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Hirsch presents an introductory book that clearly and concisely provides the instruction and building blocks necessary to create thought-provoking digitally based photographs. It is an idea book that features numerous classroom-tested assignments and exercises from leading photographic educators.
Graphic compositions from the real world as seen through the cameras of some of the best international photographers.
This book walks us through the process of how artworks eventually get their meaning, showing us how curated exhibitions invite audience members to weave an exhibition's narrative threads, which gives artworks their contents and discursive sense. Arguing that exhibitions avail artworks as candidates for reception, whose meaning, value, and relevance reflect audience responses, it challenges the existing view that exhibitions present “already-validated” candidates for appreciation. Instead, this book stresses the collaborative nature of curatorial practices, debunking the twin myths of autonomous artists and sovereign artistic directors and treating presentation and reception as separate processes. Employing set theory to distinguish curated exhibitions from uncurated exhibitions, installation art and collections, it demonstrates how exhibitions grant spectators access to concepts that aid their capacity to grasp artifacts as artworks. To inform and illuminate current debates in curatorial practice, Spaid draws on a range of case studies from Impressionism, Dada and Surrealism to more contemporary exhibitions such as Maurizio Cattelan “All” (2011) and “Damien Hirst” (2012). In articulating the process that cycles through exploration, interpretation, presentation and reception, curating bears resemblance to artistic direction more generally.
Shakespeare Study Programs; The Comedies is a collection of reviews on Shakespeare plays by Helen A. Clarke. Clarke was an American literary commentator, book editor, musician and lyricist, and the co-founder of the magazine Poet Lore. Excerpt: "The errors of the early Acts begin simply and proceed by begetting other errors and beginning, also, with but one of the twin masters and one of the twin men-servants proceed by involving every one in each of the two Antipholus groups. In this Act others outside the main groups are continually being interwoven in the net of complications. In which Act did these larger social complications arise, and how are they carried on in the present Act. Show how by means of these larger circles of complication, e.g., the arrests, the visits of the Courtisan to Adriana in the attempt to get back her ring, the conjurring scenes, etc., the confusion becomes extreme. And then show, also, how by the very means of these larger circles of complication the clearing up process is brought forward. To whom is the suggestion due that Antipholus the Native has gone mad? What fitness is there in that, especially in its being broached by a minor character? Trace the relation of the Goldsmith, his delays and his debts to the Plot. How does it come about effectively that in this Act the wrong master and man are together, the opposite of what has prevailed, earlier? Show how in the eagerness of Adriana to send the gold and the grief over what she jealously suspects to be the cause of it, a tragic situation is reached. In which scene is the most complex confusion reached."
What if museums could harness the emotional and intellectual connections people have to personal and everyday objects to create richer visitor experiences? In this book, Elizabeth Wood and Kiersten Latham present the Object Knowledge Framework, a tool for using objects to connect museum visitors to themselves, to others, and to their world. They discuss the key concepts underpinning our lived experience of objects and how museums can learn from them. Then they walk readers through concrete methods for transforming visitor-object experiences, including exercises and strategies for teams developing exhibit themes, messages, and content, and participatory experiences.
An intimate meditation on photography for the ages, curated around 120 epochal photographs. In On Photographs, curator and writer David Campany presents an exploration of photography in 120 photographs. Proceeding not by chronology or genre or photographer, Campany's eclectic selection unfolds according to its own logic. We see work by Henri Cartier-Bresson, William Eggleston, Helen Levitt, Garry Winogrand, Yves Louise Lawler, Andreas Gursky, and Rineke Dijkstra. There is fashion photography by William Klein, one of Vivian Maier's contact sheets, and a carefully staged scene by Gregory Crewdson, as well as images culled from magazines and advertisements. Each of the 120 photographs is accompanied by Campany's lucid and incisive commentary.
At the Apartheid Museum in Johannesburg, South Africa, visitors confront the past upon arrival. They must decide whether to enter the museum through a door marked "whites" or another marked "non-whites." Inside, along with text, they encounter hanging nooses and other reminders of apartheid-era atrocities. In the United States, museum exhibitions about racial violence and segregation are mostly confined to black history museums, with national history museums sidelining such difficult material. Even the Smithsonian's National Museum of African American History and Culture is dedicated not to violent histories of racial domination but to a more generalized narrative about black identity and culture. The scale at which violent racial pasts have been incorporated into South African national historical narratives is lacking in the U.S. Desegregating the Past considers why this is the case, tracking the production and display of historical representations of racial pasts at museums in both countries and what it reveals about underlying social anxieties, unsettled emotions, and aspirations surrounding contemporary social fault lines around race. Robyn Autry consults museum archives, conducts interviews with staff, and recounts the public and private battles fought over the creation and content of history museums. Despite vast differences in the development of South African and U.S. society, Autry finds a common set of ideological, political, economic, and institutional dilemmas arising out of the selective reconstruction of the past. Museums have played a major role in shaping public memory, at times recognizing and at other times blurring the ongoing influence of historical crimes. The narratives museums produce to engage with difficult, violent histories expose present anxieties concerning identity, (mis)recognition, and ongoing conflict.
In which ways are environments (post-)socialist and how do they come about? How is the relationship between the built environment, memory, and debates on identity enacted? What are the spatial, material, visual, and aesthetic dimensions of these (post-)socialist enactments or interventions? And how do such (post-)socialist interventions in environments become (re)curated? By addressing these questions, this volume releases ›curation‹ from its usual museological framing and carries it into urban environments and private life-worlds, from predominantly state-sponsored institutional settings with often normative orientations into spheres of subjectification, social creativity, and material commemorative culture.
This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts. Written from a range of international perspectives, Multidisciplinary Approaches to Art Learning and Creativity draws upon the fields of cognitive science, art education, technology and digital arts; the learning sciences; and museum studies to explore the theoretical underpinnings of artistic creativity and inspiration, and provide empirical explorations of mechanisms that support learning in the arts. Critical factors that help to facilitate the creative process are considered, and chapters highlight connections between research and practice in art learning. This volume offers a rich variety of positions and projects which underpin creativity in schools, museums, and other venues. An illustrative text for researchers and educators in the arts, Multidisciplinary Approaches to Art Learning and Creativity demonstrates how artistic ways of thinking and working with artists empower art learners and support their needs and opportunities across the lifespan.