A wide shot of a ceramics studio, featuring students working with pottery wheels and other tools.

Patrick Durgin

Associate Professor, Adjunct

Bio

Associate Professor, Adj. BA, 2000, University of Iowa; MA, 2003, PhD, 2004, State University of New York at Buffalo. Publications: Nightboat Books, 2026; "from Exegeses." (Bathhouse Journal, 2024); “from Tournament.” (Big Other, 2022); “from Tournament.” (Blackbox Manifold, 2022); French Unpublished Poems & Facsimile 1958–1960 (Letra Muerta, 2022); The Canary #7 (2021); “from Case Comparison.” (Chicago Review, 2020). “Hannah Weiner’s Transversal Poetics: Collaboration, Clairvoyance, and Disability.” The Matter of Disability (University of Michigan Press, 2019); “Interference” performance text. Emergency Index (Ugly Duckling Presse, 2017); “Art Words” roundtable with James Elkins et. al. School of the Art Institute Summer Theory Institute/VCS publication (2017); “Imitation Demise.” Institutional Garbage exhibition catalog, Sector 2337 and Hyde Park Art Center, Chicago (2016); “Stupendous Lore.” A Forest on Many Stems: Essays on the Poets Novel (Nightboat Books, 2020); Zenith (Green Lantern Press, 2016);  “Disaster and Revival.” Jacket2 “Global Conceptualisms” dossier (2015); Rpt. Aerial 11: Contemporary Poetics as Critical Theory (2015); "Witness." Jacket2 Commentaries (2014); “Prelude to PQRS.” The Volta 39 (2014); “Big Sensible: Introductory Remarks on Clairvoyant Journal.” Jacket2 and f-u-t-u-r-e.org (2014); Singles (2014); Daughter (2013); “Lyn Hejinian: Intention, Selection, and Fantastic Philosophy.” Something on Paper (Naropa University, 2013); PQRS (Kenning Editions, 2012); “New Life Writing.” Jacket2 (2012); Review of Adorno’s Noise, by Carla Harryman. (Postmodern Culture, 2010); “Post-Language Poetries as Post-Ableist Poetics.” Journal of Modern Literature (2009). The Route (Atelos, 2008); Imitation Poems (Atticus / Finch, 2007); Sorter (Duration Press, 2001); The Matter of Disability; Chicago Review; Contemporary Women's Writing; Cross-Cultural Poetics; Denver Quarterly; Disability Studies Quarterly; Jacket2; Journal of Modern Literature; Postmodern Culture, Emergency Index, and others. Editor: Hannah Weiner's Open House. Exhibitions:  Artaud in Amerika (Radio Play) (Festival of Poets Theater, Chicago 2017); Institutional Garbage (Chicago, 2016); Recent Acquisitions, (Textsound 2016); Pulse Art and Technology Festival, "Gesture to Exit" (Non Fiction Gallery, Savannah, GA, 2015); Interference (Poets Theater Festival, Chicago 2015). Readings: EXC Librarie, Paris (2024); General Readings, Chicago (2023); Maison de la poesie, Paris (2022);  Seminary Co-op at University of Chicago (2020); Wolfman Books (Oakland, 2019); Poetic Research Bureau (Los Angeles, 2019); Poetry Foundation, Open Door Series (Chicago, 2020) and Arts Club of Chicago and Renaissance Society, “An Adventure Was Home: Gertrude Stein in Chicago” event (Chicago, 2015); Poetic Research Bureau (Los Angeles, 2013); Red Rover Series (Chicago, 2011); Felix Series (Madison, WI 2011); Series A (Chicago, 2010); Danny’s Series (Chicago, 2010); Segue Series (New York, 2009); Poetry Project (New York, 2008); Myopic Books (Chicago, 2008); Woodland Pattern (Milwaukee, 2008); The Route/Imitation Poems readings at Kootenay School of Writing in Vancouver, The Spare Room in Portland, Emergent Forms series in Ashland, San Francisco Poetry Center, UC Santa Cruz, and The Smell in Los Angeles (2007); MLA Off-Site Reading (Arts Alliance, Philadelphia, 2006; D.C. Four Seasons, 2005; Highwire Gallery, Philadelphia, 2004); Discrete Series (Chicago, 2005); Carl Rakosi 100th Birthday Celebration at Beyond Baroque (Los Angeles, 2003); Geary Street series (San Francisco, 2003); New Brutalism series (Oakland, 2003); In Your Ear series (Washington DC, 2002); Rust Talks series (Buffalo, 2002), Canessa Park series (San Francisco, 2000); Words of Light series (Chicago/Iowa City, 1999).
 

Personal Statement

I regularly teach an introduction to the work of Gilles Deleuze and a series of courses on language as artistic medium. I also teach literature and poetics courses. My pedagogy is balanced between free-associative discussion and lecture, in addition to research and recursive writing. I have great admiration for my students who possess a capacity for risk and deliberation, a difficult combination to sustain.
 
I have taught at the School of the Art Institute of Chicago since 2007. I teach in the Visual and Critical Studies, Liberal Arts, Art History, Writing, and Arts Administration and Policy programs. I am a poet and critic, translator, editor and small press publisher, book artist and performance curator, and I occasionally make sound and text-sound work. My teaching focuses on visual culture, poetics, post-structuralist and contemporary critical theory, philosophy, art history, disability studies, Civil Rights and Black Power movement “protest literature”—especially the work of Richard Wright and James Baldwin—and visual prosody—especially as it intersects with Conceptual Art and Conceptual Writing in the 20th and 21st centuries.

I have taught in the Writing Program at SAIC, the MFA Program in the School of Art and Art History at the University of Illinois, Chicago, the English Language & Literature Department of the University of Michigan, Ann Arbor, The Liberal Arts Program at the University of St. Catherine, Minneapolis, and the English Department of SUNY, Buffalo. I was founding publisher and editor of Kenning Editions from 1998 to 2024, and from 2015 to 2017, I co-curated the Festival of Poets Theater in Chicago.

Courses

Title Department Catalog Term

Description

This course plunges students into content and ideas that universities often leave until graduate school, as we consider the role played by the 'critical' in 'visual and critical studies.' For the past ten years, it has been referred to as 'a primer for the art world.' It will still, mostly, provide you with a working vocabulary and crash course as to bodies of knowledge integral to the study of visual culture. At the same time, to productively engage in a reflective critique of society and culture, it will consider 'texts' from as diverse and contemporaneous a group of scholars, theorists, critics, and cultural producers as possible, from both inside and outside the academic institution.

Class Number

2148

Credits

3

Description

This course plunges students into content and ideas that universities often leave until graduate school, as we consider the role played by the 'critical' in 'visual and critical studies.' For the past ten years, it has been referred to as 'a primer for the art world.' It will still, mostly, provide you with a working vocabulary and crash course as to bodies of knowledge integral to the study of visual culture. At the same time, to productively engage in a reflective critique of society and culture, it will consider 'texts' from as diverse and contemporaneous a group of scholars, theorists, critics, and cultural producers as possible, from both inside and outside the academic institution.

Class Number

2244

Credits

3

Description

This course offers an introduction to the thought of the French philosopher Gilles Deleuze (1925-1995). Deleuze was one of the 20th century?s most influential critical theorists, almost single-handedly revising the reputation of Nietzsche in France, critiquing psychoanalysis in its postmodern heyday, and devising new approaches to ontology, leftist political theory, and literary and art theory. To this day, his concepts are frequently deployed in critical theory of all kinds, especially those concepts he developed in collaboration with activist and psychoanalyst Felix Guattari. Such concepts have even been accused of radical chic, and he remains a frequently cited but ?difficult? author to read. This course provides an introduction to the reading of Deleuze?s work. The goal of the course is to familiarize you with the contours of his career and acquaint you with his peculiar style of writing. It also acquaints you with a (very) few subsequent elaborations on Deleuzian thought. The course is structured into units corresponding to the core notions of becoming, encounter, schizoanalysis, and the rhizome. A fifth unit pursues Deleuze?s involvement with aesthetics and models some ways of applying Deleuzian thought.

Expect to read much of Deleuze's own writing, critical reflections on it by Thomas Hirschorn and Elizabeth Grosz, among others..., and then to write two substantial essays elaborating on this material, attempting to make it serve your own interests as artists, historians, etc.

Class Number

2245

Credits

3

Description

This course offers an introduction to the thought of the French philosopher Gilles Deleuze (1925-1995). Deleuze was one of the 20th century?s most influential critical theorists: almost single-handedly revising the reputation of Nietzsche in France; critiquing psychoanalysis in its postmodern heyday; and devising new approaches to ontology, leftist political theory, and aesthetic theory. To this day, his concepts are frequently deployed in critical theory of all kinds, especially those concepts he developed in collaboration with activist and psychoanalyst Felix Guattari.

This course provides an introduction to the reading of Deleuze?s work. The goal of the course is to familiarize you with the contours of his career and acquaint you with his peculiar style of writing. It also acquaints you with a few subsequent elaborations on and critiques of Deleuzian thought. We read Deleuze's book on Francis Bacon's paintings, his book on Henri Bergson, and also excerpts from A Thousand Plateaus, Logic of Sense, and What is Philosophy? We also read critical responses and elaborations of Deleuzian thought.

Expect a steady, dense, and provocative reading schedule. Students complete a reading journal, a major term paper, and a collaborative presentation on intersections between contemporary art practice and Deleuze's philosophy.

Class Number

2246

Credits

3

Description

This course is a continuation of Undergraduate Thesis: Research and Writing I. Students will continue to work on the drafts developed during the first semester and will meet at times as a group and at times individually with the instructor or teaching assistant. By the end of the semester, each student will have a 25-35 page superbly written thesis (maximum 45 pages), which will most likely (although it is not required) have visual content. Students will also present their thesis projects in the VCS Undergraduate Thesis Symposium at the end of the semester. Class meetings are used to discuss readings, workshop writing, share research methods and techniques, and discuss research and writing problems. Guest speakers and group visits to libraries may also be part of the class. Students are required to attend all meetings, participate actively in class discussions and workshops, present work in the symposium, and complete a polished thesis by the end of the semester.

Class Number

1166

Credits

3