Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 236-253).

Problema: Meno formų, vizualinių ženklų gausa šiandien liete užliejusi mūsų kultūrinę ir socialinę erdvę. Ji tampa natūralia, įprasta erdve šiuolaikiniams jaunuoliams, kurie jos dėka formuojasi estetines, menines nuostatas bei požiūrį į dailę apskritai. Šiame vizualine raiška gausiai pritvindytame pasaulyje vienodu pajėgumu su išties vertingais, reikšmingais meniniais atradimais drauge sugyvena kičas, pseudomenas, komercinius tikslus turintys kūriniai. Todėl gebėjimas atskirti vertingus objektus nuo vienadienių, beverčių, gebėjimas orientuotis daugiasluoksnėje ir daugiaprasmėje dailės reiškinių terpėje šiuolaikiniam jaunuoliui tampa labai svarbus. Kad mokinio interesas kultūrai, dailei nesudužtų į erzacinių meno pakaitalų sienas ir jis būtų pajėgus pats spręsti jam kylančias kultūrines, vertybines dilemas ir taptų aktyviu kultūros puoselėjimo, kūrimo dalyviu, reikia formuoti mokinių kritinį mąstymą. Darbo naujumą sudaro tai, kad įvertintas dailės kūrinių interpretavimo poveikis mokinių kritiniam mąstymui. Sukurtas dailės kūrinių interpretavimo modelis gali būti naudingas kuriant programas ir dailės istorijos mokyme. Tyrimo tikslas - atskleisti interpretacijos metodo įtaką dailės srovių pažinime, ugdant kritinį mąstymą. Tyrimo hipotezė: XI – XII klasių kritinis mąstymas bus ugdomas bei formuojamas efektyviau, jei į dailės istorijos mokymo procesą bus įtrauktas kūrinių interpretavimas. Tyrimo objektas - interpretacijos įtaka XI – XII klasių moksleivių kritinio mąstymo sklaidai... [toliau žr. visą tekstą] / Problem: The abundance of art forms and visual symbols has flooded today’s cultural and social space. It is becoming a natural and familiar space for modern youth to form their aesthetic, artistic, and overall attitude of arts. In this world amply filled with visual expression, such art forms as kitsch, pseudo-art, and commercial production live side by side with the truly valuable and significant art discoveries. For this reason, the youngster’s ability to distinguish valuable objects from the temporary irrelevant ones, his orientation in multilayered and polysemantic medium of artistic phenomena becomes utterly important. In order to prevent the students’ interest in culture and arts from collapsing into walls of cheap art surrogates, to support their endeavors in solving cultural and moral issues, in order for them to actively create and nourish the culture, their critical thinking has to be formed. The novelty of this work lies in evaluation of the effect of interpretation of works of art on critical thinking of the students. This art interpretation model might be useful in designing art history study programs. The aim of the research is to disclose the effect of art interpretation on cognition of art movements by improving critical thinking abilities. The hypothesis of the research: the critical thinking abilities of 11th and 12th grade students will be formed and improved more efficiently if interpretation of works of art is implemented into art history study process... [to full text]

A case study of collaborative storyboarding in an animation studio grounded this investigation of visual discourse---discourse about and with visual displays. The focus was on a problem occurring during a 40-minute task between the head storyboard artist and his junior colleague in reviewing a rough, conceptual storyboard. The research investigated the role of different semiotic modalities produced by the artists', i.e., speech, gesture, and drawing, in mediating spatial (frames of reference) and motion (action and path) representations and inferences from the storyboard. One aim was to determine if particular modalities were used to represent particular spatial and motion ideas. / Both qualitative discourse and quantitative analyses were undertaken to associate the individual discourse modality in co-occurring external representations (speech, gesture, or drawing), with spatial and motion ideas required to understand the storyboard. The results showed that (a) most modalities did not consistently or uniquely represent specific types of spatial and motion ideas, (b) representations frequently demonstrated a mismatching between spoken and gestured or drawn ideas, (c) spatial representation in particular required the artists to represent specific goal domains as contexts that determined the frame of reference and local sense of the representation, and (d) a more complex drawing style was used at the beginning of the problem than in the latter solution stages. / These findings are discussed in terms of the artists' (a) flexibility needed to traverse between 2-D and 3-D imagined worlds requiring the representation of different spatial coordinate systems, (b) handling of the modalities in visual discourse as supporting this flexibility, and (c) strategic use of drawing styles to assist inferring 3-D dynamic action from an incomplete, 2-D, static storyboard. The study demonstrates the importance of considering activity goals and interacting semiotic modalities as contributing to the knowledge needed to represent and infer space and motion. These findings are significant to research on the knowledge and tools used to infer space and motion from static visual displays in authentic collaborative design activities, and have implication for research on technologies and environments supporting collaborative visual thinking in design settings.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

Este trabalho discute o uso da entrevista nos estudos do processo de criação artística. Procura examinar em que medida a conversação com um artista pode contribuir na abordagem de sua obra e como pode ajudar a contar a história da instauração dessa obra. Para tanto, são analisados os trabalhos Vista de Ararit, Quintino e Vaga em campo de rejeito e são entrevistados seus respectivos autores, os artistas plásticos Anico Herskovits, Jailton Moreira e Maria Helena Bernardes. / This paper discusses the use of the interview in the studies of the artistic creative process. It tries to examine to wich extent the conversation with an artist can contribute to the approach to his/her work and how it can be helpful to describe the work’s instauration history. In order to do that, the works Vista de Ararit, Quintino and Vaga em campo de rejeito will be analyzed and their respective artists, Anico Herskovits, Jailton Moreira and Maria Helena Bernardes, are interviewed.

Este trabalho discute o uso da entrevista nos estudos do processo de criação artística. Procura examinar em que medida a conversação com um artista pode contribuir na abordagem de sua obra e como pode ajudar a contar a história da instauração dessa obra. Para tanto, são analisados os trabalhos Vista de Ararit, Quintino e Vaga em campo de rejeito e são entrevistados seus respectivos autores, os artistas plásticos Anico Herskovits, Jailton Moreira e Maria Helena Bernardes. / This paper discusses the use of the interview in the studies of the artistic creative process. It tries to examine to wich extent the conversation with an artist can contribute to the approach to his/her work and how it can be helpful to describe the work’s instauration history. In order to do that, the works Vista de Ararit, Quintino and Vaga em campo de rejeito will be analyzed and their respective artists, Anico Herskovits, Jailton Moreira and Maria Helena Bernardes, are interviewed.

Este trabalho discute o uso da entrevista nos estudos do processo de criação artística. Procura examinar em que medida a conversação com um artista pode contribuir na abordagem de sua obra e como pode ajudar a contar a história da instauração dessa obra. Para tanto, são analisados os trabalhos Vista de Ararit, Quintino e Vaga em campo de rejeito e são entrevistados seus respectivos autores, os artistas plásticos Anico Herskovits, Jailton Moreira e Maria Helena Bernardes. / This paper discusses the use of the interview in the studies of the artistic creative process. It tries to examine to wich extent the conversation with an artist can contribute to the approach to his/her work and how it can be helpful to describe the work’s instauration history. In order to do that, the works Vista de Ararit, Quintino and Vaga em campo de rejeito will be analyzed and their respective artists, Anico Herskovits, Jailton Moreira and Maria Helena Bernardes, are interviewed.

No description available.

This thesis approaches 'trauma' in theatre and performance from the perspective of communication studies. Since 'trauma' is an unspeakable and unrepresentable inner state, I thus conceptualize the term 'the traumatic/spectrum' to refer to layers of reality, meaning and experience that can be expressed, represented and/or spoken about in relation to a traumatizing encounter. Through practice-led research, I propose a multi-sensorial devising tool for theatre & performance makers primarily, and artists of all disciplines, to facilitate a performance process for individuals who have walked through a traumatic or post-traumatic journey ('journeyers'), and have a desire, need or purpose to communicate to an audience. Based on a syncretism in journalism, ethnography, psychology, and art therapy techniques, this methodology draws out the form and the content through which individuals desire to communicate about their experiences. Conceptualized here as the re-creation process, this methodology tackles different types of communication predicaments or 'distance' between audiences and 'journeyers' when addressing the traumatic, including: disbelief, voyeurism or sensationalism, and the tendency to habituate, fatigue, de-sensitize, avoid, avert and/or alienate from the traumatic and those who journey with this reality. In response, I endorse the interrelation of two aesthetic manifestations that can 'bridge' different types of psychological, emotional, sociocultural and physical 'distance': one is a realm of theatre & performance which renders semantic and somatic forms of expression indivisible, and the other is Magical Realism. These aesthetics are applied as channels and strategies to engage participants in a meaningful, empowering, and pleasurable 'shared' experience beyond the therapeutic. Finally, I propose the term traumagical realism to further identify and explore the parallels between Magical Realism and the traumatic. Traumagical Realism is a liminal territory that can offer a deeper understanding of the traumatic, and catalyze a social, aesthetic and affective force of engagement or 'commun(e)ication' between 'journeyers' and all participants involved in the devising process and culmination of a performance.

Cette étude montre comment une production polygraphique du début du XVIIe siècle (celle de Guillaume Colletet, 1616-1658), dont la forme résulte de contraintes extérieures à des motivations proprement littéraires (facteurs socio-économiques, effritement du savoir humaniste au profit d’une culture mondaine ascendante), transcende l’éclatement qui lui est imposé en instrumentalisant la polygraphie comme un levier d’expérimentation littéraire. Dans ce creuset polygraphique, les différents textes ainsi que les grands pôles de la production (poésie, traduction, théorie), qui auraient dû rester hétérogènes, sont consciencieusement mis en relation dans un dialogue fécond. De sorte que, dans un mouvement réflexif et autocritique permanent, pratique et théorie, en interaction perpétuelle, s’entremêlent, en même temps que l’œuvre n’en finit plus de se réécrire. Ce faisant, s’élabore un va et vient dialectique, ciment des différentes productions, les constituant de facto en Œuvre. Mais bien plus, étant elle-même mouvement de reprise permanent, elle incite à replacer, au-delà d’elle, toutes les œuvres dans le temps progressif de leur fabrication et plus généralement dans l’histoire, ouvrant la porte à l’écriture d’une Histoire littéraire critique éminemment moderne. Un tel exemple incite à terme à ouvrir une réflexion de l’ordre de la philosophie de l’art : quelles sont les conséquences sur la conception du Beau d’une œuvre qui ne se pense plus comme un monument, mais comme un mouvement ? / With this study, I’ve tried to show how a polygraphic production from the early seventeenth century (the work of Guillaume Colletet, 1616-1658), shaped by non literary motives (such as social and economic factors, and the crumbling of a humanist knowledge benefitting the rising of society life), can transcend the fragmentation imposed, and this by using polygraphy as a lever for literary experimentation. In this polygraphic melting-pot, the various texts, as well as the main fields of production (poetry, translation, theory), which should have remained heterogeneous, are conscientiously related in a fertile dialogue. As a consequence, theory and practice mingle in constant interaction, in a permanent reflexive and self-criticising movement. Meanwhile, the work never stops re-writing itself. By doing so, a dialectic movement to and fro is created, holding together the various productions, and de facto making them a Work of art. Even more, as it is a movement of permanent recreation, this work prompts us to put back, not only this particular work, but also all the works of art, in their context, i.e in the gradual time of their elaboration, and more generally speaking in history. This paves the way for the elaboration of a critical literary history which is eminently modern. Enventually, such an example leads us to start a reflection in the field of the philosophy of art : what are the consequences on the idea of the Beautiful of a work which is no longer to be thought about as a monument, but as a movement?