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This weekend, the BBC ran a piece about a pinhole photography workshop in a women’s prison in Argentina. I greatly admire pinhole photography in prisons.
The images are atmospheric – retro, a little blurred and with almost fish-eye perspective in some. They look like stills from some 90s skate video or something (I don’t know why that matters). They are awash in color, not unlike every hipster’s favorite, the aura portrait (not sure why that matters either).
Maybe it was precisely because these images didn’t look like a prison that I was attracted to them. If they weren’t the feature of an article about prison and rehabilitation, they’d have scuttled right by during my day of contestant image flow. naturally, I wanted to know more about their production.
They were made during a workshop offered YoNoFui, a organization that provides teaching, community, skills, personal development to prisoners. The organization was founded by Maria Medrano who believes prisons can become productive places for women, cultivating their individuality, esteem and confidence. Currently, they offer nothing of the sort. Medrano has ben recognized as an esteemed Ashoka Fellow and upon the Ashoka website we can find out more about her and YoNoFui’s philosophy.
“Convinced that the prison is the last link in a chain of exclusion and disenfranchisement that ensnares poor women, Medrano pioneered a relationship-centered continuum of education and engagement for women prisoners and ex-convicts to create concrete opportunities for women out of prison and to change the mindsets of prisoners, their families and communities,” it reads.
YoNoFui (translated as “It wasn’t me) also offers courses in poetry, journalism, textiles, bookmaking and carpentry. It’s providing a “holistic approach to transform the way the criminal justice system conceives of and treats women prisoners, making it a productive and more nurturing place. […] Maria’s program deals with the root problems affecting the women, including their lack of labor skills, emotional marginalization and poor self-confidence.”
Some of this language is familiar to us, but a lot of it has not been implemented in Medrano’s home country.
“Women prisoners are the most marginalized segment of Argentine society,” writes Ashoka. “The vast majority are mothers and housewives from very low economic segments of society. 90% of them also come from broken and dysfunctional families, with abusive or drug-addicted husbands and children—whom they often bore while in prison. Many come from two or three generations of women who have been unemployed, and who lack formal education and the social customs that familiarized them with a culture of work. Most never learned the values a healthy workplace inculcates, such as personal responsibility and self-respect. The children of these women are often either neglected or abandoned outright, sent to live with a relative or put into state institutions. About 41% of these women are immigrants with few connections to the local society, having migrated on their own without official papers to seek a better fortune in Argentina, or who were victims of transnational trafficking rings.”
Women end up committing low-level crimes and misdemeanors in Buenos Aires, more out of desperation or necessity rather than from a pathological sense of criminality. However, once sentenced the path is predictable. Argentine prisons reflect upon the most disenfranchised exactly what they had experienced in free society – social exclusion, and permanent second class status. The effects of this exclusion are ben more pronounced upon immigrant women. The majority of people in Argentina are unsympathetic to female prisoners unaware of the complex web of causes to their situation.
Rehabilitation has not been the way.
“Prisons in Argentina function in a militarized way, due to a law passed in 1973 under the military dictatorship. They bear very little emphasis on policies and practices that help support reinsertion of men and women into the labor and social mainstream, leading to high rates of recidivism—although the public ministries do not even care to record the exact figures,” says Ashoka.
Until Medrano’s efforts, reform efforts were largely absent. Focuses first on building individual relationships, belonging and interdependence, Medrano hopes to break the cycle. It’s hard for us to believe but many women in prison have not been exposed to, shared in, or shown how to believe in themselves.
Medrano is going further than just offering classes; she is tying all education into self-improvement and cultivating buy-in from all constituents. Only with the support of the authorities is she implementing cultural change.
“Success for the effort requires a complex series of negotiations with multiple ministries whose support will be required,” says Ashoka. “Negotiations have already begun with the Ministry of Education and Ministry of Labor, where YoNoFui is holding workshops. By developing broad constituencies among multiple ministries, Medrano is beginning to overcome bureaucratic intransigence, while also shifting the program’s dependence on the penitentiary system, which is part of the Justice Ministry, to other ministries with less of a “law-and-order” stigma attached.”
YoNoFui is working in two of the five federal prisons in Argentina, both in Buenos Aires, with some 600 women prisoners each. Medrano plans to scale up and move into other facilities.
Financial support comes a number of governmental departments astutely identified by Medrano — subsidies for micro-enterprises through the Social Development Ministry; job training grants through the Ministry of Labor; seed capital from the Ministry of Industry. YoNoFui connects women with housing and jobs subsidies.
What they begin in the prison they continue outside. YoNoFui also works with agencies for Social Issues, Prisons, Migrants and Gender Issues, with the Secretariat for Children, Youth and Families — both of which have responsibilities related to the young people whose mothers are incarcerated.
Former prisoners return to the jails to work as teachers, and they are new positive role models to the women inside. Relationships are key. Skills ALONGSIDE psychological and emotional health. Arts and trades continue outside of the penal institutions — carpentry, bookbinding, textile design, textile machinery, weaving, graphic design, silkscreen, photography, poetry and journalism.
The organization is young but Medrano wants a permanent, staffed, full-time “School for Work” inside the prison. In the way, YoNoFui considers young people too in helping them re-establishing their bonds of family, re-adapt to society, YoNoFui can be though of as akin to The Harlem Childrens Zone. Targeting both the practical and the attitudinal is key, that is to build key skills but also to shift the mindset of an entire downtrodden group.
Inspiring stuff. Now, aren’t you glad you took a closer look? I am.
“If a book can have a trailer, I guess this is sort of that,” wrote Steve Davis in his email this morning.
Me Steve have a long history* but that in no way discredits what I am about to say. Whether I am biased or not (I am) this video absolute nails it. Why? The process of image-making is often messy. It get messier the more people are involved. Making photographs inside a prison — for Steve and his students — involves local authorities, management and staff. Everyone thinks they have a say or a role. If everyone is a photographer, then everyone is a photo-critic, or worse, everyone is the Photo Police.
Steve saw nice things and he saw absolutely devastating things. He met kids raised to be racists and they were very personable. He encountered kids stuck in the system and devolving to the oppressed and hardened personalities required for survival. He met staff who were moving heaven and hell to give these troubled kids the best shot at the rest of their lives, and he met adults who had already written them off and goaded the kids.
As Steve says, layers of contradictions and complex challenges exist in juvenile detention facilities. These images will not give you any easy answers; they will probably throw up more questions.
This is the best, quickest and truest introduction to Steve’s series Captured Youth that currently exists. If you like what he says an dyou like the images then pre-order the book of this work Unfinished at Minor Matters Books.
*Steve Davis was my first ever interview on Prison Photography. That happened because he was geographically the closest when I started the site. He didn’t have to say yes to the interview but he did. I must have done something right because a year later he invited me to his class to give a lecture. Steve Davis’ student were the first college students I ever presented material to. Years ago, when I was going through a really hard break-up and needed to get out of town, I headed down I5 and crashed on Steve’s couch for a couple of nights. Photographs made by incarcerated boys and girls who were students in his workshops feature in Prison Obscura. Next year, Prison Obscura will be shown at Evergreen State College in Olympia, Washington. Steve is the coordinator of the photography program at Evergreen and introduced the show to the gallery’s curator. Steve is a friend.
Darlene Escalante with her grandmother, Veronica, she is on a home visit that she earned at Walden House. Darlene talks about how both parents were in prison and affiliated with gangs. As young girl, she remembers going to Chino State Prison to visit her father. When her mother went to prison too, Darlene’s grandmother took her to make visits. “Both my grandmother and my mother were drug addicts. In 1989, my dad died after he changed his life, he was a nurse. He was gunned down and shot nine times. I want so much to change my life now, that’s why I came to Walden House. I don’t want to continue this horrible legacy that has existed in my family.” Los Angeles, 2008. From the series Re-entry.
IN CONVERSATION WITH JOSEPH RODRIGUEZ
If you know Joe, you know he’s not short of words. We covered a lot, but given Mark Ellen Mark‘s recent passing, I wanted to highlight this anecdote with which Joe closed the interview.
I was shy. I gotta tell you. I did it at ICP. Going to school there was amazing. I remember Salgado looking at my pictures, and all I could do was photograph my life as a taxi driver. I was really very shy, and I just I wound up shooting through the windows a lot—stuff on the street. It was pretty cinematic, but he saw the pictures, and he didn’t say anything. I fucking blew it. That killed me!
Then I took a workshop with Mary Ellen Mark, and she was the one who really kicked my ass. She said, “You don’t believe in who you are.” I got defensive and said “What do you mean?”
“Well, you don’t believe in yourself as a photographer,” she said. So, she gave me this exercise. “When you get up in the morning in your underwear stand in front of the mirror and tell yourself you’re a photographer for 15 minutes.”
Doesn’t that sound a little hokey to you? Believe it or not, your boy did it, and I began to slowly believe more in myself as a photographer.
Now, I tell my students the same. If you don’t go out with reverence when you say you want to photograph somebody, they’re not going to take you seriously. You’re going to get a snapshot, nothing more.
I found photography in a very amateur way; it gave me happiness, gladness, and made me want to produce something that I was interested and excited about. To this day, though, I’m still nervous when I’ve got to go out and photograph.
Read the full conversation at the ICP website.
Homicide Detectives Dobine and Cedric Pacific Division. From the series LAPD.
The Quiles family at home. Ramiro and Danny from Marianna Maravilla, with their mother Aida, and sister Maria. East Los Angeles, CA, 1993. From the series East Side Stories.
Rampart Officers search the house of a family of a man who was shot by a gang member in his living room. They check the building for the suspect. From the series LAPD.
Boyle Heights, Los Angeles, CA, 1993. From the series East Side Stories.
A Clarence Gang member is hit with five bullets from an automatic weapon on the night of a gang truce in East Los Angeles. His fellow gang members rush him to the hospital. From the series East Side Stories.
From the series Juvenile.
Rampart Division Officers detaining an arrested woman. From the series LAPD.
A family gathers the round of the coffin of Thomas Regalado III, who was killed by a stray bullet during a drive-by shooting. East Los Angeles, CA 1992. From the series East Side Stories.
Officers responding to a domestic violence call. From the series LAPD.
The minors are leaving the facility and are chained down for transporting. San Jose Juvenile hall. San Jose, California 1999. From the series Juvenile.
From the series Juvenile.
In the conventional definition of the word, there are not many funny things about prison. In spite of that, those oppressed by the system are still leveraging humour in order to process and overcome America’s dehumanising and oppressive prison industrial complex.
The Poetic Justice Project (PJP) is a case in point.
“Poetic Justice Project is California’s only theatre company comprised of formerly incarcerated actors appearing in plays that examine crime, punishment and redemption,” explains PJP whose latest production is INSIDE/OUT: A Comedic Look At Prison and Re-Entry
Bay Area audiences will witness a unique marriage in June: the happy union of a 500-year-old art form with cutting edge social justice theatre. Poetic Justice Project will present its Commedia Dell’Arte play, INSIDE/OUT, at St. Mary’s Center in Oakland and on Alcatraz Island.
Commedia Dell’Arte is a style of masked, improvisational slapstick comedy that dates back to 16th Century Italy. INSIDE/OUT follows character Damian from prosecution to prison to parole as he wears whatever mask he needs to survive. Damian is saved by the love of a good woman, and by his determination to never return to prison.
The play is directed by Gale McNeeley, a graduate of the Neighborhood Playhouse in New York City, the Dell’Arte International School of Physical Theatre and Scuola Internazionale Dell’Attore Comico in Italy. INSIDE/OUT was co-created by McNeeley and actors Leonard Flippen, Jorge Manly Gil, Janet Guess, Nick Homick and Caroline Taylor-Hitch. The actors have all been incarcerated—in prison, jail or juvenile facilities. Most have no previous theatre experience when they come to Poetic Justice Project.
INSIDE/OUT shows Friday, June 19 at 6 p.m. at St. Mary’s Center, 925 Brockhurst St., Oakland. Tickets are $15 and available from Brown Paper Tickets, 800-838-3006, and at the door. On Saturday, June 20 at 2 p.m., there is a free performance on Alcatraz Island.
Based in Santa Maria, the project was founded by Artistic Director Deborah Tobola in 2009. Tobola and Poetic Justice Project recently received the the Santa Barbara County Action Network’s “Looking Forward” Award for Leadership and Vision.
Poetic Justice Project It is a program of the award-winning William James Association, which provides arts instruction to prisoners, people on parole and probation, and youth at risk of incarceration.
QUESTIONS? MEDIA CONTACT
Deborah Tobola, Artistic Director
tel: (805) 264-5463
P.O. Box 7196
At the back-end of 2011, I paid a visit to Nigel Poor and Doug Dertinger at the Design and Photography Department at Sacramento State University where they both teach. We talked about a history of photography course that Nigel and Doug co-taught at San Quentin Prison as part of the Prison University Project. At the time, there was no other college-level photo-history course other class like this in the United States. I have no reason to believe that that has changed (although I’d happily be proved wrong — get in touch!) We cover curriculum, student engagement, logistics, and the rewards of teaching in a prison environment.
Toward the end of the conversation we move on to discuss an essay by incarcerated student Michael Nelson. It was a comparative analysis between a Misrach photo and a Sugimoto photo. The highly respected TBW Books recently released Assignment No.2 which is a reissue of Michael’s essay. Packaged in a standard folder and printed on lined yellow office paper, Assignment #2 caught the photobook world a little off guard. Reviewers that dared to take it on admitted to being flummoxed a little. And then won over.
Back in 2011, TBW’s interest hadn’t yet been registered and Poor was still in production of the audio of Michael reading the work for public presentation. TBW Books publisher Paul Schiek has talked about the production of Assignment No.2, but Nigel Poor less so. This is the back-story to one of the most unique photo books of recent years — a book that combines fine art and fine design with an earnest recognition of a social justice need.
Scroll down for the Q&A.
Q & A
PP: How did you come to teach at San Quentin?
Nigel Poor (NP): I was always interested in teaching in a prison, and I just really never had the time to do it. While I was on a sabbatical [in 2011] I got an email from the Prison University Project saying they were looking for someone to teach art appreciation. I thought it would be a perfect time to teach there and form a class around the history of photography. I really wanted to do something with Doug so we got together to write this class.
PP: What do you look at?
NP: The history of contemporary photography — focusing on the 1970’s to the present. The course is 15 weeks like a regular semester. We met once a week for three hours. We started with early photographers — August Sander, Walker Evans and Robert Frank just to put some context and talk about how these photographers are often quoted and we move forward and show people like Sally Mann, Nan Goldin, Nick Nixon, Wendy Ewald.
Doug Dertinger (DD): Nigel tended to teach about the photographs that dealt with people, portraits, and social issues. My photographs tended to be the ones that dealt with land use and then also media. We struck a nice balance.
DD: The first two classes were strictly on aesthetic language, form, how to experience images, how to talk about them. The first assignment asked them to describe a photograph that doesn’t exist, that they wished they had that would describe a significant moment in their life. In that way they would create a little story for us and we would get to know something about them but they’d also have to use all the language about how you talk about a photograph. It was a really wonderful way to get them to think about making themselves part of the story of the photograph. Even if a photograph isn’t about you, you can bring your experience to it. It’s not solipsism; it is a way of entering photography. The exercise allowed them to take emotional chances with photographs.
In later classes, in 2012, Poor printed out famous photographs on card stock and asked her students to annotate directly upon the images. Click the William Eggleston analysed by Marvin B (top) to see a larger version of it. Kevin Tindall analysed Lee Friedlanders’ Canton, Ohio 1980 (middle), and Ruben Ramirez looked at David Hilliard’s tripychs (bottom).
PP: Were there any issues with your syllabus? Did you have to adapt it? Omit anything? Compared say to here at Sacramento State?
NP: I always tell my students, wherever we are, that it is an NC-17 rating. I naively thought I could just show the same images in San Quentin [as at Sac State] but when we started going through the process we were told that we couldn’t show any images that had to do with drugs, violence, sex, nudity, and children. Which is about 95% of photography!
At that point, I wasn’t quite sure how that was going to work but Jody Lewen [Director of the Prison University Project] is an incredible advocate and she didn’t want to presume censorship — Jody wanted the burden of explaation as to why we couldn’t show a particular image to be on the officials of the California Department of Corrections. She set up a meeting with the with Scott Kernan, the [then] Under-Secretary of the California Department of Corrections, and the [then] warden of San Quentin Prison, Michael Martell.
Kernan and Martell wanted me to show all the images that I was using for the class. I basically give them a mini-course in photography from 1970 to the present. We talked for close to two hours. I ended up getting permission to show everything except for four images.
PP: Not the worst case of censorship then?
NP: No. It was kind of a triumph. And, it must be said, without their help — especially Scott Kernan — I don’t think we would have gotten the class in.
PP: Can you describe the philosophy for the course?
NP: The central idea is to expose students to photography but really ask them to think about it quickly in an accessible and emotional way. Nor Doug or I teach from a theoretical or academic point of view. We argue that the images exist and they come to life because of the conversations we have around them. Students learn basic things about framing, form, content, but I really want them to explore all the areas of the photograph.
At the beginning, I describe the photograph as something akin to a crime scene; we are detectives trying to piece all the visual clues together to uncover subtext — perhaps, even secrets of the images that maybe the photographer isn’t even aware of.
In 2012, Poor was shown an archive of 4×5 negatives of photographs made by the prison administration in the 70s and 80s. The amount of information attached to the images is minimal. Poor broke the archive into 12 loose categories. One from the ‘Violence & Investigations’ category (top) and one from the ‘Ineffable’ category (bottom).
PP: Let’s come back to that. Because I want to bring Doug in here. Doug, what did you think when Nigel asked you to co-teach this program inside San Quentin Prison?
DD: I thought great. My parents are doctors and spent the last five years of their careers teaching at Federal Prison System. I taught in prison back in 1993 — one summer just general education stuff. So, when Nigel said that she was going to do this, well, I knew I wanted to partner with Nigel and thought it would be fun, in a way, to see what the what’s going on inside San Quentin.
PP: How do these students fair compared to your students in *free* society?
NP: They really understand the power of education and the importance of being present. I never had a student fall asleep at San Quentin or look at me with that blank expression! They were so hungry, open to conversation. It makes you worry about finding that same intensity outside of the prison setting.
DD: The men they already knew what they were about in a sense and so they came to the class with questions about photography and they understood that photography could reveal the world to them in ways that they were hungry for. A lot of students that I’ve had outside are still trying to figure out what they’re about and they haven’t yet come to their own necessity.
And, some of the men [in San Quentin] somehow understood that learning to talk about images, learning to see the world in a more complex way, could actually change them. I wish there was a way that didn’t sound trite to explain it but I could see transformations in them from the conversations that we had. Every Sunday when I left teaching there I would drive home in silence just contemplating the conversations that we had and how I felt I was becoming a better person for spending time with them. I would like to humbly think that they were too. It was a real back and forth.
Was it Wordsworth that said the imagination is the untraveled traveler? It seemed like when we went to class we all went on these journeys that were very significant for all of us. They were ready to travel.
In Nigel’s final class, she asked her students to annotate on print outs of photos from the newly discovered prison archive, in a manner similar to that they had with famous photographs from the art historical canon. Above are two examples.
PP: Earlier you mentioned Sally Mann. I presume a photographer that the authorities think is controversial, a photographer that wider society considers controversial and divides opinion. How did the discussion about Sally Mann’s work pan out?
NP: Some of them definitely had questions about the intent: Why would the mother want to photograph her three children romping around naked on their beautiful farm? But what I wanted to talk about how those images are highly staged and stylized. They’re not documentary images of how her children grew up. They are images about maybe desire about childhood, maybe the photographer inserting herself very clearly into these images. What is Sally Mann saying about the complexities of childhood or how children do have sexual feelings and act out in various ways? The images are about creating a tableau in a sense. It isn’t just about this mother who may have made images that made her children uncomfortable; it’s about creating stages to talk about emotional states of being.
PP: Well, I would think that many of the students are interested in notions of fact, truth, whether you can trust an image. Apart from the body, ones word is pretty much all you have when you’re incarcerated.
NP: We had a discussion very early on about the image always being a fabrication. It’s one person’s opinion putting a frame around the world and we always have to keep that in mind whether it’s documentary work or artist’s work. A lot of them got upset about that because I think they wanted to trust that something was reliable and truthful.
NP: And that may reflect a little bit on what happens to them, as people give evidence, or they want to assert their innocence, or not necessarily their innocence but how something unfolded in their life — this idea that everything is flexible and fluid was a little bit unnerving at times. They couldn’t look at the picture and think that’s exactly what the photographer meant and a few of them got prickly about it. It would come up off-and-on, you know. Can we use the word truth in reality when we’re talking about images and then by extension can you use those words when you’re talking about your own experience?
DD: That was a continuing topic throughout the whole semester. It was interesting too that they I don’t know how to describe it but they knew when they looked at a picture that there were all these elements in there. They explained it to us once: They get one picture from home once every 6 months, they pour over every detail of it and the desire is to create a narrative that they can fully believe and fully immerse themselves in. It was hard for them to understand that at first, at least, that there could be five different opinions about what a photograph was and each one kind of had equal weight.
Detail of Assignment No.2. Courtesy TBW Books.
NP: We don’t have a truth to give [the prisoners]. We’re going to give them our experience and talk about how we see the pictures but we’re going to learn something from them by the way they interpret images. I would see a photograph in a different light, often, after I heard what they had to say about it. I was the teacher in the classroom but it was very much about the power of group conversation. You have to outline what you want to discuss but you never quite know where the conversation’s going to go and I think that gave them a sense of power.
DD: I wonder if it was us not being, in a sense, “guards of meaning” that allowed them to say, ‘Oh, Nigel and Doug can be trusted to be privy to what we think, and they’re going to let us say things, and they’re going to correct themselves in relation to what we’re saying. We can participate, we have equal voice.’
PP: What do your students have to contribute to society?
NP: Before you have an experience in prison as a teacher or someone who’s going in as a civilian volunteer, prisoners are a group of invisible people. Even though I think I’m a thoughtful person, I had assumptions from what I read in the paper, in movies, in news.
PP: What you saw in photographs?
NP: Yeah! That these are going to be scary men, that if you turn your back are going to hurt you, that they’re animals they need to be separated from us and that they’re one-dimensional.
PP: Not so?
NP: When you go in there and you start talking and you see that these are complex, fascinating, thoughtful people; they’re citizens. They are part of our society. Yes, some of them have done terrible things but we have to think about reform and education, and the huge issues of, yes, redemption and forgiveness. How do we deal with those things? I think the only way you can thoughtfully talk about rehabilitation and forgiveness and make change is if you have a personal experience in there — you’re going to change your mind.
Details of Assignment No.2. Courtesy TBW Books.
NP: We need to find ways to use what’s in there to contribute to our society — to tap their experiences and thoughts. I became a better person by going in there and spending time. I learnt what it means to be human.
PP: That is similar to the feedback that I’ve got from other educators who’ve worked in prisons. Do you feel you are a conduit to the outside world. Do you have an added responsibility to share these stories, to share these men and their experiences with the wider public?
NP: I’m a pretty shy person and sometimes it’s difficult for me to talk at parties or whatever. But, now, I call myself the San Quentin bore. All I want to do is talk to people about this amazing experience, what these men are like. I feel very strongly about it, it’s not about me; it’s about this world that’s veiled and it’s about these men that are made invisible.
PP: You are not only a teacher, you are now an advocate. I hear you’re about to give a student the opportunity to “present” his work to the public?
NP: One of the assignments we had for the students was to give them two images from by two different artists and to ask them to analyse them. The only things the student knew about the works were the artists’ names, the dates, and the titles.
Richard Misrach. Drive-In Theatre, Las Vegas (1987), from the series American History Lessons.
Hiroshi Sugimoto. La Paloma, Encinitas (1993), from the series Theaters.
NP: While Michael was doing the assignment he was put in the hole, isolation, segregation for four weeks. He wrote an amazing paper talking about those two images. So beautiful that I wanted to get it to Richard Misrach which I was able to do and Richard was blown away by the piece.
Richard had been invited to be part of an event in San Francisco called Pop-Up Magazine which invites 20 to 30 different artists, once a year, to tell six minute stories. Richard’s idea was to read the paper that Michael wrote which was incredible. BUT! Then we started talking about it more, the organizer of Pop-Up decided he wanted Michael to read the paper. So, I went into San Quentin and recorded him reading his beautiful paper.
NP: It will be edited together. Richard will introduce it, show the two photographs and then play the recording of the student reading. It’s thrilling that this man who’s been in prison for more than half of his life is going to have the chance to be heard by 2,500 people.
PP: Nigel, Doug, Thanks so much.
NP/DD: Thank you.
ASSIGNMENT NO.2 (2014)
In an edition run of 1000, Assignment No. 2 will give many more people the opportunity to experience Michael’s words.
By Michael Nelson, Hiroshi Sugimoto, Richard Misrach.
12 x 9.5″ closed / 12 x 30″ open.
2 full color plates.
All proceeds go to the Prison University Project.
I was interviewed by ACLU recently: Prisons Are Man-Made … They Can Be Unmade.
The Q&A focuses around the exhibition Prison Obscura and you’ll notice a return to many of my favourite talking points. Still, the work never ends, and I know that ACLU will push out — to an expanded audience — my argument that we should all be more active and conscientious consumers of prison imagery. My thanks to Matthew Harwood for the questions.
There are very few organizations like AS220 Youth.
Sure, there’s lots of teen-focused arts organizations across the country but few have achieved the long-lasting and diverse roster of programming and results that AS220 boasts. AS220, similarly to many orgs use arts to connect and empower youth. Very few organizations, however, go into juvenile prisons to deliver photography education. AS220 does.
Very few organisations go into juvenile lock-ups to begin programming in order that they may continue it upon release of the teen with whom they work . AS220 does.
Such continuum is practical AND hopeful. It says ‘We are with you, wherever you are. We share your goal to live free once more.’
AS220 Youth, based in Providence, Rhode Island, gave me the warmest welcome a few years ago. They opened the door so that I could do a workshop with their incarcerated students. I gave a public lecture on my developing ideas about prison imagery. I interviewed the staff and helped students with portfolio reviews. My eyes were open to what a community can be.
Not only did the people stay in my thoughts, the work did too. In late 2013, I included light-paintings made by youth incarcerated at the Rhode Island Training School in Seen But Not Heard (Belgrade, Serbia) a photography exhibition about U.S. juvenile detention. If AS220 Youth did not exist we wouldn’t see these views of the world created by kids who are locked up.
I’ve written about AS220’s youth programs before. I have noted how rare it is that photo programs are inside juvenile detention facilities. AS220 is doing things no-one else can do, or have the imagination to do. You’ve no reason not to help them out.
For the first time in AS220 Youth’s 15-year history, it is conducting a individual giving campaign. They’ve turned to IndieGoGo to push alternative revenue streams having seen public money dry up. AS220 Youth has about half the staff this time last year, and yet it is serving more students than this time last year.
“Since I have been working at AS220 Youth,” says Youth Photography Coordinator, Scott Lapham, “five of my students have been accepted and have gone to or are going to RISD, one to Hampshire, one to the School of Visual Arts, one to Savannah College of Art and Design and one to Mass Art. All of these students are from poor/poverty backgrounds and all but one are students of color. While I couldn’t be prouder of those stats an equally ambitious and important accomplishment is working with students from what we have termed Post Risk backgrounds to achieve emotional and economic stability as adults.”
Bravo to Lapham, his colleagues and the AS220 students.
MONEY, MOVIES, PHOTOS
Help them continue their valuable work: visit the AS220 Youth Futureworlds IndieGoGo page.
Above is a video about a public art project AS220 Youth made. Throughout this post are images made by youth incarcerated at the Rhode Island Training School.
Image source: Insouciant Writing
THE WRITING ON THE WALL
If you’re in NYC between now and May 22nd go see The Writing on the Wall, an installation by Hank Willis Thomas and Baz Dreisinger. It opened yesterday at the President’s Gallery at John Jay College.
The Writing on the Wall debuted in September 2014, at the Museum of Contemporary Art in Detroit (MoCAD) where it was part of the Peoples’ Biennial.
There’s an opening reception tomorrow night, Weds, April 22nd, from 5:30 to 7:30pm.
The installation is made from essays, poems, letters, stories, diagrams and notes written by individuals in prison around the world, from America and Australia to Brazil, Norway and Uganda. The hand-written and typed pieces were accrued by Dr. Dreisinger during her years teaching in US and international prisons, in the context of both the Prison-to-College Pipeline program she founded at John Jay and her forthcoming book Incarceration Nations: Journeying to Justice in Prisons Around the World.
On a basic and literal level, The Writing on the Wall is about giving voice to the voiceless and humanizing a deeply de-humanized population. It represents a kind of modern-day hieroglyphics, projecting a hidden world into a very public space and allowing a people too often spoken of and for—by politicians and a punishment-hungry public—to speak for themselves, in the most intimate of ways. It is a tribute to the power of the pen, a deliberate verbal intrusion and an assertion that some words need very much to be seen in order to be heard. Indeed the writing is not just on the wall but on the floor, on every inch of the installation space, such that the viewer, unable to look away, is compelled to confront a crisis: global mass incarceration. The piece thus fittingly references the Biblical story in which the writing on the wall, as interpreted by the prophet Daniel, foreshadowed imminent doom and destruction.
Just as mass incarceration is a living, growing global phenomenon, The Writing on the Wall is an ever-evolving installation. With every iteration, it grows and assumes a new shape, because the documents comprising it—material written by those living behind bars—continue to land in Dr. Dreisinger’s hands and mailbox.
Hank Willis Thomas is a photo conceptual artist working with themes related to identity, history, and popular culture. He received his BFA from New York University’s Tisch School of the Arts and his MFA in photography, along with an MA in visual criticism, from California College of the Arts (CCA) in San Francisco. Thomas has acted as a visiting professor at CCA and in the MFA programs at Maryland Institute College of Art and ICP/Bard and has lectured at Yale University, Princeton University, the Birmingham Museum of Art, and the Musée du Quai Branly in Paris. His work has been featured in several publications including 25 under 25: Up-and-Coming American Photographers (CDS, 2003) and 30 Americans (RFC, 2008), as well as his monograph Pitch Blackness (Aperture, 2008). He received a new media fellowship through the Tribeca Film Institute and was an artist in residence at John Hopkins University as well as a 2011 fellow at the W.E.B. DuBois Institute at Harvard University. He has exhibited in galleries and museums throughout the U.S. and abroad. Thomas’s work is in numerous public collections including the Whitney Museum of American Art, the Brooklyn Museum, the Guggenheim Museum, and the Museum of Modern Art. His collaborative projects have been featured at the Sundance Film Festival and installed publicly at the Oakland International Airport, the Oakland Museum of California, and the University of California, San Francisco. He is an Ellen Stone Belic Institute for the Study of Women and Gender in the Arts and Media, Columbia College Chicago Spring 2012 Fellow.
Baz Dreisinger is an Associate Professor in the English Department at John Jay College of Criminal Justice, City University of New York. She is the founder and Academic Director of the college’s Prison-to-College Pipeline Program (P2CP), which offers credit-bearing college courses and reentry planning to incarcerated men at Otisville Correctional Facility. She is also a reporter on popular culture, the Caribbean, world music, and race-related issues for the New York Times, Los Angeles Times and Wall Street Journal, among other outlets; she produces on-air segments for NPR and is the co-producer and co-writer of the documentaries Black & Blue: Legends of the Hip-Hop Cop, which investigates the New York Police Department’s monitoring of the hip-hop industry, and Rhyme & Punishment, about hip-hop and the prison industrial complex. The author of Near Black: White to Black Passing in American Culture (2008) and the forthcoming Incarceration Nations: A Journey to Justice in Prisons Around the World (2015), Dreisinger earned her Ph.D. from Columbia University and has been a Whiting Fellow and a postdoctoral fellow in African-American studies at UCLA.
President’s Gallery, John Jay College of Criminal Justice, CUNY 899 10th Avenue, Haaren Hall, 6th Floor , NY 10019.
Hours: 9am-5pm, Mon-Fri.
Contact: email@example.com or 212.237.1439.