This study reports on the development of a curriculum guide to insure some degree of experience uniformity in the first art course available to students in high schools in Mesquite, Texas. Current general education and art education literature as well as curriculum guides from American schools provided the behaviorally oriented framework and objectives, content, and teaching strategies. The guide reflects a balance between the ideal and the real physical environment in which the guide will be implemented. Conclusions include the concepts that teacher education in using behavioral objectives is necessary, that a behaviorally oriented guide will work in Mesquite high schools, that behavioral objectives will facilitate evaluation, and that the trend toward tri-part subject content will increase in art curricula.

Cette recherche a pour objectif de faire émerger l’essence d’Ophélie, au sein de la poésie et de la vie d’Emily Dickinson. Fondés sur une étude comparative d’Emily Dickinson et des représentations d’Ophélie, ces travaux mettent en exergue l’influence indéniable qu’a eue ce personnage dit ‘mineur’ sur la poésie et l’imaginaire du poète, ainsi que son rôle ‘majeur’ sur elle et sur son art. Jean-Luc Nancy explique qu’il existe un point où l’image non-figurative peut elle aussi exister. Il s’agit du point où image et texte fusionnent, où les frontières se brouillent : On parle alors d’un sens à l’essence. Il s’exprime ici dans la force qu’a Emily Dickinson de faire apparaître Ophélie, mais sans jamais l’actualiser entièrement. Cette capacité est propre au poète, comme le définit Emerson. C’est aussi la multiplicité qu’offre Shakespeare au personnage d’Ophélie, cette même symbolique ophélienne, créée grâce aux multiples superpositions de calques qui se retrouvent à travers ses différentes représentations et les exploitations diverses de son iconographie. En se fondant fidèlement sur la doctrine originaire d’Horace « Ut Pictura Poesis erit », Ophélie prend vie dans la poésie d’Emily Dickinson. Cette doctrine rapporte les arts du langage à ceux de l’image, et souligne qu’une poésie muette (la peinture) est comme une peinture parlante (art poétique). Le poète enrichit ainsi le statut de peintre en élargissant sa palette de définition. L’importance d’Ophélie, dans la structure artistique d’Emily Dickinson, est mise en évidence, telle une armature silencieuse à sa composition poétique. C’est pourquoi on ne peut parler d’imitation mais d’influence, qui se fonde sur le concept de Différenciation, de lignes de fuite, de cartographie et enfin de Devenir-mineur vers la création de l’unique. C’est en effet par la soustraction et non l’addition que se crée l’individualité, telle la définition même du rhizome donnée par Gilles Deleuze. Une sorte de beau et une certaine souveraineté de la vérité peuvent alors s’en dégager comme le définit Keats, ce qui évoque la quête centrale de circonférence du poète. Cette thèse s’appuie sur les points cardinaux qui permettent de suivre Emily Dickinson le long de son parcours circonférentiel de vie et sa quête de son Nord-Ophélien. Selon les définitions de la notion de Concept chez Hume, Hegel et Deleuze, la mise en lumière du Concept Ophélien chez Dickinson sera possible. Pour cela, le poète répond à quatre critères : avoir une base de mimesis avec Ophélie – ce qui correspond à l’Est ; avoir la capacité d’en produire des créations ophéliennes – localisées au Sud ; aboutir à une innovation évolutive de son art – positionnée à l’Ouest ; et enfin, atteindre l’immortalité – située au Nord. Au final, cela permettra de définir chez Emily Dickinson le Devenir-Carte Ophélien et son exploitation du Concept Ophélien. / The Essence of Ophelia within the poetry and life of the poet is unveiled, based on a comparative study of Emily Dickinson and the diverse uses of Ophelia throughout time. This allows to put into evidence the undeniable influence of this so-called ‘minor’ character on Emily Dickinson’s imagination, and her ‘major’ role on the poet and her art. Jean-Luc Nancy explains that there is a point where text and image fuse, where their borders blur and it results in a creation of a non-figurative image – which thus relies solely on individuals’ senses. Ophelia’s symbolism has an abundant amount of layers which allows innumerable interpretations, embellished by The Poet (as defined by Emerson). By leaning faithfully on Horace’s doctrine “Ut Pictura Poesis erit”, Ophelia comes to life in the poetry of Dickinson. Horace’s goals was to place the art of language on the same level as visual arts, thus the idea that a mute poetry (painting) is such as a vocal painting (poetry). This doctrine modifies the status of image and widens the painter’s palette. Consequently, Ophelia will be such as a silent foundation to Emily Dickinson’s poetry, where there is no imitation but solely an artistic influence with the notion of Differentiation, lines of flight, mapping and becoming-Minor which leads to the creation of the unique. According to Keats, it can equivocate to a sovereign truth, central quest of Dickinson’s circumferential journey. This dissertation leans on cardinal points to follow Emily Dickinson along her circumferential journey and her quest of the Ophelian North. Based on the definition of Concept by Hume, Hegel and Deleuze, the Ophelian Concept of Emily Dickinson will be brought forward. In order for that to be possible, the poet will match four criteria: have a mimesis base with Ophelia – which is found in the East, be able to create from that – located in the South, then have it lead to an innovative artistic response – positioned in the West, and finally, that immortality be attained – established in the North. This will allow a definition of Emily Dickinson’s Ophelian Becoming-map and her use of the Ophelian Concept.

British fiction and poetry explodes with textual visuality in the early twentieth century: color, shape, and form, as manifested in description, impression, and image. This dissertation computationally models that visuality, using the eye as a governing metaphor: retinal cones are modeled by inferring textual color, and retinal rods are modeled through object-detection via word sense disambiguation and categorization. Findings include a 93% increase in color expressions across the nineteenth and early twentieth centuries, a 15% increase in the proportions of object and artifacts, and revealing correlations along lines of literary genre, subject heading, and more. These correlate with historical materialities such a dye manufacture, trends in the visual arts such as post-impressionism, and movements in literature such as imagism. A model of literary description, meanwhile, finds that, while visuality increases over time, proportions of description decrease, suggesting structural decompositions in fiction, occurring in parallel with disseminations of vision. NOTE: To view an interactive archived copy of this dissertation, please see the Columbia University Libraries Archive-It version here: https://wayback.archive-it.org/1914/20230920182940/https://dissertation.jonreeve.com/

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / Our society is increasingly bombarded with visual imagery; therefore, it is important for educators to be knowledgeable about the elements of art and to use our knowledge to help students deepen their reading understanding. Arizpe & Styles (2003) noted that students must be prepared to work with imagery in the future at high levels of competency, yet visual literacy is seldom taught in schools. Children are surrounded with multiple forms of literacy daily and frequently the communication is in a nonverbal format. The purpose of this qualitative case study was to identify textual/visual connections and describe ways the text-illustration relationship can influence understanding for readers in the second grade. This qualitative research study took place in a Department of Defense school in Europe with six second grade students from September 14, 2009 to November 24, 2009. The six student participants were introduced to the basic elements of art—color, shape, line, texture, and value—at the onset of the study. Student participants expressed their textual, visual, and blended textual/visual understanding of four picture storybooks and four informational picture books. Data collection sources included group discussions, student verbal story retellings, student pictorial drawings and retellings, student interviews, observational field notes, teacher email correspondence, and teacher initial/final interviews. Initial analysis was based on Kiefer’s (1995) Functions of Language taxonomy, Kucer and Silva’s (1996:1999) Taxonomy of Artistic Responses and Sipe’s (2008) Categories of Reader Response. The analysis focused on participants’ textual and visual responses and the blending of textual/visual elements. The analysis revealed six emerging Categories of Textual/Visual Understanding including Personal Life Connections, Text Connections, Factual Connections, Predictive Connections, Elemental Connections, and Emotional Connections. The six categories were also reviewed for the dominant category for each student participant and how the textual/visual responses applied to both picture storybooks and informational picture books. Data analysis also revealed the second grade teacher’s perceptions of the text-illustration relationship as a part of the reading process. Student participant benefits included greater student interest and motivation, increased awareness of visual elements in picture storybooks and informational picture books, and higher level thinking expressed through textual/visual connections.

This thesis examines the meanings and uses of the impression in the essays and late novels of Henry James. While James found fault with impressionism in French painting and literature, he repeatedly called the novel an ‘impression of life’, and used the term to figure important moments of perception and action for his protagonists. This thesis offers the first full-length study of the impression on its own terms, rather than through the lens of a wider artistic or philosophical movement, the most obvious example being impressionism. It locates James’s impression within an intertextual history comprising British empiricist philosophy (Locke and Hume), empiricist psychology (William James), British aestheticism (Pater and Wilde), and, looking forwards, twentieth-century theories of the performative (Austin, Derrida, de Man, Butler). It offers a series of close readings of James’s non-fictional and fictional treatments of the impression in his early criticism and travel writing (1872-88), his prefaces to the New York edition (1907-09), and the three novels of his major phase, The Ambassadors (1903), The Wings of the Dove (1902), and The Golden Bowl (1904). This exploration does not produce any unified definition of the impression in the work of James. It finds, rather, that the impression crystallizes one of James’s main themes, the struggle between art and life, a consequence of the competing empiricist and aesthetic tendencies that the thesis distinguishes within accounts of the impression available to James. The thesis goes on to show that impressions in James may be made as well as received, and so introduces a further distinction, between ‘performative’ and ‘cognitive’ impressions. It argues that what James does with these competing impressions – empiricist and aesthetic, cognitive and performative – is to make them the narrative focus of his late novels and their drama of consciousness.

Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Technology in Fine Art, Durban University of Technology, 2011. / The crux of my thesis is the study of the relationship of script and image in the work of contemporary arts. I chose to focus on three selected artists, i.e. myself, Celeste van der Merwe, a local South African male artist named Willem Boshoff and an international female artist, Barbara Kruger. My intention was to write a readable self-study thesis that would be both informative and educational while simultaneously appealing to the heart of the reader. In order to realise this intention, I focussed on how the above-mentioned artists used script and image to address social issues prevalent in society today. I also made social statements through the medium of my art based on the familiar allegory, Little Red Riding Hood. My aim has been to address the breakdown of the family structure by focussing on the suffering of teenagers as a result of dysfunctional family structures and behaviours. I explored the powerful and provocative manner in which Barbara Kruger effectively wields the combination of script and image in her work. Boshoff on the other hand is a South African linguist who incorporates script in a variety of disciplines such as installations, visual poetry, concrete poetry, sculpture. In my own art I deconstructed and transformed materials and found that the process of breaking down and rebuilding reflected the breakdown and restoration in/of the lives of children. By consciously investigating my practice as a creative artist using script and image I have gained a better understanding of myself and I believe I am now able to improve my practise. Through this self-study research I have grown in self-discovery and self-actualization as an artist and have developed as a researcher. Finally, I concluded that the relationship between script and image is open-ended, not conclusive and differs in each work of art. / Durban University of Technology Research Management Office. / M

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This is a study about the inner workings of an illuminated poem – about the dialogue that develops between poetry and illustration when they encounter each other on the page. However, the illuminated poem is more than just a relation between words and images, it is also a composite art in its own right. This study explores the dynamic of this particular type of imagetext by firstly claiming that the illuminated poem embodies a moment of indiscipline and secondly, by positing that illustration should contribute to this pairing by acting as a manifestation of illumination, instead of posturing as merely ‘illustrative’ or decorative. The inherent indisciplinarity of the illuminated poem as an imagetext is dissected – it is simultaneously two independent art forms and an integrated one; it can therefore be seen as both an interdisciplinary concern and a new art form. The illuminated poem as a visual art blurs the boundaries between words and images, upending the traditional, rigid boundaries of image-­‐text discourse. Additionally, a meandering narrative is set in motion when poetry and illustration engage in an illuminated poem – a slower, involved, cross-­‐pollinating reading that results in the activation of a reader’s imagination. The idea of Illumination is thus examined as both an orchestrated, visual choice and an active, conjuring process. Various strategies of illumination – with which illustration can open up a poem to new conceptual and narrative possibilities – are also discussed. These theories of interplay and interaction are then applied to an analysis of And all men kill the thing they love, an illuminated poem by Sara Fanelli and Oscar Wilde, revealing some of the ways in which illustration and poetry act as co-­‐conspirators and collaborators when they engage in a moment of indiscipline. / AFRIKAANSE OPSOMMING: Hierdie is ‘n ondersoekende studie na die dieperliggende werking van ‘n “illuminated” gedig. Die studie fokus op die dialoog wat ontstaan wanneer ‘n gedig en illustrasies mekaar op papier ontmoet. Die “illuminated” gedig is egter soveel meer as net die saamgestelde som van woord en beeld – dit is ook ‘n verstrengelde nuwe kunswerk in eie reg. Hierdie studie verken die dinamiek van dié besondere soort beeldteks deur, eerstens, te verklaar dat “illumination” ‘n moment van ongedissiplineerdheid behels en, tweedens, deur te verwag dat die illustrasies bydra tot hierdie verhoudingsdinamika deur ‘n manifestasie van “illumination”, pleks van net ‘illustrerend’ of dekoratief, te wees. Die inherente ongedissiplineerdheid van die “open-­‐ended” gedig as beeldteks word ondersoek – dit vorm tegelykertyd twee onafhanklike kunsvorms en ‘n geïntegreerde geheel; dit kan dus beskou word as beide ‘n interdissiplinêre kunswerk en ‘n nuwe kunsvorm. Die ‘mengsel’-­‐gedig as visuele kunsvorm oorskry die bekende grense tussen woorde en beelde en gooi alle rigiede, streng-­‐tradisionele riglyne van die beeldteks-­‐geding omver. Die verhaaltrant volg kronkelpaaie wanneer digkuns en illustrasie slaags raak op papier of meedoen aan die “open-­‐ended” gedig – ‘n stadiger, meer betrokke, kruisbestuiwende leestempo word afgedwing, wat sodoende die leser se verbeelding aktiveer. Die idee van “illumination” word dus ondersoek as beide ‘n georkestreerde, visuele keuse en ‘n meelewende (verwonderings)proses. Verskeie verhelderings-­‐ moontlikhede – waardeur illustrasie ‘n gedig kan ontsluit om nuwe konseptuele en vertellingsmoontlikhede te ontgin – word ook bespreek. Hierdie teoretiese benadering van ‘n heen-­‐en-­‐weer-­‐spel se wisselwerkende interaksie word dan toegepas op ‘n analise van And all men kill the thing they love, ‘n “illuminated” gedig deur Sara Fanelli en Oscar Wilde. Verskeie wyses waarop illustrasie en digkuns as samesweerders en samewerkers kan optree wanneer hulle hulself in ‘n oomblik van ongedissiplineerdheid bevind, word aangetoon.

This thesis traces a line of literary experimentation in post-war British literature that was prompted by the aesthetic, philosophical and theoretical demands of abstraction. Spanning the period 1945 to 1980, it observes the ways in which certain aesthetic advancements initiated new forms of literary expression to posit a new genealogy of interdisciplinary practice in Britain. It is the first sustained chronological study to consider the ways in which a select number of British poets, authors and critics challenged the received views of their post-war moment in the discovery of the imaginative and idealizing potential of abstraction. At a time in which Britain became conscious of its evolving identity within an increasingly globalised context, this study accounts for the range of Continental and Transatlantic influences in order to more accurately locate the networks at play. Exploring the contributions made by individuals, such as Herbert Read, Ian Hamilton Finlay and Christine Brooke-Rose, as well as by groups of practitioners, such as the British concrete poetry movement, small press initiatives and Art & Language, this thesis offers a comprehensive account of the evolving status of abstraction across cultural, institutional and literary contexts. The discussions build a vision of an era that increasingly jettisons the predetermined critical lexicon of abstraction to generate works of a more pragmatic abstract inspiration: the spatial demands of concrete poetry, language as medium in the conceptual artwork, the absence of linear plot in the new novel.

La tesi introduce, commenta, annota e contestualizza le lettere inedite del critico e scrittore Giovanni Testori al suo maestro Roberto Longhi. Vengono poi approfonditi gli elementi di novita' che emergono dalle lettere: sulla Milano artistica degli anni '50, sulla produzione letteraria di Testori e sulla sua idea di critica d'arte. Conclude la tesi una fitta antologia di interventi di Testori dedicati al maestro. / This thesis is a study and a critical analysis of the unpublished correspondence between the art critic and writer Giovanni Testori and his master Roberto Longhi considered within its historical and cultural context. In particular this study is focused on topics that have never been considered before, such as the artistic production typical of the city of Milano during the fifties in relation to Testori's literary work and his thought on the critic of art. The work ends with a wide appendix consisting in a collection of Testori's essays and articles on Longhi.

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