The Essential New Art Examiner
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Author | : Terri Griffith |
Publisher | : Cornell University Press |
Total Pages | : 342 |
Release | : 2011-12-01 |
Genre | : Art |
ISBN | : 1609090373 |
The New Art Examiner was the only successful art magazine ever to come out of Chicago. It had nearly a three-decade long run, and since its founding in 1974 by Jane Addams Allen and Derek Guthrie, no art periodical published in the Windy City has lasted longer or has achieved the critical mass of readers and admirers that it did. The Essential New Art Examiner gathers the most memorable and celebrated articles from this seminal publication. First a newspaper, then a magazine, the New Art Examiner succeeded unlike no other periodical of its time. Before the word "blog" was ever spoken, it was the source of news and information for Chicago-area artists. And as its reputation grew, the New Art Examiner gained a national audience and exercised influence far beyond the Midwest. As one critic put it, "it fought beyond its weight class." The articles in The Essential New Art Examiner are organized chronologically. Each section of the book begins with a new essay by the original editor of the pieces therein that reconsiders the era and larger issues at play in the art world when they were first published. The result is a fascinating portrait of the individuals who ran the New Art Examiner and an inside look at the artistic trends and aesthetic agendas that guided it. Derek Guthrie and Jane Addams Allen, for instance, had their own renegade style. James Yood never shied away from a good fight. And Ann Wiens was heralded for embracing technologies and design. The story of the New Art Examiner is the story of a constantly evolving publication, shaped by talented editors and the times in which it was printed. Now, more than three decades after the journal's founding, The Essential New Art Examiner brings together the best examples of this groundbreaking publication: great editing, great writing, a feisty staff who changed and adapted as circumstances dictated—a publication that rolled with the times and the art of the times. With passion, insight, and editorial brilliance, the staff of the New Art Examiner turned a local magazine into a national institution.
Author | : |
Publisher | : |
Total Pages | : 538 |
Release | : 1984 |
Genre | : Art, American |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 736 |
Release | : 1999 |
Genre | : Art |
ISBN | : |
The independent voice of the visual arts.
Author | : Barbara Parisi |
Publisher | : Hal Leonard Corporation |
Total Pages | : 414 |
Release | : 2009 |
Genre | : Performing Arts |
ISBN | : 9781557837509 |
A collection of one-act plays from American playwrights, which cover such themes as love, fantasy, politics, grief, marriage, crime, and deceit.
Author | : Maggie Nelson |
Publisher | : National Geographic Books |
Total Pages | : 0 |
Release | : 2012-08-14 |
Genre | : History |
ISBN | : 0393343146 |
"This is criticism at its best." —Carolyn Kellogg, Los Angeles Times Writing in the tradition of Susan Sontag and Elaine Scarry, Maggie Nelson has emerged as one of our foremost cultural critics with this landmark work about representations of cruelty and violence in art. From Sylvia Plath’s poetry to Francis Bacon’s paintings, from the Saw franchise to Yoko Ono’s performance art, Nelson’s nuanced exploration across the artistic landscape ultimately offers a model of how one might balance strong ethical convictions with an equally strong appreciation for work that tests the limits of taste, taboo, and permissibility.
Author | : United States. Patent and Trademark Office |
Publisher | : |
Total Pages | : 932 |
Release | : 1998 |
Genre | : Patent practice |
ISBN | : |
Author | : Michael Bishop |
Publisher | : Rodopi |
Total Pages | : 242 |
Release | : 2005 |
Genre | : Art, French |
ISBN | : 9789042018778 |
Présente vingt-trois essais consacrés à l'art français et francophone depuis 1980, en proposant une analyse critique d'une cinquantaine d'artistes aussi divers que des écrivains, photographes, peintres.
Author | : |
Publisher | : BRILL |
Total Pages | : 300 |
Release | : 2010-01-01 |
Genre | : Education |
ISBN | : 9460912257 |
“Semiotics Education Experience” is a collection of fifteen essays edited by Inna Semetsky that explores semiotic approaches to education: semiotics of teaching, learning, and curriculum; educational theory and philosophies of Dewey, Peirce, and Deleuze; education as political semiosis; logic and mathematics; visual signs; semiotics and complexity; semiotics and ethics of the self. This is a landmark collection of cross-disciplinary chapters by international scholars that mark out the appeal and significance of a semiotic approach to education. As Marcel Danesi reminds us in the Foreword, Vygotsky construed learning theory as the science of signs. Semetsky’'-s collection should be widely read by students and scholars in education, philosophy, futures studies, cultural studies, and related disciplines. It deserves the widest dissemination. Michael A Peters, Professor, University of Illinois at Urbana-Champaign; Editor, Educational Philosophy & Theory and Policy Futures in Education
Author | : Maggie Taft |
Publisher | : University of Chicago Press |
Total Pages | : 441 |
Release | : 2018-10-10 |
Genre | : Art |
ISBN | : 022616831X |
For decades now, the story of art in America has been dominated by New York. It gets the majority of attention, the stories of its schools and movements and masterpieces the stuff of pop culture legend. Chicago, on the other hand . . . well, people here just get on with the work of making art. Now that art is getting its due. Art in Chicago is a magisterial account of the long history of Chicago art, from the rupture of the Great Fire in 1871 to the present, Manierre Dawson, László Moholy-Nagy, and Ivan Albright to Chris Ware, Anne Wilson, and Theaster Gates. The first single-volume history of art and artists in Chicago, the book—in recognition of the complexity of the story it tells—doesn’t follow a single continuous trajectory. Rather, it presents an overlapping sequence of interrelated narratives that together tell a full and nuanced, yet wholly accessible history of visual art in the city. From the temptingly blank canvas left by the Fire, we loop back to the 1830s and on up through the 1860s, tracing the beginnings of the city’s institutional and professional art world and community. From there, we travel in chronological order through the decades to the present. Familiar developments—such as the founding of the Art Institute, the Armory Show, and the arrival of the Bauhaus—are given a fresh look, while less well-known aspects of the story, like the contributions of African American artists dating back to the 1860s or the long history of activist art, finally get suitable recognition. The six chapters, each written by an expert in the period, brilliantly mix narrative and image, weaving in oral histories from artists and critics reflecting on their work in the city, and setting new movements and key works in historical context. The final chapter, comprised of interviews and conversations with contemporary artists, brings the story up to the present, offering a look at the vibrant art being created in the city now and addressing ongoing debates about what it means to identify as—or resist identifying as—a Chicago artist today. The result is an unprecedentedly inclusive and rich tapestry, one that reveals Chicago art in all its variety and vigor—and one that will surprise and enlighten even the most dedicated fan of the city’s artistic heritage. Part of the Terra Foundation for American Art’s year-long Art Design Chicago initiative, which will bring major arts events to venues throughout Chicago in 2018, Art in Chicago is a landmark publication, a book that will be the standard account of Chicago art for decades to come. No art fan—regardless of their city—will want to miss it.
Author | : Elliott Kai-Kee |
Publisher | : Getty Publications |
Total Pages | : 186 |
Release | : 2020-01-28 |
Genre | : Art |
ISBN | : 1606066331 |
This groundbreaking book explores why and how to encourage physical and sensory engagement with works of art. An essential resource for museum professionals, teachers, and students, the award winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults. Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages. Table of Contents Introduction Part I History 1 The Modern History of Presence and Meaning A philosophical shift from a language-based understanding of the world to direct, physical interaction with it. 2 A New Age in Museum Education: The 1960s and 1970s A brief history of some of the innovative museum education programs developed in the United States in the late 1960s and 1970s. The sudden and widespread adoption of nondiscursive gallery activities during this period, especially but not exclusively in programs designed for younger students and school groups, expressed the spirit of the times. Part II Theory 3 Starts and Stops Two attempts by American museum educators to articulate a theory for their new, nondiscursive programs: the first deriving from the early work of Project Zero, the Harvard Graduate School of Education program founded by the philosopher Nelson Goodman to study arts learning as a cognitive activity; the second stemming from the work of Viola Spolin, the acclaimed theater educator and coach whose teaching methods, embodied in a series of “theater games,” were detailed in her well-known book Improvisation for the Theater (1963). 4 A Theory of Play in the Museum A theory of play that posits activities in the museum as forms of play that take place in spaces (or “playgrounds”) temporarily designated as such by educators and their adult visitors or students. Play is defined essentially as movement—both physical and imaginary (metaphorical)—toward and away from, around, and inside and outside the works of art that are foregrounded within those spaces. Gallery activities conceived in this way respond to the possibilities that the objects themselves offer for the visitor to explore and engage with them. The particular movements characterizing an activity are crucially conditioned by the object in question; they constitute a process of discovery and learning conceptually distinct from, but supportive of, traditional dialogue-based modes of museum education, which they supplement rather than supplant. Part III Aspects of Play 5 Embodiment, Affordances The idea of embodiment adopted here recognizes that both mind and body are joined in their interactions with things. Investigating works of art thus involves apprehending them physically as well as intellectually—in the sense of responding to the ways in which a particular work allows and even solicits the viewer’s physical grasp of it. 6 Skills Ways in which objects present themselves to us, as viewers, and what we might do in response as they fit with the bodily skills we have developed over the course of our lives. Such skills might be as simple as getting dressed, washing, or eating; or as specialized as doing one’s hair, dancing, playing an instrument, or acting—all of which may allow us to “grasp” and even feel that we inhabit particular works of art. 7 Movement Embodied looking is always looking from somewhere. We apprehend objects as we physically move around and in front of them; they reveal themselves differently as we approach them from different viewpoints. Viewers orient themselves spatially to both the surfaces of objects and to the things and spaces depicte4d in or suggested by representational works of art. Activity-based teaching gets visitors and students to move among the objects—away from them, close to them, and even into them. 8 The Senses Both adult visitors and younger students come to the museum expecting to use their eyes, yet “visual” art appeals to several of the senses at once, though rarely to the same degree. Sculpture, for example, almost always appeals to touch (whether or not that is actually possible or allowed) as well as sight. A painting depicting a scene in which people appear to be talking may induce viewers to not only look but also “listen” to what the figures might be saying. 9 Drawing in the Museum Looking at art with a pencil in hand amplifies viewers’ ability to imaginatively touch and feel their way across and around an artwork. Contour drawing by its nature requires participants to imagine that they are touching the contours of an object beneath the tips of their pencils. Other types of drawing allow viewers to feel their way around objects through observation and movement. 10 Emotion Visitors’ emotional responses to art represent a complex process with many components, from physiological to cognitive, and a particular work of art may elicit a wide range of emotional reactions. This chapter describes specific ways in which museum educators can go well beyond merely asking visitors how a work of art makes them feel. 11 Empathy and Intersubjectivity One aspect of viewers’ emotional responses to art that is often taken for granted, if not neglected altogether: the empathetic connections that human beings make to images of other people. This chapter advocates an approach that prompts viewers to physically engage with the representations of people they see. 12 Mindful Looking Mindfulness involves awareness and attention, both as a conscious practice and as an attitude that gallery teachers can encourage in museum visitors. This is not solely a matter of cultivating the mind, however; it is also a matter of cultivating the body, since mindfulness is only possible when mind and body are in a state of harmonious, relaxed attentiveness. Mindfulness practice in the art museum actively directs the viewer’s focus on the object itself and insists on returning to it over and over; yet it also balances activity with conscious stillness. Afterword Acknowledgments