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Author: Muriel Scheinman
Publisher: University of Illinois Press
ISBN: 9780252064425
Category : Art
Languages : en
Pages : 240
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Book Description
Placing her subjects in a social as well as art historical context, Muriel Scheinman provides engaging catalog entries describing how various pieces came to the university and how critics, faculty, and students received them.
Author: Muriel Scheinman
Publisher: University of Illinois Press
ISBN: 9780252064425
Category : Art
Languages : en
Pages : 240
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Book Description
Placing her subjects in a social as well as art historical context, Muriel Scheinman provides engaging catalog entries describing how various pieces came to the university and how critics, faculty, and students received them.
Author: Stacey Salazar
Publisher: Teachers College Press
ISBN: 0807779725
Category : Art
Languages : en
Pages : 257
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Book Description
This accessible guide will help studio art and design professors meaningfully and effectively transform their curriculum and pedagogy so that it is relevant to today’s learners. Situating contemporary college teaching within a historic art and design continuum, the author provides a practical framework for considering complex interactions within art and design pedagogy. Readers will gain a deeper appreciation of college students and their learning, an understanding of teaching repertoires, and insight into the local and global contexts that impact teaching and learning and how these are interrelated with studio content. Throughout, Salazar expertly weaves research, theory, and helpful advice that instructors can use to enact a mode of teaching that is responsive to their unique environment. The text examines a variety of educational practices, including reflection, critique, exploration, research, student-to-student interaction, online teaching, intercultural learning, and community-engaged curricula. Book Features: A clear introduction to research and theory in college learning and art education.A response to the current shift from studio practice to an investment in teaching practice.Reflective prompts, actions, teaching strategies, and recommended resources.User-friendly templates ready to customize for the reader’s own content.
Author: Judith Testa
Publisher: Northern Illinois University Press
ISBN: 1501756745
Category : Travel
Languages : en
Pages : 279
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Book Description
No city but Florence contains such an intense concentration of art produced in such a short span of time. The sheer number and proximity of works of painting, sculpture, and architecture in Florence can be so overwhelming that Florentine hospitals treat hundreds of visitors each year for symptoms brought on by trying to see them all, an illness famously identified with the French author Stendhal. While most guidebooks offer only brief descriptions of a large number of works, with little discussion of the historical background, Judith Testa gives a fresh perspective on the rich and brilliant art of the Florentine Renaissance in An Art Lover's Guide to Florence. Concentrating on a number of the greatest works, by such masters as Botticelli and Michelangelo, Testa explains each piece in terms of what it meant to the people who produced it and for whom they made it, deftly treating the complex interplay of politics, sex, and religion that were involved in the creation of those works. With Testa as a guide, armchair travelers and tourists alike will delight in the fascinating world of Florentine art and history.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Presents the David and Alfred Smart Museum of Art at the University of Chicago in Illinois, featuring over 7000 objects spanning five centuries of Western and Eastern civilizations. Provides information about exhibitions, events, the collection, educational programs, and membership. Posts contact information via mailing address, telephone and fax numbers, and e-mail.
Author: Laura Hetrick
Publisher: University of Illinois Press
ISBN: 0252051106
Category : Art
Languages : en
Pages : 214
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Book Description
A student's personal identity constantly changes as part of the lifelong human process to become someone who matters. Art educators in grades K-16 have a singular opportunity to guide important phases of this development. How can educators create a supportive space for young people to work through the personal and cultural factors influencing their journey? Laura Hetrick draws on articles from the archives of Visual Arts Research to approach the question. Juxtaposing the scholarship in new ways, she illuminates methods that allow educators to help students explore identity through artmaking; to reinforce identity in positive ways; and to enhance marginalized identities. A final section offers suggestions on how educators can use each essay to engage with students who are imagining, and reimagining, their identities in the classroom and beyond. Contributors: D. Ambush, M. S. Bae, J. C. Castro, K. Cosier, C. Faucher, K. Freedman, F. Hernandez, L. Hetrick, K. Jenkins, E. Katter, M. Lalonde, L. Lampela, D. Pariser, A. Pérez Miles, M., and K. Schuler. Laura Hetrick is an assistant professor of art education at the University of Illinois, Urbana-Champaign, and the coeditor of the journal Visual Arts Research.
Author: James Elkins
Publisher: University of Illinois Press
ISBN: 9780252069505
Category : Art
Languages : en
Pages : 228
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Book Description
He also addresses the phenomenon of art critiques as a microcosm for teaching art as a whole and dissects real-life critiques, highlighting presuppositions and dynamics that make them confusing and suggesting ways to make them more helpful. Elkins's no-nonsense approach clears away the assumptions about art instruction that are not borne out by classroom practice. For example, he notes that despite much talk about instilling visual acuity and teaching technique, in practice neither teachers nor students behave as if those were their principal goals. He addresses the absurdity of pretending that sexual issues are absent from life-drawing classes and questions the practice of holding up great masters and masterpieces as models for students capable of producing only mediocre art. He also discusses types of art--including art that takes time to complete and art that isn't serious--that cannot be learned in studio art classes.
Author: Sarah Travis
Publisher: University of Illinois Press
ISBN: 0252052544
Category : Education
Languages : en
Pages : 265
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Book Description
Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality. This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts. Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay
Author: Susan M. Bielstein
Publisher: University of Chicago Press
ISBN: 0226046397
Category : Law
Languages : en
Pages : 189
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Book Description
If a picture is worth a thousand words, then it's a good bet that at least half of those words relate to the picture's copyright status. Art historians, artists, and anyone who wants to use the images of others will find themselves awash in byzantine legal terms, constantly evolving copyright law, varying interpretations by museums and estates, and despair over the complexity of the whole situation. Here, on a white—not a high—horse, Susan Bielstein offers her decades of experience as an editor working with illustrated books. In doing so, she unsnarls the threads of permissions that have ensnared scholars, critics, and artists for years. Organized as a series of “takes” that range from short sidebars to extended discussions, Permissions, A Survival Guide explores intellectual property law as it pertains to visual imagery. How can you determine whether an artwork is copyrighted? How do you procure a high-quality reproduction of an image? What does “fair use” really mean? Is it ever legitimate to use the work of an artist without permission? Bielstein discusses the many uncertainties that plague writers who work with images in this highly visual age, and she does so based on her years navigating precisely these issues. As an editor who has hired a photographer to shoot an incredibly obscure work in the Italian mountains (a plan that backfired hilariously), who has tried to reason with artists' estates in languages she doesn't speak, and who has spent her time in the archival trenches, she offers a snappy and humane guide to this difficult terrain. Filled with anecdotes, asides, and real courage, Permissions, A Survival Guide is a unique handbook that anyone working in the visual arts will find invaluable, if not indispensable.
Author: Stephen M. Dobbs
Publisher: Getty Publications
ISBN: 9780892364947
Category : Art
Languages : en
Pages : 164
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Book Description
This Handbook provides a practical, straightforward guide to the theory and practice of discipline-based art education. This comprehensive approach to art education has transformed the way students create and understand art; it also offers opportunities for relating art to other subjects as well as to the personal interests and abilities of young learners. This completely revised edition explains how DBAE draws content from the disciplines of art-making, art criticism, art history and aesthetics, and shows how the practice of DBAE in schools over the past several years has influenced how art is taught today.
Author: Huey Copeland
Publisher: University of Chicago Press
ISBN: 022601312X
Category : Art
Languages : en
Pages : 275
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Book Description
At the close of the twentieth century, black artists began to figure prominently in the mainstream American art world for the first time. Thanks to the social advances of the civil rights movement and the rise of multiculturalism, African American artists in the late 1980s and early ’90s enjoyed unprecedented access to established institutions of publicity and display. Yet in this moment of ostensible freedom, black cultural practitioners found themselves turning to the history of slavery. Bound to Appear focuses on four of these artists—Renée Green, Glenn Ligon, Lorna Simpson, and Fred Wilson—who have dominated and shaped the field of American art over the past two decades through large-scale installations that radically departed from prior conventions for representing the enslaved. Huey Copeland shows that their projects draw on strategies associated with minimalism, conceptualism, and institutional critique to position the slave as a vexed figure—both subject and object, property and person. They also engage the visual logic of race in modernity and the challenges negotiated by black subjects in the present. As such, Copeland argues, their work reframes strategies of representation and rethinks how blackness might be imagined and felt long after the end of the “peculiar institution.” The first book to examine in depth these artists’ engagements with slavery, Bound to Appear will leave an indelible mark on modern and contemporary art.
