Do-ho+suh+installation+art+today



Do-Ho Suh http://www.designboom.com

//Title: Artist(s):Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: Sculpture Dimensions: Museum/Collection:Guggenheim Museum, the Museum of Contemporary Art, Los Angels, the Museum of Modern Art, New York, and the Whitney Museum of Contemporary Art Accession Number: Current Location and Manner of Display: Provenance://
 * Artwork Identification**

Do-Ho Suh was born in Seoul, Korea in 1962. He is the son of Se Ok Suh who is a painter who pioneered the merging of traditional and modern Korean art. Do-Ho Suh earned his Bachelors of Fine Arts and Masters of Fine Arts in oriental painting from Seoul National University. He also studied in the United States at Skowhegan School of Painting and Sculpture in Skowhegan, Maine. He then went on to receive a second Bachelors of Fine Arts in painting from Rhode Island School of Design, and then a second Masters of Fine Arts degree from Yale University in sculpture.

Do-Ho Suh is best known for his intricate sculptures and installations that defy conventional notions of scale and site-specificity. Suh’s sculptures continually question the identity of the individual in today’s increasingly transnational, global society. His works also question notions of displacement, karma, strength in numbers and homogeneity. In 2002 a retrospective of his work was held jointly at the Seattle Art Museum and the Seattle Asian Art Museum. Major exhibitions of Suh’s work have also been held at the Whitney Museum of American Art at Philip Morris (2001), the Serpentine Gallery, London (2002), and the Kemper Museum of Contemporary Art in Kansas City, Missouri (2002-2003).

Although Do-Ho Suh is in fact Korean born, it is not his intention to reflect this in his art. Having found homes throughout the world, Suh is the quintessential transnational artist, and this is what is reflected in his artwork. In an interview by Esther Eunsil Kho, Do-Ho Suh comments on the fact that it is the critics that add Korean aspects to his work,not him, thus often missing the mark completely. This is not to say that his pieces do not have Korean influences. It does, however, underline the notion of stereotypes and how viewers are often quick to read artworks according to the artists place of origin, as opposed to the messages that the artist is trying to convey.

Do-Ho Suh's first sculpture could be contributed to a happy accident. While he was studying painting at the Rhode Island School of Design he was required to take a non-major studio elective. He had hoped to take a glassblowing class but it was full so he signed up for a sculpture class called "The Figure in Contemporary Art." His assignment was to address identity by using clothing. He was able to combine his Korean military experience and fascination for military equipment, that is illegal to posses in Korea, with the concept of ancient Oriental armor and dog tags that both the Korean and United States military use for personal identification. The result was //"Metal Jacket"// (image 1).

Image 1 http://www.artslant.com/global/artists/show/8407-do-ho-suh

//Title: Image 1 Metal Jacket Artist(s): Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: 1992-2001, 3000 US military dog tags & fabric liner Dimensions: 60" x 50" x 15" Museum/Collection: Guggenheim Museum, the Museum of Contemporary Art, Los Angels, the Museum of Modern Art, New York, and the Whitney Museum of Contemporary Art Accession Number: Current Location and Manner of Display: Not on Display Provenance://

Continuing with the theme of individual identity, Do-Ho Suh created //Some/One// (image 2). The piece is meant to be approached from the back so that the interior of the piece, which is mirrored, is not seen until you walk around and on the dog tags to discover your own reflection. The sound of footsteps on the metal dog tags and self-reflection help to create a sculpture that involves the viewer on many levels. The combination of thousands of names to create a unifying form and tension between the private self and public group reappears in many of his works.

Image 2://www.designboom.comwww.nermanmuseum.org

Title: Some/One Artist(s): Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: Stainless steel US military dog tags, nickel plated copper sheets, steel structure, glass fiber reinforced resin, & rubber sheets Dimensions: Variable 80.71 x 125.98 Museum/Collection: Guggenheim Museum, the Museum of Contemporary Art, Los Angels, the Museum of Modern Art, New York, and the Whitney Museum of Contemporary Art Accession Number: Current Location and Manner of Display: Not on Display Provenance://

// Image 3 http://www.designboom.com Title: The perfect home II Artist(s): Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: Nylon Fabric and stainless steel tube Dimensions: Variable Museum/Collection: Guggenheim Museum, the Museum of Contemporary Art, Los Angels, the Museum of Modern Art, New York, and the Whitney Museum of Contemporary Art Accession Number: Current Location and Manner of Display: Not on Display Provenance://

One of Do-Ho Suh’s best known pieces is //The Perfect Home II// (image 3). It is made out of a translucent nylon fabric and is sewn together in a traditional Korean style. It is a replication of his New York apartment. The apartment is made out of an ice blue material, the adjoining corridor is made in a pink, and the stairs are a greenish white. This color change was done to promote the viewer's admiration of Suh’s attention to detail. He has crafted light switches, plumbing fixtures and even the Philips-head screws on the door hinges. What is missing though is furniture, books and stuff of daily life.

This piece was conceived out of longing and a sense of displacement. Just as Do-Ho Suh is a transnational artist, physically commuting between Seoul and New York, so does his idea of home. This home folds neatly into a suitcase, as transportable, as the artist himself is. This piece brings up questions of what is public, and what is private, in addition to forcing the viewer to become aware of their own space as they walk through it.

// Image 4 and 5 http://www.designboom.com Title: Reflection Artist(s): Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: Nylon Fabric and stainless steel tube Dimensions: Variable Museum/Collection: Accession Number: Current Location and Manner of Display: Not on Display Provenance://

The installation //Reflection// (image 4 and 5) is another installation utilizing the same techniques that were used to create //The Perfect Home II//. This work is a large-scale installation at the Hermes Gallery in Tokyo. It consists of two gates made from translucent nylon fabric that are separated by a translucent fabric “floor”, creating the illusion of a reflection. The gate is a replication of the gate to his childhood home in South Korea.

This piece is of memory and nostalgia. It challenges the viewer to question space and their relationship to it. The gate was intended to encourage the viewers to think about how we remember images and space.

// Image 6 Title: Floor Artist(s): Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: PVC figures, Glass plates Dimensions: Variable Museum/Collection: Guggenheim Museum, the Museum of Contemporary Art, Los Angels, the Museum of Modern Art, New York, and the Whitney Museum of Contemporary Art Accession Number: Current Location and Manner of Display: Not on Display Provenance://

Another installation of Suh’s is his //Floor// (image 6). This installation was shown for the Venice art Biennial in 2001 in the Italian Pavilion. It is made up of thousands of two-inch tall plastic human figures that are supporting a thick piece of glass, which viewers were encouraged to walk on. In this, and a number of other pieces by Suh, the notion of collective strength is addressed, and the importance of each individual in order to achieve success in underlined. The artist is also calling attention to the notion of space, both individual as well as collective. The piece persuades viewers to become more aware of both the space they encompass, as well as the personal space of those around them. Do-Ho Suh describes Korea as a very crowded place, where people often bump into one another, but think nothing of it. The artist has become more aware of the

The tiny human figures represent the multiple, the diverse, and the anonymous mass. It asks the question, “What defines a person or a group of persons?”. It addresses and raises issues between collective action and individual identity.





//Image 7 and 8 http://www.designboom.com Title: Screen Artist(s): Do-Ho Suh Date: Born 1962 Period: 21st Century Country of Origin: Korea Cultural/Ethnic Affiliation: Korean Medium: PVC figures Dimensions: Variable Museum/Collection: Guggenheim Museum, the Museum of Contemporary Art, Los Angels, the Museum of Modern Art, New York, and the Whitney Museum of Contemporary Art Accession Number: Current Location and Manner of Display: Not on Display//

The installation //Screen// (image 7) uses similar tiny human figures as the installation //Floor//. As seen in the detailed image (image 8) the human figures are carefully stacked one on top of the other.

This piece like //Floor// address issues between the collective and the individual. Like the majority of his other pieces it also has the viewer question space and how they interact in that space.

[] [] [|http://www.artkrush.com173851] [] []
 * References**


 * Art Lesson Plan 1**
 * Title:** Sense of Place Installation
 * Grade Level:** High School, grades 9-12
 * Time:** 7, 70 minute class periods

Standard 1: Understand media, techniques and processes. Standard 4: Understand the visual arts in relation to history and culture. Standard 5: Reflecting upon and assessing the characteristics and merits of their own work and the work of others.
 * Standards:**
 * National Visual Arts Education Standards:**

Facilitate and Inspire Student Learning and Creativity c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. Model Digital-Age Work and Learning b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning Promote and Model Digital Citizenship and Responsibility a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
 * National Technology Education Standards:**

Since of place or displacement. Identity being part of the collective or being an individual.
 * Key Concepts:**

Activity 1: Background Information Introduce Korean Artist Do-Ho Suh and his installations, with the use of this website. Cover his concepts of since of place and the collective vs. the individual, as conveyed with in relation to the works of art shown on this page.
 * Teaching and Learning Activities:**

Activity 2: Group Work Divide the room up into different spaces (make sure that there is one for each student). Have each student sign up for a space.

Within the space they selected they will make an installation work of art of their design that deals with a since of place or the collective vs. the individual. Prompt the students to base their work of art either on a personal story where they have felt out of place or on a place where they love to be. They could also base their installation on a time that they have felt like only part of a crowd and wanted to be an individual or the opposite of the crowd. Leave the formal choices and choice of content up to the student; just have them base their installation on the concepts of since of place or the collective vs. the individual.

Have the students brainstorm their ideas for their installation using the website []. Also, have them create at least six sketches to go along with their brain storming on mywebspiration.

Activity 3: Expectations Guidelines for installation: - Has to be a 3D installation. - Has to be constructed with in the space signed up for. - Has to address the concept of either since of place, displacement or the collective vs. the individual. - Must have an accompanying artist statement.

Give students at least 3 days to construct their installations.

Have the student’s video record a 360 degree view of their art work, zoom in on details, and show human interaction with the installation. Take this video clip and add a title and artist statement using iMovie (or any other video editing software). Have the students post their videos on YouTube.

Activity 4: Homework As homework have the students invite 3 friends or family members to view their video and comment on their work. Also have the student’s view 3 of their classmate’s videos and leave constructive comments for them.


 * Assessment:**
 * **Criteria** || **Points Possible** || **Points Earned** || **Comments** ||
 * Installation is 3D. || 3 || ||  ||
 * Installation is constructed in proper space. || 2 || ||  ||
 * Installation addresses either since of place or the collective vs. the individual. || 10 || ||  ||
 * Artist statement is well written. || 3 || ||  ||
 * Video has a 360 degree clip. || 3 || ||  ||
 * Video has a title and ending credits. || 2 || ||  ||
 * Video has your artist statement. || 2 || ||  ||
 * Video is posted on YouTube. || 2 || ||  ||
 * Student has commented on at least 3 other students’ videos. || 5 || ||  ||
 * Student's friends and/or family has commented on their video. || 3 || ||  ||
 * Student used class time effectively. || 5 || ||  ||
 * **Total Points** || 40

|| ||  ||


 * Art Lesson Plan 2**
 * Title**: Memorials - The Significance of Memorials as Representations of Individuals and Groups
 * Grade Level:** 9-12
 * Time:** 2 Weeks

National Visual Arts Education Standards:** Standard 3: Understand how subject matter, symbols, and images are used. Standard 4: Explore the function and meaning of art objects within varied cultures, times, and places. Standard 6: Reflect on particular historical period with ideas, issues, or themes.
 * Standards:

Standard 1: Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Create original works of arts as means of personal and group expression. Standard 2: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Standard 3: Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
 * National Standards for Arts Education:**

Explore Self and Group Identity Understand how perceptions can change Develop multiple understandings
 * Key Concepts:**

How is individual identity different from group identity? Describe how the media influences your perceptions. Explain how it is possible for a memorial to have multiple meanings that simultaneously include self and group indentity.
 * Essential Questions:**

Illustrate how images and ideology influence self and group identity. Develop understanding on the influence that the media has on interpretation and meaning making. Identify ways memorials can depict individual and group identity simultaneously.
 * Objectives:**

**Day 1**: Have students watch PBS Art in the Twenty-First Century, Do-Ho Suh “Some/One” video segment and PBS Art in the Twenty-First Century Maya Lin’s Vietnam Veterans Memorial interview. Discuss the differences and similarities in each of the sculptures and references to individuality and group identity keeping in mind the political issues that were occurring.
 * Teaching and Learning Activities:**
 * Assignment:** With a class partner research two memorials/sculptures that combine individuality and community, identifying the event and any news associated with it that occurred for which the memorials were commissioned. Keep an online journal of this project on My Space, Face Book, or a class blog site. Have students mark on a class map all of the local memorials they are aware of.

** Day 3: Acts of heroism and tragedy bring people together. The bombing of the World Trade Towers was a unifying force in the United States. The media provided real time coverage of the events and interviewed survivors and the families of the victims. Each person had a shared but separate experience, as did the rest of America who watched events unfold. Discuss what memorials were created to commemorate the lives that were lost? What do they share in common and what is different about them? ** **Assignment:** Each student develops a concept for a memorial that reflects both the individual and the group experience that was shared during this time in history or another significant event that occurred. Besides considering a memorial in which multiple lives were lost such as in club fires or drunken driver accidents, the memorial can represent the triumph of an accomplishment like the invention of the Internet or space travel. ** Days 4-6 : Having a concept is one thing but being able to actualize it is another. Often times the artist will experience difficulties or happy accidents that take the concept in a new direction. Keep in mind that the media and unforeseen events can change the perspective so if the memorial is for an event that is not recent then historical reference to ideas, issues and themes should be taken into consideration. **
 * Day 2**: Text and the names of individuals used by Do-Hu Suh and Maya Lin create an individual component to the overall memorials that together result in a group identity. During WWII holocaust individuals were given numbers rather than names. Would the sculptures have a different meaning if numbers rather than text were used? What does this say about the use of text in art?
 * Assignment:** Have half of the class wear numbers and the other name tags that they use to address one another. Discuss how this makes them feel. Each student creates a story about the persons who’s name or number they represent using historical reference, media reports of the day, and the political climate that existed. They will illustrate their story using thumbnail sketches on a storyboard.
 * Assignment:** Using clay, foam board, paper, and miscellaneous materials construct a prototype for your memorial. Document the process with video or digital camera and continue to journal online.

**Day 7:** The ability to articulate an idea is important and so each student will present their proposed memorial and reference any sources for content, subject matter, symbols, and images that they may have used to represent a particular theme. **Assignment:** Present in class a presentation of your memorial along with a statement that describes the memorial and artists intent.

|| **Points Possible** || **Points Earned** || **Comments** || || || || ||  || || ||  || || ||  || || ||  || || ||  || || ||  || || ||  || || || ||
 * Assessment Criteria:**
 * Assessment:**
 * **Criteria**
 * Identify two memorials and compare and contrast during class presentation || 10
 * Keep an on line journal with a minimum of 10 entries || 5
 * Respond to at least 3 of your classmates online journals || 5 || || ||
 * Create a one page, 12 frame minimum story board || 5
 * Present story board to class with historical references || 5 || || ||
 * Develop a concept and then construct it for a memorial that reflects elements of individuality and group experience || 15
 * Document with the art making of your memorial prototype with video or film || 5
 * Present your memorial prototype to the class || 10
 * Articulate the theme and source references you used for your memorial prototype || 35
 * Prepare a statement describing the memorial and artists intent || 5
 * Total Points || 100 ||

**Lesson Plan 3**


 * Title** : Living Globally - A Sharing of Cultures
 * Grade Level**: 9-12
 * Time**: 3 Weeks

Standard 1: Understanding and applying media, techniques, and processes. Standard 4: Understanding the visual arts in relation to history and cultures. Standard 5: Relecting upon and assessing the characteristics and merits of their work and the work of others.
 * National Standards for Arts Education** :

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. identify trends and forecast possibilities.
 * National Education Technology Standards for Students** :

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. develop cultural understanding and global awareness by engaging with learners of other cultures. b. contribute to project teams to produce original works or solve problems.

Widening knowledge of multiculturalism Developing social skills through communication through interviews, and/or the use of the internet. Increased awareness of personal/public spaces
 * Key Concepts**:

What do students your age in other countries consider important? How does communicating with someone aid in the understanding of their culture? In what ways are the typical living spaces of other cultures different from you own?
 * Essential Questions:**

Students will understand the value of communicating/learning about different cultures Students will develop an understanding of the spaces that they live in. Students will produce an environment that represents a combination of cultures.
 * Objectives:**

In order for the students to inquire as to what students in other culuters consider to be important in their living spaces, they themselves must evaluate what is important to them. Introduce the students to the work of Do-Ho Suh, particularly //Seoul Home// and //The Perfect Home//. Form discussions around what Do-Ho Suh chose to include in these pieces, and how they might help him with issues of loss and longing, or nastalgic purposes. In discussing this, have the students evaluate what they consider important in the space in which they live. Pose the question: If you were to design a house, much like Do-Ho Suh's to present in a museum setting, what would you want people to know was important to you? What would you include in your "mobile home"? Have them create drawings or sketches of their homes, and include 3 objects that they would include in their portable home.
 * Week 1**:

In this week, the students will communicate with someone from a culture different than their own, in order to understand various ways of life. This can be achieved by either interviewing someone in the area using a recording device, or communicating with someone online through email, or instant messaging. If the student chooses to communicate online, the interview should be printed out and turned in with the final project. Have the students create questions that they will ask their subjects in relation to their culture. Also, have the students explain that they are studying the work of Duh-ho Suh, and are creating a portable home that will encompass both their culture, as well as that of the interview subject. The students should share their interviews with the class at the end of the week, and discuss what they have learned through their interviews in regard to cultural differences as well as similarities.
 * Week 2**

In the final week, the students will construct a final "mobile home" that will encompass both their culture, as well as the culture of their interview subject's. The students should have artistic freedom in designing the piece, however, it should include at least 3 elements from each culture. The project should also be open as to the medium being used. At the end of the week, the students should display their pieces together as an exhibit, and invite visitors to come and view their work. The titles of the pieces should reflect the cultures, as do Do-ho Suh's, such as Texas Home/India Home, so the visitors can see the combination of the cultures in the spaces created by the students.
 * Week 3**

 __**Assessment: Worth 80 Points**__

0-4 ||~ Developing 5-9 ||~ Accomplished 11-15 ||~ Exemplary 16-20 ||~ Score || Created a sketch/drawing of their "mobile home" and included 3 objects important to them. || Neglected to complete assignment, or turned in an incomplete assignment that reflects little time spent creating the mobile home, or neglecting to include 3 objects that are of importance to the student. || Assignment is complete, however, the work is somewhat sloppy and in need of more attention to detail. || Assignment is complete and reflective of ample time dedicated to the project. Reflects an understanding of concepts and ideas. || Assignment is complete and reflective of substantial time dedicated to the project. Ideas are well thought out and it is reflective of a mastery of concepts and ideas. || 
 * ~  ||~ Beginning
 * 

||
 * 

Interviewed a person from a different culture using insightful and meaningful questions.  || Failed to complete assignment/interviewed someone from the same culture, thus not following the directions of the assignment. || Completed the interview, however, questions asked were somewhat vague and/or did not use recording equipment or email/instant messaging. ||  Completed the assignment and asked questions that were insightful. Reflects an understanding of concepts and ideas. || Completed interview and provided documentation including a number of insightful questions for the interview subject. Reflects a mastery of concepts and ideas. ||  || Produced a recording/printout of the interview, and was able to communicate with the class what they learned successfully || Did not produce a recording or printout of the interview. Was not able to communicate with the class what they learned from their interview. || <span style="font-family: verdana,arial,helvetica;">Completed assignment, but was unable to provide ample information from the interview reflecting new concepts learned from a new culture. || <span style="font-family: verdana,arial,helvetica;"> Completed assignment and was able to provide ample information from the interview reflecting new concepts learned from a new culture. Reflects an understanding of concepts and ideas. || <span style="font-family: verdana,arial,helvetica;">Completed assignment as was able to provide ample information from the interview reflecting new concepts and ways of living from a new culture. Reflects a mastery of concepts and ideas. || <span style="font-family: verdana,arial,helvetica;"> || Created a "mobile home" integrating their culture and the interview subject's culture for exhibit. || <span style="font-family: verdana,arial,helvetica;">Did not complete assignment/was unable to integrate a different culture into the artwork. || <span style="font-family: verdana,arial,helvetica;">Completed assignment, however, is reflective of little time spent on the project. || <span style="font-family: verdana,arial,helvetica;">Completed assignment and is reflective of an integration of both cultures successfully. Reflects an understanding of concepts and ideas. || <span style="font-family: verdana,arial,helvetica;">Completed assignment and is reflective of an integration of cultures successfully as well as ample time spent on project. Reflects a mastery of concepts and ideas. || <span style="font-family: verdana,arial,helvetica;"> ||
 * <span style="font-family: verdana,arial,helvetica;">
 * <span style="font-family: verdana,arial,helvetica;">
 * ||  ||   ||   ||   || <span style="font-family: verdana,arial,helvetica;">Total Points

||