Browse Books
Consent Practices in Performing Arts Education
This book explores consent as a foundational principle to guide practices and policies in university level performing arts education. It includes descriptions of the structural power dynamics present in educational spaces as well as tools for defusing them. It adapts the consent-forward protocols that are foundational to intimacy training in order to apply them to classroom and rehearsal spaces across performing arts disciplines.
This includes opening lines of communication actively discussing personal boundaries and modeling behavior that respects those boundaries. Additionally the book uses experiential reflections to address the real-world challenges that teachers face as they work to reshape their teaching habits and processes to include consent practices.
Ethno Music Gatherings
This book presents key findings from a 4-year project that sought to understand Ethno Gatherings an organized residential folk world and traditional music programme for young people aged 18-30. In response to three lines of enquiry pedagogy and professional development participant experience and the impact it had upon those who attended the authors examine the complexity of an Ethno music experience. By considering its history and current practices the following themes are explored: non-formal music making personal authenticity holistic praxis musical possible selves intercultural music exchange sustainability social media engagement song sharing and future practices. Constructed through data drawn from participant observations interviews online social media analysis onsite and video observations surveys and questionnaires the authors ask critical questions concerning Ethno’s history ethos pedagogy and philosophical ideals. First held in Sweden in 1990 Ethno Gatherings are now located in over 40 countries worldwide and are part of JM Internationals youth music programmes. As a collection of integrated thought the book’s purpose is to illuminate new understandings of what Ethno does to support its future growth and development.
Digital Embodiment and the Arts
A timely examination of the use of emerging technologies in the arts in recent decades from the first wave of Virtual Reality through to the current use of Mixed Augmented and Extended Realities. It highlights the necessity of understanding technological experiences through the assumption that all experience is embodied. An explosion of digital culture and experience has most certainly given artists and creative practitioners new ways of exploring a hybridisation of creative practices with access to technological tools only previously dreamt of. Further there are a number of threads around digital embodiment and its centrality to the digital experience.
The book is divided into 3: Section 1 explores the whole notion of embodied experience through a study of space and virtuality imagination and technology. Section 2 lays the ground for a more explicit understanding of the role the body has in our engagement with the digital technologies focussing on three distinct bodies: the gravitational body the virtual body and finally the hybrid body. Section 3 is split into three chronological chapters in terms of technological developments that of VR Virtual Worlds and Augmented Mixed and Extended Realities.
While individual aspects and themes covered here can be found in some recent books there is little that places digital embodiment within the arts in the way this book does. A unique synthesis.
Somatics in Dance, Ecology, and Ethics
This book of highly original essays addresses the field of movement-based and dance somatics through lenses of ethics and ecology. It is based in methods of phenomenology.
A new collection of essays previously published with Intellect as journal articles with the addition of new essays and editorial material. The text considers body-based somatic education relative to values virtues gender fluidity lived experience environmental awareness fairness and collective well-being. In delineating interdependent values of soma ecology and human movement that are newly in progress the collection conceives links between personal development of subjective knowledge and cultural critical and environmental positionality.
The text raises questions about defining somatics and self gender dynamics movement preferences normative body conceptions attention to feelings inclusiveness ethics of touch and emotional intelligence in somatics contexts. I include these crucial concerns of somatics and ethics as relational globally complex and ongoing.
Like much of Sondra Fraleigh’s writing these essays utilize phenomenology as a method to investigate embodied relationships—often through lenses of ethics and aesthetics. In providing some examples the text explores specific values of gratitude listening and emotional intelligence in somatic bodywork and learning environments.
Becoming a Visually Reflective Practitioner
Professional practice is increasingly becoming more complex demanding dynamic and diverse. This important and original new book considers how self-study using arts-based methods can enable purposeful reflection toward understanding and envisioning professional practice. Ideally for visual arts practitioners on all levels this book presents a self-study model grounded in compelling research that highlights arts-based methods for examining four areas of professional practice: professional identities work cultures change and transitions and envisioning new pathways.
Chapters address the components of the self-study model artistic methods and materials and strategies for interpreting self-study written and visual outcomes with the aim of goal setting. Each chapter includes visuals references and end-of-chapter prompts to engage readers in critical and visual reflection. Appendices offer resources and guidelines for creating and assessing self-study outcomes.
The fluctuating nature of professional practice necessitates the pursuit of discernment and clarity that can be achieved through an ongoing reflective practice. Self-study is a systematic and flexible methodology for purposeful reflection on professional practice that embraces dialogic interpretive rhizomatic and visual inquiry. Self-study can occur at any level of practice and in the context of work-related professional development formal study or as a self-initiated inquiry. An arts-based self-study model for visual arts practitioners is explored and focuses on four intersectional components shaping professional practice: professional identities work cultures and communities transition and change within professional practice and envisioning new pathways for professional practice.
The self-study model is grounded in contemporary theory practice and compelling research and embraces robust strategies for understanding the complexities of professional practice that can include dual multiple overlapping hybrid and conflicting professional identities tensions within work cultures and unexpected changes within professional practice. Each chapter focuses on a component of the self-study model and an area of professional practice concluding with references and end-of-chapter prompts that are aimed to facilitate critical reflection-on-practice and the creation of written and visual responses.
With visual arts practitioners in mind various arts-based methods for self-study are discussed that highlight visual journaling as a key method for engaging in self-study. Interpretive research methods are discussed to guide readers in understanding the phases and processes for interpreting written and visual self-study outcomes. Processes are outlined to help readers determine key insights themes issues and questions from their self-study outcomes how to use them in formulating new questions and articulating new professional goals. Several levels for interpretation are presented to offer readers options relative to their professional needs and aims.
Throughout the text charts and visuals serve to summarize and visualize key chapter points. Images by visual arts practitioners appear throughout the text and represent a wide range of artistic media methods and approaches appropriate for self-study. The appendices provide additional resources for enhanced understanding of chapter concepts and key terms guidelines and rubrics for writing reflections creating visual responses and using a visual journal in the self-study process.
Primary readership will be visual arts practitioners at all levels. Ideal for university level graduate courses or as a guide for individuals and small groups of practitioners who seek to engage in arts-based self-study as professional development.
The Physical and the Digital City
The Physical and the Digital City is a unique collection of projects where researchers and designers show how the theories of technology underpinning the digital urban environment are applied in practical and spatial terms. The authors are experts in their respective fields who pursue cutting edge solutions for city-making and consider the theoretical premise critically. It is designed to be a self-contained and interdisciplinary reference text to introduce students designers and scholars to the idea of physical/digital and its urban application.
The book will help students and designers to develop a clear understanding of the physical and digital principles underpinning urban assemblages and a solid set of references to start working within this topic with confidence. Of interest to all students and scholars interested in urban studies (geography planning urban design social sciences and humanities) and human-computer interaction (media studies computer science social sciences cognitive sciences anthropology and psychology). The book will clarify the role of digital technologies within the city along with its possible implications for people and communities.
It is oriented to the academic and professional communities interested in architectural urban and digital design from different angles. This includes those interested in computational architecture for example eCAADe Education and Research in Computer Aided Architectural Design in Europe ACADIA Association of Computer Aided Design in Architecture CAADRIA Computer Aided Architectural Design Research in Asia SIGraDi Sociedad Iberoamericana de Grafica Digital CAAD Futures Foundation as well as those interested in the human-computer interaction.
Performing Maternities
Jess Dobkin’s Wetrospective
Taking as its starting point the first-ever retrospective exhibition (2021) of Canadian performance artist Jess Dobkin the book reflects on the internationally acclaimed artist’s playful and provocative practice as performer activist curator and community leader. At the same time it grapples with a question that is vital for art and performance studies: How do archives perform?
More than a discrete showing of a single artist’s work the exhibition including its new staging in book form is a large-scale research experiment in performance curation investigating what it might mean for art institutions to take seriously the embodied and communal nature of performance art in their practices of archiving and museological display.
In Jess Dobkin’s Wetrospective a cast of renowned international performance theorists and artists dive into this exploration alongside Dobkin curator Emelie Chhangur and performance theorist and dramaturg Laura Levin. These contributions appear alongside a riot of full colour photographs providing access to Dobkin’s celebrated artistic productions from the last 25 years.
From Broadway to The Bronx
The depiction of New York City in song across a variety of different genres focusing on jazz genres as well as the work of both New York born artists like Billy Joel or Lin-Manuel Miranda and artists living most of their life in New York City like Shinehead or Debbie Harry that are intimately connected with the city.
The book analyzes songs written about New York City and engage with the depiction of the city within them but mainly use it as a way to deal with several musical genres that the city has been home to and instrumental in developing. These include the musical theatre scene on Broadway and beyond but also early 20th century sheet music hip hop disco punk dancehall jazz swing rock or pop music. The collection includes essays from authors with a cultural studies media studies cultural history or musicology background making possible a far-ranging treatment of the interconnection of the city space and its musical history.
Call Me by Your Name
Adapted by James Ivory from André Aciman’s novel and directed by Luca Guadagnino the film Call Me by Your Name has been passionately received among audiences and critics ever since its 2017 release.
A love story between seventeen-year-old Elio (Timothée Chalamet) and graduate student Oliver (Armie Hammer) and set in 1983 ‘Somewhere in northern Italy’ Call Me by Your Name presents a gay relationship in a romantic idyll seemingly untroubled by outside pressures prejudices or tragedy. While this means it offers audiences welcome opportunities to swoon in front of an LGBTQ+ romance that equals classic heterosexual romances onscreen its relevance or political significance today may not be immediately apparent. And yet the film is abundantly infused with narrative thematic and stylistic elements that can be interpreted as speaking powerfully to contemporary audiences on questions of sexual identity.
This edited collection addresses how the film helps inform our understanding of contemporary sexual identity and romance. How does this love story explore wider tensions that exist between the specific and the general between the open and the hidden and between the past and the present? The contributors to the collection explore these questions in stimulating and contemplative manners.
Material Media-Making in the Digital Age
There is now no shortage of media for us to consume from streaming services and video-on-demand to social media and everything else besides. This has changed the way media scholars think about the production and reception of media. Missing from these conversations though is the maker: in particular the maker who has the power to produce media in their pocket.
How might one craft a personal media-making practice that is thoughtful and considerate of the tools and materials at one's disposal? This is the core question of this original new book. Exploring a number of media-making tools and processes like drones and vlogging as well as thinking through time editing sound and the stream Binns looks out over the current media landscape in order to understand his own media practice.
The result is a personal journey through media theory history and technology furnished with practical exercises for teachers students professionals and enthusiasts: a unique combination of theory and practice written in a highly personal and personable style that is engaging and refreshing.
This book will enable readers to understand how a personal creative practice might unlock deeper thinking about media and its place in the world.
The primary readership will be among academics researchers and students in the creative arts as well as practitioners of creative arts including sound designers cinematographers and social media content producers.
Designed for classroom use this will be of particular importance for undergraduate students of film production and may also be of interest to students at MA level particularly on the growing number of courses that specifically offer a blend of theory and practice. The highly accessible writing style may also mean that it can be taken up for high school courses on film and production.
It will also be of interest to academics delivering these courses and to researchers and scholars of new media and digital cinema.
Art Education in Canadian Museums
This collection considers how Canadian art educators are engaging with a new range of approaches to museum education and why educators are responding to 21st century challenges in ways that are unique to Canada.
Organized into three sections this collection reconceptualizes museums to consider accessibility differences in
lived experiences and how practices create impactful change.
With the overarching concept of relationality between art museums and interdisciplinary perspectives authors consider methodological philosophical experiential and aesthetic forms of inquiry in regional museum contexts from coast-to-coast-to-coast that bring forward innovative theoretical standpoints with practice-based projects in museums articulating how museums are shifting and why museums are evolving as sites that mediate different and multiple knowledges for the future. Informed by social justice perspectives and as catalysts for public scholarship each chapter is passionate in addressing the mobilization of equity diversity and inclusivity (EDI) in relation to practices in the field.
By weaving the learning potential of interacting with artworks more fully within situated and localized social and cultural communities the authors present a distinct socio-political discourse at the heart of teaching and learning. Rupturing preconceived ideas and sedimentary models they suggest a discourse of living futures is already upon us in museums and in art education.
Ulrike Ottinger
The first English language scholarly collection of articles on the leading Berlin based German artist and film-maker Ulrike Ottinger. The articles engage with the full range of the works from the early Berlin feature films of the 1970s and .'80s to the ethnographic documentaries also including the art exhibitions photography shows installations and artist books. The book brings together feminist film theorists with art historians and cultural theorists each with a distinctive and detailed perspective on the queer fabulist genres of Ottinger now in her 80s.
Modelling International Collaborations in Art Education
Based on over a decade of collective teaching this volume explores the hybrid use of online and in-person collaboration as a means of offering international experience to university-level arts students. Chapters articulate a collective learning based on the experiences of the International Art Collaborations Network (INTAC) Collective Body group and related programs which the authors and contributors have participated in as educators and students.
Illustrated with photographs screenshots and student projects the book inspires reflection on teaching methodologies and student artmaking strategies across cultures and languages. Pedagogical and methodological topics trace an evolution of curricular approaches and use of evolving online platforms. Examples of themes and visual strategies demonstrate the power of student-directed collaborative learning. Diverse voices have been gathered through research conducted with educators and alumni connected to INTAC providing perspectives on working collaboratively in a global context.
Student projects exemplify responses to the challenges of communication and creation that come with distanced artistic partnership. Chapters end with suggested points for conversation whether between educators students of art education or students entering collaborations. Although based on experiences in the visual arts the ideas and methods are applicable to others engaging in inter-institutional education or online collaborative practices.
Fully illustrated with examples of collaborative art projects photographs screenshots diagrams and posters.
Art Education in Canadian Museums
This collection considers how Canadian art educators are engaging with a new range of approaches to museum education and why educators are responding to 21st century challenges in ways that are unique to Canada.
Organized into three sections this collection reconceptualizes museums to consider accessibility differences in
lived experiences and how practices create impactful change.
With the overarching concept of relationality between art museums and interdisciplinary perspectives authors consider methodological philosophical experiential and aesthetic forms of inquiry in regional museum contexts from coast-to-coast-to-coast that bring forward innovative theoretical standpoints with practice-based projects in museums articulating how museums are shifting and why museums are evolving as sites that mediate different and multiple knowledges for the future. Informed by social justice perspectives and as catalysts for public scholarship each chapter is passionate in addressing the mobilization of equity diversity and inclusivity (EDI) in relation to practices in the field.
By weaving the learning potential of interacting with artworks more fully within situated and localized social and cultural communities the authors present a distinct socio-political discourse at the heart of teaching and learning. Rupturing preconceived ideas and sedimentary models they suggest a discourse of living futures is already upon us in museums and in art education.
The Bitter Landscapes of Palestine
Using both photographs and written narratives The Bitter Landscapes of Palestine provides a depiction of the lives and struggles faced by Palestinians living in the occupied Palestinian territories on the West Bank in particular the South Hebron Hills and the Jordan Valley. It sheds light on issues including house demolitions conflicts between Palestinian shepherds or farmers and Israeli settlers soldiers and police the daily struggles brought about by the occupation's efforts to displace Palestinians from their land and the resilience and bravery required to endure these conditions. This moving book conveys the beauty of the landscape the essence of the language the value of friendships and the richness of a threatened way of life.
Voices of activists both Palestinian and Jewish are brought into focus. The historical context that generated present realities in Palestine is outlined briefly as well as the history of the authors’ partnership. Their perspective mirrors extensive years of involvement in peace and human rights activism in Palestine. It also captures the ongoing dialogue between the two authors who have experienced together the continually renewed astonishment that comes with such experiences and encounters.
Propositions for Museum Education
From the perspective of art educators museum education is shifting to a new paradigm which this collection showcases and marks as threshold moments of change underway internationally. The goal in drawing together international perspectives is to facilitate deeper thinking making and doing practices central to museum engagement across global local and glocal contexts.
Museums as cultural brokers facilitate public pedagogies and the dispositions and practices offered in 33 chapters from 19 countries articulate how and why collections enact responsibility in public exchange
leading cultural discourses of empowerment in new ways. Organized into five sections a wide range of topics and arts-based modes of inquiry imagine new possibilities concerning theory-practice sustainability of educational partnerships and communities of practice with in and through artwork scholarship.
Chapters diverse in issues art forms and museum orientations are well-situated within museum studies enlarging discussions with trans-topographies (transdisciplinary transnational translocal and more) as critical directions for art educators.
Authors impart collective diversity through richly textured exposés first-person accounts essays and visual essays that enfold cultural activism sustainable practices and experimental teaching and learning alongside transformative exhibitions all while questioning – Who is a learner? What is a museum? Whose art is missing?
Places and Purposes of Popular Music Education
This book provides a manuscript-megaphone for a variety of perspectives on popular music education including those we do not usually hear from but who are doing far and away the coolest most relevant and most interesting things.
It includes rants manifestos and pieces that are pithy and punchy and poignant which have resulted in a wide tonal variety among chapters from more traditionally scholarly pieces replete with citations and references through descriptions of practice to straight-up polemics. It is more about beliefs experiences and motivation about frustrations aspirations and celebrations. The chapters are intended to whet appetites prime pumps open eyes and keep cogs turning. This book is organized into four parts: Beyond the Classroom Identity and Purpose Higher Education and Politics and Ideology. This book is intended for academics of all ages and stages but the writing is often deliberately non-academic in tone.
The book will appeal to those working in popular music studies communication studies education research and should be of interest to those involved in policy decisions at national and regional levels. It is also directly relevant to researchers looking music industry and music ecosystems nationally regionally and internationally as education and popular music industry DIY and community sectors continue to enmesh in complex and evolving ways.
Designing and Conducting Practice-Based Research Projects
This is a textbook aimed primarily at upper undergraduate and Master’s students undertaking practice-based research in the arts and includes practical guidance examples exercises and further resources.
The book offers definitions and a brief background to practice-related research in the arts contextualization of practice-based methods within that frame a step-by-step approach to designing practice-based research projects chapter summaries examples of practice-related research exercises for progressing methods design and evaluating research approach and lists for further reading. This textbook can serve as the foundation for a wider online “living” textbook for practice-related research in the arts.
Designing and Conducting Practice-Based Research Projects
This is a textbook aimed primarily at upper undergraduate and Master’s students undertaking practice-based research in the arts and includes practical guidance examples exercises and further resources.
The book offers definitions and a brief background to practice-related research in the arts contextualization of practice-based methods within that frame a step-by-step approach to designing practice-based research projects chapter summaries examples of practice-related research exercises for progressing methods design and evaluating research approach and lists for further reading. This textbook can serve as the foundation for a wider online “living” textbook for practice-related research in the arts.