<p> "Dissociated Verses" is a collection of poems inviting its readers to step into a space of cleansed perception&mdash;a poetic field that enables the apparition of objects and phenomena as they are in themselves, as though they were uncontaminated by human subjectivity. Avoiding the traditional predicative use of the English language and favoring the use of paratactical linguistic constructions, the verses in this collection literally carve out the white space of the page to display luminous aesthetic moments. </p><p> "Intonation" is a complementary opus&mdash;an antidote to the solemnity and escape-from-emotion-ness of "Dissociated Verses." Although steeped in a similar apocalyptic vision of phenomenology, the poems in this collection clearly differ in form: they are pulled by a lyrical and symbolic drive. Winking at Blake and Baudelaire, they bring the dissociated reader back to human-ness&mdash;the symphony of joy and sadness.</p>

<p> This paper discusses the relationship of ideas to their media, through the relationship of contents to a book and through the use of aesthetic barriers. The conceptual content of the artworks produced center around epistemological self-betterment and practical mysticism. I discuss in this paper my thought process, the work itself, and the works intended functions. I discuss the idea of the book and my rationale behind working in printmaking.</p>

This thesis considers the ways that critical reflection on normalizations of social meaning and structures can provide sites for learning and transformation in a pluralist, divided, and destructive world. It investigates five recent "uncanny" works of art, in order to illustrate the value of critiquing closed frames of reference and attending to theories of hermeneutics, ideology critique, and aesthetics. The thesis explores the elements of postmodern consciousness which raise questions about self, identity, and agency in an era of fragmentation, difference, and challenges to master narratives. Using a dialogue between theory and text, history and fiction, it outlines part of an interpretive project, in which art provides one site for curriculum and public debate regarding a participatory and inclusionary society, thus contributing to a postmodern pedagogy of transformation.

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