Part I. Three histories : Developing a fluxable forum: Early performance & publishing / Owen Smith -- Fluxus, fluxion, flushoe: the 1970's / Simon Anderson -- Fluxus fortuna / Hannah Higgins -- Part II. Theories of Fluxus: Boredom and oblivion / Ina Blon -- Zen vaudeville: a medi(t)ation in the margins of Fluxus / David T. Doris -- Fluxus as a laboratory / Craig Saper -- Part III. Critical and historical perspectives: Fluxus history and trans-history: competing strategies for empowerment / Estera Milman -- Historical design and social purpose: a note on the relationship of Fluxus to modernism / Stephen C. Foster -- A spirit of large goals: fluxus, dada and postmodern cultural theory at two speeds -- Part IV. Three Fluxus voices : Transcript of the videotaped Interview with George Maciunas -- Selections from an interview with Billie Maciunas / Susan L. Jarosi -- Maybe Fluxus (a para-interrogative guide for the neoteric transmuter, tinder, tinker and totalist) / Larry Miller -- Part V. Two Fluxus theories : Fluxus : theory and reception / Dick Higgins -- Fluxus and company / Ken Friedman -- Part. VI-- Documents of Fluxus : Fluxus chronology : key moments and events -- A list of selected Fluxus art works and related primary source materials -- A list of selected Fluxus sources and related secondary sources.

This English translation, with introduction and notes, an extensive glossary, maps, and topical bibliographies, explores religious authority and revealed knowledge and is indispensable for the study of Homer, heroes, literature, religion, and culture in the Roman Empire and Late Antiquity. Paperback edition is available from the Society of Biblical Literature (www.sbl-site.org).

An account of a Soviet poet's four years spent in a labor camp.

Performance artist Linda Montano, curious about the influence childhood experience has on adult work, invited other performance artists to consider how early events associated with sex, food, money/fame, or death/ritual resurfaced in their later work. The result is an original and compelling talking performance that documents the production of art in an important and often misunderstood community. Among the more than 100 artists Montano interviewed from 1979 to 1989 were John Cage, Suzanne Lacy, Faith Ringgold, Dick Higgins, Annie Sprinkle, Allan Kaprow, Meredith Monk, Eric Bogosian, Adrian Piper, Karen Finley, and Kim Jones. Her discussions with them focused on the relationship between art and life, history and memory, the individual and society, and the potential for individual and social change. The interviews highlight complex issues in performance art, including the role of identity in performer-audience relationships and art as an exploration of everyday conventions rather than a demonstration of virtuosity.

Sybylla, strong-headed and capable, lived her sixteen years of life in the Australian outback, in poverty. She fondly remembers her younger years, including her parents' concern about her not being very feminine. At the age of ten, her life changes dramatically: bankruptcy, drought and humiliation bring her and her family to the brink of poverty. At fifteen, Sybylla is invited to her grandmother's estate and there she takes up hobbies such as music, books and art. She also falls in love and experiences for the first time the joy and pain that love can bring...

Leading international artists and art educators consider the challenges of art education in today's dramatically changed art world. 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 Abramovic, 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. No other book on the subject covers more of the questions concerning art education today or offers more insight into the pressures, challenges, risks, and opportunities for artists and art educators in the years ahead. Contributors Marina Abramovic, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Clémentine 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

Selected works of Alice Aycock from 1971-2013 shown at the Parrish Art Museum, April 21, 2013 to July 13, 2013.