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Intellect 2023 Collection

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Reimagining the Art Classroom
Authors: Mark Graham and Clark GoldsberryThis book is for artists, teachers, and those who prepare teachers. In the field of art and design education there are many theoretical strands that contribute to the practices of teaching and learning in the visual arts. The problem for artist teachers and those who prepare teaching artists is how to frame the diverse methodologies of art and art education in a way that affords divergent practices as well as deep understanding of issues and trends in the field. Teachers need a field guide that provides a contextual background of theory in order to make their own teaching practice relevant to contemporary art practices and important ideas within the field of education. The book, in its content and presentation of content is pedagogical; it provides a catalyst and prompt for meaningful and personal artistic inquiry and exploration.
The book describes connections between teaching and artistic practices including the pedagogical turn in contemporary art. As a book for artists and designers, it is graphically compelling and visually inspiring. It is designed to be engaging for the practitioner and theoretically robust. A problem with many current texts is that they are written by academics who are often a step removed from the issues of classroom instruction and tend use the language of the scholar, which is appropriate for a scholarly journal, but can be difficult for other audiences. This book will bridge this divide through its use of design, narrative, and descriptions of innovative artistic practices. Rather than being a book about “best practice” it is a book about “diverse practices” within art making and teaching.
This field guide to artistic approaches, including methods for teaching art, frames its arguments around critical questions that artists and art teachers must address such as: What is the role of art and design in secondary education? What will I teach? How do we go about teaching art? How do I know if my teaching is working? What is the role of traditional mediums and methods within contemporary art practices? How can art teachers contribute to the reinvention of schools? How might fluency within a medium be connected to important issues within culture, including the culture of adolescents? This book includes examples of approaches that might provoke or inspire artist and pedagogical inquiry. These are approaches that actively engage students in work that disrupts taken for granted conventions about schooling and its purposes. It considers how art and design might transform the school experience for adolescents.
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Reframing Berlin
Authors: Christopher S. Wilson and Gul Kacmaz ErkReframing Berlin is about how architecture and the built environment can reveal the memory of a city, an urban memory, through its transformation and consistency over time by means of ‘urban strategies’, which have developed throughout history as cities have adjusted to numerous political, religious, economic and societal changes. These strategies are organised on a ‘memory spectrum’, which range from demolition to memorialisation.
It reveals the complicated relationship between urban strategies and their influence on memory-making in the context of Berlin since 1895, with the help of film locations. It utilises cinematic representations of locations as an audio-visual archive to provide a deeper analysis of the issues brought up by strategies and case studies in relation to memory-making.
Foreword by Kathleen James-Chakraborty
A new volume in the Mediated Cities series from Intellect
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Remembering Paris in Text and Film
This new book explores aspects of Paris from the time of Baudelaire within the context of nostalgia and modernity. It seeks to see Paris, through written texts and movies, from the outside, and as both concrete reality and a collection of myths associated with it.
This collection of essays contains original research on the intersections of several disciplinary approaches to Paris and modernity. It is designed to make these complex concepts speak to an academic audience, but also to an undergraduate readership. It will therefore create intersections and problematize what are otherwise considered the remit of single disciplines.
The book springs from two interdisciplinary courses on Paris and modernity – Paris at Dawn, which looks at modernity in the nineteenth and early twentieth centuries, and Paris at Midnight, which looks at left-bank culture following the Second World War – coordinated by Associate Professor Alistair Rolls (French studies) and Professor Marguerite Johnson (classics and classical reception) at the University of Newcastle, Australia.
While it is driven by original research, notably by examining the intersections of any number of disciplinary lenses and positions on Paris and modernity, it is also designed to make these complex concepts understandable for a wider readership, including undergraduates. It will therefore create intersections and problematize what are otherwise considered the remit of single disciplines (with their monoliths and taxonomies); at the same time, it will also provide clarity and, importantly, make logical links between, for example, the past and present, myth and reality, poetry and history, and various schools and movements, including psychology, poetics, poststructuralism and critical theory, classical reception, feminism and existentialism. All contributors are academics working in the School of Humanities and Social Science, who have contributed to the development and delivery of these twinned courses.
Remembering Paris investigates Paris as an urban and poetic site of remembrance. For Charles Baudelaire, the streets of Paris conjured visions of the past even as he contemplated the present. This book investigates this and other cases of double vision, tracing back from Baudelaire into antiquity, but also following Baudelaire forwards as his poetry is translated, received and referenced in texts and films in the twentieth century and beyond.
Primary readership will be academics, educators, scholars and students – both undergraduate and postgraduate. The chapter structure and the relatively classic choice of authors and filmmakers is well suited to course use.
Many universities are now turning to interdisciplinary courses, which combine historical, cultural, literary and artistic approaches to thematic studies. This book, therefore, will also be of interest to academics teaching courses on French language, literature and culture; literary studies; film studies; cultural studies; women studies, gender studies; LGBTQ+ studies; even human geography.
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Redefining Theatre Communities
Redefining Theatre Communities explores the interplay between contemporary theatre and communities. It considers the aesthetic, social and cultural aspects of community-conscious theatre-making. While doing so, the volume reflects on recent transformations in structural, textual and theatrical conventions and traditions, and explores the changing modes of production and spectatorship in relation to theatre communities. The essays edited by Marco Galea and Szabolcs Musca present an array of emerging perspectives on the politics, ethics, and practices of community representation on the contemporary international theatre landscape. An international, interdisciplinary collection featuring work by theatre scholars, theatre-makers and artistic directors from across Europe and beyond, Redefining Theatre Communities will appeal to those interested in the diverse forms of socially engaged theatre and performance.
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