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Transmission: Simone Aaberg Kaern – Screening of Sisters In The Sky

Tue 14 Apr 2015 – Tue 14 Apr 2015 Transmission: Simone Aaberg Kaern – Screening of Sisters In The Sky (open )

N.B. Earlier start time of 4pm. Chair: Lise Autogena

In the early 1990s Simone Aaberg Kaern began working with projects relating to surveillance and control. This, however, soon turned into a fascination for the unreachable and impossible task of floating: flying in the space. Through animated flying videos, such as Air, 1994, wanna fly, 1995, and Royal Greenland, 1996, Simone Aaberg Kaern found a symbolic free space in the air. At first, it was animated spaces, in which she flew across the skies of Copenhagen, New York, and Greenland seeking the limits of gravity and individual unassisted human flight. Soon afterSimone Aaberg Kærn achieved her own flight certificate in order to produce the work, Sisters in the Sky.

About the series:

Transmission is convened by Michelle Atherton, Sharon Kivland, TC McCormack, Hester Reeve, and Julie Westerman, in collaboration with Site Gallery, Sheffield

Venue: Sheffield Hallam University, Pennine Lecture Theatre, Howard Building, City Campus, Sheffield S1 1WB Date/time: Every Tuesday from 4.30 p.m. to 6.00 p.m., followed by an open seminar discussion at 6.00 to 6.30, or an event at Site Gallery.

The lecture series is free and open to the public.

At the end of Gustave Flaubert’s great novel about love and history, A Sentimental Education, from which we shamelessly steal part of our title, the protagonist Frédéric Moreau and his oldest school friend Deslauriers reminisce about their adolescence. They remember going to a brothel together, the anticipation and excitement. Once there, thinking that the laughing prostitutes were making fun of him, Frédéric bolted from the place. But in the unconsummated experience, there lies the possibility of fantasy and happiness:

‘That was the best we ever got!’ said Frédéric.

‘Yes, perhaps so, indeed! It was the best time we ever had,’ said Deslauriers.

Could this be the model for learning how one becomes an artist: A lack of satisfaction that provides a drive? An expectation of knowledge that is never fully imparted? The imaginative reconstruction of the past?

We ask how artists become and why, how this is learnt (and unlearnt), how it is imagined and exemplified. In an era where the ‘artist as personality’ may no longer be thought to be of interest or instruction to understanding art, we look at the external forces and inner structures that produce artist-figures and artistic capacity. What type of fantasy is at work here and how much does the decision to become an artist count in becoming one? Though our students may grumble now at certain of the things we expect them to do, they will soon go on to say (joining every other former art school graduate): ‘Oh, how I miss art school, how I miss the crits – it was truly the best time of my life!’