Action Abstraction

"Action/Abstraction Redefined is the first exhibition catalog that analyzes modern Native American art, inspired by abstract expressionism, color field, and hard-edge painting. The publication features paintings and works on paper from the IAIA Museum of Contemporary Native Arts' (MoCNA) permanent collection, created in the 1960s and 1970s. The artists in the Action/Abstraction Redefined exhibition challenged stereotypical expectations of Indian art by experimenting with New York School art movements combined with art influences from their own cultural heritage. This departure, supported by the groundbreaking new art education philosophy at IAIA, revolutionized the Native American art world. This publication also contributes to the scholarship about female artists, such as Edna Massey (Cherokee), during this male dominated art period"--Publisher's website.

The abstract paintings of Jackson Pollock, Willem de Kooning, Barnett Newman, Lee Krasner, Clyfford Still, Helen Frankenthaler, and others revolutionized the art world in the 1940s and 1950s and continue to inspire passionate arguments to this day. What were these artists trying to achieve? Who were the critical voices of the time that rallied public interest in Abstract Expressionism and sparked rancorous debate? Drawing on recent critical, historical, and biographical work, this lavishly illustrated book offers a sharp new focus on a pivotal art movement. It also presents an extensive commentary on the two most influential critics of postwar American art--Clement Greenberg and Harold Rosenberg--whose powerful views shaped perceptions of Abstract Expressionism and other contemporary art movements. In one essay, Norman L. Kleeblatt traces the influence of Abstract Expressionism into the mid-1970s and examines its connection to subsequent art styles. Other essays range from the literary and intellectual culture of New York during that period and an analysis of sculpture and representation to a discussion of Jewish issues in relation to postwar American Art. In addition, the book features a magisterial essay by eminent critic Irving Sandler and a copiously illustrated cultural timeline by Maurice Berger.

This book consists of previously unpublished manuscripts by Vygotsky found in the first systematic study of Vygotsky’s family archive. The notebooks and scientific diaries gathered in this volume represent all periods of Vygotsky’s scientific life, beginning with the earliest manuscript, entitled The tragicomedy of strivings (1912), and ending with his last note, entitled Pro domo sua (1934), written shortly before his death. The notes reveal unknown aspects of the eminent psychologist’s personality, show his aspirations and interests, and allow us to gain insights into the development of his thinking and its internal dynamics. Several texts reflect the plans that Vygotsky was unable to realize during his lifetime, such as the creation of a theory of emotions and a theory of consciousness, others reveal Vygotsky’s involvement in activities that were previously unknown, and still others provide outlines of papers and lectures. The notes are presented in chronological order, preceded by brief introductions and accompanied by an extensive set of notes. The result is a book that allows us to obtain a much deeper understanding of Vygotsky’s innovative ideas.

ThisbookpresentsselectedandrevisedpapersoftheSecondWorkshoponAd- tive and Learning Agents 2009 (ALA-09), held at the AAMAS 2009 conference in Budapest, Hungary, May 12. The goalof ALA is to provide an interdisciplinaryforum for scientists from a variety of ?elds such as computer science, biology, game theory and economics. This year’s edition of ALA was the second after the merger of the former wo- shops ALAMAS and ALAg. In 2008 this joint workshop was organized for the ?rst time under the ?ag of both events. ALAMAS was a yearly returning Eu- pean workshop on adaptive and learning agents and multi-agent systems (held eight times). ALAg was the international workshop on adaptive and learning agents, which was usually held at AAMAS. To increase the strength, visibility and quality of the workshop it was decided to merge both workshops under the ?ag of ALA and to set up a Steering Committee as an organizational backbone. This book contains six papers presented during the workshop, which were carefully selected after an additional review round in the summer of 2009. We therefore wish to explicitly thank the members of the Program Committee for the quality and sincerity of their e?orts and service. Furthermore we would like to thank all the members of the senior Steering Committee for making this workshop possible and supporting it with sound advice. We also thank the AAMAS conference for providing us a platform for holding this event. Finally we also wish to thank all authors who responded to our call-for-papers with interesting contributions.

"This book is meant to provide an introduction to the controlled use of abstraction in planning and designing computer programs"--Preface

This book presents a series of pedagogical experiments translating climate science, environmental humanities, material research, ecological practices into the architectural curriculum. Balancing the science and humanities, it exposes recent pedagogical experiments from renown educators, while also interrogating a designer’s agency between science and speculation in the face of climate uncertainty. The teaching experiments are presented across four sections: Abstraction, Organization, Building, and Narrative, exposing core parts of an architect’s education and how educators can simultaneously provide fundamental skills and constructive literacy while instigating environmental sensibilities. Chapters cover issues such as an unstable hydrosphere, water infrastructure, remediating materials, methods of disassembly and adaptive reuse, as well as constructing new aesthetic categories of climate change, and implementing oral histories of construction, among many others. Written and edited by expert design educators actively engaged in experimenting in new forms of pedagogy, this book will be of great use to architecture instructors at all levels looking to renew their teaching practices to more directly address the climate emergency. It will also appeal to those academics across the built environment interested in the ways design can affect and adapt to climate change.