WIGA 2011
For the second annual What Is Good Art Competition, artists were asked to meditate on the “sublime” and the “beautiful,” two ideas rooted in aesthetic philosophy. Must art harness the sublime—that sense of discomfort when faced with ideas beyond our comprehension—to convey an ethical message? Can we find beauty in the gruesome?
A distinguished panel of judges, made up of experts from both art and ethics-related disciplines at Duke and beyond, awarded $500, $300, and $100 to the first, second, and third place winners, respectively. During the opening gala on April 11, attendees voted for a fourth Gallery Choice prize as well.
The What is Good Art? Exhibition was open Monday-Friday, 8am-5pm, April 11 through May 15, 2011.
Panel of Judges:
Christopher Bass, Vice President at Oak Hill Capital Partners, L.P.
William Fick, Visiting Assistant Professor of the Practice of Visual Arts
Margaret Mertz, Director, The Kenan Institute for the Arts
Noah Pickus, Director, The Kenan Institute for Ethics
Kimerly Rorschach, Director, Nasher Museum of Art
Suzanne Shanahan, Associate Director, The Kenan Institute for Ethics
Walter Sinnott-Armstrong, Chauncey Stillman Professor in Practical Ethics in the Department of Philosophy and the Kenan Institute for Ethics
Charles Thompson, Director of Undergraduate Studies, Center for Documentary Studies
The winners of the second annual What is Good Art? Competition were:
Sarah Goetz, “Intermittence” (1st place)
Marissa Bergmann, “Inverse Uni*verse” (2nd place)
Abigail Bucher, “Seal, It’s What’s for Dinner” (3rd place)
Chelsea Pieroni, “Manifest SMOKE” (Gallery Choice)
Below, read the full 2011 exhibition statement:
See the rest of the 2011 What Is Good Art? Exhibition below.
Chelsea Pieroni, Manifest SMOKE
Gallery Choice
In the fall of 2008, Italian Minister of Education Gelmini, supported by Italian Prime Minister Berlusconi, proposed a school reform that consisted of funding cuts, the dismissal of many high school and university professors and other staff. Students, professors and faculty in public schools all over Italy reacted immediately. There were manifestations, revolts and sit-ins. Though these events received national and international attention, the reactions to the proposed reform surprised no one. These acts were both patriotic and folkloristic. Transitioning Italian adolescents moving into high school are immediately asked to take a stance on political issues. It is unusual for a young person not to hold a strong opinion in politics. Italian students are aware that decisions made in the parliament directly affect their future. There is no middle ground. A student is either involved in the protests or is ostracized.
For more information, contact Christian Ferney.