This volume presents Michelangelo's last work, the Rondanini Pietà, held by the Museo del Castello Sforzesco in Milan. The sculpture has been restored to its former glory,and the various stages of the restoration work are documented photographically, asnd the history of this masterpiece is recounted by Maria Teresa Fiorio.

Michelangelo: A Reference Guide to His Life and Works cover the life and works of Michelangelo Buonarroti. Michelangelo is considered to be one of the greatest masters in history and he produced some of the most notable icons of civilization, including the Sistine Ceiling frescoes, the Moses, and the Pietà at St. Peter’s. Includes a detailed chronology of Michelangelo’s life, family, and work. The A to Z section includes the major events, places, and people in Michelangelo’s life and the complete works of his sculptures, paintings, architectural designs, drawings, and poetry. The bibliography includes a list of publications concerning his life and work. The index thoroughly cross-references the chronological and encyclopedic entries.

Discusses the style and technique of the Italian Renaissance painter and sculptor, Michelangelo Buonarroti.

Art as Unlearning makes an argument for art’s unlearning as a manneristpedagogy. Art’s pedagogy facilitates a form of forgetfulness by extending what happens in the practice of the arts in their visual, auditory and performative forms. The concept of learning has become predominantly hijacked by foundational paradigms such as developmental narratives whose positivistic approach has limited the field of education to a narrow practice within the social sciences. This book moves away from these strictures by showing how the arts confirm that unlearning is not contingent on learning, but rather anticipates and avoids it. This book cites the experience and work of artists who, by unlearning the canon, have opened a diversity of possibilities by which we make and live the world. Moving beyond clichés of art’s teachability and what we have to learn through the arts, it advances a scenario where unlearning is uniquely presented to us by the diverse practices that we identify with the arts. The very notion of art as unlearning stems from and represents a fundamental critique of the constructivist pedagogies that have dominated arts education for over half a century. This book will be of great interest to academics, researchers and postgraduate students in the fields of education, philosophy of education, history of education, pedagogy of art and art education. It will also appeal to educators, art educators, and artists interested in the pedagogy of art.