This companion text to the author's Learning to Look at Paintings addresses some of the questions most commonly asked about modern art, covering key movements of the modern and postmodern periods in a richly illustrated and engaging volume.

This companion text to the author's Learning to Look at Paintings addresses some of the questions most commonly asked about modern art, covering key movements of the modern and postmodern periods in a richly illustrated and engaging volume.

A Companion to Modern Art presents a series of original essays by international and interdisciplinary authors who offer a comprehensive overview of the origins and evolution of artistic works, movements, approaches, influences, and legacies of Modern Art. Presents a contemporary debate and dialogue rather than a seamless consensus on Modern Art Aims for reader accessibility by highlighting a plurality of approaches and voices in the field Presents Modern Art’s foundational philosophic ideas and practices, as well as the complexities of key artists such as Cezanne and Picasso, and those who straddled the modern and contemporary Looks at the historical reception of Modern Art, in addition to the latest insights of art historians, curators, and critics to artists, educators, and more

In 1970, Hans Rookmaaker published Modern Art and the Death of a Culture, a groundbreaking work that considered the role of the Christian artist in society. This volume responds to his work by bringing together a practicing artist and a theologian, who argue that modernist art is underwritten by deeply religious concerns.

The use of museum collections as a path to learning for university students is fast becoming a new pedagogy for higher education. Despite a strong tradition of using lectures as a way of delivering the curriculum, the positive benefits of ’active’ and ’experiential learning’ are being recognised in universities at both a strategic level and in daily teaching practice. As museum artefacts, specimens and art works are used to evoke, provoke, and challenge students’ engagement with their subject, so transformational learning can take place. This unique book presents the first comprehensive exploration of ’object-based learning’ as a pedagogy for higher education in a broad context. An international group of authors offer a spectrum of approaches at work in higher education today. They explore contemporary principles and practice of object-based learning in higher education, demonstrating the value of using collections in this context and considering the relationship between academic discipline and object-based learning as a teaching strategy.

The second edition of the fascinating collection of essays on teaching art in secondary schools, boasting a new chapter on visual culture as well as extensive material on the changes that have occurred in this area since 2000. What kind of art would we like school and college students to produce? What kind of art do we want them to engage with? What is the process of this engagement? How should we organize the processes? By asking fundamental questions such as these, Richard Hickman and his team of contributors illustrate the new possibilities for art education in the twenty-first century and draw out the implications for classroom practice - making Art Education 11-18 the definitive guide to the subject in the postmodern era.

In a bold new look at the Modern Art era, Brettell explores the works of such artists as Monet, Gauguin, Picasso, and Dali--as well as lesser-known figures--in relation to expansion, colonialism, national and internationalism, and the rise of the museum. 140 illustrations, 75 in color.

A seminal publication focusing on the modern art of Japan, China, India, Thailand, and Indonesia. A significant and challenging contribution to the discussion of the advent of modernism in Asia.