A study of the largely hidden world of primary media market research and the different methods used to understand how the viewer is pictured in the industry. The first book on the intersection between market research and media, Creating the Viewer takes a critical look at media companies’ studies of television viewers, the assumptions behind these studies, and the images of the viewer that are constructed through them. Justin Wyatt examines various types of market research, including talent testing, pilot testing, series maintenance, brand studies, and new show “ideation,” providing examples from a range of programming including news, sitcoms, reality shows, and dramas. He looks at brand studies for networks such as E!, and examines how the brands of individuals such as showrunner Ryan Murphy can be tested. Both an analytical and practical work, the bookincludes sample questionnaires and paths for study moderators and research analysts to follow. Drawn from over fifteen years of experience in research departments at various media companies, Creating the Viewer looks toward the future of media viewership, discussing how the concept of the viewer has changed in the age of streaming, how services such as Netflix view market research, and how viewers themselves can shift the industry through their media choices, behaviors, and activities.

THE VIEWER tells the peculiar story of a boy whose obsession with curious artefacts leads him to discover an strange box at a dump site. It proves to be an ancient chest full of optical devices, one of which captures his interest; an intricately mechanical object which carries disks of images; scenes of destruction, violence and the collapse of civilisations throughout time. The boy is afraid, but also cannot help but look into the machine time and time again as the images shift and change ...

In recent decades, art historians and critics have occasionally emphasized a dynamic, embodied mode of looking, accenting the role of the viewer and the complex interplay between beholders and works of art. In The Place of the Viewer, Kerr Houston shows that an attention to the position and physical experiences of beholders has in fact long informed art historical analyses – and that close study of the theme can lead to a fuller understanding of the discipline, the act of viewership and individual works of art. Simultaneously attentive to historical ideas and contemporary scholarship, this book identifies a vein of thought that has been generally overlooked, and proposes new ways of seeing familiar works and traditions.

The works covered in college art history classes frequently depict violence against women. Traditional survey textbooks highlight the impressive formal qualities of artworks depicting rape, murder, and other violence but often fail to address the violent content and context. Gender Violence, Art, and the Viewer investigates the role that the art history field has played in the past and can play in the future in education around gender violence in the arts. It asks art historians, museum educators, curators, and students to consider how, in the time of #MeToo, a public reckoning with gender violence in art can revitalize the field of art history. Contributors to this timely volume amplify the voices and experiences of victims and survivors depicted throughout history, critically engage with sexually violent images, open meaningful and empowering discussions about visual assaults against women, reevaluate how we have viewed and narrated such works, and assess how we approach and teach famed works created by artists implicated in gender-based violence. Gender Violence, Art, and the Viewer includes contributions by the editors as well as Veronica Alvarez, Indira Bailey, Melia Belli Bose, Charlene Villaseñor Black, Ria Brodell, Megan Cifarelli, Monika Fabijanska, Vivien Green Fryd, Carmen Hermo, Bryan C. Keene, Natalie Madrigal, Lisa Rafanelli, Nicole Scalissi, Hallie Rose Scott, Theresa Sotto, and Angela Two Stars. It is sure to be of keen interest to art history scholars and students and anyone working at the intersections of art and social justice.

In The Viewer as Poet, Norman Land provides the first comprehensive survey of ekphrasis in literature and art criticism from antiquity through the Renaissance. Land demonstrates, more fully than anyone has so far, that Renaissance art criticism assimilated the poetic tradition of ekphrasis while maintaining its function of analyzing works of art. Broadly speaking, the book shows that purely literary descriptions of art in poetry and prose contain a response like that found in art-critical ekphrasis. This is true in both antiquity and the Renaissance. The response to art in the elder Philostratus's Imagines, for example, is like that found in the descriptions of Apuleius and Lucian. Later Dante, Boccaccio, and Poliziano, among others, respond to imaginary works of art in their poetry in much the same way that Lorenzo Ghiberti, Aretino, and Vasari respond to real works in their writings. Land offers for the first time a synthetic description of the Renaissance response to, or experience of, art as embodied in literature, including art criticism. This book will form the basis for a deeper understanding of Renaissance art than we have now, for it provides not only a tool for viewing works of art as they were originally seen and experienced--that is, from a historical perspective--but also an outline of the tradition out of which modern writings about art grew.

This volume was first published by Inter-Disciplinary Press in 2010.

Structured around in-depth and interconnected case studies and driven by a methodology of material, contextual, and iconographic analysis, this book argues that early European single-sheet prints, in both the north and south, are best understood as highly accessible objects shaped and framed by individual viewers. Author David Areford offers a synthetic historical narrative of early prints that stresses their unusual material nature, as well as their accessibility to a variety of viewers, both lay and monastic. This volume represents a shift in the study of the early printed image, one that mirrors the widespread movement in art history away from issues of production, style, and the artist toward issues of reception, function, and the viewer. Areford's approach is intensely grounded in the object, especially the unacknowledged material complexity of the print as a portable, malleable, and accessible image that depended on a response that was not only visual but often physical, emotional, and psychological. Recognizing that early prints were not primarily designed for aesthetic appreciation, the author analyzes how their meanings stemmed from specific functions involving private devotion, protection, indulgences, the cult of saints, pilgrimage, exorcism, the art of memory, and anti-Semitic propaganda. Although the medium's first century was clearly transitional and experimental, Areford explores how its potential to impact viewers in new ways?both positive and negative?was quickly realized.

Today most of us enjoy the work of famed Renaissance artist Michelangelo by perusing art books or strolling along the galleries of a museum—and the luckier of us have had a chance to see his extraordinary frescoes on the ceiling of the Sistine Chapel. But as Bernadine Barnes shows in this book, even a visit to a well-preserved historical sight doesn’t quite afford the experience the artist intended us to have. Bringing together the latest historical research, she offers us an accurate account of how Michelangelo’s art would have been seen in its own time. As Barnes shows, Michelangelo’s works were made to be viewed in churches, homes, and political settings, by people who brought their own specific needs and expectations to them. Rarely were his paintings and sculptures viewed in quiet isolation—as we might today in the stark halls of a museum. Instead, they were an integral part of ritual and ceremonies, and viewers would have experienced them under specific lighting conditions and from particular vantages; they would have moved through spaces in particular ways and been compelled to relate various works with others nearby. Reconstructing some of the settings in which Michelangelo’s works appeared, Barnes reassembles these experiences for the modern viewer. Moving throughout his career, she considers how his audience changed, and how this led him to produce works for different purposes, sometimes for conventional religious settings, but sometimes for more open-minded patrons. She also shows how the development of print and art criticism changed the nature of the viewing public, further altering the dynamics between artist and audience. Historically attuned, this book encourages today’s viewers to take a fresh look at this iconic artist, seeing his work as they were truly meant to be seen.

Visions and ruins explores the production of cultural memory in the Middle Ages and the uses the medieval past has been put to in modernity. Working with texts in Old English, Middle English and Latin, as well as visual and material culture, it traces connections in time, place, language and media to explore the temporal complexities of cultural production and subject formation. The book interrogates critical, poetic, artistic and political archives to reveal exchanges of cultural energy and influence between past and present, offering new ways of knowing the medieval past and the contemporary moment.

With a focus on fostering democratic, equitable education for young people, Ginsberg and Glenn’s engaging text showcases a wide variety of innovative, critical classroom approaches that extend beyond traditional literary theories commonly used in K-12 and higher education classrooms and provides opportunities to explore young adult (YA) texts in new and essential ways. The chapters pair YA texts with critical practices and perspectives for culturally affirming and sustaining teaching and include resources, suggested titles, and classroom strategies. Following a consistent structure, each chapter provides foundational background on a key critical approach, applies the approach to a focal YA text, and connects the approach to classroom strategies designed to encourage students to think deeply and critically about texts, themselves, and the world. Offering a wealth of innovative pedagogical tools, this comprehensive volume offers opportunities for students and their teachers to explore key and emerging topics, including culture, (dis)ability, ethnicity, gender, immigration, race, sexual orientation, and social class.