Re-reading the artist’s book : tracing the publishing practices of Ruth Buchanan, Michael Stevenson and Frances Stark.

Focusing on a small group of publications by Ruth Buchanan, Michael Stevenson and Frances Stark, this thesis explores a space of practice around the contemporary artist’s book. Since the term ‘artist’s book’ emerged in the late 1960s, critics and practitioners have emphasised the fraught, in-between nature of the medium. Despite its continuing appeal, there has been little critical discussion that considers how the idea and legacy of the artist’s book manifests in the work of specific artists in the early twenty-first century, and, in turn, what this can articulate about contemporary art publishing culture. Produced between 2003-2013, the works examined provide insight into a period where there has been an unprecedented resurgence of print-based artworks and independent publishing projects. By examining the books of these three artists, the thesis charts an area of shared interest, discussing some recent modes of enquiry at the margins of different fields, disciplines and knowledge economies. It positions the artist’s book as an even more difficult and expansive concept than it once was. The thesis locates the objects in question within a broader field of practice, excavating the politics and momentum of their production, dissemination and the way they address future readers. In doing so, it reflects on how publishing is playing a more discursive role in a global, digital art landscape, and is intertwined with the complexities and ambiguities of contemporary practice itself

Run, Jump, Throw and Catch: How proficient are children attending English schools at the Fundamental Motor Skills identified as key within the school curriculum?

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.N/