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Collage making offers everyone from small children to trained artists the ability to express themselves through images. In this new Common Threads collection, Jorge Lucero draws on the archive of the journal Visual Arts Research to present articles focused on the place of collage in fine art and education. Guided by the twinned concepts of mereness --collage's reputation as a trifle--and easiness --the technique's accessibility to all--the authors explore how subversive, debased, and effortless the collage gesture can be. What emerges is in and of itself a collage, one that groups disparate scholarship into a whole that reveals how the technique may serve as a method of scholarship and as a wellspring of vibrant, even radical, pedagogical utility. Contributors: Michael Biggs, Ian Buchanan, Daniela Büchler, Paul Duncum, Charles R. Garoian, Kit Grauer, Anniina Suominen Guyas, Kathleen Keys, Jorge Lucero, Dan Nadaner, Ryan Patton, Janet N. Stevenson, Robert W. Sweeny, and Stuart Thompson.
In this dissertation, I examine the experiences generated by a year-long support initiative for new art teachers guided by collage as critical practice. Based on concern that current mentoring and induction practices are entangled in the exploding audit and standardization culture of schools, I implemented the support initiative for six new art teachers across two Mid-Atlantic states as an attempt to open spaces of pedagogical freedom within school cultures. The support initiative aimed to foster the implementation of contemporary theories of art education through a material and conceptual process of collage, which encouraged participants to consider their teaching experiences in relation to each other and to the larger discourses at play within school cultures. As a researcher/mentor, I visited the teachers in their school/local contexts twice and led them in three workshops culminating in an interactive art exhibit. By pursuing research through the support initiative, I aimed to: (1) understand how collage as critical practice functioned in relation to new art teacher support, and (2) understand new art teacher experiences within school cultures differently through collage. Collage as both method of support and method of analysis allowed for a mapping of new art teacher experiences which called attention to the dominant discursive and representational forces articulated by contemporary assemblages of education and lived by new art teachers, while also uncovering the ways new art teachers move beneath the surface of recognition within the ruptures of those articulations. The study has implications for rethinking the ways new art teachers are both prepared and supported to understand the complex, social nature of teaching, and to embrace the generative potential of their experiences from the middle of contemporary assemblages of education.
"Collage is neither genre or art movement, yet it has had a profound impact upon art of the twentieth century. Far more than Picasso's pasted papers or the layering of images upon images, collage challenges concepts of realism, abstraction, time, dimension, and perspective. As a means of artistic expression it has persisted and expanded to incorporate the increasing sophistication and complexity of image production. The representation of images simultaneously from multiple angles--experimentations out of which collage developed in the early part of our century--takes on increasingly deeper meanings when applied to literature, cinema, photography, music, and video art--all beneficiaries of collage. In Collage: Critical Views art historian Katherine Hoffman has assembled a rich 'collage' of perspectives on the art form. Classic articles by noted art historians and critics including Clement Greenberg, Donald Kuspit, Harold Rosenberg, and Robert Rosenblum are juxtaposed with more recent contributions by Patricia Leighten, Charlotte Stokes, Annegreth Nill, and Gregory Ulmer as well as with articles published here for the first time by such artists as Miriam Schapiro, Richard Newman, and Paul Vangelisti to suggest the range of impact collage has had on twentieth-century artistic expression. With an introductory overview and notes preceding each chapter, Hoffman offers an invaluable collection to scholars, artists, and historians of the twentieth century, unfolding the social, political, philosophical, aesthetic, and technological components and interpretations that make clear collage's pervasive legacy to twentieth-century art." -- Provided by publisher
This book takes a new, exciting and important approach to art. It shows how children and older students can use art to explore personal, social and cultural issues that touch their lives. The book covers new ground, responding as it does to the increasingly diverse nature of cities and to recent government initiatives worldwide to foster social inclusion and equality of opportunity and support active citizenship. The contributors are art educators. They write about their ways of engaging with contemporary art practice in their particular fields so as to encourage young people to acquire critical understanding. They also challenge the pedagogies that perpetuate long-established forms of art practice. Tim Rollins writes about his work with disaffected youths in the Bronx and John Johnston describes work in art to bring communities together in Northern Ireland. Other contributors include Toby Jackson, head of interpretation at Tate Modern, Diedre Prinz, curator of the Robben Island museum in South Africa, the 198 Gallery in south London, and Viv Golding who works in museums and gallery education. Sinath Bannerjee explores socio-cultural issues in comic novels in India and Sue Lok explores identities through art practices. Educators at each level also contribute to this groundbreaking book. Andy Gower describes his innovative art practice in a secondary school, and children of Room 13 - in a Scottish primary school - report on their organization of their own focus for art. Lesley Burgess and Nick Addison give an account of their development of critical and social practices in art education at London''s Institute of Education. The book is for all those working in art education, in museums and galleries, schools and communities. Contributor information : Tim Rollins work in New York with Kids of Survival (KOS) has achieved world-wide acclaim. Beginning in the 1980s Rollins taught a highly disaffected group of teenagers in the Bronx and together they established an art workshop where members of the group produced challenging conceptual art work. Subsequently work was sold and is now held in major galleries around the world. Through their visual practices many members of the group overcame feelings of rejection and alienation and developed self assurance and confidence. John Johnston works with the Protestant communities in Belfast and through the use of visual practices he has been working with young people in a variety of community sites to explore issues of identity. This is a difficult educational challenge given the history of Northern Ireland. Recently he has been invited to work in Lebanon at a human rights summer school. He has been working with young people there to explore themes of ''home'' and ''belonging'' through visual practices. Room 13 consists of a highly creative group of children at Caol Primary School near Fort William in Scotland. The children are producing contemporary art which has received much interest and acclaim nationally and internationally. The children run Room 13 as an entirely self-funding business, independent from the school. Rob Fairley and Claire Gibb are the only adults involved, they offer advice but they are not the children''s teachers. An elected committee of children makes all decisions about the work and the business. Viv Golding is a lecturer in museum studies at Leicester University. She uses the concept of ''museum clearing'' to counter the discourses of lack, often a self-fulfilling prophecy that frequently permeates much discussion of Black children and their under-achievement in UK schools today. The practical value of her critique is illustrated through a fieldwork project involving imaginative art and literacy school and museum work in south London with early years children. Deidre Prins and her team work as education officers at Robben Island Museum in South Africa. They provide some background to the work of the museum and introduce readers briefly to the legacy of creative forms used in the maximum security prison between 1960s and 1991 and the role it played in creating a process of ''normalization'' under conditions that were repressive and alienating. A large part of the audiences of Robben Island Museum are children and youth. All of them have no memory or experience of the colonial period in RSA history and very few of them have a memory or experience of apartheid. These are two defining periods in the lives of all South Africans, with the scars, benefits and joys of a new democracy. To create a dynamic learning environment in which children and youth can engage with a legacy which is at once painful and liberatory, requires a process of ''making memory'', speaking about the past, doing the past and understanding the past. Their engagement with this past in turn creates their own memories and leaves its mark on Robben Island, which is a living museum. The theme of ''memory making'' will be described through the production of a photographic collage which is part of the annual Spring School activities. 198 Gallery :The team at the 198 Gallery write about their work on he Urban Visions scheme which is an outreach programme that deals with disaffected youth in south London. Lucy Davies the chief administrator and other gallery staff will write about how their program has impacted on the learning experience of children from this diverse urban environmen. Many are excluded from schools or have learning difficulties which schools find difficult to address. The gallery in its work across a range of media, but more especially electronic media, has earned the respect of many in educational and fine art circles both in this country and in mainland Europe. Sue Lok is a an artist and lecturer at Middlesex University. She has a particular interest in the experience of Chinese British artists and young people. Her work will explore themes central to their experience alongside issues emanating from her own experience as an artist and researcher. Lesley Burgess and Nick Addison are art educators at the Institute of Education in London. They have a nation-wide reputation for their seminal publication Learning to Teach Art and Design in the Secondary School. They have carried out further research in the arena of teacher education for this book. Andy Gower is head of art at a north London comprehensive school. He and his team have devised a way of teaching which is unique but very successful within the state system. Their issues-based approach extends across the year groups and encourages responses which address issues of personal, social, cultural and political concern. The idea is not to focus greatly on the development of traditional skills in making art but in fostering a creative thinking environment in which children respond imaginatively and personally to issues which impact on their lives. Sarnath is a comic artist: he address issues through the graphic medium of comic imagery. His work explores relationships and issues of exclusion, both physical and psychological. The ways in which his pieces unfurl encourage different interpretations and readings of what is being said. It is an extraordinarily intense and challenging comic style which demands constant revisiting and re-reading. His chapter invites us to enter the world of a south Asian man whose thoughts drift in and out of different points of experience. It takes us on a physical and psychological journey and depositis us in a space that begs more questions about identity and belonging. Sarnath Banerjee has initiated a scheme in the south Asian community of Tower Hamlets in east London which will see Bengali women make comics about their lives and thoughts. He is developing a similar scheme among a number of minority ethnic communities in the Brixton area of south London. He is shortl
Cover -- Title -- Copyright -- Dedication -- Contents -- List of figures -- List of plates -- Acknowledgements -- 1 Critical practice as reconciliation -- 2 Changing hands: ethical stewardship of collections -- 3 'Temple swapping': hybridity and social justice -- 4 Platforms: negotiating and renegotiating the terms of democracy -- 5 Reconciliation and the discursive museum -- Bibliography -- Index
'Institutional critique' is best known through the critical practice that developed in the late 1960s and early 1970s by artists who presented radical challenges to the museum and gallery system. Since then it has been pushed in new directions by new generations of artists registering and responding to the global transformations of contemporary life. The essays collected in this volume explore this legacy and develop the models of institutional critique in ways that go well beyond the field of art. Interrogating the shifting relations between 'institutions' and 'critique', the contributors to this volume analyze the past and present of institutional critique and propose lines of future development. Engaging with the work of philosophers and political theorists such as Michel Foucault, Judith Butler, Gilles Deleuze, Antonio Negri, Paolo Virno and others, these essays reflect on the mutual enrichments between critical art practices and social movements and elaborate the conditions for politicized critical practice in the twenty-first century.
Collage and Literature analyzes how and why the history of literature and art changed irrevocably beginning in the early years of the twentieth century, and what that change has meant for late modernism and postmodernism. Starting from Pablo Picasso’s 1912 gesture, breaking the fundamental logic of representation, of pasting a piece of oilcloth onto a canvas, and moving up to Kenneth Goldsmith’s 2015 reading of an autopsy report of an unarmed young black man shot by police (which he framed as a poem entitled Michael Brown’s Body) this volume moves through a series of case studies encapsulating issues of juxtaposition and framing, the central ways identify collage. Its thesis is that collage—and, in fact, only collage—meaningfully overcomes formal and generic boundaries between the literary and the non-literary. The overwriting of these traditional boundaries happens in the service of collage’s anti-narrative drive, a drive that may be, in turn, interruptive or destructive. The expansion of collage’s horizons— broadly, to include the use of radical juxtaposition in the arts—reveals a surprisingly wide range of American artists and writers using the logic of juxtaposition as they imagine new worlds, disrupt accepted narratives about society and art, and create meaning through form as much as through paraphrasable content. In addressing a wide range of contested issues, recent artists realize the shocking force of collage. By recovering this shock, Collage and Literature restores collage to its multimedia origins in order to reveal its powerful and political affects.
Collage Culture develops a comprehensive theory of the origins and meanings of collage and readymades in modern and postmodern art, literature, and everyday life. Demonstrating that the origins of collage are found in assembly line technologies and mass media forms of layout and advertising in early twentieth-century newspapers, Collage Culture traces how the historical avant-garde turns the fragmentation of Fordist production against nationalist, fascist, and capitalist ideologies, using the radical potential unleashed by new technologies to produce critical collages. David Banash adeptly surveys the reinvention of collage by a generation of postmodern artists who develop new forms including cut-ups, sampling, zines, plagiarism, and copying to cope with the banalities and demands of consumer culture. Banash argues that collage mirrors the profoundly dialectical relations between the cut of assembly lines and the readymades of consumerism even as its cutting-edges move against the imperatives of passive consumption and disposability instituted by those technologies, forms, and relations. Collage Culture surveys and analyzes works of advertising, assemblage, film, literature, music, painting, and photography from the historical avant-garde to the most recent developments of postmodernism.
Using a wide-ranging variety of texts the author reviews and evaluates a broad range of approaches to textual commentary, introducing the reader to the fundamental distinction between `actual' and `virtual' worlds in critical practice.