The present volume brings together contributions which explore artworks – including literature, visual arts, film and performances – as dynamic sites of worlding. It puts emphasis on the processes of creating or doing worlds, implying movement as opposed to the boundary drawing of area studies. From such a processual perspective, Africa is not a delineated area, but emerges in a variety of relations which can reach across the continent, but also the Indian Ocean, the Atlantic or Europe. Contributors are: Thierry Boudjekeu, Elena Brugioni, Ute Fendler, Sophie Lembcke, Gilbert Ndi Shang, Samuel Ndogo, Duncan Tarrant, Kumari Issur, CJ Odhiambo, Michaela Ott, Peter Simatei, Clarissa Vierke, Chinelo J. Enemuo.

The final installment in the critically-acclaimed trilogy on globalization and art explores the growing dominance of Asian centers of art This book takes readers on a fascinating journey around five Asian centers of contemporary art and its myriad institutions, agents, forms, materials, and languages, while posing vital questions about the political economy of culture and the power of visual art in a multi-polar world. He analyzes the financial powerhouse of Art Basel Hong Kong, new media art in South Korea, the place of the Kochi Biennale within contemporary art in India, transnational art and art education in China, and the geo-politics of art patronage in Palestine, and he develops a highly original synthesis of theoretical perspectives and empirical research. Drawing on detailed case studies and personal insights gained from his extensive experience of the contemporary art scene in Asia, Professor Harris examines the evolving relationship between the western centers of art practice, collection, and validation and the emerging “peripheries” of Asian Tiger societies with burgeoning art centers. And he arrives at the somewhat controversial conclusion that dominance of the art world is rapidly slipping away from Europe and North America. The Global Contemporary Art World is essential reading for undergraduates and postgraduate students in modern and contemporary art, art history, art theory and criticism, cultural studies, the sociology of culture, and globalization studies. It is also a vital resource for research students, academics, and professionals in the art world.

This book provides the first sustained critical exploration, and celebration, of the relationship between Geography and the contemporary Visual Arts. With the growth of research in the Geohumanities and the Spatial Humanities, there is an imperative to extend and deepen considerations of the form and import of geography-art relations. Such reflections are increasingly important as geography-art intersections come to encompass not only relationships built through interpretation, but also those built through shared practices, wherein geographers work as and with artists, curators and other creative practitioners. For Creative Geographies features seven diverse case studies of artists’ works and exhibitions made towards the end of the twentieth and the beginning of the twentieth-first century. Organized into three analytic sections, the volume explores the role of art in the making of geographical knowledge; the growth of geographical perspectives as art world analytics; and shared explorations of the territory of the body, In doing so, Hawkins proposes an analytic framework for exploring questions of the geographical “work” art does, the value of geographical analytics in exploring the production and consumption of art, and the different forms of encounter that artworks develop, whether this be with their audiences, or their makers.

What happens when the assumptions and practices of museum curators and art educators intersect with the assumptions and practices of publishing for children? This study explores how over three hundred children's picture books, most of them published in the last three decades in English, introduce children to art and art museums. It considers how the books emerge from and relate to a range of theories and assumptions about childhood and childhood development, children's literature and culture, illustration, visual art, museology, and art education. As well as examining how these theories and assumptions influence what picture books teach young readers about visiting museums and about how to look at and think about art, it examines which artists and artworks appear most often in picture books and offers a survey of different kinds of art-related picture books: ones that claim to be purely informational, ones that make looking at art a game or a puzzle, ones in which children visit art museums, and many more. Since the books all include reproductions of or allusions to museum artworks, the study also considers the problems illustrators face in depicting museum artworks in illustrations in a different style.

This concise guide aims to increase what we understand by innovation in the arts and identify and support opportunities and strategies for the unique ways in which artists and arts administrators think about, engage in, and pursue successful innovation in their diverse creative practice. Innovations in the Arts are often marginalised from a research perspective, in part because of the lack of a sound and compelling theoretical framework to support and explain process distinctions from business and management innovation. This book identifies three key concepts - art innovation, art movement innovation, and audience experience innovation - supported by formal theory for each concept presented and evidenced through case studies in art history. In this way, the book enables readers to identify, explain, and support their innovation efforts as visual, literary, and performing artists and arts administrators. It also explores strategies for pursuing innovation in practice. Drawing attention to the unique ways in which artists and arts administrators think about and engage in innovation, this readable book will be an essential reading for students in all aspects of the creative and cultural industries and an essential guide to developing and promoting innovation in the arts for practitioners and researchers alike.

What makes a cult artist? Whether pioneering in their craft, fiercely and undeniably unique, or critically divisive, cult artists come in all shapes and guises. Some gain instant fame, others instant notoriety, and more still remain anonymous until a chance change in fashion sees their work propelled into the limelight. Cult Artists handpicks 50 notable figures in the modern art world and explores the creative genius that earned them the 'cult' label, while celebrating the works that made their names. From the iconic Salvador Dalí and Frida Kahlo, to radical activists such as the Guerrilla Girls and Ana Mendieta. The artistic mediums explored are similarly varied, with sculptors, performance, graffiti and fine artists alike. From little knowns with small, devout followings, to superstars gracing the covers of magazines, each is special in their individuality and their ability to inspire, antagonise and delight. Cult Artists is an essential addition to any art lover's library, as well as an entertaining introduction to our weird and wonderful art world. The artists: Dan Attoe, Balthus, Jean-Michel Basquiat, Jospeh Beuys, Christian Boltanski, Louise Bourgeois, Leigh Bowery, Chris Burden, Sophie Calle, Chapman Brothers, Judy Chicago, Joseph Cornell, Molly Crabapple, Salvador Dali, Niki de Saint Phalle, Marcel Duchamp, El Anatsui, James Ensor, H. R. Giger, Gilbert & George, Guerrilla Girls, Nan Goldin, Jenny Holzer, Donna Huanca, Dorothy Iannone, Frida Kahlo, Allan Kaprow, Mike Kelley, Yves Klein, Barbara Kruger, Yayoi Kusama, Kazimir Malevich, Christian Marclay, Ana Mendieta, Alice Neel, Herman Nitsch, Yoko Ono, Orlan, Genesis P-orridge, Carol Rama, Faith Ringgold, Mark Rothko, Mark Ryden, Carolee Schneemann, Yinka Shonibare, Malick Sidibe, Stelarc, Florine Stettheimer, Kara Walker, David Wojnarowicz.

This book explores the great influence of twentieth-century artists and art movements on many major writers of the twentieth century. It focuses in particular on four seminal writers who were strongly influenced by very different movements: they are Gertrude Stein and Cubism, William S. Burroughs and Dada, J. G. Ballard and Surrealism, and Douglas Coupland and Pop Art. For these authors the presence and influence of these art movements is not limited to a small cluster of texts, but can be felt much more expansively across their work, infiltrating all manner of multifarious and complex dimensions. These authors are all keen to explore new methods of shifting the signature styles and forms of visual art into the literary world. Alongside these more overt methods of artistic transposition, the authors also often demonstrate a deep philosophical affinity with their chosen movements. This book uproots and examines these kinds of artistic engagements, and also explores the authors’ own personal connections with the world of art. For these are all authors not only interested in visual art, but also intimately connected to the art world. Indeed, some went on to become renowned artists in their own right, while others were closely associated with major historical art figures. Above all however, they are unified by a kindred interest in exploring how the methods and philosophies of art can be transposed into, and even challenge the constraints of traditional forms of literature.

A unique history of the Australian art market since World War II. Van den Bosch traces the development of the Australian art market from a small, parochial outpost to its integration into the major international art markets.

The relationship between the fine art and the business sphere has never been harmonious; it has been rejected, fought about, ignored, exploited, criticised and questioned, but it is still omnipresent. Commonly assumed to be antagonistic, situating art and the business organisation sphere in the discourses of new knowledge creation and learning, however, holds the potential of exploring new ways of relating the two spheres. This book investigates such potentialities, discussing the limits and challenges of these new forms of relating. It does so by first outlining the changing discourses of the art and business spheres, and how they produce different ways of relating to their respective worlds. Second, it brings into conversation an ethnographic study of an art-business-collaboration organised by two artists with a Deleuzian concept of dialogue. Dialogue, here, is understood as a non-hierarchical encounter developing between two spheres; a source of creation no longer belonging to anyone. In what is here termed “a machinic research framework” – accounting for composition and movement on all scales – the book shows how making connections is a discursive and material practice with expectations and imaginaries playing a central role. It also addresses the paradoxical interplays between losing control and maintaining control in collaborative attempts, between reaching out for the Other and carrying out identity work, and between positions in the centre and in the margins of the highly stratified and codified areas of business organisations and fine art. Eventually, this book examines small dialogical instances that escape the stratifying forces dividing the two worlds, thereby creating a temporary space. It closes with a reflection on the role of research in thinking (and making) new ways of relating the world of fine art and the business organisation sphere.

Students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of school environments. The book includes classroom examples, visual artist exemplars, templates for talking about works of art, mini-posters, and more. “If we want our students to think, if we want them to learn, we must engage them in habits of the mind that cultivate their innate abilities.” —From the Foreword by David P. Nelson, president, MassArt “Studio Thinking from the Start is a needed addition to teacher resources for improving the quality of elementary art education.” —Olivia Gude, School of the Art Institute of Chicago “Starting young with studio thinking is a fabulous idea supported by this fine resource. After all, studio thinking thrives on art but applies to everything.”