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3 books match the query 'Artists as teachers'

cover of Intelligent Action: A History of Artistic Research, Aesthetic Experience, and Artists in Academia

Intelligent Action

A History of Artistic Research, Aesthetic Experience, and Artists in Academia

Timothy Ridlen

Rutgers University Press, 2024

Through archival research and analysis of artworks by Gyorgy Kepes, Allan Kaprow, Mel Bochner, and Suzanne Lacy, among others, Intelligent Action examines how these artists brought alternatives to dominant conceptions of research and knowledge production. The book is organized around specific institutional formations—artistic research centers, proposals, exhibitions on college campuses, and the establishment of new schools or pedagogic programs. Formal and social analysis demonstrate how artists responded to ideas of research, knowledge production, information, and pedagogy. Works discussed were produced between 1958 and 1975, a moment when boundaries between media were breaking down in response to technological, cultural, and generational change. In the context of academia, these artistic practices have taken up the look, feel, or language of various research and teaching practices. In some cases, artists bent to the demands of the cold war research university, while in others, artists developed new modes of practice and pedagogy. Reading these works through their institutional histories, author Tim Ridlen shows how artistic research practices and artistic subjectivity developed in the long 1960s within and alongside academia, transforming the role of artists in the process.
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cover of Josef Albers, Late Modernism, and Pedagogic Form

Josef Albers, Late Modernism, and Pedagogic Form

Jeffrey Saletnik

University of Chicago Press, 2022

An incisive analysis of the pedagogy of influential artist and teacher Josef Albers.
 
An extraordinary teacher whose influence continues today, Josef Albers helped shape the Bauhaus school in Germany and established the art and design programs at Black Mountain College in North Carolina and Yale University. His books about color theory have informed generations, and his artworks are included in the canon of high-modernist non-representational art. The pedagogy Albers developed was a dynamic approach to teaching that transcended the modernist agendas and cultivated a material way of thinking among his students.
 
With this book, Jeffrey Saletnik explores the origins of Albers’s teaching practices and their significance in conveying attitudes about form, material, and sensory understanding to artists Eva Hesse and Richard Serra. He demonstrates how pedagogy is a framework that establishes the possibility for artistic discourse and how the methods through which artists learn are manifested in their individual practices. Tracing through lines from Albers’s training in German educational traditions to his influence on American postwar art, Josef Albers, Late Modernism, and Pedagogic Form positions Albers’s pedagogy as central to the life of modernism.
 
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cover of Off Limits: Rutgers University and the Avant-Garde, 1957-1963

Off Limits

Rutgers University and the Avant-Garde, 1957-1963

Marter, Joan

Rutgers University Press, 1999

Off Limits is the first examination of the Rutgers group, artists who came together on the Rutgers University, New Brunswick campus during the 1950s and revolutionized art practices and pedagogy. Based on interviews with artists, critics, and dealers from the period, the book connects the initiation of major trends such as Happenings, Pop Art, and Fluxus to the faculty, students, art curriculum, and events at the university. It is the first book to look not only at the work of individual artists, but to consider how interactions between these artists influenced their groundbreaking work.

Rutgers was clearly the place to be for experimental artists during the late 1950s and early 1960s. Allan Kaprow’s first Happening was presented at Rutgers. Roy Lichtenstein’s first Pop paintings, George Segal’s earliest figurative tableaux, Lucas Samaras’s radical exploration of media, and proto-Fluxus events by Robert Watts and George Brecht all took place on and around the campus. The innovative group rejected Abstract Expressionism for art based on the immediate experience of urban and industrial life, creating startling new artforms which remain startling and provocative.

 Led by the theoretical writings and art practice of Kaprow, the group created a New Art—art beyond the limits of the conventional and predictable, even beyond accepted notions of progressive trends. Lichtenstein recalls in an interview, “Kaprow showed us that art didn’t have to look like art.” Along with Lichtenstein, Kaprow, Segal, and Watts taught at Rutgers and challenged one another to take art “Off Limits” — beyond the limits of the conventional, the predictable — even beyond the progressive, as defined by Abstract Expressionist gesturalism. Their art incorporated the gritty environs, the technological, the everyday, making art radical, outrageous, disturbing, and humorous.

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