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The iconic architecture of the brutalist modernist megastructure of Simon Fraser University in Vancouver, Canada built by architect Arthur Erickson in the 1960s is the site of the artistic research project into the history of this "radical campus" and its built environment by Vancouver and Vienna based artists Sabine Bitter and Helmut Weber. The collaborative research(...)
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The iconic architecture of the brutalist modernist megastructure of Simon Fraser University in Vancouver, Canada built by architect Arthur Erickson in the 1960s is the site of the artistic research project into the history of this "radical campus" and its built environment by Vancouver and Vienna based artists Sabine Bitter and Helmut Weber. The collaborative research(...)
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Unsettling educational modernism: Simon Fraser University
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The iconic architecture of the brutalist modernist megastructure of Simon Fraser University in Vancouver, Canada built by architect Arthur Erickson in the 1960s is the site of the artistic research project into the history of this "radical campus" and its built environment by Vancouver and Vienna based artists Sabine Bitter and Helmut Weber. The collaborative research group, "Guests and Hosts", formed by Bitter & Weber and Métis scholar June Scudeler including Métis scholar and student Treena Chambers, Kanien’kehá:ka Mohawk student Toni-Leah Yake, as well as Rachel Warwick and Hannah Campbell, has challenged the narrative of the radical campus, so called because it was informed by experimental concepts of learning and teaching. Using the spaces of a settler colonial institution, the project shifts perspectives by unsettling and challenging western- based concepts of pedagogy and knowledge. Combining archival photographic material, architectural photographs by the artists, and interventions into the institutional spaces by Guests and Hosts, the project performs the claim for places rather than spaces for Indigenous ways of knowing and learning.
Unsettling educational modernism: Simon Fraser University
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The iconic architecture of the brutalist modernist megastructure of Simon Fraser University in Vancouver, Canada built by architect Arthur Erickson in the 1960s is the site of the artistic research project into the history of this "radical campus" and its built environment by Vancouver and Vienna based artists Sabine Bitter and Helmut Weber. The collaborative research group, "Guests and Hosts", formed by Bitter & Weber and Métis scholar June Scudeler including Métis scholar and student Treena Chambers, Kanien’kehá:ka Mohawk student Toni-Leah Yake, as well as Rachel Warwick and Hannah Campbell, has challenged the narrative of the radical campus, so called because it was informed by experimental concepts of learning and teaching. Using the spaces of a settler colonial institution, the project shifts perspectives by unsettling and challenging western- based concepts of pedagogy and knowledge. Combining archival photographic material, architectural photographs by the artists, and interventions into the institutional spaces by Guests and Hosts, the project performs the claim for places rather than spaces for Indigenous ways of knowing and learning.
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books
books
Publication:
October 2021
October 2021
Subject:
Canadian Architects
Canadian Architects
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books
books
Title:
Complaint!
Complaint!
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In ''Complaint!'' Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and(...)
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In ''Complaint!'' Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and(...)
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Complaint!
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In ''Complaint!'' Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and what actually happens. To make complaints within institutions is to learn how they work and for whom they work: complaint as feminist pedagogy. Ahmed explores how complaints are made behind closed doors and how doors are often closed on those who complain. To open these doors---to get complaints through, keep them going, or keep them alive---Ahmed emphasizes, requires forming new kinds of collectives. This book offers a systematic analysis of the methods used to stop complaints and a powerful and poetic meditation on what complaints can be used to do. Following a long lineage of Black feminist and feminist of color critiques of the university, Ahmed delivers a timely consideration of how institutional change becomes possible and why it is necessary.
Complaint!
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In ''Complaint!'' Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and what actually happens. To make complaints within institutions is to learn how they work and for whom they work: complaint as feminist pedagogy. Ahmed explores how complaints are made behind closed doors and how doors are often closed on those who complain. To open these doors---to get complaints through, keep them going, or keep them alive---Ahmed emphasizes, requires forming new kinds of collectives. This book offers a systematic analysis of the methods used to stop complaints and a powerful and poetic meditation on what complaints can be used to do. Following a long lineage of Black feminist and feminist of color critiques of the university, Ahmed delivers a timely consideration of how institutional change becomes possible and why it is necessary.
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books
books
Publication:
September 2021
September 2021
Subject:
Social
Social
Form:
books
books
Title:
Architecture and labor
Architecture and labor
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$57.50
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Through a collection of 13 chapters, Peggy Deamer examines the profession of architecture not as an abstraction, but as an assemblage of architectural workers. What forces prevent architects from empowering ourselves to be more relevant and better rewarded? How can these forces be set aside by new narratives, new organizations and new methods of production? How can we(...)
$57.50
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Through a collection of 13 chapters, Peggy Deamer examines the profession of architecture not as an abstraction, but as an assemblage of architectural workers. What forces prevent architects from empowering ourselves to be more relevant and better rewarded? How can these forces be set aside by new narratives, new organizations and new methods of production? How can we(...)
Title:
Architecture and labor
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$57.50
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Through a collection of 13 chapters, Peggy Deamer examines the profession of architecture not as an abstraction, but as an assemblage of architectural workers. What forces prevent architects from empowering ourselves to be more relevant and better rewarded? How can these forces be set aside by new narratives, new organizations and new methods of production? How can we sit at the decision-making table to combat short-term real estate interests for longer-term social and ethical value? How can we pull architecture- its conceptualization, its pedagogy, and its enactment- into the 21st century without succumbing to its neoliberal paradigm? In addressing these controversial questions, ''Architecture and Labor'' brings contemporary discourses on creative labor to architecture, a discipline devoid of labor consciousness. This book addresses how, not just what, architects produce and focuses not on the past but on the present. It is sympathetic to the particularly intimate way that architects approach their design work while contextualizing that work historically, institutionally, economically, and ideologically. ''Architecture and Labor'' is sure to be a compelling read for pre-professional students, academics, and practitioners.
Architecture and labor
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$57.50
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Through a collection of 13 chapters, Peggy Deamer examines the profession of architecture not as an abstraction, but as an assemblage of architectural workers. What forces prevent architects from empowering ourselves to be more relevant and better rewarded? How can these forces be set aside by new narratives, new organizations and new methods of production? How can we sit at the decision-making table to combat short-term real estate interests for longer-term social and ethical value? How can we pull architecture- its conceptualization, its pedagogy, and its enactment- into the 21st century without succumbing to its neoliberal paradigm? In addressing these controversial questions, ''Architecture and Labor'' brings contemporary discourses on creative labor to architecture, a discipline devoid of labor consciousness. This book addresses how, not just what, architects produce and focuses not on the past but on the present. It is sympathetic to the particularly intimate way that architects approach their design work while contextualizing that work historically, institutionally, economically, and ideologically. ''Architecture and Labor'' is sure to be a compelling read for pre-professional students, academics, and practitioners.
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books
books
Publication:
April 2020
April 2020
Subject:
Architectural Theory
Architectural Theory
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books
books
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Description:
416 pages : illustrations, plans (chiefly color) ; 30 cm
Description:
416 pages : illustrations, plans (chiefly color) ; 30 cm
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[San Francisco Bay Area] : Oro Editions, [2018]
[San Francisco Bay Area] : Oro Editions, [2018]
Title:
The work of Machado & Silvetti = La obra de Machado & Silvetti / Javier Cenicacelaya, Iñigo Saloña ; with an introduction by Nader Tehrani.
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416 pages : illustrations, plans (chiefly color) ; 30 cm
The work of Machado & Silvetti = La obra de Machado & Silvetti / Javier Cenicacelaya, Iñigo Saloña ; with an introduction by Nader Tehrani.
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416 pages : illustrations, plans (chiefly color) ; 30 cm
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books
books
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[San Francisco Bay Area] : Oro Editions, [2018]
[San Francisco Bay Area] : Oro Editions, [2018]
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books
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$54.95
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Rooted in the British apprenticeship system, the French Beaux-Arts, and the German polytechnical schools, architecture education in North America has had a unique history spanning almost three hundred years. Although architects in the United States and Canada began to identify themselves as professionals by the late eighteenth century, it was not until nearly a century(...)
$54.95
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Summary:
Rooted in the British apprenticeship system, the French Beaux-Arts, and the German polytechnical schools, architecture education in North America has had a unique history spanning almost three hundred years. Although architects in the United States and Canada began to identify themselves as professionals by the late eighteenth century, it was not until nearly a century(...)
Title:
Architecture school: three centuries of educating architects in North America
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Rooted in the British apprenticeship system, the French Beaux-Arts, and the German polytechnical schools, architecture education in North America has had a unique history spanning almost three hundred years. Although architects in the United States and Canada began to identify themselves as professionals by the late eighteenth century, it was not until nearly a century later that North American universities began to offer formal architectural training; the first program was established at MIT in 1865. Today most architects receive their training within an academic setting that draws on the humanities, fine arts, applied science, and public service for its philosophy and methodology. This book, published in conjunction with the centennial of the Association of Collegiate Schools of Architecture (ACSA), provides the first comprehensive history of North American architecture education. Architecture School opens with six chronological essays, each devoted to a major period of development: before 1860; 1860--1920; 1920--1940; 1940--1968; 1968--1990; and 1990 to the present. This overview is followed by a "lexicon" containing shorter articles on more than two dozen topics that have figured centrally in archictecture education's history, from competitions and design pedagogy to research, structures, studio culture, and travel.
Architecture school: three centuries of educating architects in North America
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$54.95
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Summary:
Rooted in the British apprenticeship system, the French Beaux-Arts, and the German polytechnical schools, architecture education in North America has had a unique history spanning almost three hundred years. Although architects in the United States and Canada began to identify themselves as professionals by the late eighteenth century, it was not until nearly a century later that North American universities began to offer formal architectural training; the first program was established at MIT in 1865. Today most architects receive their training within an academic setting that draws on the humanities, fine arts, applied science, and public service for its philosophy and methodology. This book, published in conjunction with the centennial of the Association of Collegiate Schools of Architecture (ACSA), provides the first comprehensive history of North American architecture education. Architecture School opens with six chronological essays, each devoted to a major period of development: before 1860; 1860--1920; 1920--1940; 1940--1968; 1968--1990; and 1990 to the present. This overview is followed by a "lexicon" containing shorter articles on more than two dozen topics that have figured centrally in archictecture education's history, from competitions and design pedagogy to research, structures, studio culture, and travel.
Form:
books
books
Publication:
March 2012
March 2012
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books
books
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$34.99
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The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions(...)
$34.99
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Summary:
The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions(...)
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Art school (propositions for the 21st century)
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The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions about the education of today's artists. This book brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms. The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramovi, as well as questionnaire responses from a dozen important artists—among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat—about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls.
Art school (propositions for the 21st century)
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$34.99
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The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions about the education of today's artists. This book brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms. The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramovi, as well as questionnaire responses from a dozen important artists—among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat—about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls.
Form:
books
books
Publication:
October 2009
October 2009
Subject:
Art Theory
Art Theory
Form:
journals and magazines
journals and magazines
Price:
$26.50
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Summary:
''Calls for more Blackness in architecture schools can be simplistic,'' writes architect Darell Wayne Fields, guest editor of Log 57. Well-meaning equity and inclusion programs often simply ''associate the mere presence of Black bodies with institutional change.'' In Log 57, a 208-page thematic issue titled ''Black is . . . an’ Black ain’t . . .,'' 29 authors explore the(...)
$26.50
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Summary:
''Calls for more Blackness in architecture schools can be simplistic,'' writes architect Darell Wayne Fields, guest editor of Log 57. Well-meaning equity and inclusion programs often simply ''associate the mere presence of Black bodies with institutional change.'' In Log 57, a 208-page thematic issue titled ''Black is . . . an’ Black ain’t . . .,'' 29 authors explore the(...)
Title:
Log 57
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''Calls for more Blackness in architecture schools can be simplistic,'' writes architect Darell Wayne Fields, guest editor of Log 57. Well-meaning equity and inclusion programs often simply ''associate the mere presence of Black bodies with institutional change.'' In Log 57, a 208-page thematic issue titled ''Black is . . . an’ Black ain’t . . .,'' 29 authors explore the complexities of Blackness as it relates to aesthetics and architectural pedagogy. As Fields notes, ''In calling for more Blackness, I, for one, am calling for more Black methodology. An inherent characteristic of [which] is a measurement of difference.'' To that end, Log 57 gathers essays and reflections on architectural pedagogies, both in academia and in practice, by Sean Canty, Michelle JaJa Chang, Ajay Manthripragada, and Mónica Ponce de León, among others. Projects by young designers for whom methodological concepts of Black Signification and bricolage are central are presented in a four-color section, and built works and a preservation effort channel difference as a generative force in real-world communities. ''This work demonstrates what is possible when methodological change is real,'' writes Fields. ''Real change, like Blackness, makes us nervous. Black difference, however, is revolutionary.''
Log 57
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$26.50
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Summary:
''Calls for more Blackness in architecture schools can be simplistic,'' writes architect Darell Wayne Fields, guest editor of Log 57. Well-meaning equity and inclusion programs often simply ''associate the mere presence of Black bodies with institutional change.'' In Log 57, a 208-page thematic issue titled ''Black is . . . an’ Black ain’t . . .,'' 29 authors explore the complexities of Blackness as it relates to aesthetics and architectural pedagogy. As Fields notes, ''In calling for more Blackness, I, for one, am calling for more Black methodology. An inherent characteristic of [which] is a measurement of difference.'' To that end, Log 57 gathers essays and reflections on architectural pedagogies, both in academia and in practice, by Sean Canty, Michelle JaJa Chang, Ajay Manthripragada, and Mónica Ponce de León, among others. Projects by young designers for whom methodological concepts of Black Signification and bricolage are central are presented in a four-color section, and built works and a preservation effort channel difference as a generative force in real-world communities. ''This work demonstrates what is possible when methodological change is real,'' writes Fields. ''Real change, like Blackness, makes us nervous. Black difference, however, is revolutionary.''
Form:
journals and magazines
journals and magazines
Publication:
March 2023
March 2023
Subject:
Magazines
Magazines
Form:
books
books
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$70.00
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Maurice R. Stein and Larry Miller’s 'Blueprint for Counter Education' is one of the defining (but neglected) works of radical pedagogy of the Vietnam War era. Originally published as a boxed set by Doubleday in 1970, the book was accompanied by large graphic posters that could serve as a portable learning environment for a new process-based model of education, and a(...)
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Maurice R. Stein and Larry Miller’s 'Blueprint for Counter Education' is one of the defining (but neglected) works of radical pedagogy of the Vietnam War era. Originally published as a boxed set by Doubleday in 1970, the book was accompanied by large graphic posters that could serve as a portable learning environment for a new process-based model of education, and a(...)
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Blueprint for counter education
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Maurice R. Stein and Larry Miller’s 'Blueprint for Counter Education' is one of the defining (but neglected) works of radical pedagogy of the Vietnam War era. Originally published as a boxed set by Doubleday in 1970, the book was accompanied by large graphic posters that could serve as a portable learning environment for a new process-based model of education, and a bibliography and checklist that map patterns and relationships between radical thought and artistic practices—from the modernist avant-gardes to postmodernism, from the Bauhaus to Black Mountain College, from Theodor Adorno and Walter Benjamin to Buckminster Fuller and Norman O. Brown—with Herbert Marcuse and Marshall McLuhan serving as points of anchorage. 'Blueprint for Counter Education' thus serves as a vital synthesis of the numerous intellectual currents in the countercultural debate on the radical reform of schools, universities and ways of learning. To accompany this new facsimile edition of the book and posters, an 80-page booklet features a conversation with the original Blueprint creators, Maurice R. Stein, Larry Miller and designer Marshall Henrichs, as well as essays from Jeffrey Schnapp, Paul Cronin and notes on the design by Adam Michaels of Project Projects.
Blueprint for counter education
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Summary:
Maurice R. Stein and Larry Miller’s 'Blueprint for Counter Education' is one of the defining (but neglected) works of radical pedagogy of the Vietnam War era. Originally published as a boxed set by Doubleday in 1970, the book was accompanied by large graphic posters that could serve as a portable learning environment for a new process-based model of education, and a bibliography and checklist that map patterns and relationships between radical thought and artistic practices—from the modernist avant-gardes to postmodernism, from the Bauhaus to Black Mountain College, from Theodor Adorno and Walter Benjamin to Buckminster Fuller and Norman O. Brown—with Herbert Marcuse and Marshall McLuhan serving as points of anchorage. 'Blueprint for Counter Education' thus serves as a vital synthesis of the numerous intellectual currents in the countercultural debate on the radical reform of schools, universities and ways of learning. To accompany this new facsimile edition of the book and posters, an 80-page booklet features a conversation with the original Blueprint creators, Maurice R. Stein, Larry Miller and designer Marshall Henrichs, as well as essays from Jeffrey Schnapp, Paul Cronin and notes on the design by Adam Michaels of Project Projects.
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books
books
Publication:
February 2016
February 2016
Subject:
Museology
Museology
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books
books
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Description:
xi, 352 pages : illustrations ; 24 cm
Description:
xi, 352 pages : illustrations ; 24 cm
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Publication:
Madison, Wis. : The University of Wisconsin Press, ©2010.
Madison, Wis. : The University of Wisconsin Press, ©2010.
Title:
Petersburg/Petersburg : novel and city, 1900-1921 / edited by Olga Matich.
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Description:
xi, 352 pages : illustrations ; 24 cm
Petersburg/Petersburg : novel and city, 1900-1921 / edited by Olga Matich.
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xi, 352 pages : illustrations ; 24 cm
Form:
books
books
Publication:
Madison, Wis. : The University of Wisconsin Press, ©2010.
Madison, Wis. : The University of Wisconsin Press, ©2010.
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books
books
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$27.95
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Summary:
This book will be a resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices. Among the many sources and(...)
$27.95
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Summary:
This book will be a resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices. Among the many sources and(...)
Title:
Education
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This book will be a resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices. Among the many sources and arguments traced here is second-wave feminism, which questioned dominant notions of personal and institutional freedom as enacted through art teaching and practice. Similarly, education-based responses by the art community to the catastrophes of World War II and postcolonial conflict critically inform contemporary art confronting the interrelationships of education, power, market capitalism, and--as Michael Hardt and Antonio Negri describe it--the global condition of war. These writings by artists, philosophers, educators, poets, and activists center on three recurring and interrelated themes: the notion of "indiscipline" in theories and practices that challenge boundaries of all kinds; the present and future role of the art school; and the turn to pedagogy as medium in a diverse range of recent projects. Other writings address such issues as instrumentalism and control, liberation and equality, the production and the politics of culture, and the roots of research-based practice and experimental participatory works.
Education
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$27.95
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Summary:
This book will be a resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices. Among the many sources and arguments traced here is second-wave feminism, which questioned dominant notions of personal and institutional freedom as enacted through art teaching and practice. Similarly, education-based responses by the art community to the catastrophes of World War II and postcolonial conflict critically inform contemporary art confronting the interrelationships of education, power, market capitalism, and--as Michael Hardt and Antonio Negri describe it--the global condition of war. These writings by artists, philosophers, educators, poets, and activists center on three recurring and interrelated themes: the notion of "indiscipline" in theories and practices that challenge boundaries of all kinds; the present and future role of the art school; and the turn to pedagogy as medium in a diverse range of recent projects. Other writings address such issues as instrumentalism and control, liberation and equality, the production and the politics of culture, and the roots of research-based practice and experimental participatory works.
Form:
books
books
Publication:
September 2011
September 2011
Subject:
Art Theory
Art Theory
