Art Excess And Education

This book concentrates on the deep historical, political, and institutional relationships between art, education, and excess. Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media. Examples considered throughout the book focus on disgust, grandiosity, sex, violence, horror, disfigurement, endurance, shock, abundance, and emptiness, and frames them all within an educational context. Together they provide theories and classificatory systems, historical and political interpretations of art and excess, examples of popular culture, and suggestions for the future of educational practice.

First published in 1998, this work identifies the possibilities, concepts, needs and strategies for radical reform of traditional art education by resituating it within the postmodern paradigm. It advocates continued research to inform theory and practice in art education, providing detailed summaries of new methodologies, such as semiotics and deconstruction. It is clearly sectioned and easy to use which provides an ideal foundation for postmodern art education.

In this concluding volume of the series Disciplines in Art Education, an author-art critic and an art educator discuss the place of the art criticism in the classroom.

A finalist for the National Book Critics Circle Award, this memoir of one woman's later in life career change is “a smart, funny and compelling case for going after your heart's desires, no matter your age” (Essence). Following her retirement from Princeton University, celebrated historian Dr. Nell Irvin Painter surprised everyone in her life by returning to school––in her sixties––to earn a BFA and MFA in painting. In Old in Art School, she travels from her beloved Newark to the prestigious Rhode Island School of Design; finds meaning in the artists she loves, even as she comes to understand how they may be undervalued; and struggles with the unstable balance between the pursuit of art and the inevitable, sometimes painful demands of a life fully lived. How are women and artists seen and judged by their age, looks, and race? What does it mean when someone says, “You will never be an artist”? Who defines what an artist is and all that goes with such an identity, and how are these ideas tied to our shared conceptions of beauty, value, and difference? Bringing to bear incisive insights from two careers, Painter weaves a frank, funny, and often surprising tale of her move from academia to art in this "glorious achievement––bighearted and critical, insightful and entertaining. This book is a cup of courage for everyone who wants to change their lives" (Tayari Jones, author of An American Marriage).

In Postmodern Dilemmas: Outrageous Essays in Art&Art Education and Pun(k) Deconstruction: Experifigural Writings in Art&Art Education, jan jagodzinski presents a series of essays covering a timespan of approximately ten years. These essays chart the theory and practice of art&art education as it relates to issues of postmodernity and poststructuralism concerning representation, identity politics, consumerism, postmodern architecture, ecology, phallocentrism of the artistic canon, pluriculturalism, media and technology, and AIDS. As a former editor of The Journal of Social Theory in Art Education and a founding member for the Caucus on Social Theory in Art Education, the author attempts to deconstruct the current art education paradigm, which is largely based on modernist tenets, and to reorient art education practice to social issues as developed in both media education and cultural studies. Part of the intent in these two volumes is to undertake a sustained critique of the 1982 Art in the Mainstream (A.I.M.) statement, which continues to be considered as the core value for art education. The distinct intention of this critique is to put forward a new value base for art&art education in these postmodern times. Many of the essays raise the need to be attentive to sex/gender issues in art&art education and the need to read the artistic discourse "otherwise." There is a sustained critique of the art programs developed by the Getty Center for the Arts, whose arts curriculum presents the paradigm case of late modernist thinking. Some essays are written in a provocative form that tries to accommodate such content. This is particularly the case in Pun(k) Deconstruction, where architectural discourse is deconstructed, and which includes an "artistic performance" given by the author in 1987. This singular set of volumes combines scholarship in the areas of gender studies, aesthetics, art history, art education, poststructuralism, and cultural studies in a unique blend of theory and practice for rethinking the field of art education.

In this fascinating look at the creative power of institutions, Jonah Siegel explores the rise of the modern idea of the artist in the nineteenth century, a period that also witnessed the emergence of the museum and the professional critic. Treating these developments as interrelated, he analyzes both visual material and literary texts to portray a culture in which art came to be thought of in powerful new ways. Ultimately, Siegel shows that artistic controversies commonly associated with the self-consciously radical movements of modernism and postmodernism have their roots in a dynamic era unfairly characterized as staid, self-satisfied, and stable. The nineteenth century has been called the Age of the Museum, and yet critics, art theorists, and poets during this period grappled with the question of whether the proliferation of museums might lead to the death of Art itself. Did the assembly and display of works of art help the viewer to understand them or did it numb the senses? How was the contemporary artist to respond to the vast storehouses of art from disparate nations and periods that came to proliferate in this era? Siegel presents a lively discussion of the shock experienced by neoclassical artists troubled by remains of antiquity that were trivial or even obscene, as well as the anxious aesthetic reveries of nineteenth-century art lovers overwhelmed by the quantity of objects quickly crowding museums and exhibition halls. In so doing, he illuminates the fruitful crises provoked when the longing for admired art is suddenly satisfied. Drawing upon neoclassical art and theory, biographies of early nineteenth-century writers including Keats and Scott, and the writings of art critics such as Hazlitt, Ruskin, and Wilde, this book reproduces a cultural matrix that brings to life the artistic passions and anxieties of an entire era.