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Record Nr. |
UNINA9910784572603321 |
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Autore |
La Grange Ashley |
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Titolo |
Basic critical theory for photographers / / Ashley la Grange |
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Pubbl/distr/stampa |
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Oxford : , : Focal Press, an imprint of Elsevier, , 2005 |
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ISBN |
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1-136-09013-4 |
1-136-09014-2 |
1-280-75429-X |
9786610754298 |
0-08-046838-1 |
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Edizione |
[1st edition] |
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Descrizione fisica |
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1 online resource (278 p.) |
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Disciplina |
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Soggetti |
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Photographic criticism |
Photography - Philosophy |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front Cover; Basic Critical Theory for Photographers; Copyright Page; Contents; How to use this book; Frontispiece; Foreword; Acknowledgements; 1. John Berger, Ways of Seeing; 2. John Szarkowski, The Photographer's Eye and Stephen Shore, The Nature of Photographs; 3. Susan Sontag, On Photography; 4. Roland Barthes, Camera Lucida; 5. Martha Rosler, In, Around and Afterthoughts (On Documentary Photography); 6. Abigail Solomon-Godeau, Inside/Out; 7. Clive Scott, The Spoken Image: Photography and Language; 8. Andy Grundberg, The Crisis of the Real; 9. Raghubir Singh, River of Colour |
10. Bertrand Russell, Appearance and Reality11. Italo Calvino, The Adventures of a Photographer; 12. Poems by Felix Morisseau-Leroy and George Szirtes; 13. Robert Adams', John Baldessari's and Peter Godwin's Analysis of Particular Photographs; Figures; Bibliography; Appendixes; Glossary; Index |
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Sommario/riassunto |
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Basic Critical Theory for Photographers generates discussion, thought and practical assignments around key debates in photography. Ashley la Grange avoids the trap of an elitist and purely academic approach to critical theory, taking a dual theoretical and practical approach when |
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considering the issues. Key critical theory texts (such as Sontag's 'On Photography' and Barthes' 'Camera Lucida') are clarified and shortened. La Grange avoids editorilising, letting the arguments develop as the writers had intended; it is the assignments which call into question each writer's approach and promote de |
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