Sheila levrant de bretteville biography channel youtube

Feminism , Learning , 30 July This attraction to new forms of education is often based on unique experiments conducted from to In autumn of , Sheila de Bretteville 1 returned to the United States after working in Italy at the design studio Olivetti, a company famous for its attention to shape in manufactured objects: typewriters, fax machines, computers… In , MoMA was one of the first museums to propose an exhibition for the Italian company, acquiring several pieces for its collections.

Building off her experience in Europe, Sheila de Bretteville set up in Los Angeles alongside two architects, Robert Mangurian and Craig Hodgetts, to whom we owe industrial-inspired buildings such as the Gagosian Studio The principle is laid out in the collective publication, Arts in Society: California Institute of the Arts: Prologue to a Community 2 On the contrary, it was happily associated with individual and collective revolution, with enthusiasts like Allan Kaprow and Nam June Paik in the CalArts art department who were particularly interested in the new lightweight, portable Portapak cameras.

An era when, on both the European and North American continents, forms of art no longer sufficed. For her, as a designer, it was about taking an active stance in society on the inequalities surrounding us. This notion has to do with the idea that any aspect of our identity race, gender and ethnicity… as well as any image, object, etc.

And so, the School of Design community and that of CalArts in general began to take shape. It quickly adopted the contours of the new American left: an American anti-imperialism that supported the Marxist Afro-American 5 and feminist movements.

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But against all odds, the city was home to a small rebel island split between national pacifism demilitarization actions in southern California and armed struggle support for pan-African movements, de-colonialism and radical feminism…. Politically aligned along the same axis, Sheila de Bretteville joined their teaching force. Having no experience as an educator, she submitted 6 , as her motivation letter, a Marxist self-analysis grid of her background and produced works, which she contextualized according to the political events most relevant to her.

She was convinced that education could be conceived and pursued in a horizontal way, and she sought the best ways to design exercises, homework and projects that might be enriched through the different experiences, kinds of knowledge and skillset of each student.