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Assignments can give instructions, describe an exercise, present a problem, set out rules, propose a game, stimulate a process, or simply throw out questions. Taking a Line for a Walk brings attention to something that is often neglected: the assignment as a pedagogical element and verbal artefact of design education. This book is a compendium of 224 assignments, edited by Nina Paim and coedited by Emilia Bergmark. A reference book for educators, researchers, and students alike, it includes both contemporary and historical examples and offers a space for different lines of design pedagogy to converge and converse. An accompanying essay by Corinne Gisel takes a closer look at the various forms assignments can take and the educational contexts they exist within. Taking a Line for a Walk derived from an exhibition of the same name at the International Biennial of Graphic Design Brno 2014.

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D for Dummy Woman, M for Monster’s Tools, S for Style Defense, U for Unstable Signs – the Glossary of Undisciplined Design looks into undisciplinarity as a feminist unpacking of the field of graphic design, of dogmatic rules, discriminatory structures and a particularly one-sided canon. Carried by a decidedly fragmentary and collective backbone, the GUD handbook combines a multitude of theories and narratives of varying densities – from visual essay, hands-on experiment, interview or advertorial, to poem, speculative tale and academic writing. With around 55 contributions by 20 international designers, activists, educators and theorists, the Glossary of Undisciplined Design explores role models, tools and dissent. Contributions: Clara Balaguer, Sheila Levrant de Bretteville, Ece Canlı, Hackers & Designers, Markus Dreßen, Sara Kaaman, Anja Kaiser, Jungmyung Lee, Vincent Schier, Rebecca Stephany, Franciska Zólyom, Studierende der Staatlichen Hochschule für Gestaltung Karlsruhe, and others Glossary of Undisciplined Design is a joint initiative instigated by designer/educators Anja Kaiser and Rebecca Stephany. Kaiser is active in feminist contexts and in the club culture scene, where she seeks to carve out space for resistance. Stephany’s polyphonic cultural practice is fuelled by intersectional social critique, undisciplined research tools, and an unquenchable desire for imagery.

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The positions adopted by Hito Steyerl in her works and texts are of key importance in any consideration of the contemporary role that art and the museum play in society. They are also crucial to experimental forays into different forms of media presentation and to the critical examination of artificial intelligence and its uses. Over the past thirty years, the artist has been tracking the way camera images have mutated, from the analogue image and its manifold possibilities for montage to the fluidity of the split digital image and the implications this then had for the representation of wars, genocides, and capital flows. “We are no longer dealing with the virtual but with a confusing and possibly alien concreteness that we are only beginning to understand,” writes Brian Kuan Wood of the digital visual worlds that the artist presents. The book is being published in conjunction with Hito Steyerl’s survey show, which will take place in autumn 2020 at the Centre Pompidou in Paris and the Kunstsammlung Nordrhein-Westfalen in Düsseldorf. The cooperative project is funded by the German Federal Cultural Foundation.

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In the 1950s, Frei Otto’s tent structures left their mark on the horticultural shows of the new Bonn Republic; together with Behnisch & Partner he created the roof landscape for the Munich Olympic Games in 1972. The innovative potential in his work is based on the interdisciplinarity of a mode of thinking that took in architecture, technology, art, science, and society.

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The interdisciplinary and experimental educational ideas espoused by Black Mountain College (BMC), founded in North Carolina in 1933, made it one of the most innovative schools in the first half of the twentieth century. Visual arts, economics, physics, dance, architecture, and music were all taught here on an equal footing, and teachers and students lived together in a democratically organized community. The first rector of the school was John Andrew Rice, and Josef Albers, John Cage, Walter Gropius, and Buckminster Fuller were among the many adepts to give courses here. In consequence, BMC witnessed the development of a range of avant-garde concepts. This richly illustrated book appears in conjunction with the Black Mountain exhibition. It is the first comprehensive publication on BMC in the German-speaking world and traces the key moments in the history of this legendary school.

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The Term “Paranomia” has multiple meanings, on of them being that which exists alongside the normative. In this inquiry into the entangled aspects of science and contemporary art, Christoph Keller draws a compelling outline of how knowledge is derived in these respective fields. The present publication assembles a series of texts, interviews, works and projects around this topic. Contributors: Bernard Blistène, Horst Bredekamp, Jimena Canales, Sarah Demeuse, Heike Catherina Mertens, Ana Teixeira Pinto, Manuel Raeder, Detlef Thiel, and Joseph Vogl.

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