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The first book-length study of this influential artist's work, focusing on the participatory role of the human subject rather than the art object. Michael Asher doesn't make typical installations. Instead, he extracts his art from the institutions in which it is shown, culling it from collections, histories, or museums' own walls. Since the late 1960s, Asher has been creating situations that have not only taught us about the conditions and contexts of contemporary art, but have worked to define it. In Situation Aesthetics, Kirsi Peltomäki examines Asher's practice by analyzing the social situations that the artist constructs in his work for viewers, participants, and institutional representatives (including gallery directors, curators, and other museum staff members). Drawing on art criticism, the reports of viewers and participants in Asher's projects, and the artist's own archives, Peltomäki offers a comprehensive account of Asher's work over the past four decades. Because of the intensely site-specific nature of this work, as well as the artist's refusal to reconstruct past works or mount retrospectives, many of the projects Peltomäki discusses are described here for the first time. By emphasizing the social and psychological sites of art rather than the production of autonomous art objects, Peltomäki argues, Asher constructs experientially complex situations that profoundly affect those who encounter them, bringing about both personal and institutional transformation.
The essays in this volume provide a succinct overview of Victor Burgin's multifaceted work during the last forty years--from its origins in debates within conceptual art to its present concern with everyday perception in the environment of global media.
The aesthetics of everyday life, originally developed by Henri Lefebvre and other modernist theorists, is an extension of traditional aesthetics, usually confined to works of art. It is not limited to the study of humble objects but is rather concerned with all of the undeniably aesthetic experiences that arise when one contemplates objects or performs acts that are outside the traditional realm of aesthetics. It is concerned with the nature of the relationship between subject and object. One significant aspect of everyday aesthetics is environmental aesthetics, whether constructed, as a building, or manipulated, as a landscape. Others, also discussed in the book, include sport, weather, smell and taste, and food.
This book proposes that aesthetics begin not with concepts of being or semblance, but with a concept of appearing. Seel examines the existential and cultural meaning of aesthetic experience. In doing so, he brings aesthetics and philosophy of art together again, which in continental as well as analytical thinking have been more and more separated in the recent decades.
"Aesthetics and Modernity brings together Agnes Heller's most recent essays around the topics of aesthetic genres such as painting, music, literature and comedy, aesthetic reception, and embodiment. The essays draw on Heller's deep appreciation of aesthetics in all its forms from the classical to the Renaissance and the contemporary periods. Heller's recent work on aesthetics explores the complex status of artworks within the context of the history of modernity, and she engages this task with a critical recognition of modernity's pitfalls. This collection highlights these pitfalls in the context of continuing possibilities for aesthetics and our relationship with works of art, and it throws light on Heller's theory of emotions and feelings and her theory of modernity. Aesthetics and Modernity collects the essential essays of Agnes Heller and is a must-read for anyone interested in Heller's major contributions to philosophy. John Rundell is associate professor of social theory at the University of Melbourne. "--Book jacket.
The book is the first worldwide publication of a complex theory of management aesthetics in humanistic management based on the aesthetics and arts approach allowing for a complete and systemic understanding of the management art and art management phenomena. The methodology is based on the critical literature review and empirical research applying qualitative, quantitative, and autoethnographic approaches The main goal of this monograph is to create a holistic model that organises the issues of management aesthetics and shows the interdependence of the components of this model. The role of this model should be to perform a central function for a complete and systemic understanding of the phenomenon of management aesthetics, as well as to perform the function of a field based on which analysis of individual issues in the area of management aesthetics is conducted. The critical component of this holistic model is Maria Gołaszewska’s theory of the aesthetic situation. Two theses of the book are the following: (1) the theory of aesthetics and artistic practice have the potential to enrich the theory and practice of management with qualitative components through deep immersion in the world of values and (2) management theory and practice have the potential to enrich the theory of aesthetics and artistic practice with efficiency components.
Across these essays Arnold Berleant demonstrates how aesthetic values and theory can be used to reappraise our social practices. He tackles issues within the built environment, everyday life, and politics, breaking down the dichotomy between the natural and the human. His work represents a fresh approach to traditional philosophical questions in not only ethics, but in metaphysics, truth, meaning, psychology, phenomenology, and social and moral philosophy. Topics covered include the cultural aesthetics of environment, ecological aesthetics, the aesthetics of terrorism, and the subversion of beauty. The corruption of taste by the forces of commercial interests as well as how aesthetics can advance our understanding of violence are also considered. Berleant's exploration is supported by his analysis of 19th-century art to the present day, starting with impressionism through to postmodernism and contemporary artistic interventions. By critically examining the field in this way and casting new light on social understanding and practice, this collection makes a substantive contribution in identifying and clarifying central human issues, guided by an understanding of aesthetic engagement as a powerful tool for social critique.
Places anxiety at the heart of the aesthetic experience.
If it is a good thing to use drama for education, there must be something specific about drama that makes it good for the purpose. It has power of some kind: it makes things meaningful that would otherwise be meaningless, or things memorable that would otherwise be forgettable. Or perhaps it enables independent thought in an area that would otherwise become mere rote learning. Many practitioners believe that drama has the power to develop learner autonomy, or even to give learners power over their lives. In the last twenty years, a widespread view has developed that this 'something' that creates the benefit of drama is 'aesthetics'. There are many views of aesthetics, but what unites them is the special significance that art has for our lives. This book is about the relation between aesthetics and education in the use of drama. Within it, philosophy appears as the essential connecting discipline between the practice of arts-based education and our advancing knowledge of the interrelations of cognition, emotion, and embodiment. Matthew DeCoursey argues that the power of dramatic art is to be found in its bodily, emotional nature. Drawing on recent work in the aesthetics of theatre, he shows that much of the power of theatre can be attributed to a specific range of ideas and techniques, notably including double meaning-making, aesthetic focus and dramatic tension. Finally, the author relates different forms of drama education to different educational results, holding that the conventional improvised forms are neither superior nor inferior to scripted theatre, but merely serve different purposes. Among those educational results discussed are the emancipation sought both by Rancière and by many practitioners of applied theatre, but also curricular areas, including language education.