“New Schools" begins from an important direction in contemporary art, work that adopts and transforms academic forms (lectures, seminars), structures (classrooms, libraries), and methods (especially archival research). The project is meant to bring the pedagogical experiments of the art world back into the university, by inviting artists to collaborate with Princeton faculty to create situations within the curriculum of particular Princeton classes, undergraduate and graduate. During the 2015-2016 academic year, five artists will be collaborating with five faculty members in scenarios of the partners’ devising. The results of the collaboration will be documented in the form of a short book of lesson plans, and whatever other records the collaborators decide to make.
New Schools Workshop
Thursday, May 5, 2016
The Best New Work (1): Avant-Garde and Kitsch
This performance of "The Best New Work (1)" is part of the IHUM "New Schools" initiative, and is linked to HUM 598: 'The Enacted Thought,' an experimental graduate seminar that examines the relationship between theater and pedagogy. "The Best New Work" is a series of performances designed to deliver classic works of art criticism to a wider audience by performing them, as personal monologues, in the exhibition venue itself. Actors drift through the galleries, gift shops, cafes, restrooms and atria of the building, performing their essay as though on an endless loop. The performer's attitude, delivery, affect, and mood change depending on where in the building they find themselves, time of day, whether or not they have an audience, and how big that audience is. In The Best New Work (1): Avant-Garde and Kitsch, LA-based actress Laura Beckner will enact Clement Greenberg's 1939 essay at the Princeton University Art Museum between the hours of 12 and 5pm. This performance of 'The Best New Work (1)' is part of the IHUM "New Schools" initiative, and is linked to HUM 598: 'The Enacted Thought,' an experimental graduate seminar that examines the relationship between theater and pedagogy."