Listing 1 - 10 of 40 | << page >> |
Sort by
|
Choose an application
"Marc Camille Chaimowicz's installation Celebration? Realife was originally created for 'Three Life Situations' at Gallery House London in 1972. The work is a strange hybrid of a scatter environment, a theatrical stage and a performance piece. Meant as a critique of modernist objectivism, Celebration? Realife is also a consciously messy and ambivalent reaction to the clean conceits of Conceptualist and post Minimalist tendencies." "Tom Holert argues that with Celebration? Realife, Chaimowicz makes a strategic and important meditation on the changing role of the artist, who in this defining work simultaneously becomes art director, stage designer, choreographer and participant. Celebration? Realife probes the relationship between art, design, popular culture and performance at a moment when these disciplines, genres and milieus hardly ever met. Holert shows how this influential work inventively anticipates and helps to define an important and increasingly popular tendency in art."--Jacket.
Installations (Art) --- Performance art --- Chaimowicz, Marc Camille. --- kunst --- 7.071 CHAIMOWICZ --- performance --- concept art --- kunst en design --- design --- conceptuele kunst --- installaties --- Chaimowicz Marc Camille --- Frankrijk --- Groot-Brittannië --- twintigste eeuw --- Arts, Modern --- Happenings (Art) --- Performing arts --- Chaimowicz, Marc Camille --- Criticism and interpretation.
Choose an application
Cet essai examine le rôle de la recherche et de la production de savoirs dans l'art contemporain et l'importance croissante, dans les pratiques curatoriales et institutionnelles actuelles, du rôle de l'art lui-même en tant que vecteur de connaissances. What is the role and function of contemporary art in economic and political systems that increasingly manage data and affect? Knowledge Beside Itself delves into the peculiar emphasis placed in recent years, curatorially and institutionally, on notions such as “research” and “knowledge production.” Considered as a specific, expansive mode of the culture industry, contemporary art is viewed here as a strategic bet on the social distinctions and value extractions made possible by claiming a different, novel access to “knowledge.” Contemporary art’s various liaisons with the humanities and the social and natural sciences, as well as its practitioners’ frequent embeddedness within transdisciplinary research environments and educational settings, have created a sense of epistemo-aesthetic departure, which concurs with the growing relevance of art as conduit or catalyst of knowledge. Discussing the practice of artists such as Christine Borland, Tony Chakar, Natascha Sadr Haghighian, Adelita Husni-Bey, Jakob Jakobsen, Claire Pentecost, and Pilvi Takala, writer and curator Tom Holert submits the gambit of conceptualizing contemporary art as an agent of epistemic politics to a genealogical analysis of its political-economic underpinnings in these times of cognitive capitalism, machine learning, and a renewed urgency of epistemological disobedience.
Art --- Knowledge, Theory of. --- Philosophy. --- Knowledge, Theory of --- Philosophy --- Théorie de l'art --- Art et politique --- Philosophie de l'art --- Muséologie --- Recherche --- Epistémologie --- Art - Philosophy
Choose an application
School buildings --- twintigste eeuw --- pedagogie --- onderwijs --- architectuur --- schoolgebouwen --- sociologie --- onderzoek --- 37 --- Buildings, School --- School architecture --- School-houses --- Schoolhouses --- Public buildings --- School facilities --- Social aspects --- Political aspects --- History --- Exhibitions --- Education --- Space race --- School buildings. --- Social aspects. --- Political aspects. --- 1900-1999
Choose an application
How the relationships between education and outer space have developed historically is exemplified in an incisive way by the decades that followed the "Sputnik shock" of 1957. The wake-up call that resulted from the Soviet space program set the global landscape of learning in motion. New schools and universities came into being against the backdrop of the reform euphoria and mood of catastrophe. At the same time, traditional pedagogical concepts were severely called into question-including the call to do away with institutions of education. What is shown in the architectures of learning is not only a politics of space, but also the educational shock that intensively shook up the global societies of the 1960s and 1970s, while they were gradually being transformed into knowledge societies. Wie sich die Beziehungen zwischen Bildung und Raum historisch entwickeln, veranschaulichen prägnant die Jahrzehnte, die auf den "Sputnik-Schock" von 1957 folgten. Der Weckruf des sowjetischen Raumfahrtprogramms versetzte die globale Landschaft des Lernens in Bewegung. Vor dem Hintergrund von Reformeuphorie und Katastrophenstimmung entstanden weltweit neue Schulen und Universitäten. Zugleich wurden traditionelle pädagogische Konzepte massiv zur Disposition gestellt - bis hin zur Forderung, die Institutionen der Bildung abzuschaffen. In den Architekturen der Lernens zeigte sich nicht nur eine Politik des Raumes, sondern auch jener Bildungsschock, der die globalen Gesellschaften der 1960er und 1970er Jahre heftig erschütterte, während sie sich allmählich in Wissensgesellschaften verwandelten.
ARCHITECTURE / History / General. --- Architecture. --- education reform. --- pedagogy. --- School buildings --- Political aspects. --- Social aspects. --- History --- Buildings, School --- School architecture --- School-houses --- Schoolhouses --- Public buildings --- School facilities --- 1900-1999
Choose an application
Design --- Design --- Design --- Design --- Design --- Design --- Philosophy. --- Economic aspects. --- Political aspects. --- Philosophie --- Aspect économique --- Aspect politique
Choose an application
Choose an application
Neolithic Childhood examines how in the interwar years the artistic avant-gardes in Europe and beyond reacted to the "crisis" of almost everything, from the barbarism of technological mass war to the hypocrisies of colonial discourse. The perceived need to re-establish European civilization after the disaster of the First World War led to an interminable reconstruction of origins and beginnings - making ground zero the limiting function of modernity. Based on the writings of the anti-academic art historian Carl Einstein (1885-1940), the exhibition is devoted to despair over the present and the pressing interest in altering humanity, as manifested from the 1920s to the 1940s in the artistic avant-gardes and the sciences.
Avant-garde (Aesthetics) --- World War, 1914-1918 --- kunst --- avant-garde --- twintigste eeuw --- kunst en etnografie --- primitieve kunst --- surrealisme --- schilderkunst --- tekenkunst --- beeldhouwkunst --- fotografie --- 7.037 --- European War, 1914-1918 --- First World War, 1914-1918 --- Great War, 1914-1918 --- World War 1, 1914-1918 --- World War I, 1914-1918 --- World War One, 1914-1918 --- WW I (World War, 1914-1918) --- WWI (World War, 1914-1918) --- History, Modern --- History --- Art --- Haus der Kulturen der Welt --- House of the Cultures of the World --- House of World Cultures --- Haus (Berlin, Germany : 1989) --- Casa das Culturas do Mundo --- HKW --- Kongresshalle Berlin --- World War (1914-1918) --- Exhibitions
Choose an application
Art --- installations [visual works] --- art [discipline] --- economics --- exhibitions [events] --- video art --- political art --- postcolonialism --- cooperation --- Osten, von, Marion
Choose an application
Choose an application
Art --- Film --- motion pictures [visual works] --- Rooij, de, Willem --- Rijke, de, Jeroen --- Venice --- Netherlands
Listing 1 - 10 of 40 | << page >> |
Sort by
|