Traditionally, art was taught by asking students to copy existing models while the teachers aided the young artist in their attempt to emulate the masters. Even before art school as we know it today, masters had workshops where apprentices would assist in the completion of commissions, learning the craft in the process. Today, students in art school are encouraged to develop their own styles, influenced by the shift in teaching pedagogies introduced by the Bauhaus. Nevertheless, it is by learning about known works of art that young artists gradually develop their own vocabularies. Still, art history did not become formalized as a discipline until artistic styles were identified and systematically analyzed in context, gradually separating the roles of artist and artisan beginning in the Renaissance and into the eighteenth century.
As a result, art historians began to give prominence to certain artists, artworks, and movements, which in turn allowed the canonization of some artists, artworks, and styles while marginalizing others. The term canon comes from the Greek kanon, meaning “standard,”, but the word also has a religious connotation since it was used to describe the selection of accepted scriptures. According to the art historian Griselda Pollock, “Canons may be understood as the retrospectively legitimating backbone of a cultural and political identity, a consolidated narrative of origin.” 1 Today, the canon is understood as the best, most representative, and most significant texts, objects, or musical compositions, and hence, “what must be studied as a model by those aspiring to the practice”. 2
Of all art forms, painting has been the most widely discussed and canonized, especially in Western art history. In the early 1900s, artists rejected the system imposed by the academic salons, and dismissed the idea of painting as a window to the world and instead began exploring new subjects, methods, and materials. Although Modernism was initially a reaction to the canon, it eventually became the precept, being supplanted by Postmodernism in the 1970s. This cycle has repeated itself throughout history, when artists pause to reflect and reject the accepted style, signaling a change in the accepted aesthetic, cultural, and social values of a culture.
One strategy that artists have used has been to simplify or pare down the elements present in art. In a 1966 interview, Frank Stella stated: “If the painting were lean enough, accurate enough or right enough, you would just be able to look at it. All I want anyone to get out of my paintings is the fact that you can see the whole idea without any conclusion… What you see is what you see.” 3 With this blunt statement, the young artist detached himself from the dominant Abstract Expressionist style, which focused on process but also benefitted from the idea of the artist as a misunderstood genius.
Postmodernism was introduced to the art historical discourse by Douglas Crimp, who claimed, “The fantasy of a creating subject gives way to the frank confiscation, quotation, excerption, accumulation, and repetition of already existing images. Notions of originality, authenticity, and presence, essential to the ordered discourse of the museum, are undermined.” 4 This statement opened up the field of possibility for contemporary artists.
This selection from the Colección Jumex features works that take prior images to examine, illustrate, or subvert a feature of art itself. In looking at works that have become part of the art historical canon, these contemporary artists question how it is established and reveal that the canon remains fluid. The art market, feminism, and globalization are but some examples of our current context that continue to influence the canon.
In the late 1970s, one group of artists in New York began reframing images of contemporary culture and incorporating them into their art. Known as the Pictures Generation for the exhibition Pictures organized by Douglas Crimp in 1977, the group “sees representation as an inescapable part of our ability to grasp the world around us”. 6 Louise Lawler and Sherrie Levine were part of that group. Lawler photographs works of art in storage or hung in collector’s homes, thereby revealing them in unsuspecting situations, half-way between art works and mere objects. In Bulbs, 2005-2006, she focuses on the object that makes up Félix González-Torres’s works of the early nineties composed of strings of lightbulbs hung or arranged in the gallery to commemorate the lives lost by the AIDS crisis.
Meanwhile, Sherrie Levine would simply rephotograph famous images of canonical photographers such as Walker Evans or Edward Weston, in an attempt to examine the codes of representation inherent in the creation of those images and their attributed value. The idea of the canon as excluding and subordinating women artists while also using it to reinforce gender and positions of power is taken on by feminism and spurred by the focus on identity politics in the 1980s. Levine’s “stolen” images expose the cynicism of the art world as it enshrines male artists while ignoring women. In Fountain (Buddha), however, her adaptation is less subtle. Modeled after Marcel Duchamp’s Fountain from 1917, Levine’s version is made of bronze, reinforcing the traditional materiality of sculpture while still poking fun at its position as an “enlightened” work.
Contemporary artists continue exploring and questioning the role of the canon of art. While it can be a useful teaching aid meant to introduce young artists to the diversity of artistic production, it can also be dangerous to take it at face value. The artists presented here use their own practices to reflect upon issues of desire, power, and value that the canon upholds, introducing their re-readings of the former and how specific contexts can complicate it and make it dynamic.
Text by Cindy Peña, Curatorial Assitant.