section is a study on how the revolution in new means of communication has changed art history and aesthetics. We propose here to focus the discussion on the different relation between art and aesthetics in different cultures and how this relation is constructed, strengthened, broken, and reconstructed. In the information age this relation has changed. Art has transcended aesthetics and feelings and expanded its traditional scope to play a more direct role in society and reality and, further, to the ideological and philosophical quest for interpreting freedom and human rights. We can further discuss from here new directions and methodologies in the study of art history, as well as the new mode of thinking following the “pictorial turn.”

20. Professional Education and Aesthetic Education【专业与美育】

That disparities in art and art history bring changes in methodology and reforms of professional art education is an important concern for the development of contemporary art and art history. Nonprofessional art education is an education technique for the citizenry. Using art for aesthetic education through new media has become an important way for improving the citizens’ quality of life.

The topic is about disparities of art education in different cultures. We propose to focus the discussion on different forms of art education before the advent of information age and on reform of art education in the information age. In each culture traditional art education has its own specific emphases. For instance, differences are apparent in the forms of apprenticeship, the relationship between master and apprentice or between teacher and student, and the administration of the workshop. The changes brought by new media and technology deal with three issues: (1) new artistic concepts, new categories, and new methods demand new specialized arts education; (2) how have the revolutionary changes in concepts, categories, and methods altered methodologies in art education, whether these changes affect specialized and/or professional arts education and art education for the public; (3) how new artistic concepts, categories, and methodologies, together with new modes of communication and transmission, will affect the development of art history, for example, via the emerging digital humanities.

21. Connecting Art Histories and World Art【多元与世界】

The relationship between local art history and global art history. Aside from the disparate academic traditions of the East and the West (and of the South?), what cultural circles and academic traditions are there in the world? How has and can art history become an open global discipline.

This last topic discusses art history within a framework of global art history. This section deals with the further development of art history and the art history in view of interdisciplinary research. We hope to gain responses from their respective positions by participating scholars in order to further promote understanding of the disparities and commonalities in art and art history among different cultures throughout the world. For example, there is a remarkable difference between East Asian art history (as represented by the art of South Korea, Japan, China, etc.) and Western art history. Besides this there are many distinct cultural spheres and schools in the world that have their own art and art-historical terms. The scope of world art history recognizes and understands the differences among artistic terms of each individual people and specific time. It places art terms beyond any unified single standard and thereby contributes to a globalized art history to encompass all world art in its research purview. At the same time, in cooperation with other fields, art history takes on an interdisciplinary approach, which promises to lead art history toward a new future-oriented era. With new and open scholarship on issues, CIHA 2016 strives to further explore and develop new energy, new directions, and a new mission!


[1] The suggested topics outlined above are issues that concern the different developmental paths and artistic productions created in disparate cultures. These differences can be divided into “internal art problems” and “external art problems” on the basis of the relationship that art engages with. The external art problems focus on the relationship between art and social, historical, and other (political, economical, religious, ideological, and scientific factors surrounding the artistic production in any given society and culture. Internal problems of art center around aesthetic, expressive, and creative aspects of art, as well as a society or culture’s own visual tradition. The remaining topics listed below concern interaction and exchange between arts of different cultures across time. The issues were the center of discussion at the 31 Kongress of 2004 Montréal Sites and Territories of Art History; XXXI eCongres, Montreal, QC, Canada 32. Kongress 2008 Melbourne Crossing Cultures: Conflict-Migration-Convergence.

Filed under: Art History, International

This year’s recipients of CAA’s International Travel Grants arrived in Chicago on Sunday, February 9, a few days in advance of the Annual Conference. Although the temperature outside was freezing, the mood among the program’s participants was considerably warmer due to their enthusiasm and friendliness. Funded by a generous grant from the Getty Foundation, the grantees (as pictured above from left to right) included:  Katerina Gadjeva (Bulgaria), Freeborn Odiboh (Nigeria), Susana S. Martins (Portugal), Kanwal Khalid (Pakistan); Magdalena Nowak (Poland), Adriana Oprea (Romania), Cezar Bartholomeu (Brazil), Daria Kostina (Russia), Eddie Butindo-Mbaalya (Uganda); Lilianne Lugo Herrera (Cuba), Laris Borić (Croatia), Josefina de la Maza Chevesich (Chile), Fernando Martinez Nespral (Argentina), Portia Malatjie (South Africa), Mahmuda Khnam (Bangladesh), Rael Artel (Estonia); Ahmed Wahby (Egypt), Hugues Heumen Tchana (Cameroon), Heba Nayel Barakat Hassanein (Malaysia), and Eric Appau Asante (Ghana). For some, it was their first visit to the United States; for all, it was their first to Chicago and to a CAA Annual Conference.

Now in its third year, CAA’s International Travel Grant Program aims to bring a more diverse and global perspective to the study of art history by generating international scholarly exchange. Over time, the program will build CAA’s international membership and strengthen its connections to an increasingly global art community. The international travel grant recipients were selected by a jury of CAA members from over one hundred applicants based on the following criteria: all had to be art history professors, artists who teach art history, or museum curators with advanced degrees in art or art history; they had to be from countries not well represented in CAA’s membership; and they had to demonstrate that attending the conference would significantly support or strengthen their work.

With additional support from the National Committee for the History of Art (NCHA), several CAA members—including members of its board of directors and International Committee and representatives from NCHA—took part in the visitors’ activities throughout the conference week, serving as hosts and/or participants in a preconference session about international topics in art history. This year graduate students from Chicago-area universities also participated to assist the grant recipients in visiting museums and galleries around town. Through informal conversations, excursions, and meals, these CAA members introduced grantees to colleagues in their fields, advised them about conference activities, and exchanged information about the practice of art history in their countries. For many, the week’s activities marked the beginning of new friendships and scholarly collaborations, to be continued in various countries around the world and at future CAA conferences.

A highlight of this year’s program was the full-day preconference about International Topics in Art History held on Tuesday, February 11, 2014. Each of the grant recipients gave presentations about their work, addressing topics such as art and national identity, international issues in contemporary art, cross-cultural influences on artistic styles, and curriculum reassessments of art historical training. The talks featured a wide range of art, from Renaissance arches to Islamic-Hispanic domestic architecture, from communist-era paintings in Poland and Russia to contemporary art in Estonia, South Africa, and Malaysia. Following the presentations, Rick Asher, professor of art history at the University of Minnesota, led a lively discussion that further explored these topics and related issues about how art history is practiced in different parts of the world. Joining him were Professors Mark Cheetham (University of Toronto), Jennifer Milam (University of Sydney), Steven Nelson (UCLA), and museum curator Joanne Pillsbury (Metropolitan Museum of Art).

“The diversity of the grantees was astonishing, and their respective self-introductions brought very much to the meeting. It was clear that nobody had had such opportunities of meeting colleagues from so many distant cultures and countries as we did that day.”
–Eva Forgacs, professor of Russian and Central European art history and a host for this year’s program

Later in the week, grantees attended a session sponsored by CAA’s International Committee entitled Topics in Global Art History: Historical Connections. The first in a series of sessions on global art history, this year’s panel included presentations by two former grant recipients, Shao-Chien Tseng (Taiwan) and Trinidad Perez (Ecuador). The goal going forward is to solicit proposals for papers from former grantees to reinforce connections between them and CAA members.

CAA’s International Committee remained centrally involved in planning this year’s travel grant program. We are particularly grateful to Ann Albritton, outgoing chair of the committee, for her enthusiastic support. In addition to co-organizing the session on Topics in Global Art History (with committee member Gwen Farrelly), Ann offered guidance on program plans, lined up several hosts, and served as an energetic host herself.

At the close of the week’s activities, grant recipients and hosts met again to report on what they had learned and how it will impact their work in the future. Several discussed preliminary plans to co-organize meetings, guest curate exhibitions, and/or arrange guest lectures at each other’s universities. Their experiences were well-summarized by Laris Borić, who wrote after he returned home:

Personally I was deeply impacted by the enthusiasm and dedication of some of the speakers at the conference, CAA staff and my fellow grant recipients. As I have already said in one of the debates, awareness that we all share a common passion and dedication towards research and teaching made me feel I belong to a common tribe or nation made of art historians wherever they come from.
–Laris Borić, professor of Renaissance art and architecture and grant recipient from Croatia

Image Captions

First: 2014 CAA International Travel Grant Recipients (left to right): Katerina Gadjeva (Bulgaria), Freeborn Odiboh (Nigeria), Susana S. Martins (Portugal), Kanwal Khalid (Pakistan); Magdalena Nowak (Poland), Adriana Oprea (Romania), Cezar Bartholomeu (Brazil), Daria Kostina (Russia), Eddie Butindo-Mbaalya (Uganda); Lilianne Lugo Herrera (Cuba), Laris Borić (Croatia), Josefina de la Maza Chevesich (Chile), Fernando Martinez Nespral (Argentina), Portia Malatjie (South Africa), Mahmuda Khnam (Bangladesh), Rael Artel (Estonia); Ahmed Wahby (Egypt), Hugues Heumen Tchana (Cameroon), Heba Nayel Barakat Hassanein (Malaysia), Eric Appau Asante (Ghana) (photograph by Bradley Marks).

Second: Joanne Pillsbury and Eric Asante (photograph by Bradley Marks).

Third: Fernando Martinez Nespral and Mahmuda Khnam (photograph by Bradley Marks).

Fourth: Deborah Marrow from the Getty Foundation talks with grant recipients at a reception following the preconference (left to right): Eddie Butindo-Mbaalya, Cesar Bartholomeu, Hugues Heumen Tchana, Freeborn Odiboh, Eric Appau Asante (photograph by Bradley Marks).

Do you have a great lesson plan you want to take some time to codify and share? Following a recently awarded Kress grant for digital resources, Art History Teaching Resources (AHTR), a peer-populated platform for instructors that is home to a constantly evolving, collectively authored online repository of art-history teaching content, seeks contributors for specific subject areas in the art-history survey.

AHTR is particularly interested the following sections in art and architecture for publication in early spring 2014:

  • Ancient Egyptian
  • Ancient Aegean
  • Ancient Greek
  • Ancient Etruscan and Roman
  • Proto-Renaissance and Fourteenth Century Italian Renaissance
  • Fifteenth-Century Italian Renaissance
  • Fifteenth-Century Northern Renaissance

For each content area, AHTR seeks lecture and lesson plans similar to those developed for its sections on Prehistory and Prehistoric Art in Europe and Art of the Ancient Near East. These plans, which will be posted to the AHTR website in early 2014, are supported by $250 writing grants made possible by the Kress award.

All parts in the art-history survey, however, will eventually need to be populated. If your area of interest is not listed above, AHTR is still interested in hearing from you. Let us know which area(s) you’d like to cover: a full list can be found under Survey 1: Prehistory to Gothic and Survey 2: Renaissance to Modern and Contemporary. In addition, we welcome suggestions on how to fill the gaps in these chronologies.

AHTR is looking for contributors who:

  • Have strong experience teaching the art-history survey and strong interest in developing thoughtful, clear, and detailed lesson plans in particular subject areas
  • Are committed to delivering lecture content (plan, PowerPoint, resources, activities) for one to two (a maximum of two) content areas in a timely manner. Each content area will be supported by a $250 Kress writing grant
  • Want to engage with a community of peers in conversations about issues in teaching the art-history survey

AHTR’s intention is to offer monetary support for the often-unrewarded task of developing thoughtful lesson plans, to make this work freely accessible (and thus scalable), and to encourage feedback on them so that the website’s content can constantly evolve in tandem with the innovations and best practices in the field. In this way, AHTR wants to encourage new collaborators to the site—both emerging and experienced instructors in art history—who will enhance and expand teaching content. It also wishes to honor the production of pedagogical content at the university level by offering modest fellowships to support digital means of collaboration among art historians.

Please submit a short, teaching-centered CV and a brief statement of interest that describes which subject area(s) you wish to tackle to teachingarthistorysurvey@gmail.com. These initial texts should be delivered to AHTR in February 2014. Collaboration on content for further subject areas will be solicited throughout 2014.

Dissertation titles in art history and visual studies from American and Canadian institutions, both completed and in progress, are published annually in caa.reviews, making them available through web searches. PhD-granting institutions may send a list of their doctoral students’ dissertation titles for 2013 to dissertations@collegeart.org. The complete Dissertation Submission Guidelines regarding the format of listings are now available. CAA does not accept listings from individuals. Improperly formatted lists will be returned to sender. For more information, please write to the above email address or visit the guidelines page. Deadline: January 15, 2014.