samedi 19 juin 2010

Contemporary art school


Rethinking the contemporary art school: the artist, the PhD, and the Academy, edited by Brad Buckley and John Conomos, Halifax: Press of the Nova Scotia College of Art and Design, 2009.

"With great timeliness, Rethinking the Contemporary Art School examines the very basis of the art school and its role in society. The book considers various art-school models – innovative graduate programs, independent stand-alone schools and art schools that are departments or schools of major research universities – and the problems that art schools face as academically marginalized institutions. Rethinking the Contemporary Art School concludes with essays on new media, inquiring whether the contemporary art school offers the right context for this discipline. The anthology includes contributions by Su Baker, Bruce Barber, Mikkel Bogh, Juli Carson and Bruce Yonemoto, Edward Colless, Jay Coogan, Luc Courchesne, Sara Diamond, Lauren Ewing, Gary Pearson, Bill Seaman and Jeremy Welsh."
nscad.ca/site-nscad/media/nscad/press_RTCAS.pdf

Art School ( Propositions for the 21st century), edited by Steven Henry Madoff. Cambridge, MA, and London: MIT Press, 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 Abramović, 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.
Contributors: Marina Abramović, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Clémentine Deliss, Charles Esche, Liam Gillick, Boris Groys, Hans Haacke, Ann Lauterbach, Ken Lum, Steven Henry Madoff, Brendan D. Moran, Ernesto Pujol, Raqs Media Collective, Charles Renfro, Jeffrey T. Schnapp, Michael Shanks, Robert Storr, Anton Vidokle”
mitpress.mit.edu/books/chapters/0262134934refs1.pdf

Merci au cher Charles pour ces deux références.

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