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This book examines significant aspects of the art and theory of Joseph Beuys and the challenges they raise for contemporary artistic education. A model for artistic education is developed through foundational theories and a variety of examples from pedagogical practice.
"In this book, Gert Biesta presents a new approach to contemporary art education by showing the unique possibilities the arts offer to establish a dialogue with the world around us. This approach to art education is based on teaching as a process of showing, where the teacher shows the student what could be good, important or meaningful to master in the world. As a starting point for illustrating this method, the book proposes 'How to Explain Pictures to a Dead Hare' (1965) by Joseph Beuys, which Biesta uses in order to draw out a number of important lessons about teaching"--Publisher's website.
"An intimate dialogue with Joseph Beuys ... takes us into the deeper motivations and understandings underlying 'social sculpture' and his expanded conception of art." --Shelley Sacks, artist and director of the Social Sculpture Research Unit, Oxford Brookes University "It is arguable that Beuys was the first artist of the twenty-first century. Like Rudolf Steiner, he was passionately concerned with the history of ideas and the points of interface between manifestations of the arts and sciences as well as philosophy, religion, economics, and politics." --Richard Demarco, OBE, professor emeritus, European Cultural Studies, Kingston University, Surrey "Joseph Beuys was one of the most important artists of the twentieth century. He was one of the first German artists to engage with his country's turbulent and destructive recent history. His art embraced processes of political renewal within society, the search for an appropriate spiritual approach in our times, and a belief in the creative potential in each individual." --Sean Rainbird, senior curator, Tate Collection "The revolutionary artistic ideas and artwork of Joseph Beuys are still, decades later, one of the strongest influences on contemporary artists. His work bursts open the enclosed world of visual art to encompass political and social reform, environmentalism, education, economics, spiritual science, and the proposal that art is not properly an activity for 'experts' but for everyone." --David Adams, Ph.D., art history faculty, Sierra College, California. "I know that from him [Rudolf Steiner] a mission was given to me to gradually remove people's alienation and mistrust toward the supersensible through my means. In political thinking--the field I have to be working on daily--it is a matter of realizing the Threefold Social Order as quickly as possible." --Joseph Beuys (letter to Manfred Schradi, October 21, 1971) Joseph Beuys's work continues to influence and inspire artists and thinkers around the world--in areas from organizational learning, direct democracy, and new forms of money, to new methods of art education and the practice of "ecological art." Volker Harlan--a close colleague of Beuys--whose own work also explores substance and sacrament--talked with Beuys about the deeper motivations and insights behind "social sculpture" and his expanded view of art. These profound reflections, complemented by Harlan's thoughtful essays, give a sense of the interconnected nature of all life forms and provide the basis for a path toward a future that is ecologically sustainable. Features more than forty illustrations.
Joseph Beuys’s work continues to influence and inspire practitioners and thinkers all over the world, in areas from organizational learning, direct democracy and new money forms to new art pedagogies and ecological art practices. Here, in dialogue with Volker Harlan - a close colleague, whose own work also revolves around understandings of substance and sacrament that are central to Beuys - the deeper motivations and insights underlying ‘social sculpture’, Beuys’s expanded conception of art, are illuminated. His profound reflections, complemented with insightful essays by Volker Harlan, give a sense of the interconnectedness between all life forms, and the foundations of a path towards an ecologically sustainable future. This volume features over 40 b/w illustrations.
This book is intended for anyone interested in knowing more about arts education. It makes a daring contribution to the subject in a clear, pragmatic, committed and ambitious way. The book discusses thoroughly the theory and practice of arts education and what it means to be a teacher of art. It is a powerful and inspiring account of the challenges of teaching in the arts that will appeal to anyone in the teaching profession.
This book brings together interviews with twenty-one artist-teachers from different parts of the world, offering many insights into their identities, challenges and creative and pedagogic practices they have adopted. Based in a range of educational situations—from compulsory to post-secondary education, art schools, departments of art education and community-based environments—these educators discuss their own training in fine art and/or art education, research interests, teaching methods and theoretical outlooks, collaborative projects, students’ ambitions, exhibitions and the different approaches they use to connect their educational and artistic commitments. The discussions take place against a contextual backdrop that is tackled in every interview, bringing to the fore the impact of social, political, historical and institutional frameworks on artist-teachers. Illustrated with images of works and projects by each artist-teacher in the book, the volume combines the visual and the verbal in a way that reflects the complex experiences and identities of the interviewees. Raphael Vella is a Senior Lecturer in Art Education at the Faculty of Education, University of Malta. Apart from coordinating and teaching in art education courses, he also teaches courses in fine art and theory. His publications address the relationships between contemporary artistic practices and education, art education in the Mediterranean, identity in art education, photography and cultural studies, and arts-based research. He is also actively involved in the curation of international and Maltese exhibitions and cultural events, and in recent years he initiated projects such as Divergent Thinkers (aimed at creating a platform for emerging artists based in Malta) and the Valletta International Visual Arts festival (VIVA). He is also a practising artist, having shown his work in many contexts, including Malta, Venice, Warsaw, Tokyo, Reims, Buenos Aires, Nicosia and Oxford.
Leading international artists and art educators consider the challenges of art education in today's dramatically changed art world. 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. Contributors Marina Abramovic, 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
Celebrates the forty-year oeuvre of one of the most important and influential visual artists of the postwar era Subject to passionate controversy during his lifetime, the work of Joseph Beuys is now considered one of the most significant and influential contributions to twentieth-century fine arts. The Essential Joseph Beuys locates the artist’s oeuvre as he saw it: part of a larger, philosophically based practice emphasizing direct democracy, free access to education, and the restructuring of society to meet ecological requirements. A total of 152 works from Beuys’s many fields of activity—drawings and watercolors, prints and multiples, sculptures and objects, spaces and happenings—arranged in chronological order demonstrate the artist’s formal versatility, creative richness, and conceptual depth. The peculiar poetry of the materials Beuys used—felt, grease, honey, wax, copper, and sulfur—emerges along with the gentle melancholy that suffuses the work. Alain Borer analyzes the world of Beuys’s thoughts and imagination with special reference to the artist’s written and spoken statements. This survey is an essential introduction to the work and conceptual world of Joseph Beuys that will appeal to anyone interested in twentieth-century art.
The long-awaited history of the art college that became an unlikely epicenter of the art world in the 1960s and 1970s. How did a small art college in Nova Scotia become the epicenter of art education—and to a large extent of the postmimimalist and conceptual art world itself—in the 1960s and 1970s? Like the unorthodox experiments and rich human resources that made Black Mountain College an improbable center of art a generation earlier, the activities and artists at Nova Scotia College of Art and Design (aka NSCAD) in the 1970s redefined the means and methods of art education and the shape of art far beyond Halifax. A partial list of visiting artists and faculty members at NSCAD would include Joseph Beuys, Sol LeWitt, Gerhard Richter, Dan Graham, Mel Bochner, Lucy Lippard, John Baldessari, Hans Haacke, Yvonne Rainer, Robert Frank, Jenny Holzer, Robert Morris, Eric Fischl, and Dara Birnbaum. Kasper Koenig and Benjamin Buchloh ran the NSCAD Press, publishing books by Hollis Frampton, Lawrence Weiner, Donald Judd, Daniel Buren, Michael Asher, Martha Rosler, and Michael Snow, among others. The Lithography Workshop produced early works by many of today's masters, including John Baldessari, Vito Acconci, and Claes Oldenburg. With The Last Art College, Garry Kennedy, the college's visionary president at the time, gives us the long-awaited documentary history of NSCAD during a formative era. From gallery openings to dance performances to visiting lectures to exhibitions to classroom projects, the book gives a rich historical and visual account of the school's activities, supplemented by details of specific events, reminiscences by faculty and students, accounts of artists' talks, and notes on memorable controversies.
Rethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene. This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education. This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.
