First published in 1985, this book draws together the author’s artistic with analytical practices which had been developed over many years of sociological enquiry. It interprets a ‘work of art’ as a site on which a viewer or critic is invited to share in questioning celebration of the painting itself. The author reassesses modern painting’s relation to its own origins and to tradition in light of the emergence of ‘postmodern’ practice — exploring its engagement of fundamental questions about language and being. Also assessed is the relevance of the metaphors of writings and Reading to an understanding of painting and viewing practices — looking at painters’ writings as well as phenomenological and post-structuralist writers.
First published in 1985, this book draws together the author's artistic with analytical practices which had been developed over many years of sociological enquiry. It interprets a 'work of art' as a site on which a viewer or critic is invited to share in questioning celebration of the painting itself. The author reassesses modern painting's relation to its own origins and to tradition in light of the emergence of 'postmodern' practice -- exploring its engagement of fundamental questions about language and being. Also assessed is the relevance of the metaphors of writings and Reading to an understanding of painting and viewing practices -- looking at painters' writings as well as phenomenological and post-structuralist writers.
This collection is comprised of papers submitted to the 3rd International Online Language Conference (IOLC) held in September 2010. IOLC 2010 was a two-day conference which aimed to provide a forum for academics, practitioners, experts and students to debate current international issues and challenges in the broad area of language learning and teaching. This annual world-renowned conference takes place over the internet, allowing participants to save accommodation and flight expenses and at the same time helping to save our planet by reducing CO2 emissions. All submitted papers went through a double blind review process before a decision was made. This was to ensure the quality level of the conference is kept high.
The Routledge Handbook of Modern Chinese Literature presents a comprehensive overview of Chinese literature from the 1910s to the present day. Featuring detailed studies of selected masterpieces, it adopts a thematic-comparative approach. By developing an innovative conceptual framework predicated on a new theory of periodization, it thus situates Chinese literature in the context of world literature, and the forces of globalization. Each section consists of a series of contributions examining the major literary genres, including fiction, poetry, essay drama and film. Offering an exciting account of the century-long process of literary modernization in China, the handbook’s themes include: Modernization of people and writing Realism, rmanticism and mdernist asthetics Chinese literature on the stage and screen Patriotism, war and revolution Feminism, liberalism and socialism Literature of reform, reflection and experimentation Literature of Taiwan, Hong Kong and new media This handbook provides an integration of biographical narrative with textual analysis, maintaining a subtle balance between comprehensive overview and in-depth examination. As such, it is an essential reference guide for all students and scholars of Chinese literature.
This sweeping work, at once a panoramic overview and an ambitious critical reinterpretation of European modernism, provides a bold new perspective on a movement that defined the cultural landscape of the early twentieth century. Walter L. Adamson embarks on a lucid, wide-ranging exploration of the avant-garde practices through which the modernist generations after 1900 resisted the rise of commodity culture as a threat to authentic cultural expression. Taking biographical approaches to numerous avant-garde leaders, Adamson charts the rise and fall of modernist aspirations in movements and individuals as diverse as Ruskin, Marinetti, Kandinsky, Bauhaus, Purism, and the art critic Herbert Read. In conclusion, Adamson rises to the defense of the modernists, suggesting that their ideas are relevant to current efforts to think through what it might mean to create a vibrant, aesthetically satisfying form of cultural democracy.
First Published in 1992, this encyclopedia is designed to survey the social, cultural and intellectual climate of English Romanticism from approximately the 1780s and the French Revolution to the 1830s and the Reform Bill. Focussing on ‘the spirit of the age’, the book deals with the aesthetic, scientific, socioeconomic – indeed the human – environment in which the Romantics flourished. The books considers poets, playwrights and novelists; critics, editors and booksellers; painters, patrons and architects; as well as ideas, trends, fads, and conventions, the familiar and the newly discovered. The book will be of use for everyone from undergraduate English students, through to thesis-driven graduate students to teaching faculty and scholars.
"When you're in New York" the sculptor Louise Nevelson once said, "you're in perpetual resurrection." She might have said the same thing about St. Peter's Lutheran Church, set in the heart of midtown Manhattan. In the 1970s the church made a radical move, scrapping its neo-gothic building for a sleek modern structure in the shadow of a skyscraper. The transformation was not just architectural. Inside, Nevelson created a shimmering chapel, while over the years artists and designers such as Willem de Kooning, Kiki Smith, and Massimo and Lella Vignelli produced works for the sanctuary. This fusion of modern art, architecture, and design was complemented by an innovative jazz ministry, including funerals for Billy Strayhorn and John Coltrane, and performances by Duke Ellington and other jazz legends. For the first time, this volume examines the astounding cultural output of this single church. Just as importantly, the story of St. Peter's serves as a springboard for wider reflections on the challenges and possibilities which arise when religion and art intersect in the modern city. Working from a wide range of disciplines, including art history, theology, musicology, and cultural studies, a distinguished group of scholars demonstrate that this church at the center of New York City deserves an equally central place in contemporary scholarship.
Few architectural styles evoke so strong a sense of place as Pueblo architecture. This book brings together experts from architecture and art, archaeology and anthropology, philosophy and history, considering Pueblo style not simply architecturally, but within its cultural, religious, economic, and climate contexts as well. The product of successive layers of Pueblo Indian, Spanish, and Anglo influences, contemporary Pueblo style is above all seen as a harmonious response to the magnificent landscape from which it emerged. Pueblo Style and Regional Architecture, first published in 1990, is a unique and thorough study of this enduring regional style, a sourcebook that will inform and inspire architects and designers, as well as fascinate those interested in the anthropology, culture, art, and history of the American Southwest.
Folk art is now widely recognized as an integral part of the modern Chinese cultural heritage, but in the early twentieth century, awareness of folk art as a distinct category in the visual arts was new. Internationally, intellectuals in different countries used folk arts to affirm national identity and cultural continuity in the midst of the changes of the modern era. In China, artists, critics and educators likewise saw folk art as a potentially valuable resource: perhaps it could be a fresh source of cultural inspiration and energy, representing the authentic voice of the people in contrast to what could be seen as the limited and elitist classical tradition. At the same time, many Chinese intellectuals also saw folk art as a problem: they believed that folk art, as it was, promoted superstitious and backward ideas that were incompatible with modernization and progress. In either case, folk art was too important to be left in the hands of the folk: educated artists and researchers felt a responsibility intervene, to reform folk art and create new popular art forms that would better serve the needs of the modern nation. In the early 1930s, folk art began to figure in the debates on social role of art and artists that were waged in the pages of the Chinese press, the first major exhibition of folk art was held in Hangzhou, and the new print movement claimed the print as a popular artistic medium while, for the most part, declaring its distance from contemporary folk printmaking practices. During the war against Japan, from 1937 to 1945, educated artists deployed imagery and styles drawn from folk art in morale-boosting propaganda images, but worried that this work fell short of true artistic accomplishment and pandering to outmoded tastes. The questions raised in interaction with folk art during this pivotal period, questions about heritage, about the social position of art, and the exercise of cultural authority continue to resonate into the present day.
Learning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school. It explores a range of approaches to teaching and learning and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum. Written by experts in the field, it aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture. The third edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters surveying assessment and examinations, and exploring identity and diversity in art and design. Essential topics include: Ways of learning in art and design Planning for teaching and learning Critical studies and methods for investigating art and design Inclusion Assessment Issues in craft and design education Drawing & sculpture Your own continuing professional development. Including suggestions for further reading and a range of tasks designed to encourage you to reflect critically on your practice, Learning to Teach Art and Design in the Secondary School addresses issues for student teachers and mentors on all initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.
