posted by CAA — July 09, 2019
On June 25th, the San Francisco Unified School District’s Board of Education voted to destroy an important series of murals by artist Victor Arnautoff, which he painted as part of the Works Progress Administration (WPA) program inside George Washington High School in 1936. The series of 13 murals, entitled The Life of Washington, includes imagery of dead Native Americans and imagery of slaves working at Washington’s Mount Vernon estate in Virginia, which the school board determined was offensive.
CAA opposes the recent ruling by the San Francisco Unified School District and its Board of Education. By voting to destroy the murals, the Board is advancing an agenda of erasing history in order to appease contemporary critics. CAA firmly believes in the preservation of art historical records and works that serve to educate and inform the public. The murals should be viewed as an opportunity to examine history, to ask questions, and to create discussion around ideas, events, and facts that are woven indisputably into American history.
Interim Executive Director
Further reading: San Francisco School Will Cover Controversial George Washington Murals (New York Times)
Art Professor Dewey Crumpler Defends Victor Arnautoff’s WPA Murals (National Coalition Against Censorship)
posted by CAA — June 19, 2019
In fall 2018, we announced CAA had received an anonymous gift of $1 million to fund travel for art history faculty and their students to special exhibitions related to their classwork. The generous gift established the Art History Fund for Travel to Special Exhibitions.
The jury for the Art History Fund for Travel to Special Exhibitions met in May 2019 to select the first group of recipients as part of the gift.
The awardees are:
Catherine Girard, Eastern Washington University
Class: Topics in Art History: Manet Inside Out
Exhibition: Manet and Modern Beauty at The J. Paul Getty Museum, Los Angeles
Luis Gordo Peláez, California State University Fresno
Class: Arts of the Colonial Andes
Exhibition: Art & Empire: The Golden Age of Spain at The San Diego Museum of Art
Alison Miller, University of the South
Class: Japanese Print Culture
Exhibition: Yoshitoshi: Spirit and Spectacle at the Minneapolis Institute of Art
Rachel Stephens, University of Alabama
Class: American Portraiture
Exhibition: Black Out: Silhouettes Then and Now at the Birmingham Museum of Art
“We’re delighted to announce the inaugural recipients of the Art History Fund for Travel to Special Exhibitions, a groundbreaking CAA program designed specifically to enhance students’ first-hand knowledge of works of art,” said Hunter O’Hanian, CAA’s executive director. “The new Fund places a spotlight on the critical work art history scholars are doing to grow the field, with CAA as the go-to organization supporting and advancing their work.”
The Art History Fund for Travel to Special Exhibitions supports travel, lodging, and research efforts by art history students and faculty in conjunction with special museum exhibitions in the United States and throughout the world. Awards are made exclusively to support travel to exhibitions that directly correspond to the class content, and exhibitions on all artists, periods, and areas of art history are eligible.
Applications for the second round of grants will be accepted by CAA beginning in fall 2019. Deadlines and details can be found on the Travel Grants page.
posted by CAA — June 12, 2019
The Getty Foundation has awarded CAA a grant to fund the CAA-Getty International Program for a ninth consecutive year. The Foundation’s support will enable CAA to bring twenty international visual-arts professionals to the 108th Annual Conference, taking place February 12-15, 2020 in Chicago. Fifteen individuals will be first-time participants in the program and five will be alumni, returning to present papers during the conference. The CAA-Getty International Program provides funds for travel expenses, hotel accommodations, per diems, conference registrations, and one-year CAA memberships to art historians, artists who teach art history, and museum curators.
“The Getty Foundation is proud to continue its commitment to the CAA-Getty International Program and offer support that brings together diverse scholars from around the world,” says Joan Weinstein, acting director of the Getty Foundation. “CAA’s dedication to this joint program strengthens the annual conference and builds the field of art history as a global discipline.”
Since the CAA-Getty International Program’s inception in 2012, it has brought over 120 first-time attendees from 46 countries to CAA’s Annual Conference. Historically, the majority of international registrants at the conference have come from North America, the United Kingdom, and Western European countries. The CAA-Getty International Program has greatly diversified attendance, adding scholars from Central and Eastern Europe, Russia, Africa, Asia, Southeast Asia, the Caribbean, and South America. The majority of the participants teach art history, visual studies, art theory, or architectural history at the university level; others are museum curators or researchers.
One measure of the program’s success is the remarkable number of international collaborations that have ensued, including an ongoing study of similarities and differences in the history of art among Eastern European countries and South Africa, attendance at other international conferences, publications in international journals, and participation in panels and sessions at subsequent CAA Annual Conferences. Former grant recipients have become ambassadors of CAA in their countries, sharing knowledge gained at the Annual Conference with their colleagues at home. The value of attending a CAA Annual Conference as a participant in the CAA-Getty International Program was succinctly summarized by alumnus Nazar Kozak, Senior Researcher, Department of Art Studies, National Academy of Sciences of Ukraine “To put it simply, I understood that I can become part of a global scholarly community. I felt like I belong here.”
About the Getty Foundation
The Getty Foundation fulfills the philanthropic mission of the Getty Trust by supporting individuals and institutions committed to advancing the greater understanding and preservation of the visual arts in Los Angeles and throughout the world. Through strategic grant initiatives, it strengthens art history as a global discipline, promotes the interdisciplinary practice of conservation, increases access to museum and archival collections, and develops current and future leaders in the visual arts. It carries out its work in collaboration with the other Getty Programs to ensure that they individually and collectively achieve maximum effect.
posted by CAA — May 21, 2019
Jordana Moore Saggese is an Associate Professor of American Art at the University of Maryland, College Park and the current Editor-in-Chief of Art Journal, CAA’s publication focused on twentieth- and twenty-first-century art history. Trained as an art historian, Saggese’s work focuses on modern and contemporary art with an emphasis on the expressions and theorizations of blackness. She was previously Associate Professor of Contemporary Art & Theory at California College of the Arts.
Joelle Te Paske, CAA Media and Content Manager, corresponded with her this month to learn about how she came to do the work she does, and her aspirations for the journal and the field beyond.
Joelle Te Paske: Thanks for taking the time for our interview, Jordana. So to begin, where are you from originally? What pathways led you to the work you’re doing now?
Jordana Moore Saggese: I am originally from Nashville, Tennessee. I attended Vanderbilt University, as a first-generation college student, for my undergraduate degree, and fell into an art history major at the very last moment. In fact, the summer before my senior year I suddenly realized that every opportunity I had to take an elective unit during my time at Vanderbilt I had chosen an art history class. The art history classes I took with my mentor Leonard Folgarait were truly inspiring. He encouraged his students (even those like me, who had very little knowledge of art history) to consider the work of artists as a response to the values and ideas of society, which in turn are determined by historical conditions. I can still remember his lecture on Dada, which was really the turning point for me. It was at that moment that I realized art was not something meant only for the elite; art could also be a form of rebellion. Although I had never been inside an art museum before my time as an undergraduate, Dr. Folgarait, and other faculty there, encouraged me and asked me to think deeply about the stakes of representation and introduced me to a range of objects across multiple continents and chronologies. With their encouragement, I decided to declare a major in art history and apply for graduate school my senior year.
This meant that I had to take the two-semester survey course as a senior, which fundamentally shifted the way I think about teaching those courses.
I can still remember my shock, sitting in a huge lecture hall, listening to someone drone on about a mostly white, male, heterosexist art history. I was wholly unprepared to memorize a seemingly endless stream of images. I finished the courses but this was not the art history that I was used to. That experience, of coming in almost backwards to the discipline, highlighted two main issues that still impact my teaching and research today.
First, how can we give students the very best introduction to the discipline—one that reflects the deep inquiry and the collaboration that was so intrinsic to my experience in the upper-division courses?
And second, whose art history are we teaching? That is, to what extent has a colonialist logic pervaded much of modern art history and what can I do—in my teaching and research—to undo that logic? I have been acutely aware of the ways in which art history has tended to exclude diverse perspectives and histories and much of my own work involves complicating those dominant narratives.
JTP: I love these questions as a fundamental starting point—not supplement—to the question of teaching art history. You were previously on the faculty at the California College of the Arts, and are now at University of Maryland, College Park. How has the transition been?
JMS: Teaching at an art school for the first ten years of my career was a wonderful experience in that it gave me direct and constant access to working artists. Thanks to my colleagues I was able to stay current in the field—a challenge for any historian of contemporary art—and my students constantly challenged me to make the history of art come into real time and space. CCA was also a site of experimentation, where students and faculty were willing to challenge one another, to wrestle openly with difficulty, and to fail. I have tried to bring those values to my teaching at Maryland as well. I have found the students and faculty at College Park to be deeply invested in their individual fields of interest but also in the discipline as a whole. There has also been tremendous support for my research practice, which has been a great benefit to making this transition.
JTP: As a Basquiat scholar, what is something you wish more people know about the artist?
JMS: I wish that more people considered the extent to which Basquiat’s celebrity status has threatened to eclipse his critical significance. My main project has been, and continues to be, writing this artist into the history of American art. I would also add that working on Basquiat presents extreme challenges for a researcher. There is no public archive of his work and approximately 85-90% of the paintings and drawings are in private collections (and I might mention, constantly being sold). This means that in order to see the works, one must shake a lot of hands, charm a lot of people, and knock on lots of doors. Working on Basquiat requires a thick skin, as I am often embroiled in territorial battles or even ignored. I also spend a lot of money traveling to see exhibitions so that I might glimpse the works in person. So, it’s not your typical research project!
JTP: I can only imagine the challenges that presents in pushing research forward—it’s far from a straightforward dive into the archives. What are you working on currently?
JMS: My second book, The Basquiat Reader: A Critical Anthology will be published by the University of California Press in 2020. The Basquiat Reader is a comprehensive sourcebook on Basquiat for both general audiences and advanced readers. Through a combination of interviews with the artist, criticism from the artist’s lifetime and immediately after, previously unpublished research by me, and a selection of the most important critical essays on the artist’s work, The Basquiat Reader provides a full picture of the artist’s views on art and culture, his working process, as well as the critical significance of his work both then and now. It is my hope that by giving more people access to the primary sources, we will see more scholarship on this artist.
My new book project considers representations of black male athletes as a point of entry to thinking about how black men have historically been presented to (and positioned by) the white mainstream public as a fear/fantasy. More specifically, I examine the ways in which black masculinity is constructed in the visual realm, and how the black athletic body can shape the moral, physical, and social position of African American men more broadly. Over five chapters I analyze key moments in the history of the sport, prominent black athletes and their representation in the American popular press and visual art.
JTP: That is such important work, especially as those constructions persist and accelerate in contemporary visual culture. What are your hopes for Art Journal during your tenure?
JMS: During my tenure I would like to continue to build on the global reach of the publication—in terms of both content and readership. I mean global here as something more than a keyword to signal “diversity.” I use global to signal an interconnected conversation between Europe, Asia, Africa, Latin America, South America, the Pacific—rather than a series of isolated references to an “other.” I want to think of how the perspective of modern and contemporary art from Mumbai or even Beijing connects to as well as lives separate from the touch-points of America and Europe. This is something that I began to explore in my edited forum, “Diversity and Difference,” published in Art Journal in 2016—that is, how can we think beyond the paradigm of margins and center?
I am also hoping to increase a direct engagement of artist members via the introduction of new features, such as “Object Lessons,” which will first appear in Fall 2019. This is an opportunity for artists to consider a specific object of visual culture that has directly impacted or influenced their own practice. I am also increasing the diversity of artists that we publish in Art Journal. For example, every artist project for issues published in 2019 was developed by a woman of color.
Finally, I want to highlight the role of the journal as a forum for professional conversations. Readers can expect to see short essays on fair use, censorship, and the white supremacist logic of art history—topics that typically are buried in whispers. I see Art Journal as a place where these difficult conversations and issues come to light. Many readers of Art Journal are also teachers, and I hope to bring more focus to issues of pedagogy over the coming years of my tenure as Editor-in-Chief.
JTP: It’s exciting to see the direction you are bringing to it. What are some of your other arts-related recommendations at the moment?
JMS: I have really enjoyed seeing the conversation around #POCarthistory (started by Ananda Cohen-Aponte [who recently took over CAA’s Instagram]) develop on Twitter over the last months. As someone interested in our current moment I am constantly reading Hyperallergic and I have found the resources on the website of the Association for Critical Race Art History very important to my own pedagogical development. I am currently reading The Painter’s Touch by Ewa Lajer-Burcharth.
JTP: Do you have a favorite exhibition you’ve seen recently?
JMS: This year I really enjoyed the shows by Jack Whitten (Met Breuer) and Nari Ward (New Museum), but I am still reeling from the show of new paintings by Lynette Yiadom-Boakye (Under-Song for a Cipher), which I saw at the New Museum two years ago. That show left me speechless.
The Spring 2019 issue of Art Journal is now online.
Not a CAA member? Join today and begin exploring immediately.
Call for applicants to CAA’s Professional Committees (for term 2020-2023)
The Professional Committees address critical concerns of CAA’s members set out in the goals of CAA’s Strategic Plan. CAA invites members to apply for service on one of these working groups.
Committee members serve three-year terms (2020-2023), with at least one new member rotating onto a committee each year. Candidates must be current CAA members and possess expertise appropriate to the committee’s work. All committee members volunteer their services without compensation. It is expected that once appointed to a committee, a member will involve himself or herself in an active and serious way.
The following vacancies are open for terms beginning in February 2020:
- Committee on Design: 6 members
- Committee on Diversity Practices: 6 members
- Committee on Intellectual Property: 5-6 members
- Committee on Women in the Arts: 3-4 members
- Education Committee: 3-4 members
- International Committee: 4 members
- Museum Committee: 4 members
- Professional Practices Committee: 6 members
- Services to Artists Committee: 3-4 members
- Student and Emerging Professionals Committee: 2-4 members
CAA’s President, Vice President for Committees, and Executive Director review all candidates in the fall, and announce the appointments in late October, prior to the Annual Conference. New members are introduced to their committees during their respective business meetings at the Annual Conference.
Nominations and self-nominations should include a brief statement (no more than 150 words) describing your qualifications and experience and an abbreviated CV (no more than 2–3 pages). Please send all materials to Vanessa Jalet, CAA executive liaison at email@example.com.
Deadline: Friday, September 18, 2019
Kindly enter subject line in email: 2020 Professional Committee Applicant
Scroll down to learn about the charge of each of the Professional Committees, along with their current objectives and projects.
COMMITTEE ON DESIGN
The Committee on Design promotes and advances issues in design practice, design history/theory/criticism, and design education through advocacy, engagement, and a commitment to the diversity of practices and practitioners.
The Committee on Design invites you to join its current members in proposing programming for annual conference sessions, drafting best-practices guidelines, developing teaching resources for design and design history, and, in general, building infrastructures within CAA that serve the professional needs of designers and design historians.
COMMITTEE ON DIVERSITY PRACTICES
The Committee on Diversity Practices supports the development of global perspectives on art and visual culture. The committee promotes artistic, curatorial, scholarly and institutional practices that deepen appreciation of political and cultural heterogeneity, as educational and professional values. To that end, the committee assesses and evaluates the development and implementation of curricular innovation, new research methods, curatorial and pedagogical strategies, and hiring practices that contribute to the realization of these goals.
The Committee on Diversity Practices continues to address how CAA as an association can positively address diversity awareness, training and implementation and maintain a site for resources on diversity practices: http://www.collegeart.org/diversity/
COMMITTEE ON INTELLECTUAL PROPERTY
The Committee on Intellectual Property monitors and interprets copyright legislation for the benefit of CAA’s various constituencies. In so doing, it seeks to offer educational programs and opportunities for discussion and debate in response to copyright legislation that affects educators, scholars, museum professionals, and artists.
COMMITTEE ON WOMEN IN THE ARTS
The Committee on Women in the Arts (CWA) promotes the scholarly study and recognition of women’s contributions to the visual arts and to critical and art-historical studies; advocates for feminist scholarship and activism in art; develops partnerships with organizations with compatible missions; monitors the status of women in the visual-arts professions; provides historical and current resources on feminist issues; and supports emerging artists and scholars in their careers.
Inclusive and international, comprising members from all professional backgrounds, the Committee on Women in the Arts is dedicated to the study, visibility and support of women in the arts, as well as feminist art and scholarship, with an expansive combination of initiatives that include: organizing panels and interviews of feminist artists and the recipients of the Distinguished Feminist Award during the annual conference; collaborations and events that take place beyond the conference venue; the monthly selection of international highlights of exhibitions known as the CWA Picks: http://www.collegeart.org/committees/picks; and its support of two nominees for the Distinguished Feminist Award.
The Education Committee promotes the visual arts as essential human activity; as a creative endeavor and subject of cultural and historical inquiry and critical appreciative activity, and encourages excellence in teaching at all levels. Its focus is on pedagogy at the higher education level in art history, visual culture, studio, aesthetics, and art criticism, and on the interface between arts teaching and learning research and practice.
The Education Committee supports initiatives that acknowledge the importance of teaching and learning to advance visual arts, design, and art history in higher education, and more broadly to the public. In addition to a podcast series, CAA Conversations, the EC works on projects that support educational development, effective pedagogy, scholarship of teaching and learning, and improved career pathways for students.
The International Committee seeks to foster an international community of artists, scholars and critics within CAA; to provide forums in which to exchange ideas and make connections; to encourage engagement with the international student community; to develop relationships between CAA and organizations outside the United States with comparable goals and activities; and to assist the CAA Board of Directors by identifying and recommending advocacy issues that involve CAA and cross national borders.
The International Committee continues to promote international connections and discourse through organized conference sessions, solicited news and articles, collaborative events, and other vital programs such as the CAA-Getty International Program that brings global scholars to the annual conference.
The Museum Committee provides a bridge between scholars and arts professionals in the academic and museum fields. It offers a forum for the discussion of issues of mutual interest and promotes museum advocacy issues within CAA. The committee lends support and mentorship for both seasoned and emerging professionals to protect and interpret the arts within museums.
The Museum Committee strives to make the museum field more equitable and inclusive by critically examining the current and inadequate pipelines to the profession and questioning the practices and procedures by which museums operate. The committee is engaged in collaborative efforts to strengthen the relationship between art historians and museums, as well as in working creatively and constructively with other CAA committees and projects, including the Committee on Women in the Arts and RAAMP (Resources for Academic Art Museum Professionals).
PROFESSIONAL PRACTICES COMMITTEE
The Professional Practices Committee (PPC) responds to specific concerns of the membership in relation to areas such as job placement and recruitment, tenure and promotion procedures, scholarly standards and ethics, studio health and safety, and guidelines for degree programs in the visual arts. The committee oversees CAA’s Standards and Guidelines drawing on the expertise of committee members and by forming task-forces to draft, review and revise these statements on a regular basis.
Recently, the Professional Practices Committee has been working on updating guidelines for degree programs (Associate, Baccalaureate, and MFA), as well as the new Guidelines for Addressing Proposed Substantive Changes to an Art, Art History of Design Unit or Program at Colleges and Universities. The committee is currently working on statements addressing the work of curators, visual resource professionals and artists working in the public realm.
SERVICES TO ARTISTS COMMITTEE
The Services to Artists Committee (SAC) was formed by the CAA Board of Directors to seek broader participation by artists and designers in the organization and the Annual Conference. SAC identifies and addresses concerns facing artists and designers; creates and implements programs and events at the conference and beyond; explores ways to encourage greater participation and leadership in CAA; and identifies ways to establish closer ties with other arts professionals and institutions. To this end, committee members are responsible for the programming of ARTspace and its related events.
The Services to Artists Committee continues to organize ARTspace conference programming (free and open to the public) and is investigating initiatives to identify and address concerns for artists and designers beyond the conference.
STUDENT AND EMERGING PROFESSIONALS COMMITTEE
Established in February 1998, the Student and Emerging Professionals Committee is comprised of CAA members who are students, recent graduates, and experienced arts professionals with the intention of better representing students and emerging professionals within the larger CAA and academic framework.
The Student and Emerging Professionals Committee provides CAA with a crucial voice for those in school, recently graduated, changing tracks, or getting back into the field. SEPC helps connect its constituents to CAA’s resources and advocates for students and emerging professionals within the organization. In 2019-2020, SEPC has begun writing guidelines for professional development training in graduate programs; SEPC is also working to make CAA more accessible to a future generation of artists, scholars, and beyond. At the Annual Conference, SEPC hosts an SEPC lounge space out of which is run a full programming track that includes workshops, roundtables, mock interviews, and more. SEPC is looking for members who can help run its programs, and, more importantly, bring new approaches and underrepresented perspectives to SEPC’s advocacy.
posted by CAA — March 19, 2019
In collaboration with the Committee on Women in the Arts, CAA seeks to offer a selection of sessions, papers, speakers, and related programming for the 2020 Conference in celebration of the Centennial of Women’s Suffrage in the US, while also acknowledging the discriminatory practices that limited voting rights for Indigenous women and women of color, even after the passage of the 19th amendment in 1920.
We hope 50% of the conference’s content will be focused on women-centered research, artistic presentations, and discourse, and addresses the intersectional and transnational complexity of race, ethnicity, class, age, body size, disability, gender and sexual orientation in the arts. Reinforcing inclusivity beyond binary understandings of gender, this initiative seeks to advance a forum for increased dialogue within the context of this historical moment.
The submissions portal for the 2020 CAA Annual Conference is now open with a deadline of April 30.
posted by CAA — September 06, 2018
CAA has operated its Affiliated Societies program since the 1970s. Affiliated Societies are learned societies focused on particular areas of art history, art making, or design. We presently have 77 societies who are active members of the program. A complete list of current members appears here.
Affiliated Societies enhance CAA by creating Annual Conference sessions on their specific areas of expertise within the larger domains of art history, design, and the visual arts. For our upcoming annual conference in New York City in February 2019, 77% of the Affiliated Societies will be presenting sessions.
In exchange for a modest annual membership fee, Affiliated Societies receive the following benefits:
• listing in CAA’s Online Directory of Affiliated Societies
• a guaranteed session at the Annual Conference
• a room in which to conduct a business meeting at the Annual Conference
• promotional opportunities in the Affiliated Society section of CAA News
• use of the CAA-administered listserv for outreach to their other societies
• use of a Humanities Commons Group for social networking
We are looking to grow the program and add other societies.
If you would like to learn more about the program you can click here to see if your organization is eligible. The Executive Committee of the Board of Directors will be reviewing new applications at its meeting in February 2019. If you want to be considered for to be part of the program, your materials would need to be completed by December 22, 2018.
If you have any questions, please reach out directly to our executive director Hunter O’Hanian: firstname.lastname@example.org
CAA is committed to supporting all professionals in the field. This especially pertains to those who are applying for and working as part-time faculty members. For more than twenty years, CAA has been setting standards for hiring part-time faculty.
CAA’s current guidelines are published here and copied below. We want to hear from members about how these might be updated and strengthened.
College Art Association
Executive Director and Chief Executive Officer
CAA Guidelines for Part-Time Professional Employment
Part-time employees play a critical role within the art world, specifically in academia, museums, galleries, and other arts institutions. They help meet curricular demands, offer expertise in specialized areas, and/or provide leadership in institutional programming.
Part-time faculty may be referred to with the following terms: adjunct, temporary, lecturer, graduate assistant, and teaching assistant. The terminology and its implications may vary from institution to institution, with the designation “part-time” or “temporary” serving as the most general and therefore consistent names. While this standard is primarily concerned with addressing the conditions of fully credentialed and professionalized part-time or short-term employees who are not simultaneously graduate students, this guideline may be relevant to those employed in conjunction with their graduate studies.
Part-time/temporary faculty and other part-time/temporary employees may be understood to be of several types: Part-time/temporary employees who would prefer full-time positions, part-time/temporary employees with no other employment, part-time employees who teach/work in addition to other full-time employment, and part-time/temporary employees who are retirees. Additionally, some institutions have paid, professional visitors that are not ongoing, full-time employees and also are not recurring, part-time employees. With this in mind, it is acknowledged that there is no singular reason one seeks part-time employment, and while each person may have individual reasons and needs, CAA encourages institutions to chart a path of continual improvements and aspire to provide the best possible working conditions for all part-time/temporary professionals, especially given the increasing reliance on such professionals.
Among key areas of concern are: equitable compensation; employment stability; access to employee benefits, including health care; access to professional development; and safe and adequate working conditions.
Within academia, these areas of concern may be assessed and addressed by comparing part-time faculty roles against full-time tenured/tenure-track faculty roles. Where similar work is performed and similar institutional expectations are held, equitable compensation and resources should exist. Where the treatment of employees in full- and part-time categories is dissimilar, the differences in expectations/compensation and the reasons for those differences should be articulated to both groups.
Institutions that regularly have visiting or guest faculty or curators should define how such roles are similar and different from other full-time and part-time employee roles. If the visiting appointment has responsibilities most similar to a comparable full-time position, the compensation should resemble such a full-time position.
Certain rights and responsibilities should be consistent regardless of one’s employment category. For example, academic freedom should provide the same protections for all. So too should workers’ compensation and other applicable laws that offer employee safeguards.
Working Conditions for Part-Time Employees
Given the great range of mission and expectations in institutions, it is essential that institutions define the roles of part-time employees and provide them with this information as well as information on their workplaces.
- The following written information should be provided by the institution at the time of employment.
- Institutions with a significant number of part-time employees may wish to create and use a part-time employee handbook.
- Statement on the institutional/departmental mission or philosophy
- A full description of the part-time position, including a definition of the role and duties (in the case of faculty, this would include class title, description, size, contact hours, advising responsibilities, and any other responsibilities)
- Description of teaching facilities, office facilities, and support services
- In the case of art and design faculty, description of and access to studio facilities or teaching and for personal, professional development
- Description of financial support and resources available for performing the work and for personal, professional development
- Information on evaluation and promotion procedures
- Information on employment security
- Information on institutional governance and opportunities to participate in it
- Information on any and all institutional expectations
- A written contract for part-time employment should explicitly state the following:
- Compensation including salary, benefits, and any other compensation
- Duties and responsibilities
- Duration of employment
- Process and timing of evaluation
- Availability and timing of contract renewal
- For part-time/temporary faculty:The standards of excellence defined by visual arts programs should be founded upon realistic criteria
- Generally, part-time/temporary faculty do not have research/creative activity duties; if such expectations exist they should be stated in the contract and the faculty member compensated for them
- Part-time/temporary faculty may or may not have service obligations; if service duties are assigned, the faculty member should be compensated for them
- Institutional expectations should take into consideration changes in academia, the commercial
marketplace, and the discipline in question
- Whenever possible, faculty should be included in the design of the course taught
- If a course is to be canceled due to under-enrollment or another issue, the faculty member should be notified in a timely manner; if it is canceled at the last minute, the faculty member should be compensated, either in full or on a pro-rated basis for course preparation
- Part-time faculty should have access to private (or shared with the expectation
of privacy when needed) office space for student/teacher meetings
- If a part-time faculty member’s institutional contribution is equivalent to that of a full-time faculty member, the part-time faculty member should be equitably compensated in comparison to such a full-time faculty member. If there is no expectation for research or service, differential compensation may be significant. This should be clearly stated in contractual materials.
- For all part-time employees:
- Personal and environmental safety should be a major concern with adequate protection provided by the employer
- OSHA, EPA, and other relevant standards should be followed
- Institutional practices for ensuring safety should be clearly communicated
- Opportunities for advancement in rank, salary, and responsibilities should be given to recurring, part-time employees.
- Adequate administrative support should be provided: mailbox; office space; telephone and computer access; clerical support; library facilities; and teaching/research support such as assistants and/or graders, when warranted
- When additional duties are offered or assigned, and such duties are ones often performed by full-time employees and go beyond the regular scope of part-time employment, the part-time employee should be offered additional and adequate compensation, such as a stipend
The 2013 ad-hoc committee for revision was co-chaired by Thomas Berding, Michigan State University and John Richardson, Wayne State University. The committee included Janet Casey, Skidmore College; Zoe Darling, Milwaukee Institute of Art and Design; Jim Hopfensperger, Western Michigan University; David LaPalombara, Ohio University; Dennis Nawrocki, Wayne State University; and Kate Wagle, University of Oregon.
posted by CAA — July 05, 2017
CAA Announces the opening of its Professional-Development Fellowship for 2017. The program supports promising artists, designers, craftspeople, historians, curators, and critics who are enrolled in MFA, PhD, and other terminal-degree programs nationwide.
Fellows are honored with $10,000 grants to support their work, whether it be for job-search expenses or purchasing materials for the studio.
One award will be presented to a practitioner—an artist, designer, and/or craftsperson—and one award will be presented to an art, architecture, and/or design historian, curator, or critic. Fellows also receive a free one-year CAA membership and complimentary registration to the 2018 Annual Conference in Los Angeles, February 21-24. Honorable mentions, given at the discretion of the jury, also earn a free one-year CAA membership and complimentary conference registration.
CAA initiated its fellowship program in 1993 to help student artists and art historians bridge the gap between their graduate studies and professional careers.
CAA is proud to launch CAA Conversations, our newest initiative for fostering academic discussions about art and its purpose through conversations with diverse scholars and practitioners from our community. Every month, executive director Hunter O’Hanian will interview a notable scholar or artist who is making or has made progressive change in his or her field, with the goal to not only learn more about their craft, but to understand the artist or scholar behind it.
Our first interview in this series is with renowned feminist art historian Linda Nochlin, a long time CAA member and author of the pioneering essay “Why Have There Been No Great Women Artists?” We caught up with Linda at her home on the Upper West Side, where art and inspiring works lined every wall of her apartment. Read the full conversation below (or click the video!) to hear Linda recount the early beginnings of her career, her thoughts on feminism then and now, her advice to young scholars, and a sneak preview of her upcoming book, Misère.
|Hunter O’Hanian:||Hello, my name is Hunter O’Hanian, and I’m the Director of the College Art Association. I’m here today with Linda Nochlin. Hello Linda.|
|Hunter O’Hanian:||How are you?|
|Linda Nochlin:||I’m okay.|
|Hunter O’Hanian:||You’ve been a member of CAA for a long time. It’s great to have this opportunity to chat with you. Let’s talk a little bit about your background. I know you grew up here in New York, in Brooklyn. You earned degrees from Vassar, Colombia, and NYU. You taught at Colombia, Vassar, Yale. You’ve won many awards from CAA. Most recently you won the 2006 Distinguished Lifetime Achievement Award for writing in art. I know you’ve won a Guggenheim Fellowship. I know you’re a fellow at the American Academy of Arts and Sciences. You’ve got an honorary doctorate from Harvard. A lot of it’s really been about what you’ve been doing as far as thinking about, writing about, teaching about art. What brought you to art?|
|Linda Nochlin:||I was always interested. When I was a little kid, I liked to paint and draw. I was very much encouraged to paint and draw both by mother and by my school. Being in New York, I had all these museums. There were a lot of other people who were interested in art that were around me, that were my friends. It seemed sort of natural to go to museums. I enrolled myself when I was 12 in the class for talented children at the Brooklyn Museum. A very interesting place.|
|Hunter O’Hanian:||You enrolled yourself you said?|
|Linda Nochlin:||I went with a portfolio and they said, “Come on.”|
|Linda Nochlin:||I was always interested in art, music, dance. I loved to dance. The arts.|
|Hunter O’Hanian:||Apart from your writing, have you been drawing and making work through your adult life as well?|
|Linda Nochlin:||No, I quit.|
|Hunter O’Hanian:||How come you quit?|
|Linda Nochlin:||Well, I don’t know. I just got interested in writing about it rather than making it.|
|Hunter O’Hanian:||You have a very long history of publishing. There’s certainly a lot of work that you’ve done with Realism and Courbet. What attracted you to that particular period and that particular genre?|
|Linda Nochlin:||Probably it was political I think. It was during the McCarthy period that I came to maturity. I went to the Institute. I really wanted to work on something that was anti-McCarthy. That was left. I was a person of the left and Courbet was the ideal subject in that.|
|Hunter O’Hanian:||Tell me about what you remember of the McCarthy era and what was going on at the time and how artists and writers were dealt with.|
|Linda Nochlin:||It really was a very oppressive period for people in intellectual and artistic pursuits. Even if they didn’t come and get you, that was always a threat lying over. I remember I began my Frick talk with a long quotation from Karl Marx. People were dumbfounded. I remember my teacher said, “Linda, you’re so brazen.” It was scary times.|
|Hunter O’Hanian:||Watching the news today, do you see any similarities?|
|Linda Nochlin:||No. I think it’s a different thing now. It’s scary in a different way, but you can say what you want. Unless you’re in government. I think it is a different take. It’s not good and it’s not pleasant, but I think it’s different.|
|Hunter O’Hanian:||I noticed…. I’ve read that you said you were introduced to feminism in the late 1960s. You were probably in your 30s at that time. You wrote that you became a feminist virtually overnight. Tell me about that.|
|Linda Nochlin:||I had been in Italy in ‘68, ‘69. I came home and a friend came with all these publications and said, “Do you know about feminism”? It was called the women’s movement. I said, “No.” She said, “Read this.” She left me Off Our Backs and rather the somewhat crude broadsheets of the early feminist movement. I stayed up all night reading and I was a feminist the next day. Certainly I always had been to some degree, but I could see now I could become formally as part of an organization, as part of a movement. Yes, I was a feminist.|
|Hunter O’Hanian:||Do you see the movement alive today?|
|Linda Nochlin:||Mm-hmm [affirmative] yes. But, of course, a lot of people I know happen to be feminists. I don’t know how alive it is otherwise. I think it still is.|
|Hunter O’Hanian:||It’s interesting. I meet a lot of male feminists, too, which back in the beginning of the movement….|
|Linda Nochlin:||It would be unheard of.|
|Hunter O’Hanian:||It would be unheard of for a man to say he was a feminist. Now there’s many of us who are actually happy to say that.|
|Linda Nochlin:||You think of the Women’s March after the inauguration this year. It was enormous. Enormous. Not every one of those people might be a self-pronounced feminist, but they’re all feminists in the sense that they gathered together to show that they believed in something and were against other things.|
|Hunter O’Hanian:||Of course there’s the essay “Why Have There Been No Great Women Artists?” that you wrote in 1971. I think ARTnews published that?|
|Hunter O’Hanian:||First of all, tell me about the title. How did you end up with that title? Why have there been no great women artists?|
|Linda Nochlin:||I was at a Vassar graduation the year before and I think … I can’t remember who it was. He had a gallery. He was a well known gallerist. He said, “Linda, I would love to show women in my gallery, but why are there no great women artists?” I started really thinking about it and one thought followed another. It almost wrote itself. It seemed all so hitched together, so logical.|
|Hunter O’Hanian:||You address the question in the beginning of the essay about how many great artists there are regardless of their gender, the fact of what actually makes a great artist. Talk a little bit about that.|
|Linda Nochlin:||I refuse to say it’s something inborn, a golden nugget I would say, but artistic greatness, artistic production depends so much on time, place, situation, etc. It was no accident that up through the Renaissance, even the 18th century that artists came in families. Father artists, mother artists. You think of the Bach, Johann Sebastian Bach family, family practice.|
|Hunter O’Hanian:||You write in here “The problem lies not so much with some feminist concept of what femininity is, but rather with their misconception shared with the public at large of what art is with the naïve idea that art is the direct personally expression of individual, emotional experience, a translation of personal life into visual terms. Art is almost never that. Great art never is.”|
|Linda Nochlin:||Well that says what I mean. It always takes place within a context, within a setting, certain training, certain standards. What might be considered great art in one period might not be in others. It’s interesting. There’s a certain agreement in the Renaissance. They knew it was Raphael Michelangelo, etc., very little question.|
|Hunter O’Hanian:||You also write here, “the fact of the matter is that there have been no supremely great women artists as far as we know.” I’m happy you added that in, “as far as we know,” although there have been many interesting and very good ones who remain insufficiently investigated or appreciated.|
|Linda Nochlin:||I think that’s been corrected to a certain extent today.|
|Hunter O’Hanian:||Tell me about the ones who have been discovered or investigated.|
|Linda Nochlin:||I suppose Artemisia Gentileschi would be a primary one. Who else?|
|Hunter O’Hanian:||What about women artists in the latter part of the 20th century or beginning part of the 21st century?|
|Linda Nochlin:||I think women artists have definitely caught up as leaders, as being the interesting ones making art and so on. I’m thinking of somebody like Joan Jonas, for example. I’m thinking of somebody like Louise Bourgeois.|
|Hunter O’Hanian:||I was just going to ask you about Louise.|
|Hunter O’Hanian:||Judy Pfaff|
|Linda Nochlin:||The list itself is so long. I’m not saying they’re all Michelangelo, but I’m personally not a Michelangelo person. They’re really interesting and dynamic and have changed the way we look at art, which I think is important.|
|Hunter O’Hanian:||I guess it’s in part because society has allowed them to some degree to be able to do that.|
|Linda Nochlin:||Yes, of course. They had to fight for it, too.|
|Hunter O’Hanian:||Of course. One last quote that I thought was interesting. There’s so much of this essay. I hadn’t read it for years. It’s just so dense. It so wonderful.|
|Linda Nochlin:||It is. I tried to squeeze a lot in.|
|Hunter O’Hanian:||You say “most men despite lip service to equality are reluctant to give up the natural order of things in which their advantages are so great. For women, the case is further complicated by the fact that unlike other oppressed groups or castes, men demand of them not only submission, but unqualified affection as well.”|
|Linda Nochlin:||It’s sort of hard. Say in terms of color, nobody demands that black people love and adore and cater to white people. It’s only gender that does that. It’s very confusing if on the one hand there is somebody you love, live with, etc., yet who is part of a group or caste that is really denying you equality and denying you self-expression. It’s confusing to put it mildly.|
|Hunter O’Hanian:||As we said, we have made progress….|
|Linda Nochlin:||I think so.|
|Hunter O’Hanian:||But how much progress to do you think that we’ve made? How tough do you think it is for a young woman, 30 years old, starting out today?|
|Linda Nochlin:||I think it’s undeniably better. The conditions are better for a woman succeeding, and a lot of the major artists now certainly are women, but there’s still a boys’ club feeling about certain types of art and certain types of artists. I think you know equality has gone so far and no further maybe.|
|Hunter O’Hanian:||It’s interesting when you think about it in the sense that we think women have had the right to vote for 100 years, but still they don’t get paid the same wage. It’s been 135 years since the Emancipation Proclamation has been signed.|
|Linda Nochlin:||No, it isn’t just done by words or by the progress of a few superstars either.|
|Hunter O’Hanian:||Switching gears, but also on this one a little bit, obviously you’ve been involved in the academy and artistry for many, many years. What is your sense about the future for people graduating out of a master’s programs or PhD programs and getting jobs in higher education today? What do you think about that?|
|Linda Nochlin:||I think it’s a difficult market as far as I can see. Although there are now galleries and museums throughout the country. It’s not just a question of the east coast and the west coast and Chicago. I think there is a sort of spreading, or a spread of art which allows for some jobs, but being an artist is tough no matter how you take it. I think it’s getting ahead, finding a gallery, getting a proper amount of publicity, making sure you show. It’s hard.|
|Hunter O’Hanian:||What about for scholars, for those getting their PhD about being able to move their careers along? What advice would you have for them?|
|Linda Nochlin:||What advice would I have for them? Be very, very smart. Write a lot. Have strong opinions. Just don’t be a little library worm.|
|Hunter O’Hanian:||It seems your strong opinions have done you well for your career.|
|Linda Nochlin:||I wouldn’t know how to not have them if you know what I mean. That’s what I’m about is my opinions. You have to know something. Frankly I know a great deal. There are very good…. I was a very good student, very good. I worked very hard. I really took pains and energy with my research, not just opinions. They have to be based on something.|
|Hunter O’Hanian:||Can you think of an opinion that you had out there in some of your writing that you looked at it years later and thought, “I wouldn’t have come to the same conclusion?”|
|Linda Nochlin:||I’m sure there are.|
|Hunter O’Hanian:||It’s so interesting how we develop those opinions based upon what we believe at a given time.|
|Linda Nochlin:||Oddly enough I’ve remained more or less consistent. I’ve added some artists in, subtracted some, but the ones that I like are still the ones that I’m interested in. At least many of the issues that I was committed to, I’m still committed to.|
|Hunter O’Hanian:||What are you working on now?|
|Linda Nochlin:||I’ve just finished a large book called Misère about the representation about misery in the second half of the 19th century in France and England.|
|Linda Nochlin:||That’s at the publisher right now.|
|Hunter O’Hanian:||When should we expect to see it?|
|Linda Nochlin:||In the fall I should think. Thames & Hudson as usual.*
*Update: Misère is slated for release after Spring 2018.
|Hunter O’Hanian:||Are you excited about it?|
|Linda Nochlin:||Yeah, I am. I laughingly said to my editor, “Are you going to be able to sell a book called Misère?” He said, “Misère by Linda Nochlin, yes.” It was fascinating, really interesting. It pulls together a lot of things I’ve been interested in all along. It’s both new territory, but based on elements that I’ve been interested in for a long time.|
|Hunter O’Hanian:||Any nuggets that you want to give away from that that come to mind?|
|Linda Nochlin:||Let me think. There’s been relatively little in investigation of the representation of the poor and oppressed. Middle class Impressionism, etc., upper class before that, religious high-minded themes, battles, just the everyday lives of the poor and “uninteresting,” so to speak, not much setting.|
|Hunter O’Hanian:||It’s interesting because that seems like a very timely topic for us.|
|Linda Nochlin:||Exactly I thought of that too.|
|Hunter O’Hanian:||As we think of how elections change and how government change and how the education system changes about access, I think it seems.…|
|Linda Nochlin:||Absolutely. It was certainly true in the 19th century, early 20th. I think it’s an interesting book. I hope other people find it interesting.|
|Hunter O’Hanian:||I look forward to seeing it. Thank you so much for allowing us here in your home. It was great to chat with you about these things.|
|Hunter O’Hanian:||I look forward to seeing you at another CAA event soon I hope.|
|Linda Nochlin:||I hope so.|
|Hunter O’Hanian:||Thank you.|
|Linda Nochlin:||I would love to. Thank you.|