This book makes a case for cultural naturalism as a basis for a philosophy of art education. It argues for a holistic approach that avoids hard boundaries between artistic disciplines in the educational context, applying cultural naturalism to challenges that are topical for the whole art(s) education field, including challenges related to ecology, social justice, and technological transformation of culture. The book is written in the form of a conditional argument that considers the consequences of cultural naturalism for today’s philosophical problem-solving in art(s) education. It contains a systematic and historical analysis of cultural naturalism that support the philosophical reflection of educators and other scholars operative in this field. The result is a late modern reading of Deweyan cultural naturalism that highlights the continuance of key philosophical ideas from the modern to present discourses. The key topics discussed are of particular interest to present-day art(s) educators: ecological sustainability, social justice, and technological transformation of culture. In addition, this book provides an example of pragmatist argumentation, suggesting an alternative to analytical and post-philosophical approaches.

"Featuring diverse artists such as Joseph Albers, Picasso, Monet, Francisco de Zurbaran, and a host of others, this comprehensive handbook provides essential biographical information and historical context for more than 250 visual artists. It follows with an orderly list of each artist's works and where those works are located throughout the world, including museums, galleries, churches, monasteries, athanaeums, universities, parks, and libraries in the United States, Canada, and Europe." --Page [4] of cover.

Reprint of the original, first published in 1925.

These books for our very young learners are a combination of fun and learning. Prepared after careful research and feedback, these books serve as ideal stepping stones into the world of education.

Reproduction of the original: A New Ilustrated Edition of J.S. Rarey ́s Art of Taming Horses by J.S. Rarey

In the world of law enforcement art and antiquity crime has in the past usually assumed a place of low interest and priority. That situation has now slowly begun to change on both the local and international level as criminals, encouraged in part by the record sums now being paid for art treasures, are now seeking to exploit the art market more systematically by means of theft, fraud and looting. In this collection academics and practitioners from Australasia, Europe and North America combine to examine the challenges presented to the criminal justice system by these developments. Best practice methods of detecting, investigating, prosecuting and preventing such crimes are explored. This book will be of interest and use to academics and practitioners alike in the areas of law, crime and justice.

The nursery books for our very young learners are a combination of fun and learning. Prepared after careful research and feedback, these books for the pre-schoolers serve as ideal stepping stones into the world of education.

Before the foundation of academies of art in London in 1758 and Philadelphia in 1805, most individuals who were to emerge as artists trained in workshops of varying degrees of relevance. Easel painters began their careers apprenticed to carriage, house, sign or ship painters, whilst a few were placed with those who made pictures. Sculptors emerged from a training as ornamental plasterers or carvers. Of the many other trades in a position to offer an appropriate background were ‘limning’, staining, engraving, surveying, chasing and die-sinking. In addition, plumbers gained the right to use oil painting and, for plasterers, the application of distemper was an extension of their trade. Central to the theme of this book is the notion that, for those who were to become either painters or sculptor, a training in a trade met their practical needs. This ‘training’ was of an altogether different nature to an ‘education’ in an art school. In the past, prospective artists were offered, by means of apprenticeships, an empirical rather than a theoretical understanding of their ultimate vocation. James Ayres provides a lively account of the inter-relationship between art and trade in the late seventeenth to early nineteenth centuries, in both Britain and North America. He demonstrates with numerous, illustrated examples, the many cross-overs in the ‘art and mystery’ of artistic training, and, to modern eyes, the sometimes incongruous relationships between the various trades that contributed to the blossoming of many artistic careers, including some of the most illustrious names of the ‘long’ eighteenth century.

In this study the author conducts a close reading of Virginia Woolf’s first ‘experimental’ novel, Jacob’s Room (1922). Her reading is based on the fundamental premise that the novel is an exploration of fictional form, rather than an exposition of any preconceived idea. Jacob’s Room is an essentially modernist text, and is characterised by extensive genre-mixing typical of the art of fiction in the early 20th century. Throughout her study the author analyses the extent to which the novel transgress the ‘boundaries’ of the novelistic genre. She explores the generic interface between the novel and those genres which are deemed to be innate to Virginia Woolf’s sensibility, i.e. the journalistic essay, biography and impressionist painting. The premise of this study leads the author to read the novel on two levels of significance: On the narrative, ‘surface’ level of the novel, Woolf constructs the tragic life of a promising young Englishman, Jacob Flanders, who dies in the First World War. Simultaneously, on the metafictional level of significance, Woolf, through her garrulous narrator, mocks and evaluates the actions of her characters, experimenting with various points of view in an attempt to define the character of her protagonist. Jacob’s ‘room’ is thus conceived as a ‘mental space’ in which a modern writer’s mind is ‘mapped’. The central aesthetic question which is debated in this room or forum relates to the essential art of modern fiction in general and the efficiency of characterisation in fiction in particular. It is argued that Virginia Woolf probes into the epistemic question of the essence of modern man and, in an attempt to capture the essence of her protagonist, speculates on the corresponding literary question how, and to what extent, the ‘soul’ of man can to be represented in fiction. The author uses this generic approach to the novel as a broad structuring principle for her study of Jacob’s Room. After discussing the socio-political context of modernism in the early 20th century, including the impact of the First World War on modernist writing, she focuses her study on those aspects of Woolf’s fiction which are deemed fundamental to the narrative strategy in Jacob’s Room, i.e. the role and nature of Woolf’s humour within the context of modernism; the ‘nodes’ or clusters of metaphors and symbols recurring in the text; the role of the narrator as ‘toastmaster’ of the debate on character and fiction in Jacob’s Forum; the extent to which the novel parodies the ‘new biography’ of the early twentieth century; and the extent to which Woolf transvaluates the tools of impressionist painting into modernist fiction.

The Best of News Design 34th Edition, the latest edition in Rockport’s highly respected series, presents the winning entries from the Society for News Design's 2013 competition. Bold, full-color layouts feature the best-of-the-best in news, features, portfolios, visuals, and more, and each entry is accompanied by insightful commentary on the elements that made the piece a standout winner. Every industry professional aspires to one day see his or her work in this book.