Category Archives: education
In this important book Christina Weyl takes us into the experimental New York print studio Atelier 17 and highlights the women whose work there advanced both modernism and feminism in the 1940s and 1950s. Weyl focuses on eight artists — Louise Bourgeois, Minna Citron, Worden Day, Dorothy Dehner, Sue Fuller, Alice Trumbull Mason, Louise Nevelson, and Anne Ryan—who bent the technical rules of printmaking and blazed new aesthetic terrain with their etchings, engravings, and woodcuts. She reveals how Atelier 17 operated as an uncommonly egalitarian laboratory for revolutionizing print technique, style, and scale. It facilitated women artists’ engagement with modernist styles, providing a forum for extraordinary achievements that shaped postwar sculpture, fiber art, neo-Dadaism, and the Pattern and Decoration movement. Atelier 17 fostered solidarity among women pursuing modernist forms of expression, providing inspiration for feminist collective action in the 1960s and 1970s. The Women of Atelier 17 also identifies for the first time nearly 100 women, many previously unknown, who worked at the studio, and provides incisive illustrated biographies of selected artists.
By Kyna Leski (2015)
Although each instance of creativity is singular and specific, Kyna Leski tells us, the creative process is universal. Artists, architects, poets, inventors, scientists, and others all navigate the same stages of the process in order to discover something that does not yet exist. All of us must work our way through the empty page, the blank screen, writer’s block, confusion, chaos, and doubt. In this book, Leski draws from her observations and experiences as a teacher, student, maker, writer, and architect to describe the workings of the creative process.
Edited by Steven Henry Madoff (2009)
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. Art School (Propositions for the 21st Century) 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 Abramovic, 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. And throughout the volume, attention is paid to new initiatives and proposals about what an art school can and should be in the twenty-first century — and what it shouldn’t be. No other book on the subject covers more of the questions concerning art education today or offers more insight into the pressures, challenges, risks, and opportunities for artists and art educators in the years ahead.
By Helen Molesworth (2015)
In 1933, John Rice founded Black Mountain College in North Carolina as an experiment in making artistic experience central to learning. Though it operated for only 24 years, this pioneering school played a significant role in fostering avant-garde art, music, dance, and poetry, and an astonishing number of important artists taught or studied there. Among the instructors were Josef and Anni Albers, John Cage, Merce Cunningham, Buckminster Fuller, Karen Karnes, M. C. Richards, and Willem de Kooning, and students included Ruth Asawa, Robert Rauschenberg, and Cy Twombly. Leap Before You Look is a singular exploration of this legendary school and of the work of the artists who spent time there. Scholars from a variety of fields contribute original essays about diverse aspects of the College—spanning everything from its farm program to the influence of Bauhaus principles—and about the people and ideas that gave it such a lasting impact. In addition, catalogue entries highlight selected works, including writings, musical compositions, visual arts, and crafts. The book’s fresh approach and rich illustration program convey the atmosphere of creativity and experimentation that was unique to Black Mountain College, and that served as an inspiration to so many
By David Chase, Jill L. Ferguson, and J. Joseph Hoey IV (2014)
Assessment in Creative Disciplines: Quantifying and Qualifying the Aesthetic explores creativity and its assessment using easy-to-grasp concepts; concrete examples of arts education and assessment models and theories, including digital education models and e-portfolios; and case studies to form a blueprint that administrators, educators, practitioners, researchers, and students can use to assess endeavors in art, dance, design, and music, both on an individual basis and as a collective (course, cohort, department, program, etc.).
By Larry Lavender (1996)
Dancers Talking Dance describes how to teach students to formulate critical responses to the dances they see, create, and perform. Written for teachers and dancers at all levels, the book outlines a five-step, systematic approach to critical evaluation. To bring the approach to life the author interweaves practical, how-to examples with explanations of the theories underlying each step. Readers will learn how to help students observe, describe, analyze, write, and talk more effectively about dances and other works of art.
By Liz Lerman (2011)
In this wide-ranging collection of essays and articles, Liz Lerman reflects on her life-long exploration of dance as a vehicle for human insight and understanding of the world around us. Lerman has been described by the Washington Post as “the source of an epochal revolution in the scope and purposes of dance art.” Here, she combines broad outlooks on culture and society with practical applications and accessible stories. Her expansive scope encompasses the craft, structure, and inspiration that bring theatrical works to life as well as the applications of art in fields as diverse as faith, aging, particle physics, and human rights law. Offering readers a gentle manifesto describing methods that bring a horizontal focus to bear on a hierarchical world, this is the perfect book for anyone curious about the possible role for art in politics, science, community, motherhood, and the media.
By James Elkins (2011)
This is a guidebook for art students at the college level (BA, BFA, MFA, PhD). “Elkins introduces refreshing commonsense in the tired and tiresome activity of the critique of art works by students. A dissection geared to avoid or delay a future autopsy of the field, the book uses case studies that teach as much about ‘how to’ as they do about ‘how not to.’ A nice and often funny exercise in debunking, Art Critiques: A Guide is also a fascinating analysis of the successes and failures in communication among people.” -Luis Camnitzer
By Liz Lerman and John Borstel (2003)
Liz Lerman’s Critical Response Process is a multi-step, group system for giving and receiving useful feedback on creative processes and artistic works-in-progress. This book offers a detailed introduction to the Process, beginning with its three roles and four core steps.
Innovations in Art and Design series from Routledge:
Network Art: Practices and Positions (2005)
Invisible Connections: Dance, Choreography and Internet Communities (2005)
Thinking Through Art: Reflections on Art as Research (2005)
New Practices – New Pedagogies: A Reader (2005)
New Visions In Performance (2004)
Digital Creativity: A Reader (2002)