Terry Bolas: Screen Education: From Film Appreciation to Media Studies (2009)

Film and media studies now attract large numbers of students in schools, colleges and universities. However the setting up of these courses came after many decades of pioneering work at the educational margins in the post-war period. Bolas’ account focuses particularly on the voluntary efforts of activists in the Society for Education in Film and Television and on that Society’s interchanging relationship with the British Film Institute’s Education Department. It draws on recent interviews with many of the individuals who contributed to the raising of the status of film, TV and media study. Through detailed examination of the scattered but surviving documentary record, the author seeks to challenge versions of the received history.

Publisher Intellect Books, 2009
ISBN 1841502375, 9781841502373
Length 384 pages

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Readings For Artworkers, No. 1: Culture, Not Profit (2009)

This is the first Volume of the Journal of Free / Slow University of Warsaw and a recap on first year of its activity. Internal diversity of the Volume corresponds to the mode of operation of this para-institution, which experiments with various avenues of knowledge production and exchange. The present and the first Volume is a recap on the 212 working days of the Free/Slow University of Warsaw during the first year of its activity. Internal diversity of the Volume corresponds to the mode of operation of our para-institution, which experiments with various avenues of knowledge production and exchange.

The subject of the first edition of the Free/Slow University of Warsaw was “culture not for profit.” The initiative referred to the tradition of free education, with a focus on establishing an environment that would enable critical reflection not only on culture, but also on its social, political and economic background. The participants made an attempt at a theoretical and practical research of the conditions of knowledge and culture production in the late capitalism, an analysis of the life conditions of activists, artists and cultural operators as well as at exerting an impact on the cultural policy and participating in debates on the current and the future shape of our societies.

Publication is available in Polish in printed form and online in English.

READINGS FOR ARTWORKERS VOL.1: CULTURE, NOT PROFIT. theorists, activists and artists about producing and functioning of culture
Edited by: Katarzyna Chmielewska, Kuba Szreder, Tomasz Żukowski
Authors: Jakob Jakobsen, Gerald Raunig, Marion von Osten, Peter Spillmann, Teresa Święćkowska, Martin Kaltwasser, Rebecca Gordon Nesbitt, Ewa Majewska, NetzNetz, Adrienne Goehler, Katarzyna Chmielewska, Michał Kozłowski, Tomasz Żukowski, Michał Herer
Publisher: Fundacja Bęc Zmiana, 2009
ISBN 978-83-929527-6-3
Published under Creative Commons, Attribution, Non Commercial, Share Alike, 3.0

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Steven Henry Madoff (ed.): Art School: Propositions for the 21st Century (2009)

“The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions about the education of today’s artists. Art School (Propositions for the 21st Century) brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms.

The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramović, as well as questionnaire responses from a dozen important artists—among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat—about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls. And throughout the volume, attention is paid to new initiatives and proposals about what an art school can and should be in the twenty-first century—and what it shouldn’t be.”

Contributors: Marina Abramovic, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Clementine Deliss, Charles Esche, Liam Gillick, Boris Groys, Hans Haacke, Ann Lauterbach, Ken Lum, Steven Henry Madoff, Brendan D. Moran, Ernesto Pujol, Raqs Media Collective, Charles Renfro, Jeffrey T. Schnapp, Michael Shanks, Robert Storr, Anton Vidokle

Questionnaires: Thomas Bayrle, Paul Chan, Jeremy Gilbert-Rolfe, Piero Golia, Ann Hamilton, Matthew Higgs, Mike Kelley, Guillermo Kuitca, Shirin Neshat, Paul Ramirez-Jonas, Dana Schutz, Brian Sholis, Fred Wilson

Publisher MIT Press, 2009
ISBN 0262134934, 9780262134934
268 pages

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