In hyperdrawing: beyond the lines of contemporary art, authors and artists come together to explore the potential of what drawing in contemporary art theory and practice might become. In this follow-up to 2007's drawing now: between the lines of contemporary art, Phil Sawdon and Russell Marshall, two of the current directors of TRACEY, curate contemporary drawing within fine art practice from 2006 through to 2010. Four essays and images from 33 international artists collectively explore the boundaries of the hyperdrawing space, investigating in essence what lies beyond drawing - images that use traditional materials or subjects whilst also pushing beyond the traditional, employing sound, light, time, space and technology. Over and above traditional views and practices, the authors and artists in this book recognise and embrace the opportunities inherent in the essential ambiguity of drawing. Practitioners of hyperreal works, 2D3D4D pieces and installations that push beyond photorealism all find their place within this new conception of hyperdrawing as techne, a productive space no longer limited by spatial boundaries.Artists including Catherine Bertola, Layla Curtis, Garrett Phelan, Suzanne Treister and Ulrich Vogl alongside the essays of Emma Cocker, Siun Hanrahan and Marsha Meskimmon provide a contemporary view in both visual and written form of how ambiguity can be used as a strategic approach in drawing research and practice. A gallery in book form, hyperdrawing takes drawing beyond the interaction of pencil and paper and traces contemporary adventures in multiple dimensions and alternate realities.

In hyperdrawing: beyond the lines of contemporary art, authors and artists come together to explore the potential of what drawing in contemporary art theory and practice might become. In this follow-up to 2007's drawing now: between the lines of contemporary art, Phil Sawdon and Russell Marshall, two of the current directors of TRACEY, curate contemporary drawing within fine art practice from 2006 through to 2010. Four essays and images from 33 international artists collectively explore the boundaries of the hyperdrawing space, investigating in essence what lies beyond drawing - images that use traditional materials or subjects whilst also pushing beyond the traditional, employing sound, light, time, space and technology. Over and above traditional views and practices, the authors and artists in this book recognise and embrace the opportunities inherent in the essential ambiguity of drawing. Practitioners of hyperreal works, 2D3D4D pieces and installations that push beyond photorealism all find their place within this new conception of hyperdrawing as techne, a productive space no longer limited by spatial boundaries.Artists including Catherine Bertola, Layla Curtis, Garrett Phelan, Suzanne Treister and Ulrich Vogl alongside the essays of Emma Cocker, Siun Hanrahan and Marsha Meskimmon provide a contemporary view in both visual and written form of how ambiguity can be used as a strategic approach in drawing research and practice. A gallery in book form, hyperdrawing takes drawing beyond the interaction of pencil and paper and traces contemporary adventures in multiple dimensions and alternate realities.

Whilst both collective and collaborative drawing is being widely explored internationally, both within and beyond educational institutions, there is surprisingly little serious research published on the topic. This realisation led to the first international Drawing Conversations Symposium, accompanied by the Drawn Conversations Exhibition at Coventry University, UK, in December 2015. The two events drew a strong and global response, and brought together a wide range of participants, including academics, artists, researchers, designers, architects and doctoral students. This book considers what happens, and how, when people draw together either in the form of a collaboration, or through a collective process. The contributions here serve to establish the field of collective and collaborative drawing as distinct from the types of drawing undertaken by artists, designers, and architects within a professional context. The volume covers conversations through the act of drawing, collaborative drawing, drawing communities, and alternative drawing collaborations.

Drawing has been growing in recognition and stature within contemporary fine art since the mid-1970s. Simultaneously, feminist activism has been widespread, leading to the increased prominence of women artists, scholars, critics and curators and the wide acknowledgement of the crucial role played by gender and sexual difference in constituting the subject. Drawing Difference argues that these developments did not occur in parallel simply by coincidence. Rather, the intimate interplay between drawing and feminism is best characterised as allotropic a term originating in chemistry that describes a single pure element which nevertheless assumes varied physical structures, denoting the fundamental affinities which underlie apparently differing material forms. The book takes as its starting point three works from the 1970s by Annette Messager, Dorothea Rockburne and Carolee Schneeman, that are used to exemplify critical developments in feminist art history and key moments for drawing as a means of expression. Throughout the chapters, these works are further explored in relation to the contemporary drawing practices of Marco Maggi, Sian Bowen, Susan Hauptmann, Cornelia Parker, Christoph Fink and Toba Kheedori. Their works are shown to be (re)iterative sites where mark-making differs with each appearance yet retains certain essential features. Dividing its analysis into the themes Approaching, Tropes and Coinciding, the book analyses how both drawing and feminist discourse emphasise dialogue, matter and openness. It demonstrates how sexual difference, subjectivity and drawing are connected at an elemental level and thus how drawing has played a vital role in the articulation of the material and conceptual dynamics of feminism."

In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics and art. Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.

Building on the success of the first volume in this series of research on collective and collaborative drawing, this book’s key themes are linked through the concepts of body, space, and place. The location of the body in art has always been central, but the exploration of it here, in relation to place and space, uncovers a wide range of exciting and different contexts, relationships and materials. Space is examined through the practice and theorisation of drawing, through the ongoing artistic practices of the authors, and the writings of Berger and Derrida in relation to making, viewing and understanding the drawing process. Place is examined through unique approaches to considering drawing, through multiple consecutive and site-specific places, through place as a changing and temporal site, and through the idea of the ‘non-place’. The contributors in this volume include academics, artists, dancers, researchers, designers, and architects from across the globe.

This accessible book explains the significance of relationships between the body and the mark, visual imitation, drawing and writing and visual storytelling, providing a simple guide to these key ideas. For millennia drawing has been conceived as an exploratory activity, mediating between the vision of the drafter and what they are drawing. Drawing reveals hidden relationships, directs attention, scrutinises the material world and provides plans for further action. The book unpacks the key ideas that have shaped the rich, complex and foundational activity of drawing. It presents an unexpected, engaging and authoritative range of illustrated examples of drawings made by culturally and historically diverse people for different purposes, with different media, in widely different times and situations. Educator, author and artist Simon Grennan builds together concepts to create a complete guide to ideas about drawing.

Covering the latest features of Logic Pro 7 and Express 7, this text demonstrates how to set up a digital recording studio, as well as how to compose, arrange and record music using these packages.

Learning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school. It explores a range of approaches to teaching and learning and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum. Written by experts in the field, it aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture. The third edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters surveying assessment and examinations, and exploring identity and diversity in art and design. Essential topics include: Ways of learning in art and design Planning for teaching and learning Critical studies and methods for investigating art and design Inclusion Assessment Issues in craft and design education Drawing & sculpture Your own continuing professional development. Including suggestions for further reading and a range of tasks designed to encourage you to reflect critically on your practice, Learning to Teach Art and Design in the Secondary School addresses issues for student teachers and mentors on all initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.

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