It is a major challenge to write the history of post-WWII architectural theory without boiling it down to a few defining paradigms. An impressive anthologising effort during the 1990s charted architectural theory mostly via the various theoretical frameworks employed, such as critical theory, critical regionalism, deconstructivism, and pragmatism. Yet the intellectual contours of what constitutes architectural theory have been constantly in flux. It is therefore paramount to ask what kind of knowledge has become important in the recent history of architectural theory and how the resulting figure of knowledge sets the conditions for the actual arguments made. The contributions in this volume focus on institutional, geographical, rhetorical, and other conditioning factors. They thus screen the unspoken rules of engagement that postwar architectural theory ascribed to.

It is a major challenge to write the history of post-WWII architectural theory without boiling it down to a few defining paradigms. An impressive anthologising effort during the 1990s charted architectural theory mostly via the various theoretical frameworks employed, such as critical theory, critical regionalism, deconstructivism, and pragmatism. Yet the intellectual contours of what constitutes architectural theory have been constantly in flux. It is therefore paramount to ask what kind of knowledge has become important in the recent history of architectural theory and how the resulting figure of knowledge sets the conditions for the actual arguments made. The contributions in this volume focus on institutional, geographical, rhetorical, and other conditioning factors. They thus screen the unspoken rules of engagement that postwar architectural theory ascribed to.

In Scholars in Action, an international group of 40 authors open up new perspectives on the eighteenth-century culture of knowledge, with a particular focus on scholars and their various practices.

Many of us want to learn “how to draw.” But as artist Anthony Ryder explains, it’s much more important to learn what to draw. In other words, to observe and draw what we actually see, rather than what we think we see. When it comes to drawing the human figure, this means letting go of learned ideas and expectation of what the figure should look like. It means carefully observing the interplay of form and light, shape and line, that combine to create the actual appearance of human form. In The Artist’s Complete Guide to Figure Drawing, amateur and experienced artists alike are guided toward this new way of seeing and drawing the figure with a three-step drawing method. The book’s progressive course starts with the block-in, an exercise in seeing and establishing the figure’s shape. It then build to the contour, a refined line drawing that represents the figure’s silhouette. The last step is tonal work on the inside of the contour, when light and shadow are shaped to create the illusion of form. Separate chapters explore topics critical to the method: gesture, which expresses a sense of living energy to the figure; light, which largely determines how we see the model; and form, which conveys the figure’s volume and mass. Examples, step-by-steps, and special “tips” offer helpful hints and practical guidance throughout. Lavishly illustrated with the author’s stunning artwork, The Artist’s Complete Guide to Figure Drawing combines solid instruction with thoughtful meditations on the art of drawing, to both instruct and inspire artists of all levels.

Figure Drawing For Dummies appeals to both new art students and veteran artists who find it difficult to proportionally draw the human form. The illustrations and examples in Figure Drawing For Dummies are designed to help readers capture this elusive figure.

How the tools of STS can be used to understand art and science and the practices of these knowledge-making communities. In Art, Science, and the Politics of Knowledge, Hannah Star Rogers suggests that art and science are not as different from each other as we might assume. She shows how the tools of science and technology studies (STS) can be applied to artistic practice, offering new ways of thinking about people and objects that have largely fallen outside the scope of STS research. Arguing that the categories of art and science are labels with specific powers to order social worlds—and that art and science are best understood as networks that produce knowledge—Rogers shows, through a series of cases, the similarities and overlapping practices of these knowledge communities. The cases, which range from nineteenth-century artisans to contemporary bioartists, illustrate how art can provide the basis for a new subdiscipline called art, science, and technology studies (ASTS), offering hybrid tools for investigating art–science collaborations. Rogers’s subjects include the work of father and son glassblowers, the Blaschkas, whose glass models, produced in the nineteenth century for use in biological classification, are now displayed as works of art; the physics photographs of documentary photographer Berenice Abbott; and a bioart lab that produces work functioning as both artwork and scientific output. Finally, Rogers, an STS scholar and contemporary art–science curator, draws on her own work to consider the concept of curation as a form of critical analysis.

Andrew Loomis (1892-1959) is revered amongst artists - including comics superstar Alex Ross - for his mastery of drawing. His first book, Fun With a Pencil, published in 1939 is a wonderfully crafted and engaging introduction to drawing, cartooning, and capturing the essence of a subject all while having fun. With delightful step-by-step instruction from Professor Blook, Loomis s charming alter ego on the page. Andrew Loomis was born in 1892. After studying art he moved to Chicago, eventually opening his own studio, working in editorial and advertising for most of the top clients at the time including Kellogg s, Coca Cola, Lucky Strike and more. He also became renowned as an art teacher and his instructional books on realist illustration and art are acclaimed classics in the field. He died in 1959.