Selected Essays of John Berger (48 page)

For the photographer this means thinking of her or himself not so much as a reporter to the rest of the world but, rather, as a recorder for those involved in the events photographed. The distinction is crucial.

What makes these photographs (see
Russian War Photographs 1941–45. Text by A.J.P. Taylor, London 1978) so tragic and extraordinary is that, looking at them, one is convinced that they were not taken to please generals, to boost the morale of a civilian public, to glorify heroic soldiers or to shock the world press: they were images addressed to those suffering what they depict. And given this integrity towards and with their subject matter, such photographs later became a memorial, to the 20 million Russians killed in the war, for those who mourn them. The unifying horror of a total people’s war made such an attitude on the part of the war photographers (and even the censors) a natural one. Photographers, however, can work with a similar attitude in less extreme circumstances
.

The alternative use of photographs which already exist leads us back once more to the phenomenon and faculty of memory. The aim must be to construct a context for a photograph, to construct it with words, to construct it with other photographs, to construct it by its place in an ongoing text of photographs and images. How? Normally photographs are used in a very unilinear way – they are used to illustrate an argument, or to demonstrate a thought which goes like this:

Very frequently also they are used tautologically so that the photograph merely repeats what is being said in words. Memory is not unilinear at all. Memory works radially, that is to say with an enormous number of associations all leading to the same event. The diagram is like this:

If we want to put a photograph back into the context of experience, social experience, social memory, we have to respect the laws of memory.
We have to situate the printed photograph so that it acquires something of the surprising conclusiveness of that which
was
and
is.

What Brecht wrote about acting in one of his poems is applicable to such a practice. For
instant
one can read photography, for
acting
the recreating of context:

There are a few great photographs which practically achieve this by themselves. But any photograph may become such a ‘Now’ if an adequate context is created for it. In general the better the photograph, the fuller the context which can be created.

Such a context replaces the photograph in time – not its own original time for that is impossible – but in narrated time. Narrated time becomes historic time when it is assumed by social memory and social action. The constructed narrated time needs to respect the process of memory which it hopes to stimulate.

There is never a single approach to something remembered. The remembered is not like a terminus at the end of a line. Numerous approaches or stimuli converge upon it and lead to it. Words, comparisons, signs need to create a context for a printed photograph in a comparable way; that is to say, they must mark and leave open diverse approaches. A radial system has to be constructed around the photograph so that it may be seen in terms which are simultaneously personal, political, economic, dramatic, everyday and historic.

1978

Art-historically the word
primitive
has been used in three different ways: to designate art (before Raphael) on the borderline between the medieval and modern Renaissance traditions; to label the trophies and ‘curiosities’ taken from the colonies (Africa, Caribbean, South Pacific) when brought back to the imperial metropolis; and lastly to put in its place the art of men and women from the working classes – proletarian, peasant, petit-bourgeois – who did not leave their class by becoming
professional
artists. According to all three usages of the word, originating in the last century when the confidence of the European ruling class was at its height, the superiority of the main European tradition of secular art, serving that same ‘civilised’ ruling class, was assured.

Most professional artists begin their training when young. Most primitive artists of the third category come to painting or sculpture in middle or even old age. Their art usually derives from considerable personal experience and, indeed, is often provoked as a result of the profundity or intensity of that experience. Yet artistically their art is seen as naïve, that is inexperienced. It is the significance of this contradiction that we need to understand. Does it actually exist, and if so, what does it mean? To talk of the dedication of the primitive artist, his patience and his application amounting to a kind of skill, does not altogether answer the question.

The primitive is defined as the non-professional. The category of the professional artist, as distinct from the master craftsman, was not clear until the 17th century. (And in some places, especially in Eastern Europe, not until the 19th century.) The distinction between profession and craft is at first difficult to make, yet it is of great importance. The craftsman survives so long as the standards for judging his work are shared by different classes. The professional appears when it is necessary
for the craftsman to leave his class and ‘emigrate’ to the ruling class, whose standards of judgement are different.

The relationship of the professional artist to the class that ruled or aspired to rule was complicated, various and should not be simplified. His training however – and it was his training which made him a professional – taught him a set of conventional skills. That is to say, he became skilled in using a set of conventions. Conventions of composition, drawing, perspective, chiaroscuro, anatomy, poses, symbolism. And these conventions corresponded so closely to the social experience – or anyway to the social manners – of the class he was serving, that they were not even seen as conventions but were thought of as the only way of recording and preserving eternal truths. Yet to the other social classes such professional painting appeared to be so remote from their own experience, that they saw it as a mere social convention, a mere accoutrement of the class that ruled over them: which is why in moments of revolt, painting and sculpture were often destroyed.

During the 19th century certain artists, for consciously social or political reasons, tried to extend the professional tradition of painting, so that it might express the experience of other classes (for example, Millet, Courbet, Van Gogh). Their personal struggles, their failures, and the opposition they met with, were a measure of the enormity of the undertaking. Perhaps one pedestrian example will give some idea of the extent of the difficulties involved. Consider Ford Madox Brown’s well-known painting of
Work
in Manchester Art Gallery. It shows a team of navvies, with passers-by and bystanders, working on a sidewalk. It took the painter ten years to complete, and it is, at one level, extremely accurate. But it looks like a religious scene – the Mounting of the Cross, or the Calling of the Disciples? (One searches for the figure of Christ.) Some would argue that this is because the artist’s attitude to his subject was ambivalent. I would argue that the
optic
of all the visual means he was using with such care pre-empted the possibility of depicting manual work, as the main subject of a painting, in any but a mythological or symbolic way.

The crisis provoked by those who tried to extend the area of experience to which painting might be open – and by the end of the century this also included the Impressionists – continued into the 20th century. But its terms were reversed. The tradition was indeed dismantled. Yet, except for the introduction of the Unconscious, the area of experience from which most European artists drew remained surprisingly unchanged. Consequently, most of the serious art of the period dealt either with the experience of various kinds of isolation, or with the narrow experience of painting itself. The latter produced painting about painting, abstract art.

One of the reasons why the potential freedom gained by the dismantling
of the tradition was not used may be to do with the way painters were still trained. In the academies and art schools they first learnt those very conventions which were being dismantled. This was because no other professional body of knowledge existed to be taught. And this is still, more or less, true today. No other professionalism exists.

Recently, corporate capitalism, having grounds to believe itself triumphant, has begun to adopt abstract art. And the adoption is proving easy. Diagrams of aesthetic power lend themselves to becoming emblems of economic power. In the process almost all lived experience has been eliminated from the image. Thus, the extreme of abstract art demonstrates, as an epilogue, the original problematic of professional art: an art in reality concerned with a selective, very reduced area of experience, which nevertheless claims to be universal.

Something like this overview of traditional art (and the overview is of course only partial, there are other things to be said on other occasions) may help us to answer the questions about primitive art.

The first primitive artists appeared during the second half of the 19th century. They appeared after professional art had first questioned its own conventional purposes. The notorious Salon des Refusés was held in 1863. This exhibition was not of course the reason for their appearance. What helped to make their appearance possible were universal primary education (paper, pencils, ink), the spread of popular journalism, a new geographical mobility due to the railways, the stimulus of clearer class consciousness. Perhaps also the example of the
bohemian
professional artist had its effect. The bohemian chose to live in a way which defied normal class divisions, and his life-style, if not his work, tended to suggest that art could come from any class.

Among the first were the Douanier Rousseau (1844–1910) and the Facteur Cheval (1836–1924). These men, when their art eventually became known, were nevertheless designated by their other work – the Customs-Man-Rousseau, the Postman-Cheval. This makes it clear – as does also the term
Sunday painter
– that their ‘art’ is an eccentricity. They were treated as cultural ‘sports’, not because of their class origin, but because they refused, or were ignorant of, the fact that all artistic expression has traditionally to undergo a class transformation. In this way they were quite distinct from
amateurs
– most, but not all, of whom came from the cultured classes; amateurs, by definition, followed, with less rigour, the example of the professionals.

The primitive begins alone; he inherits no practice. Because of this the term
primitive
may appear at first to be justified. He does not use the pictorial grammar of the tradition – hence he is ungrammatical. He has not learnt the technical skills which have evolved with the conventions – hence he is clumsy. When he discovers on his own a solution to a pictorial problem, he often uses it many times – hence he is naïve. But
then one has to ask: why does he refuse the tradition? And the answer is only partly that he was born far away from that tradition. The effort necessary to begin painting or sculpting, in the social context in which he finds himself, is so great that it could well include visiting the museums. But it never does, at least at the beginning. Why? Because he knows already that his own lived experience which is forcing him to make art has no place in that tradition. How does he know this without having visited the museums? He knows it because his whole experience is one of being excluded from the exercise of power in his society, and he realises from the compulsion he now feels that art too has a kind of power. The will of primitives derives from faith in their own experience and a profound scepticism about society as they have found it. This is true even of such an amiable artist as Grandma Moses.