This study focusses on the exhibition of the Tree of Life, a sculpture made in Mozambique of decommissioned, dismantled weapons, created to celebrate peace and commissioned by the British Museum, chosen to be the symbol of the “Africa 2005” season of cultural events and exhibited in its Great Court between February and October 2005. This artwork was first exhibited in Maputo before being dispatched to Britain and it is presently on display at the Sainsbury African Galleries of the British Museum, in London. This dissertation moves along two converging routes: the articulation of the meaning(s) produced within the exhibition and the role of exhibitionary institutions in the creation of social knowledge. A central topic of discussion is the different practices and sites of exhibition of the Tree of Life sculpture in Britain and in Mozambique, in an endeavour to illustrate/establish the differences which determine and/or condition the specific approaches used in the two distinct cultural contexts within which it was exhibited. The discussion evolves towards exploring how a new discourse on the exhibition of contemporary African art questions and challenges both curatorial practices and cultural concepts of collecting, displaying and interpreting art objects and negotiating meaning.

Despite the fact that we have a range of senses with which to perceive the world around us, museums and other cultural institutions have traditionally used sight as the main way to convey information. In everyday life, though, we use touch constantly in conjunction with sight. Why, then, does it play so small a role in the study and enjoyment of museum objects? Contributors to this volume explore how the sense of touch can be utilized in cultural institutions to facilitate understanding and learning.

A destitute artist. His art investigator ex-lover. Two men haunted by more than the past. Painter Stefan Cobbe was homeless and debt-ridden after the death of his wealthy partner, but the worst loss of all was his artistic inspiration. After two years of nothing, he’s offered patronage by an eccentric gallery owner and starts to produce again, canvas after canvas. The only problem? He can’t remember painting any of them—not one single brushstroke. Luke Morganstern’s reputation as an art-fraud investigator is in tatters. He can’t afford to turn down any job, even a lousy one for an anonymous client who sends him after an unidentified forger in a remote cabin in Oregon. When the alleged forger turns out to be Stefan, the man he never stopped loving, Luke’s professional ethics are stretched beyond the breaking point. As the two men take tentative steps toward reconciliation, evidence begins to mount that they’re not alone in the woods. Someone—or something—is watching. Something with sinister plans for them both. To escape, Luke must overcome his suspicions and Stefan must trust Luke with his deepest fears. Otherwise they could forfeit their relationship, their sanity—and their lives. NOTE: This is a heavily revised and significantly expanded reprint of the author's Northern Light, however the text does not differ from the first edition of The Artist’s Touch.

The senses play a vital role in our health, our social interactions, and in enjoying food, music and the arts. The book provides a unique interdisciplinary overview of the senses, ranging from the neuroscience of sensory processing in the body, to cultural influences on how the senses are used in society, to the role of the senses in the arts.

This book provides original grounds for integrating the bodily, somatic senses into our understanding of how we make and engage with visual art. Rosalyn Driscoll, a visual artist who spent years making tactile, haptic sculpture, shows how touch can deepen what we know through seeing, and even serve as a genuine alternative to sight. Driscoll explores the basic elements of the somatic senses, investigating the differences between touch and sight, the reciprocal nature of touch, and the centrality of motion and emotion. Awareness of the somatic senses offers rich aesthetic and perceptual possibilities for art making and appreciation, which will be of use for students of fine art, museum studies, art history and sensory studies.

Leading scholars take a wider view of new media, placing it in the context of art history and acknowledging the necessity of an interdisciplinary approach in new media art studies and practice. Digital art has become a major contemporary art form, but it has yet to achieve acceptance from mainstream cultural institutions; it is rarely collected, and seldom included in the study of art history or other academic disciplines. In MediaArtHistories, leading scholars seek to change this. They take a wider view of media art, placing it against the backdrop of art history. Their essays demonstrate that today's media art cannot be understood by technological details alone; it cannot be understood without its history, and it must be understood in proximity to other disciplines—film, cultural and media studies, computer science, philosophy, and sciences dealing with images. Contributors trace the evolution of digital art, from thirteenth-century Islamic mechanical devices and eighteenth-century phantasmagoria, magic lanterns, and other multimedia illusions, to Marcel Duchamp's inventions and 1960s kinetic and op art. They reexamine and redefine key media art theory terms—machine, media, exhibition—and consider the blurred dividing lines between art products and consumer products and between art images and science images. Finally, MediaArtHistories offers an approach for an interdisciplinary, expanded image science, which needs the "trained eye" of art history. Contributors Rudlof Arnheim, Andreas Broeckmann, Ron Burnett, Edmond Couchot, Sean Cubitt, Dieter Daniels, Felice Frankel, Oliver Grau, Erkki Huhtamo, Douglas Kahn, Ryszard W. Kluszczynski, Machiko Kusahara, Timothy Lenoir, Lev Manovich, W.J.T. Mitchell, Gunalan Nadarajan, Christiane Paul, Louise Poissant, Edward A. Shanken, Barbara Maria Stafford, and Peter Weibel

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.