This past term I taught calligraphy at Pratt. Calligraphy is an elective for Juniors and Seniors. The final project is to make an installation out in the environment and photograph it.
Jack Liakas cut the words “as seen on tv” out of black foam core and mounted it on a screen in Manhattan. The letters dance with color as the message on the screen changes.
James Winner used a quotation by Nelson Mandela. He photographed this on his roof, with a distant view of Manhattan—the hill he wants to climb.
I think the challenge of teaching calligraphy in an art school is to tie it into the broader practices of art, typography, and graphic design. Broadly speaking, I want to simply introduce students to the practice of making letters by hand. But I also want them to learn some of the history of our letterforms, and see how our writing system was shaped by the pen before it became relatively fixed when printing took over from the hand. And I want students to make connections between calligraphy and typography, as well as think about how letterform, text, and composition can make an artistic statement.
This term I was forcefully reminded how our culture has changed. Twenty years ago, when I was teaching calligraphy at the New School in Manhattan, it was enough to hand out an exemplar and set the students to writing. Learning styles (and attention spans) were different then, and students would be challenged to master the use of the tool. They would practice and enjoy the struggle of learning to make each stroke correctly and begin developing rhythm.
The computer and the internet have changed all that. For one thing, back then, it was hard to find visual reference—the exemplar I handed out was often the only sample my students would see. Now, of course, while I’m lecturing, students will look up images on their phones. So there’s a vast amount of visual input.
Rather than lament this, I feel the need to ride with the new sensibility. I designed the course as a broad “taster” of calligraphy styles and techniques. So while we spent most of the term on a humanist roman script, I also introduced different tools and techniques. Instead of going into depth with one script and developing strong muscle memory and rhythm, we explored some of the range of calligraphic practice.
I will probably revamp the course entirely the next time I teach it; I felt torn this time between my old approach and the new.
But I was pleased with the final projects (the three here are just a selection).
The piece to the left is by Sabrina Sanberg.



































