Catalogue of the Cleveland Museum of Art's photographic holdings.

Bhabha, Georges Didi-Huberman, David Morgan and Lee Siegel, as well as a series of focused contributions by Yve-Alain Bois, Wendy Doniger, Kenneth Frampton, Martin E. Marty, John Hallmark Neff, Annemarie Schimmel, and Helen Tworkov consider how rapture resonate's both in a cultural context and within the experience of a single human being.

Since the 1960s, many artists have incorporated ecological concerns into their work, an endeavor that has required new strategies in art-making. To explore recent American manifestations of these interests, the David and Alfred Smart Museum commissioned new projects from artists Mark Dion, Peter Fend, and Dan Peterman, each focusing on interrelationships between particular organisms—human beings-and a specific group of sites—a museum building, a river landscape, and a university campus. The results, exhibited at the Smart Museum during the (...) summer of 2000, evoke the varied scales, from the microscopic to the global, at which human actions affect the environment. This catalog documents each of the artists' projects through an array of images and words: Smart Museum Associate Curator Stephanie Smith provides an introduction and brief overviews of the three projects, each of the artists contribute statements, and photographers Susan Anderson and Tom van Eynde document—in over 100 images—the processes and projects that comprise the exhibition. (shrink)

Accompanying an exhibition organized by the Whitney Museum of American Art, New York, this book is the most comprehensive catalogue on the work of this internationally recognized architectural firm.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 99-104 [Access article in PDF] New York Art, Pittsburgh Art, Art 1 David Carrier Champney Family Professor Case Western Reserve University/Cleveland Institute of Art I. New York Art A fully developed artworld requires not only artists, but also a support system — schools to teach the artists, commercial galleries to display art, and the connected artmarket; public museums and their curators (...) to make that art available to the public; and also, last and least, artwriters to interpret and evaluate the art. This has been true for a long time in America and Europe. I speak of artwriters as "last and least" just because we are important only in some artworlds. In the seventeenth century Poussin depended upon commentary of intellectuals, but his contemporaries Rembrandt and Vermeer did not. In this country, New York is such an artworld and so, perhaps, is Los Angeles. These are the places where young artists go to establish themselves, and so they are the places where the most original new art tends to be made. Artists outside of those centers then imitate the art made there.Artworld centers tend to be large business centers because they require major museums and many collectors. Each component of this system is dependent upon the others. Unless they have collectors, artists cannot support themselves without doing other jobs; unless there are museums, there is no public space in which art can be seen. Unless there are artwriters, there is no way to articulate shared experience of this art. This artworld is a product of modernist bourgeois democracy. Premodern cultures did not have public museums. Nowadays information is disseminated quickly, but the role of centers as places where new art is made, seen, and discussed remains essential. Our novel electronic technologies have not changed this situation.A collecting culture requires not just wealth, but also a special sort of sensibility. In fact, the number of serious collectors anywhere is surprisingly small, as one can see in Los Angeles, which has a great deal of wealth, but a surprisingly thin gallery system. Like collectors, artwriters too are odd sorts of creatures. I usually identify myself as a New York-based critic, because that is where I see most of the shows I review. Artforum, the Burlington Magazine, and Tema Celeste, the journals I now work for have a real interest in exhibitions at the Carnegie and the Warhol, in Pittsburgh, but no concern with shows like this one. Partly the problem is that reviewing space is very hard to come by, but also the difficulty is that it is difficult to make sense of a review discussing artists who are known only locally. Even were I to identify [End Page 99] someone local as a wonderful original talent, it would be very difficult for readers who have never seen her art to evaluate that claim.In Pittsburgh we certainly have good artists, and there are several universities with art departments. But here, as elsewhere in the cities I know, the artmarket is focused on New York; and there is, so far as I can see, only modest critical support for artists. Major collectors here, as elsewhere in America, look to New York, which has a critical mass of galleries, museums, and critics. The Carnegie too, tends to look to New York when planning its shows. The curators travel widely, but most of the art they show, whether American or from elsewhere, is displayed in New York galleries. If one adopts this way of thinking about an artworld, then art made in Pittsburgh inevitably will be judged as "provincial." There are a few major artists, and many derivative ones; and those major ones, the innovators, are in the artworld centers.This is the model Vasari adopts, it is Clement Greenberg's model, and it is the basic model driving the present day artworld. To describe Pittsburgh artists as provincial, then, is to identify the sociological structure of this, a typical local artworld. There is a lot of adventure and intelligence in Pittsburgh art, but inevitably to the critic... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reply to My CommentatorsDavid CarrierI am immensely thankful to Rika Burnham and Elliott Kai-Kee, Enrique Martínez Celaya, Klaus Ottmann, and Sean Ulmer for their comments on my book. And to Daniel A. Siedell for organizing this mini-symposium, which really is an author's dream. By gently pressing me to think about important issues, these sympathetic commentators have advanced dialogue.When writing Museum Skepticism I became very aware that there are (...) two kinds of literature that discuss museums. There are memoirs of curators or other museum employees, and there are the commentaries by academics, which usually look at museums from the outside. My ambition was to look at this institution in a way that would both be sympathetic to the practical concerns and embody a theoretical point of view. One otherwise sympathetic reviewer complained that I was only looking at the museum from the outside.1 That certainly is correct, but for obvious reasons people who work in museums are unusually unwilling to describe their inner workings. To have a good theory of the museum, you need to be practical. Often, for example, critics complain about the proliferation of shops and restaurants, urge that admission be free, or say that blockbuster shows are destructive and overcrowded. However one judges such moralizing, the museum director who needs to balance the budget can hardly be guided by such reasoning. One can be critical, as I am, about the power of the super-rich in museum life. But in what other way could funding be found? The history of debates about the National Endowment for the Arts (NEA) points to obvious ways in which, in America at least, reliance on public funding poses problems. My goal, then, was to develop a realistic analysis.Sean Ulmer correctly notes that to understand the art in museums, we must consider its prior history. Chinese paintings, Islamic decorations, Maori sculpture, and premodern European art were not made to be displayed in public galleries. And so there are legitimate questions about how to set it alongside modernist art, whose natural home is the art museum. Allowing this much, I am not sure why he thinks it impossible to describe museums in a single book. We need to understand how artifacts with such varied origins can be coherently displayed in one building. Here, then, we get to Ulmer's second concern—museum displays. Recently museums have experimented with thematic displays. The Museum of Modern Art in New York did that before its recent reconstruction; the Tate Modern has such a system; and during summer 2006 the Whitney tried such a plan. I understand the need of museums to experiment, to find new ways to attract visitors to the permanent collection. Still, a straight chronological display has the obvious advantage of presenting that history of art in which, for example, Impressionism leads to Cubism, and then on to Abstract Expressionism. The obvious danger of thematic displays is that they bewilder the larger public. [End Page 22]When I said that museums are top-down institutions, I was thinking of the grander public museums where the function of the trustees is to raise money, either by giving themselves or by networking. These people who provide funding no doubt have their own agendas, but they, in turn, respond to larger economic and political concerns. I would be astonished if the Metropolitan Museum of Art asked Arthur Danto or Leo Steinberg to be a trustee; or, to look closer at hand, if the Carnegie Museum of Art or the Cleveland Museum of Art asked me to play that role. Since we are mere professors, what practical help could we provide? I expect that at smaller museums the situation is different. But here, again, it is important to be realistic. Cleveland's art historians have not had any influence on the rebuilding plan for the Cleveland Museum of Art. Of course I would be flattered if the new director asked for my opinion, but to be honest, I am not sure that I could tell him anything useful. When Ulmer discusses the comparative role of permanent collections and temporary exhibitions, he touches on a very important point. Like him, I... (shrink)

Epic Tales from Ancient India: Paintings from the San Diego Museum of Art. Edited by Marika Sardar. San Diego: San Diego Museum of Art, 2016. Pp. 164. $45. [Distr. by Yale Univ. Press.].

In lieu of an abstract, here is a brief excerpt of the content:ImagesDiana Cooper lives and works in New York City. She received her BA from Harvard College and MFA from Hunter College, and has been the recipient of a Rome Prize (2003–04), a Guggenheim Foundation Fellowship (2000), and a New York Foundation for the Arts Fellowship (2000).Cooper has exhibited extensively both in the United States and abroad. She has had solo shows at Postmasters Gallery in New York City; the (...) Drawing Room and Hales Gallery in London; Chapter in Cardiff; Staubkohler Galerie in Zürich; Carl Berg Gallery in Los Angeles; and Numark Gallery in Washington DC. She has participated in numerous group shows at venues such as the Whitney Museum of American Art at Altria; the Brooklyn Museum; the Contemporary Art Center, Cincinnati; the Kunstmuseum, St. Gallen; the Sharjah Museum of Art, UAE; the Tang Museum in Saratoga Springs; and PS 1 Contemporary Art Center in Long Island City.In 2007 the Museum of Contemporary Art in Cleveland will devote a major exhibition to her work.Please contact Postmasters Gallery for further [email protected] www.postmastersart.com Click for larger view View full resolutionFigure 1 Diana Cooper Speedway (front) (2002). Click for larger view View full resolutionFigure 2 Diana Cooper Speedway (back) (2002). Click for larger view View full resolutionFigure 3 Diana Cooper And I Couldn’t Find You (1998). Click for larger view View full resolutionFigure 4 Diana Cooper And I Couldn’t Find You (1998). Click for larger view View full resolutionFigure 5 Diana Cooper Emerger (detail) (2005–06). Click for larger view View full resolutionFigure 6 Diana Cooper My Eye Travels (2001–2004). Click for larger view View full resolutionFigure 7 Diana Cooper Push Gently (2002). Click for larger view View full resolutionFigure 8 Diana Cooper Swarm (2003–05). Click for larger view View full resolutionFigure 9 Diana Cooper The Black One (1997). Click for larger view View full resolutionFigure 10 Diana Cooper Mechanical Cloud (2004–05). Click for larger view View full resolutionFigure 11 Diana Cooper Moving Targets (2003).Copyright © 2005 The Johns Hopkins University Press... (shrink)

This clearly designed and illustrated book is dedicated to a complete overview of Richard Meier's Barcelona Museum of Contemporary Art, completed in 1995. Located in the area of the Casa de la Caritat, a former monastic enclave, this extraordinary building maintains a unique dialogue between the city's old urban fabric and the contemporary art housed within the museum. Barcelona's first institution devoted entirely to twentieth-century art, this museum synthesizes the striking contemporaneity of its bold architecture and the (...) rich medieval history of its context. Meier's masterful use of materials -- pristine white aluminum panels, glass, stucco, and granite -- and characteristic modern style emphasize a play of solid and void, light and shadow, through the museum's fluid, geometric forms. An external ramp leads from the sweeping plaza to a triple-height atrium space. An internal, glass-enclosed ramp unfolds vertically along the front facade of the building, offering breathtaking vistas of a sixteenth-century church and the romantic city beyond and leading to three floors of open exhibition areas. This unique publication documents the dramatic design with preliminary sketches, models, drawings, and lavish color photographs. (shrink)

In keeping with the general theme of the General Assembly of CIPSH in Beijing, 2004, in this article I emphasize the potential of the internet to impact the use of works of art in public and private museums for study and research, and for the publication of research. The possibility exists nowadays of creating a hyper-real ‘musée imaginaire’ or ‘museum without walls’ to use André Malraux's phrase of more than fifty years ago. It is hard to see how it (...) could be anything but a benefit to human knowledge to have images of all works in the public domain (that is, for which the creator's copyright has expired) available on the world wide web. Under US law this year (2006) that would mean all works created before 1911. There are encouraging developments in that direction, but there is also constant legal wrangling. And I have to admit there are sometimes two sides to the question, even if I think one argument is far stronger than the other. (shrink)

In this essay, I respond to Mary Beth Willard's commentary on Drawing the Line. I focus on responding to a number of questions and objections that Willard poses concerning the role of arts institutions in addressing the problem of immoral artists. Focusing on the case of museums in particular, I defend the idea that they can exercise their power to play a productive and important role in societal conversations about moral criticism of artists.

In lieu of an abstract, here is a brief excerpt of the content:When Little Girls Become Junior Connoisseurs:A Cautionary Tale of Art Museum Education in the HyperrealMelinda M. Mayer (bio)Introducing the TaleA young girl about eleven years old appeared on the TV screen. She stood in an art museum expounding upon the painting hanging behind her. She talked about the artist and what the image portrayed. With an air of elitist prissiness that suited the museum environment, the (...) girl delivered her presentation to a group of schoolmates. As I and the other art museum educators assembled in the conference room where the video was shown learned, the girl had participated in a program at a prominent art museum in which students from her school came to the museum many times during the school year. This repeat-visit program culminated with these youngsters demonstrating what they learned about art by giving a talk on a single artwork to friends, family, or other classmates. The girl's recitation of art historically correct information was impressive. She sounded just like a junior art historian. Yet, something was missing. The little girl appeared to copy the style of art historical talk more than its content. I turned to the colleague sitting next to me and wondered, "Did that girl learn how to make meaning or how to talk like a curator?"Despite the several years that have passed since the conference, the image of that little girl lingers in my mind. A repeat-visit school program is what an art museum educator working with school tours desires.1 All an art museum educator can hope to impart on a one-shot tour is a simple exposure to art and the museum. Hopefully, that one encounter will result in a lifelong appreciation of art and art museums, but that is a tall order for one field trip. Repeat-visit programs, by contrast, allow knowledge and skills related to art to be presented in the school and museum and reinforced in subsequent sessions. Students can learn to meaningfully interpret the content [End Page 48] of works of art as well as make personal connections with them.The girl in the video, however, did not appear to be engaged in meaning-making. No hint that the painting had metaphorically come off of the museum wall and moved into her life experience appeared in the girl's presentation. Instead, she successfully imitated the manner of an art historian.In the essay "The Precession of Simulacra," the French sociologist Jean Baudrillard theorizes that reality or meaning no longer exist.2 Like the Moebus strip, which when split generates a duplicate of itself, what we experience as reality in this increasingly mediated age in which we live is no more than the repeated circulation of models or simulacra. Rather than models emerging out of real phenomena or originals, they beget themselves—models precede models. Any notion of reality implodes in the circulation of these simulations. Reality becomes what Baudrillard calls the hyperreal—simulation generating simulation. What does this imply for visual art? Interpretation of meaning in artworks would not reveal some represented truth of human experience; instead it would be the repetition of interpretive forms masking that there is no reality to represent. The talk by the little girl in the video indicated that art museum education, at least in that program, had become the perpetuation of a model of inquiry. Rather than making meaning, the girl reproduced the aesthetics of art history interpretation. Even under the ideal circumstances of a repeat-visit school program, the girl became the perfect model of a petite connoisseur.Although the video depicts one little girl in one art museum program, is there not a cautionary tale here for the field of art museum education?3 When visitors to art museums, including children on school field trips, participate in educational programs, are they engaging in meaning-making or an experience in the hyperreal? In theory art museum educators espouse facilitating meaning-making as their mission; however, in practice are they falling into a vortex of recycling the models of art historical interpretation they assimilated during their own education? Do they replicate the form of the model rather than the substance of interpretation... (shrink)