Exhibition Proposal
Assignment Requirements (Items 1 to 8 below):
1) Artist Statement (half page to one page)
The Artist statement discusses what the work is about in terms of
materials and themes (metaphors, and or narratives, etc.) The text should
strive to be a synthesis between ideas and formal approaches. (How do your
ideas connect with your process and the visual language within the work?) What
are the themes, which connect to the images presented in the proposal? In many
cases people will have to focus on a specific body of work for this assignment
in terms of past work and in terms of work for the future.
Some people may struggle to convey a consistent thread of ideas
in their work when writing the text. People may also have difficulty making
connections between their application text and their work. To minimize these
potential struggles edit the examples of work - people should avoid using all
the variations of past work from various class assignments. Instead commit
to a select group of projects/past works which you feel could potentially
expand into a series or a more extensive project.
2) Project Proposal
(half page to one page)
Discusses specifically the context that will be created for your
work. How do you transform the space
with your work?
Are there potential narratives and or dialogues with your
work when installed, displayed or hung in a certain order or in certain ways within
the proposed exhibition space?
If you are proposing to do new work which is not presented
in the images be very clear about the relationship of the work presented in the
images to the proposed new work that is still to be completed. Perhaps one
image may show a work in progress or preliminary sketches.
For some proposals perhaps presenting a floor plan in the
proposal indicating the placement of specific works may be useful either along with the text or as one of the images.
Are you proposing to do work in the gallery space or is it a site
specific installation away from the white cube context of the gallery? Does the arts organization/gallery include public/urban works projects as part of their mandate?
3) Budget and
Equipment Requests
Any special costs attributed to the exhibition or special equipment requirements such as monitors or data projectors. (Any
4) Very brief cover
letter (no more than a quarter of a page)
This will include researching who or what committee you are addressing the application to.
This will include researching who or what committee you are addressing the application to.
5) Curriculum Vitae (CV) List items on the CV which are only
art related such as: Education - BFA School of Art, art workshops, employed by or volunteering for arts organizations, exhibitions, published writings or work
(such as in Chesterfield), art school awards and grants, any other art practice activities.
6) List of Images for submitted jpeg stills and or video and other time based work.
Numbered list with: title, medium, size, and
dates
7)
8) Submit Items 1 -7 (above) as a digital application in
a digital folder labeled as Exhibition Proposal WITH first and last name on folder either on a
USB stick or CD (preferably a USB stick)
Also please have your name on the CD or USB stick. All digital pages should have your first and last name on each page along with the title of the 1 -6 I
Also please have your name on the CD or USB stick. All digital pages should have your first and last name on each page along with the title of the 1 -6 I
The Overall Application:
The overall
application must get as close as possible to presenting a proposal and body of
work the gallery (and/or curator, and/or selection committee) has not seen a
lot of and/or ideas in which they have not encountered. Of course a high quality of work with clear and
sophisticated text will be pertinent, but presenting an innovative combination of images (and/or video) and text in the application will most likely get their attention.
If the
gallery is a non-profit space they will most likely have a mandate, some
commercial galleries may also have a vague mandate. Consider your work in
relation to the gallery or organization’s mandate.
From an art
dealer’s viewpoint what do you have to market/sell, which is unique and
desirable? Is there a hook to brand and/or market you?
Criteria for Evaluating Assignment:
Unique and Innovative characteristics of application
Clear relationship between texts (artist statement and
proposal) and support materials (images/video/time based work)
Clarity and over all professionalism of application
Did you: follow the 1 to 8 requirements, utilize ideas
offered in the assignment and utilize ideas offered during class discussions for
the overall application?
For additional information regarding evaluations from course syllabus see additional information at the end of this posting.
Information from Syllabus (to assist people when starting this assignment)
For additional information regarding evaluations from course syllabus see additional information at the end of this posting.
Information from Syllabus (to assist people when starting this assignment)
Required Readings
Link to some quick notes on artists’ statements by artist and educator
Nayland Blake: http://naylandblake.net/wordpress/create-your-own/notes-on-practice/some-quick-notes-on-artists-statements/
Some links to different exhibition
venues:
People may apply to other exhibitions venues which are not included in the above on line information, but contact instructor for clarification if you choose to not use the above links.
Evaluations - Grading Criteria (additional information from Course Syllabus)
Grade of A
or A+ (GPA of 4.0 to 4.5) Excellent to Exceptional: A
thorough and thoughtful treatment of the assignment presented consistently
in an original, logical and convincing manner. The “A” assignment has clearly
articulated formal (visual literacy) and conceptual ideas
(philosophical/thematic content), which are innovative, complex, and thoroughly
researched. Generally the ”A” assignment demonstrates an excellent level of
research, versatility, criticality and a breadth of formal and conceptual skill
sets. All of the assignment’s objectives in terms of quality and quantity are
achieved in an excellent or exceptional manner. In addition to demonstrating
the assignment objectives often an ”A” work offers supplementary strengths as
an excellent example of a contemporary art practioner and/or takes the work
beyond the assignment’s objectives.
Grade of B or B+ (GPA of 3.0 to 3.9) Good to Very Good: This is a
good or very good assignment in most ways, but it is generally less thoughtful
than an “A” work. Often “B” assignments are those that mostly repeat what the
instructor and the readings have taught, and do so in a way that makes it apparent
that the student understands the concepts and objectives, but does not add much
to them. The B assignment may be less sophisticated than an “A” assignment, but
the “B” is still reasonably competent and conveys ideas and concepts to the
viewer. At times the B assignment may offer some innovation but simultaneously
may be missing some of the assignment’s objectives. Generally in the B
assignment, the assignment objectives are achieved in a less sophisticated and
innovative manner than the A assignment which often has a combination of
complex yet clear formal (visual literate) ideas and thorough conceptual ideas
(philosophical/thematic content).
Grade of C
or C+ (GPA of 2.0 to 2.9) Adequate to Satisfactory): An
assignment that shows an understanding of most concepts and objectives involved
in the assignment, but does not treat it thoroughly or does not synthesize the
assignment into an entirely clear manner. In the C assignment the communication
of ideas (s) are visually and or conceptually vague and may appear to be
contradictory, or visually noisy or conceptually confused. Strong effort by a
student may be given for a C assignment, but the work struggles to convey the
assignment objectives in terms of demonstrating visual literacy and/or thorough
conceptual ideas in the work.
Grade of D
(GPA of 1.0 to 1.9) Marginal: Seriously flawed. The assignment
neither demonstrates an understanding of the material nor articulates any
coherent ideas or concepts. The assignment might wander among several ideas
with out developing any single one. There is no focus in this kind of work.
Often a D assignment will be presented as incomplete or unfinished. In a “D”
assignment a student might rely on others’ work rather than developing her/his
ideas. The instructor might wonder if the student tried at all.
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