Written by two artists, each with more than 20 years of teaching experience in London art schools, A Foundation Course In Drawing is an exciting and carefully designed drawing course for artists of all levels. The book's five parts cover life drawing, still-life drawing, landscape drawing, abstract drawing and drawing systems. Each part is further broken down into sections, which progress from the most basic skills, such as how to hold a drawing implement, to more advanced concepts,such as capturing the folds and textures of drapery and creating harmony in abstract compositions. Throughout the book, detailed explanations and a structured series of practice exercises introduce each subject, which is looked at in different ways, through such elements as shape, form, space, light, texture, movement and time. Procedures, techniques and practical tips are also provided for describing each way of analyzing the subject. As each of the five parts stands alone, novice artists can work through them in any order, or can take a broader approach, moving through the first section of each part, followed by the next section, and so on. More advanced artists can turn directly to sections on problem areas for supplementary instruction and practice. A Foundation Course In Drawing offers an innovative, comprehensive approach to the experience of drawing, and will help artists of all abilities discover ways to confidently express their ideas, feelings and responses.

The projects in this teaching guide not only offer drawing exercises, but are also designed to instill good working methods in artists of all levels. Readers are shown different ways to look at a subject by studying shape, form, space, light, texture, and movement as applied to figure drawing, still life, landscape, and abstract subjects. 600 illustrations.

A landmark anthology on British art history, bringing together overlooked and marginalized perspectives from 'the critical decade' What is Black art? This vital anthology gives voice to a generation of artists of African, Asian and Caribbean heritage who worked within and against British art institutions in the 1980s, including Sonia Boyce, Lubaina Himid, Eddie Chambers and Rasheed Araeen. It brings together artists' statements, interviews, exhibition catalogue essays and reviews, most of which have been unavailable for many years and resonate profoundly today. Together they interrogate the term 'Black art' itself, and revive a forgotten dialogue from a time when men and women who had been marginalized made themselves heard within the art world and beyond.

A dazzling look at the artists working on the frontiers of science. In recent decades, an exciting new art movement has emerged in which artists utilize and illuminate the latest advances in science. Some of their provocative creations—a live rabbit implanted with the fluorescent gene of a jellyfish, a gigantic glass-and-chrome sculpture of the Big Bang (pictured on the cover)—can be seen in traditional art museums and magazines, while others are being made by leading designers at Pixar, Google’s Creative Lab, and the MIT Media Lab. In Colliding Worlds, Arthur I. Miller takes readers on a wild journey to explore this new frontier. Miller, the author of Einstein, Picasso and other celebrated books on science and creativity, traces the movement from its seeds a century ago—when Einstein’s theory of relativity helped shape the thinking of the Cubists—to its flowering today. Through interviews with innovative thinkers and artists across disciplines, Miller shows with verve and clarity how discoveries in biotechnology, cosmology, quantum physics, and beyond are animating the work of designers like Neri Oxman, musicians like David Toop, and the artists-in-residence at CERN’s Large Hadron Collider. From NanoArt to Big Data, Miller reveals the extraordinary possibilities when art and science collide.

Pebbles are usually found only on the beach, in the liminal space between land and sea. But what happens when pebbles extend inland and create a ridge brushing against the sky? Landscape in the Longue Durée is a 4,000 year history of pebbles. It is based on the results of a four-year archaeological research project of the east Devon Pebblebed heathlands, a fascinating and geologically unique landscape in the UK whose bedrock is composed entirely of water-rounded pebbles. Christopher Tilley uses this landscape to argue that pebbles are like no other kind of stone – they occupy an especial place both in the prehistoric past and in our contemporary culture. It is for this reason that we must re-think continuity and change in a radically new way by considering embodied relations between people and things over the long term. Dividing the book into two parts, Tilley first explores the prehistoric landscape from the Mesolithic to the end of the Iron Age, and follows with an analysis of the same landscape from the eighteenth into the twenty-first century. The major findings of the four-year study are revealed through this chronological journey: from archaeological discoveries, such as the excavation of three early Bronze Age cairns, to the documentation of all 829 surviving pebble structures, and beyond, to the impact of the landscape on local economies and its importance today as a military training camp. The results of the study will inform many disciplines including archaeology, cultural and art history, anthropology, conservation, and landscape studies.

Once the US was the only country in the world to offer a doctorate for studio artists, however the PhD in fine art disappeared after pressures established the MFA as the terminal degree for visual artists. Subsequently, the PhD in fine art emerged in the UK and is now offered by approximately 40 universities. Today the doctorate is offered in most English-speaking nations, much of the EU, and countries such as China and Brazil. Using historical, political, and social frameworks, this book investigates the evolution of the fine art doctorate in the UK, what the concept of a PhD means to practicing artists from the US, and why this degree disappeared in the US when it is so vigorously embraced in the UK and other countries. Data collected through in-depth interviews examine the perspectives of professional artists in the US who teach graduate level fine art. These interviews disclose conflicting attitudes toward this advanced degree and reveal the possibilities and challenges of developing a potential doctorate in studio art in the US.