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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
Mark Wallinger Study for Self Reflection
Press Release Mark Wallinger Study for Self Reflection Hauser & Wirth New York, 22nd Street 13 September – 27 October 2018 Opening reception: Thursday 13 September, 6 – 8 pm New York… Hauser & Wirth is pleased to present ‘Study for Self Reflection,’ Turner prize-winning artist Mark Wallinger’s first solo exhibition with the gallery in the United States. One of Britain’s foremost contemporary artists, Wallinger is recognized for his rich and complex body of work, spanning painting, sculpture, installation, printmaking, video, performance, and photography. This exhibition features new paintings and two large-scale sculptures presented for the first time to an American audience. The works on view extend Wallinger’s career-long engagement with ideas of power, authority, artifice, and illusion. The theme of reflection is central to Wallinger’s oeuvre; the artist deploys it to probe questions about the psyche and the self, and to challenge our attachment to our identities and the socio-cultural mechanisms that inform them. Entering the gallery, visitors are confronted with ‘Superego’ (2016), a sculpture composed of a mirrored triangular prism rotating atop a post. Inspired by the revolving New Scotland Yard sign, which marks the entrance of London’s police headquarters, ‘Superego’ directly references this symbol of authority; Wallinger interprets the sign’s constant motion as the unremitting and omniscient eye of law enforcement. In distilling this totem, Wallinger produces an enigmatic symbol of intimidation and dominance. While the sculpture’s seductive surface appeals to our own desire for self-reflection and recognition, its position above viewers’ heads denies direct access to our mirrored image. -
The American Abstract Artists and Their Appropriation of Prehistoric Rock Pictures in 1937
“First Surrealists Were Cavemen”: The American Abstract Artists and Their Appropriation of Prehistoric Rock Pictures in 1937 Elke Seibert How electrifying it must be to discover a world of new, hitherto unseen pictures! Schol- ars and artists have described their awe at encountering the extraordinary paintings of Altamira and Lascaux in rich prose, instilling in us the desire to hunt for other such discoveries.1 But how does art affect art and how does one work of art influence another? In the following, I will argue for a causal relationship between the 1937 exhibition Prehis- toric Rock Pictures in Europe and Africa shown at the Museum of Modern Art (MoMA) and the new artistic directions evident in the work of certain New York artists immediately thereafter.2 The title for one review of this exhibition, “First Surrealists Were Cavemen,” expressed the unsettling, alien, mysterious, and provocative quality of these prehistoric paintings waiting to be discovered by American audiences (fig. ).1 3 The title moreover illustrates the extent to which American art criticism continued to misunderstand sur- realist artists and used the term surrealism in a pejorative manner. This essay traces how the group known as the American Abstract Artists (AAA) appropriated prehistoric paintings in the late 1930s. The term employed in the discourse on archaic artists and artistic concepts prior to 1937 was primitivism, a term due not least to John Graham’s System and Dialectics of Art as well as his influential essay “Primitive Art and Picasso,” both published in 1937.4 Within this discourse the art of the Ice Age was conspicuous not only on account of the previously unimagined timespan it traversed but also because of the magical discovery of incipient human creativity. -
The Healthcare Riskops Manifesto
The Healthcare RiskOps Manifesto “Committees are, by nature, timid. They are based on the premise of safety in numbers; content to survive inconspicuously, rather than take risks and move independently ahead. Without independence, without the freedom for new ideas to be tried, to fail, and to ultimately succeed, the world will not move ahead, but rather live in fear of its own potential” Ferdinand Porsche And you may ask yourself, "How do I work this?" And you may ask yourself, "Where is that large automobile?" And you may tell yourself, "This is not my beautiful house." And you may tell yourself, "This is not my beautiful wife." David Byrne The End is Near “People of Earth, hear this!” A specter is haunting healthcare. And we’ve got work to do. It’s about challenging the old assumptions of managing risk because nothing has changed. Yet, everything has changed. It’s about heralding a new vision because the old one doesn’t work. Change creates opportunities. Change drives outcomes. And healthcare needs secure outcomes. Healthcare risk needs change. We must challenge assumptions: identity, role, purpose, place, power. Change built on strong beliefs that will upset the status quo. We don’t care. We are focused on moving the industry forward. Le risque est avant-gardiste. Futurism. Vorticism. Dada. Surrealism. Situationism. Neoism. Risk the Elephant. Uncaged. Risk is Nazaré. It’s a red balloon. Risk is sunflower fields. And fire on the mountain. Risk guides the first decision. It’s as old as Eden. Fight. Or flight. Risk is nucleotide. To ego. -
Tate Report 08-09
Tate Report 08–09 Report Tate Tate Report 08–09 It is the Itexceptional is the exceptional generosity generosity and and If you wouldIf you like would to find like toout find more out about more about PublishedPublished 2009 by 2009 by vision ofvision individuals, of individuals, corporations, corporations, how youhow can youbecome can becomeinvolved involved and help and help order of orderthe Tate of the Trustees Tate Trustees by Tate by Tate numerousnumerous private foundationsprivate foundations support supportTate, please Tate, contact please contactus at: us at: Publishing,Publishing, a division a divisionof Tate Enterprisesof Tate Enterprises and public-sectorand public-sector bodies that bodies has that has Ltd, Millbank,Ltd, Millbank, London LondonSW1P 4RG SW1P 4RG helped Tatehelped to becomeTate to becomewhat it iswhat it is DevelopmentDevelopment Office Office www.tate.org.uk/publishingwww.tate.org.uk/publishing today andtoday enabled and enabled us to: us to: Tate Tate MillbankMillbank © Tate 2009© Tate 2009 Offer innovative,Offer innovative, landmark landmark exhibitions exhibitions London LondonSW1P 4RG SW1P 4RG ISBN 978ISBN 1 85437 978 1916 85437 0 916 0 and Collectionand Collection displays displays Tel 020 7887Tel 020 4900 7887 4900 A catalogue record for this book is Fax 020 Fax7887 020 8738 7887 8738 A catalogue record for this book is available from the British Library. DevelopDevelop imaginative imaginative education education and and available from the British Library. interpretationinterpretation programmes programmes AmericanAmerican Patrons Patronsof Tate of Tate Every effortEvery has effort been has made been to made locate to the locate the 520 West520 27 West Street 27 Unit Street 404 Unit 404 copyrightcopyright owners ownersof images of includedimages included in in StrengthenStrengthen and extend and theextend range the of range our of our New York,New NY York, 10001 NY 10001 this reportthis and report to meet and totheir meet requirements. -
Underline Art & Music for the Victoria Line
Underline Art & Music for the Victoria line Learning Guide Key Stages 1–5 To download visit art.tfl.gov.uk/underline-learning-guide 5 Foreword 30 Your Tiles (art & design, technology) 6 The Importance of Art & Design 30 Design from Nature (art & design) on the London Underground 31 Design for a Home (art & design) 6 Art on the Underground 32 Create your own ‘Nanking’ inspired 6 The Project: Underline plate design (art & design) 7 The Artists’ Commissions & Timescale 32 STEM Activities 8 The Core Values of William Morris 32 Design a Tunnel (design & technology, STEM) 9 The Arts and Crafts Movement 33 History, Geography & IT Activities 9 The Influence of William Morris on London 33 Maps Underground’s Frank Pick 33 Construction of the Victoria line 10 Design Research Unit & Sir Misha Black (history, geography) 10 Victoria line 33 Investigative Geography Project 11 The Official Royal Opening 34 A Cutting-Edge Ticketing System 11 Diagram of the Victoria line (geography, British Values) 11 Interesting Facts about the Victoria line 34 Passengers through the Ages (history) 13 Original Victoria line Design Features 35 Literacy, Photography & Music Activities by Design Research Unit 35 News from Me (literacy) 16 Ten Stations by David Lawrence 35 Through a Lens – Underground (photography) 19 Classroom Activities 36 Above ground (photography) 20 Arts Award and Underline 37 Family Activities 21 Delivering Arts Award through 37 Challenge 1: Match the Labyrinth Underline: Mapping Resource 37 Challenge 2: Which Victoria line station is this? 22 Underline -
The State of Art Criticism
Page 1 The State of Art Criticism Art criticism is spurned by universities, but widely produced and read. It is seldom theorized, and its history has hardly been investigated. The State of Art Criticism presents an international conversation among art historians and critics that considers the relation between criticism and art history, and poses the question of whether criticism may become a university subject. Participants include Dave Hickey, James Panero, Stephen Melville, Lynne Cook, Michael Newman, Whitney Davis, Irit Rogoff, Guy Brett, and Boris Groys. James Elkins is E.C. Chadbourne Chair in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. His many books include Pictures and Tears, How to Use Your Eyes, and What Painting Is, all published by Routledge. Michael Newman teaches in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago, and is Professor of Art Writing at Goldsmiths College in the University of London. His publications include the books Richard Prince: Untitled (couple) and Jeff Wall, and he is co-editor with Jon Bird of Rewriting Conceptual Art. 08:52:27:10:07 Page 1 Page 2 The Art Seminar Volume 1 Art History versus Aesthetics Volume 2 Photography Theory Volume 3 Is Art History Global? Volume 4 The State of Art Criticism Volume 5 The Renaissance Volume 6 Landscape Theory Volume 7 Re-Enchantment Sponsored by the University College Cork, Ireland; the Burren College of Art, Ballyvaughan, Ireland; and the School of the Art Institute, Chicago. 08:52:27:10:07 Page 2 Page 3 The State of Art Criticism EDITED BY JAMES ELKINS AND MICHAEL NEWMAN 08:52:27:10:07 Page 3 Page 4 First published 2008 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2007. -
Agregue Y Devuelva, MAIL ART En Las Colección Del MIDE-CIANT/UCLM
AGREGUE Y DEVUELVA MAIL ART en las colecciones del MIDE-CIANT/UCLM © de los textos e ilustraciones: sus autores. © de la edición: Universidad de Castilla-La Mancha. Textos de: José Emilio Antón, Ibírico, Ana Navarrete Tudela, Sylvia Ramírez Monroy, César Reglero y Pere Sousa. Edita: Ediciones de la Universidad de Castilla-La Mancha, MIDE-CIANT y Fundación Antonio Pérez. Colección CALEIDOSCOPIO n.º 17. Serie Cuadernos del Media Art. Dir.: Ana Navarrete Tudela Equipo de documentación: Ana Alarcón Vieco, Roberto J. Alcalde López y Clara Rodrigo Rodríguez. Fotografías: Montserrat de Pablo Moya Corrección de textos: Antonio Fernández Vicente I.S.B.N.: 978-84-9044-421-4 (Edición impresa) I.S.B.N.: 978-84-9044-422-1 (Edición electrónica) Doi: http://doi.org/10.18239/caleidos_2021.17.00 D.L.: CU 11-2021 Esta editorial es miembro de la UNE, lo que garantiza la difusión y comercialización de sus publicaciones a nivel nacional e internacional. Diseño y maquetación: CIDI (UCLM) Impresión: Trisorgar Artes Gráficas Hecho en España (U.E.) – Made in Spain (E.U.) Esta obra se encuentra bajo una licencia internacional Creative Commons CC BY 4.0. Cualquier forma de reproducción, distribución, comunicación pública o transformación de esta obra no incluida en la licencia Creative Commons CC BY 4.0 solo puede ser realizada con la autorización expresa de los titulares, salvo excepción prevista por la ley. Puede Vd. acceder al texto completo de la licencia en este enlace: https://creativecommons.org/licenses/by/4.0/deed.es EXPOSICIONES: Comisariado: Patricia Aragón Martín, Ana Navarrete Tudela, Montserrat de Pablo Moya Coordinación: Ana Navarrete Tudela Ayudantes de coordinación: Adoración Saiz Cañas, Ana Alarcón Vieco, Ignacio Page Valero Dirección de montaje: MIDE-CIANT/UCLM, Fundación Antonio Pérez, ArteTinta Digitalización: Ana Alarcón Vieco, Patricia Aragón y Clara Rodrigo Rodríguez Montaje y transporte: ArteTinta Centros: Sala ACUA, Cuenca. -
Art Appreciation Art Criticism
Art Criticism Well……..? That’s why Critical Thinking matters…..in its broadest sense it can be described as purposeful reflective judgment concerning what to believe or what to do. I don’t know anything about art, but I know what I like. And I really don’t need a class to help me with this... Taste Taste Taste as an aesthetic, sociological, economic and anthropological concept refers to cultural patterns of choice and preference regarding aesthetic judgments. What determines aesthetic judgments? Is it really just a function of our biases? And why should we even care about things we don’t like ? Well, for one…..because art exists for more than one subgroup or individual…. Art is part of our Public (shared) Experience ART is reflective of the HUMAN EXPERIENCE…good and bad. Edvard Munch, “The Scream” 1893, National Gallery, Oslo Norway. ART is not just for interior design and we are not just “CONSUMERS”! …..and this is why Museums and Galleries are so important. ITS GOOD TO GET OUT OF THE HOUSE and AWAY FROM THE MARKETERS!!! AND REMEMBER What are our VALUES • Personal Values • Political Values • Cultural Values • Sub-Cultural Values • Class Values • National Values • Religious Values • Spiritual Values ART IS POWERFUL The reason art can please, is also because it can displease….. ART IS POWERFUL …. it can alternately challenge or reinforce the value system of any given culture. It is one of many place where a peoples discovers who they wish to be…. ART and BEAUTY Art can be beautiful. But what is Beauty? Who gets to decide? ART and BEAUTY Art should comfort the disturbed and disturb the comfortable! It has MANY purposes. -
Real.Izing the Utopian Longing of Experimental Poetry
REAL.IZING THE UTOPIAN LONGING OF EXPERIMENTAL POETRY by Justin Katko Printed version bound in an edition of 20 @ Critical Documents 112 North College #4 Oxford, Ohio 45056 USA http://plantarchy.us REEL EYE SING THO YOU DOH PEON LAWN INC O V.EXPER(T?) I MEANT ALL POET RE: Submitted to the School of Interdisciplinary Studies (Western College Program) in partial fulfillment of the requirements for the degree of Bachelor of Philosophy Interdisciplinary Studies by Justin Katko Miami University Oxford, Ohio April 10, 2006 APPROVED Advisor: _________________ Xiuwu Liu ABSTRACT Capitalist social structure obstructs the potentials of radical subjectivities by over-determining life as a hierarchy of discrete labors. Structural analyses of grammatical syntax reveal the reproduction of capitalist social structure within linguistic structure. Consider how the struggle of articulation is the struggle to make language work.* Assuming an analog mesh between social and docu-textual structures, certain experimental poetries can be read as fractal imaginations of anarcho-Marxist utopianism in their fierce disruption of linguistic convention. An experimental poetry of radical political efficacy must be instantiated by and within micro-social structures negotiated by practically critical attentions to the material conditions of the social web that upholds the writing, starting with writing’s primary dispersion into the social—publishing. There are recent historical moments where such demands were being put into practice. This is a critical supplement to the first issue of Plantarchy, a hand-bound journal of contemporary experimental poetry by American, British, and Canadian practitioners. * Language work you. iii ...as an object of hatred, as the personification of Capital, as the font of the Spectacle. -
Neoist Interruptus and the Collapse of Originality
Neoist Interruptus and the Collapse of Originality Stephen Perkins 2005 Presented at the Collage As Cultural Practice Conference, University of Iowa, March 26th, Iowa City Tracing the etymology of the word collage and its compound colle becomes a fascinating journey that branches out into a number of different directions all emanating from the act of gluing things together. After reading a number of definitions that detail such activities as sticking, gluing, pasting, adhering, and the utilization of substances such as gum (British), rubber cement (US) and fish glue, one comes upon another meaning of a rather different order. In France collage has a colloquial usage to describe having an affair, and colle more specifically means to live together or to shack up together.1 While I lay no great claims to any expertise in the area of linguistic history, I would suggest that this vernacular meaning of colle arises when living together would have generated far more excitement than the term, and the activity, generates today. And, while the dictionary definition of the word does not support the interpretation that I am going to suggest here, I would argue that its usage in its original context would have generated a very particular kind of frisson that would have been implicitly associated with the act of two people being collaged or glued together, in other words fucking, or to fuck, or simply fuck. What has this to do with a paper on collage as cultural intervention, you might ask? It’s simple really, well relatively. My subject is a late 20th century international avant-garde movement known as the Neoist Cultural Conspiracy (Neoism for short), which I would argue is the last of the historic avant-gardes of the 20th century. -
Using Art Criticism to Engage Students in Writing
Using Art Criticism to Engage Students in Writing Allen Trent and Pete Moran University of Wyoming Abstract: This article describes using art criticism, a process the authors define as “viewing, thinking, talking, and writing about art,” to engage students in writing. The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas. “I know what it is. Art criticism is writin’ bad stuff about people’s art!” This response was from a fourth grader, but we have heard similar responses from many students and teachers over the years. While logical, especially considering the common meaning of “criticism,” it is a misconception. Barrett, an art criticism theorist who has devoted his career to translating the process into educational contexts, explains that art criticism is a generally positive endeavor. Critics write about art “because they love it and see it as a valuable phenomenon in the world… Critics do not always agree with the art that is made, but they enjoy thinking about it” (Barrett, 2000, p. 2). Art criticism is the process of viewing, thinking, talking, and writing about art, and as teachers, we have found using the process to be a positive, effective way to engage students in meaningful conversations and writing.