A dissertação visa alçar uma reflexão sobre a produção e contribuição crítica de Mário Pedrosa para a arte brasileira, como também identificar alguns de seus paradigmas artísticos que colaboraram para a consolidação de um arcabouço teórico para História da Arte Moderna, tanto no plano nacional, quanto internacional. Objetiva-se delinear a relação entre o que Pedrosa absorveu sobre as teorias gestálticas e exemplos de como ele as aplicou na tessitura de seu discurso crítico. Ao sedimentar o foco de análise no envolvimento do crítico brasileiro com o tema da psicologia da forma, propõe-se ressaltar as implicações estéticas de seu estudo pioneiro Da natureza Afetiva da Forma na Obra de Arte. Pretende-se, ainda, identificar a intersecção entre a psicologia da forma e a crítica de arte de Mário Pedrosa, propondo a influência destas teorias nos textos sobre a obra do artista americano Alexander Calder, artista considerado pelo crítico, como o emblema da estética abstrata construtiva. Busca-se verificar como as teses da psicologia da forma ofereceram ao crítico, subsídios conceituais para uma nova relação com as premissas constitutivas e cognitivas da estética abstrata. / The thesis aims at reflecting on the critical production and contribution of Mário Pedrosa to Brazilian art, as well as identifying some artistic paradigms, which contributed to the consolidation of a theoretical framework for the History of Modern Art, both at the national and international levels. The purpose here is to outline the relationship between what Pedrosa absorbed about Gestalt-based theories and examples of how he applied them in constructing his critical discourse. By focusing the analysis on the Brazilian critics engagement in the subject of the psychology of forms we propose to emphasize the aesthetic implications of his groundbreaking study Da natureza Afetiva da Forma na Obra de Arte (On the affective nature of forms in the work of art). We also intend to identify the intersection between the psychology of forms and Mario Pedrosas art criticism, pointing the influence of these theories on texts about American artist Alexander Calder, considered by the critic the symbol of constructive abstract aesthetics. We sought to verify how psychology theses on forms offered the critic conceptual material for a new relationship with the constitutive and cognitive premises of abstract aesthetics.

The focus of this thesis is on the liminal space, limen being Latin for threshold. The liminal space is used as a means of figuring and reading artworks that appear to be in a process of becoming and disappearing. A dialectical and reciprocal reading is made of Bourgeois’ “neo-Baroque” artwork Spider (1997) and Michelle Key’s Betwixt-in-Between (2004). Liminality here is discussed within the theoretical framework of several key conceptual concerns, including abjection (as examined principally by Julia Kristeva), Baroque thought (as discussed by Mieke Bal, Gilles Deleuze, Jacques Lacan and Slavoj Žižek) and allegory (as figured primarily by Walter Benjamin and commentators on Benjamin’s writings). What links these concerns are their focus on indeterminacy, instability, and process as opposed to certitude and finitude. The exploration of the inscription of time in space; that is the temporal process, which gives rise to, which produces, the spatial dimension, is attempted in order to make meaning, however provisionally, of what may be argued to destabilise meaning and to consider possibilities for both art-making and interpretation that would engage critically with this instability.

The purpose of this study was to determine whether British Columbia teachers were achieving the goal of teaching an integrated art program. The component of the curriculum which is specifically studied is reasoned criticism, traditionally a neglected component in art education. Through a survey of art teachers in selected B.C. high schools, information was gathered to assess the impact of the new B.C. Secondary. Art Curriculum grade 8-12 upon teaching practice in criticism. The results of the study show that the new curriculum has had little impact on the teaching of reasoned criticism. The results indicate that art production remains the focus of- art programs while reasoned criticism occurs most frequently as a process of informal discussion between the student and teacher while attention is focused on the student's work. A summary of the findings is provided and implications of the study for classroom practice are discussed. / Education, Faculty of / Graduate

This study presents a sociology of art knowledge. It explores relationships between art knowledge and institutional structures, making visible how and why certain conceptions of art are hierarchized and generalized so as to be considered essential to the nature of all art. It renders problematic the existing situation in which the art traditionally taught in schools and universities is, for the most part, insular and culturally singular in basis, and examines why this cultural singularity persists in a society which is culturally pluralistic. The thesis is that the university art department has the monopoly on defining, legitimating, and perpetuating this insular and culturally singular art knowledge for transmission through the school' system to all cultural and social groups. The ways in which the university effects art knowledge are discussed in terms of ' the university's curricular structuring and disciplinary ties; its social role as patron, producer, definer, legitimator, and socializer in the arts; and in terms of its ability to neutralize "avant-garde" attacks, including the postmodernist incursion of popular culture into the realm of "sacred" culture. The theoretical framework of this critical analysis is a sociology of knowledge, and the materials for analysis were obtained by reviewing public documents on art programs, policy on the arts in postsecondary education, and a cross-disciplinary selection of literature in social theory, educational theory, aesthetics, and art history. The institutional structures and norms described throughout the study present significant resistance to the postmodernist commitment to challenge conceptual parameters and hierarchies of art knowledge that hinder a broadening of the cultural base of art. The study makes imperative the need to seriously consider this resistance if educational systems are to embrace the artistic activities of a diverse population and if art is to move into a more vital and relevant role in society. It makes imperative for sociological study of art systems (which in the past has concentrated almost exclusively on the role of museums, galleries, critics, dealers, and artists' "lofts") to take into account the role of the university art department as a primary institutional basis of art knowledge, and as a definer of cultural knowledge about art. / Graduate and Postdoctoral Studies / Graduate

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