Reluctance Part II

by cjdown

FINA 3311_w/12 (in progress)

I have recently completed a large painting, FINA 3311_w/12. This painting is based on a snapshot that I took of my 3rd year painting class last semester and I undertook the work as a pedagogical experiment. I had assigned a portrait project where each class member had to paint a portrait of one of their colleagues. This had various functions, but primarily I was interested in students rooting their paintings within an immediate context that didn’t involve  internet plundering or a reliance on pop culture. [I don’t have anything against these strategies as such, I was simply distressed at what I saw as a somewhat lazy, default practice among the students]. As part of this assignment I proposed that I would paint a portrait of the whole class.

Edouard Manet, Young Lady in 1866, 1866

Portraiture has played almost no role in my own practice, although there are many portraits that I admire (Manet’s Young Lady in 1866, being a prime example). Figures generally appear in my work as a by-product of their appearance in source photos. The problem, for me, comes down to questions of likeness: to what extent does portraiture depend on a recognizable likeness? and to what extent is it a strictly imitative or mimetic practice?

FINA 331_w/12 (detail)

In making this painting there was a an interesting tension between the tedious process of producing a likeness and the pleasure in making it come off in a surprising way. Engaging in an “exercise” gave a certain kind of permission to relinquish expectations and see what happens. As always when I finish a painting, I am ambivalent about this work: parts of it are painfully illustrative, others bear the look of too much effort to get it “right”; but, there are little moments that I think are not too bad and others that seem to suggest future possibilities.

I think that this work fails as a painting. As a whole it doesn’t move beyond a fairly mundane description of appearances, even though there are certain passages that do. As a pedagogical exercise it fares somewhat better, in that it has created a kind of dialogue with students as a fellow producer tackling the same problem, with relatively similar kinds of uneven results. Likewise there are some things that I have learned about how I paint that I am not necessarily thrilled about. For instance, I am all too susceptible to the “reality effect” of the photo source, where I find myself aping the source material instead of making a painting. This is particularly troublesome as I am deeply reluctant to admit that “realism” has any bearing on my work.

FINA 3311_w/12, 2012

On the other hand, the process of making this painting has brought to light new possibilities and challenges for my practice. Painting my students left me with the sense that certain kinds of feelings are omitted from my work because I rarely use the literal aspects of my life as direct subject matter. Can the daily life that a person lives be pictured without images of the people and settings that make up that life? If not, is one obliged to either include these or avoid claims for the work relating to that life?

The failure of this work serves as both a warning and a tantalizing promise.