Interview With Professor Jenny Chi

This is the second in our series of interviews across the campus and across disciplines. We take our questions about writing to the Art Department and Professor Jenny Chi.

Can you address the role of writing in your field?

I wrote earlier in life, but at some point, I made a conscious choice to move toward the visual.

For the artist, because the artwork is the point, and it is for the art that their labors should be focused, and have been focused, a written work is, by definition, the creation of yet another piece. It is not the art.

Such a document forces the artist to over-analyze their work, or perhaps, over-represent or over-explain it. Unless writing is part of an artist's personal repertoire, this added piece can be an intense weight on the artist (to create two different works). The written in this case must de-centered in favor of the visual elements.

What kinds of writing do artists do?

99% of artists must create a written thesis as part of their graduate programs. They usually offer the written along with one specially chosen piece of art work, from among the many they have created.

THE VOYAGE OF ODYSSEUS

Especially in a graduate program, when there is only so much time, and the demands on one are so overwhelming, something has to give. Writing is that thing for artists.  I attended the New York Academy of Art. When I proposed my final project to my professors, I said, "I want to do a 72 x 72 painting of Adam & Eve. What do you want me to write?" I was surprised to be told: "You're a painter. You paint." The work one does as an artist must stand on its own merits.  How important is it for artists to write well as members of a community that uses the visual to communicate ideas?

The most important for me is my artwork. Because of the language barrier, writing in English is not easy for me. The ideas embedded within my art work are complex. I would not choose to express those ideas in writing, either in my native tongue, which is, unfortunately fading, or in English.  I don't speak for all artists when I say this. Some artists incorporate writing into their work, or even write as a creative endeavor. 

Do you see written responses to art works by students as beneficial? If so, how?

I assign a research paper because every student artist must know about the past. If they don't know the art movements that went before, they can't really understand or know the present movements within art. Routinely, I ask for one and a half pages. What I want from students is a broad swath about an art period, one that shows that they understand the particular time or art movement they are investigating. Mostly, however, I want to know how this impacts the student. I want to know their thoughts and feelings about their finds. This is the most important part. Art is centered in the emotions as well as the intellect. It connects with us at a core level. I want students to write about this connection.

How does one describe, through writing, artistic methods, means, movements and ideologies?

Every artist, if they want to enter the professional realm, must create an “Artist's Statement.” This defines one's philosophy and tells what the artist is trying to accomplish in their artwork. However, this statement has no standard format. Every artist approaches this statement differently. Some write 2-3 pages and fill it with quotes from artists of the past. My statement is about 2-3 paragraphs. I get to the point. I tell just enough to entice my readers to view my artwork. 

What are some of the key differences between the way a visual artist articulates a complicated idea and the way a writer would approach the same communicative task?

A writer has an entire book, an essay, a story or a play with which to tell their story. Poetry is perhaps a bit more dense. Generally, writers can divide the work into chapters, or sections, or scenes and acts. Conversely, a painter has only one surface with which to tell the story. They work on a two-dimensional surface to create an entire scene, say for instance, in Shakespeare's Romeo & Juliet, I must choose the scene I want to portray, the time of loving or of dying. I must therefore choose carefully the symbols I embed into the painting.

What are the characteristics of “good writing” about art?

Good writing about art holds mystery. It tells just enough to get attention and cause the reader to want to see the artwork, to become a viewer of the art. Good writing doesn't over explain. In fact, it speaks from somewhere other than a descriptive narrative.

What can we do to become more informed about Art and better able to understand and appreciate what artists have to say?

Become literate about the history of Art. Inform yourself about the past. These art movements accompanied social and literary movements of the time. Art is a part of the whole culture. It is a particularly rich form of representation.

Could you demonstrate or explain how we might approach and “read” one of your own works or another work presently on display at EIU?

As a representational artist who focuses on the human body, I ask that viewers respect the beauty of the human form. This is much different from the voyeuristic/ pornographic images in popular media. Take time to talk with artists as well. This is where you will learn most about the art they create. 

*Many thanks to Professor Chi for the use of her work for this interview.  Her work, entitled The Voyage of Odysseus, is copyrighted and cannot be reprinted without her express permission. 

Regis, I'd Like to Use a Lifeline: Writing with Writer's Block

“I'm burnt out,” the thought of every writer who has ever experienced writer’s block.

I've been hovering around the topic of writer's block for a couple of weeks now like a helicopter unable to land safely. There is a reason for this. 

I've been experiencing it myself. And if I have to suffer, well, you know what they say. 

Misery loves company. 

And it does. It is true.

So what do I do when I sit there staring at the blank page in front of me waiting for inspiration or some divine intervention to come down and zap the words into my head? 

I sit there staring at the blank page for a while. I bounce ideas - however idiotic or irrelevant - around my head and hope that a word or a phrase will stick out of the lot of them.

And when that doesn't work?

I take a break. I walk away. I eat something since most likely I have forgotten to adhere to normal mealtimes – or to eat at all. I go for a run. Whatever I do, I step away from the blank paper or the empty Word document.

And when that doesn’t work?

I have a minor meltdown. Just kidding, but really I do. Sometimes I panic. What if I never have anything to say about this topic? What if I don’t get it done by my deadline? What if I don’t get it done at all? What if, what if, what if?

It happens, and then I mentally slap myself and tell myself, “Get it together! Just do it!” Meltdown over.

That sounds easy and clean enough. It is not. Believe me, it is not.

In fact, I just experienced it while thinking about writing this blog post and about a midterm paper I have due Thursday. So, what do I write about when the world is my oyster and I have a blog to write and cannot for the life of me think of what to write about? I write about not being able to write.

I am sure somebody who is or was somebody down the road did this as well and is crazy famous for it; in which case, I thank them for the subliminal idea I wrenched from somewhere in the depths of my long-term memory.

And when the world is not your oyster and you are limited to a topic or a prompt given by a teacher or a boss?

Brainstorm. Freewrite. Doodle. Watch TV. Brood. Phone a friend. Ask the audience (in most cases, a boss, a teacher, or a customer). Flip a coin to choose a side.

Do whatever is going to get your mind off of what you have to do enough to let it sit in the back of your mind and stew there for a while. Later, you can come back to it refreshed and rejuvenated.

Writing something witty or persuasive or argumentative enough to capture your audience is not that easy. Just ask anyone who has ever had to write a speech or a proposal, they’ll tell you.

Some people do not realize how hard it can be, especially if writing has always come easy to them. That is the case until they get blocked, and then they search for that “Who Wants to Be a Millionaire” lifeline in the hopes that something will come to them.

However, using these strategies or lifelines, if you will, can help get out all the extra fluff (read, “crap”) out of your head and onto the page so you can get the things you really want and need to say to fulfill your duties.

So when you get blocked, remember, you can always say, “Regis, I’d like to use a lifeline.” The best part of this deal is: there is no limit on the number of lifelines you can use. The worst part is, of course, most likely you aren’t going to win excessive amounts of money for doing your homework.

Recommended Blog: Pros Write

To the right and down the page, you'll find the section "Recommended Blogs." A new one I added this summer is Pros Write, which is described as "More workplace success--without platitudes." 

The author of the blog is Dr. Kim Sydow Campbell, who is the Associate Dean and a Professor of Management Communication at the University of Alabama.

Pros Write focuses on important aspects of writing and professional/technical communication. In addition, the posts often feature video tutorials that reinforce concepts, offer examples, and provide detailed explanations.

It's an excellent site for both students and faculty.

Check it out.