front cover of Bathers, Bodies, Beauty
Bathers, Bodies, Beauty
The Visceral Eye
Linda Nochlin
Harvard University Press, 2006

To the eye of some viewers, Renoir’s Great Bathers are the very picture of female sensuality and beauty. To others, they embody a whole tradition of masculine mastery and feminine display. Yet others find in the bathers a feminine fantasy of bodily liberation. The points of view are many, various, occasionally startling—and through them, Linda Nochlin explores the contradictions and dissonances that mark experience as well as art. Her book—about art, the body, beauty, and ways of viewing—confronts the issues posed in representations particularly of the female body in the art of impressionists, modern masters, and contemporary realists and post-modernists.

Nochlin begins by focusing on the painterly preoccupation with bathing, whether at the beach, in lakes and rivers, in public swimming pools, or in bathtubs. In discussions of Renoir, Manet, Cezanne, Bonnard, and Picasso, of late-twentieth-century and contemporary artists such as Philip Pearlstein, Alice Neel, and Jenny Saville, of grotesque imagery, the concept of beauty, and the body in realism, she develops an interpretive collage incorporating the readings of differing, strong-willed, female viewpoints. Among these is, of course, Nochlin’s own, a vantage point subtly charted here through a longtime engagement with art, art history, and artists.

In many ways a personal book, Bathers, Bodies, Beauty brings to bear a lifetime of looking at, teaching, talking about, wrestling with, loving, and hating art to reveal and complicate the lived and felt—the visceral—experience of art.

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front cover of English across the Curriculum
English across the Curriculum
Voices from around the World
Bruce Morrison
University Press of Colorado, 2021
Inspired by papers presented at the second international English Across the Curriculum (EAC) conference, this book provides a platform for those involved in the EAC movement to exchange insights, explore new strategies and directions, and share experiences. It speaks not only to EAC practitioners but also to scholars in a range of related fields, whether they are considering starting an EAC-like initiative or are already involved in an established EAC, Content and Language Integrated Learning (CLIL), or Writing Across the Curriculum (WAC) program. The chapters in the book testify to challenges faced, opportunities presented, and a passion displayed for embedding academic English literacy in courses in a range of disciplines at institutions around the world. They also highlight the persistence and determination of teachers in creating and shaping valuable learning experiences and ongoing support for their students.
 
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