Ateliér kresby Jiřího Petrboka

• The leg is drawn just the same as the background.00:00:08.168
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• And this looks like a knife, like something flat.00:00:11.624
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• STUDIO OF DRAWING Teacher: Jiří Petrbok, Assistant: Petr Vaňous00:00:17.259
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• I recommend you to finish that.00:00:21.759
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• Both in terms of composition and content. Otherwise, it's fun.00:00:25.230
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• But the woman must contrast with the chair.00:00:29.639
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• You just need to finish it. Look at how she looks and draw her.00:00:35.552
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• Keep it simple.00:00:40.571
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• People hear the name "Studio of Drawing"00:00:51.342
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• Left: Assistant Petr Vaňous Right: Head teacher Jiří Petrbok00:00:56.354
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• and they imagine we draw with pencil and charcoal on paper.00:00:59.900
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• It's only partially true. It's a misleading idea.00:01:04.226
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• The main credo of this studio is: "Everything is allowed".00:01:09.122
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• Students can do almost anything.00:01:15.557
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• We consider drawing a complex medium.00:01:18.864
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• We also select students on these grounds.00:01:24.706
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• We want to know whether they have an opinion, some hobbies...00:01:30.217
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• We want our first-year students to know what they'd like to do.00:01:38.962
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• They should have their own theme00:01:47.285
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• which we then help them develop.00:01:50.325
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• We aren't interested in perfect drawing or perfect form.00:01:54.544
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• It's also about combining thinking with form,00:02:01.737
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• expressive form, i.e. drawing.00:02:05.827
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• Our students should be original.00:02:08.747
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• They should bring their personality to the fine arts culture.00:02:12.782
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• They should also be commensurate with global art.00:02:17.191
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• The tendency here in Czech is to be satisfied with little.00:02:22.085
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• It may be enough here, but not in the world.00:02:28.733
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• We are a studio of drawing, but as was said before,00:02:35.632
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• we don't want to promote virtuosity of one medium.00:02:40.896
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• Yet, we still want students to bring things to a conclusion.00:02:46.554
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• We want them to bring their idea, concept or intention00:02:52.946
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• to a consistent conclusion.00:02:59.960
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• This is related to what I've said: in Czech, little is enough.00:03:02.536
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• To be consistent and bring things to a conclusion is difficult.00:03:07.552
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• We try to approach each student differently.00:03:21.282
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• While some students need homeworks, we leave others be00:03:27.578
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• and just guide them gently.00:03:35.713
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• At the entrance exams, the talent is almost invisible,00:03:38.009
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• it's hidden between lines.00:03:41.297
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• My intuition must be good enough and tell me that the talent is there.00:03:42.916
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• I must be able to imagine it can be developed further.00:03:48.124
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• So, when people come and seem complete, it isn't...00:03:52.637
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• It's better they forget what they know and find themselves again.00:03:58.791
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• We have regular meetings on Tuesdays. We meet with half of the studio.00:04:04.054
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• We meet the other half the following week.00:04:12.195
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• We discuss what new things they've done00:04:17.240
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• or what long-term project they have been working on.00:04:20.989
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• But we also discuss other things they've come across in the meantime.00:04:24.177
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• Be it an exhibition, a film, or a book.00:04:32.305
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• We discuss what's going on in the field of culture.00:04:39.775
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• We also want students to think about what they do00:04:44.320
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• and to be able to express it.00:04:51.988
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• On Tuesdays, we focus on one person in particular.00:04:56.553
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• On the last Thursday of the month we have a group consultation.00:05:03.204
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• All students consult each other, everyone can join the discussion.00:05:10.114
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• I think that the Tuesdays are extremely important.00:05:15.427
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• I want that the students who come here and later graduate00:05:20.785
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• "finds themselves".00:05:25.794
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• I want them to become personalities.00:05:28.594
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• I want them to find their ground and develop things close to their heart.00:05:33.762
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• This kind of work is almost invisible.00:05:41.259
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• It's a matter of discussion00:05:46.921
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• and of hinting at what a student should or shouldn't do.00:05:49.571
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• Sometimes I know things way ahead of the student himself.00:05:53.722
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• Then, at the end of the year, we find out that he works on00:05:58.036
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• what I thought he was working on when I took him in.00:06:03.052
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• We know that drawing only is not enough today.00:06:12.128
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• But it is impossible to absorb all that's going on around us.00:06:18.707
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• In this respect, I needed to strengthen myself, theoretically.00:06:26.136
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• I thought it pointless to replicate myself in a younger colleague00:06:31.947
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• who would do the same thing and would repeat what I say.00:06:36.786
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• I thought it interesting to bring someone00:06:41.177
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• who's on the other "side of the barricade",00:06:44.024
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• i.e. who works with those who've already graduated.00:06:47.093
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• This offer interested me because it was an opportunity00:06:52.834
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• to become part of an environment where something is at its beginning.00:06:58.158
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• Until then, I worked with people who were "complete".00:07:02.758
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• They had clear opinions and ideas.00:07:08.422
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• Often, it was a fight between curator and artist and his vision.00:07:10.706
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• Teaching here enables me to gain experience,00:07:19.409
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• both for my work as curator and as theoretician.00:07:25.035
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• I can bring my theoretic experience from art theory and history of art,00:07:28.815
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• but also my practical experience of a curator who prepares exhibitions.00:07:35.800
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• I think this is a unifying element between us, the teachers,00:07:42.311
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• and the students.00:07:46.848
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• Perhaps, I'd add one thing.00:07:51.778
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• We consider important, and it applies to all the studios,00:07:55.676
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• that the students have space and time to find themselves, peacefully.00:08:02.761
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• The moment they leave the school they get under very strong pressure.00:08:10.629
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• I say here that it's not a mistake to make a mistake.00:08:17.394
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• We do not assess them based on their mistakes.00:08:21.406
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• It's more about them making use of their time here.00:08:24.078
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• Of course, our ideal fantasy differs from the practical experience00:08:30.201
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• and it shapes our opinion.00:08:35.773
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• We came to this studio with the idea of having people00:08:40.917
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• who would later be independent.00:08:48.335
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• People who'd be creative but also able to make their portfolio00:08:53.737
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• and communicate with those around them so they don't become isolated;00:08:58.738
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• while not abandoning their theme,00:09:03.826
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• which they've already developed here to some extent.00:09:09.110
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• Their departure from the school shouldn't harm their artistic integrity.00:09:13.646
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• This is our main idea of who the graduate should become.00:09:19.673
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• I keep in touch with the students. We are friends.00:09:29.260
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• And since Petr Vaňous is a curator,00:09:33.767
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• chances are he'd organize an exhibition for them.00:09:38.735
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• In any case, the communication and cooperation00:09:43.516
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• between us and our students continues beyond their graduation.00:09:49.852
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• I have the advantage of being an independent curator.00:09:57.171
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• This means I am not tied to any institution.00:10:03.170
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• So if I engaged our student or graduate,00:10:07.345
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• it'd be on the basis of my personal opinion.00:10:11.200
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• And most likely I wouldn't gain much from it.00:10:15.838
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• Therefore, I don't see there any conflict of interests.00:10:21.364
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• After having spent so much time together, the relationships evolve.00:10:25.084
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• Certainly, the possibility of future cooperation is open.00:10:33.829
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• For us and for them.00:10:39.158
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• Camera, editing: Jan Vidlička00:10:41.434

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