Denna kandidatuppsats består av en översättning av sju scener ur librettot till en musikal (Dear Evan Hansen av Steven Levenson, Benj Pasek och Justin Paul) och en översättningsteoretisk kommentar. Kommentaren ger först en kort översikt över musikalgenren och behandlar sedan översättningsarbetet, från källtext till måltext. I kommentaren beskriver jag min översättningsprincip, till vilken jag har använt mig av både Johan Franzons funktionella översättningsperspektiv (Franzon, 2009) och H. S. Drinkers principer (Drinker, 1950). Jag tar även upp de utmaningar och problem som jag stött på under översättningsarbetet och förklarar hur jag har löst dessa. Jag reflekterar också över hur musikallibrettots särskilda egenskaper har påverkat de val jag gjort i min översättning. / This bachelor’s thesis consists of a translation of seven scenes from a musical libretto (Dear Evan Hansen by Steven Levenson, Benj Pasek och Justin Paul) and a commentary of this translation. The commentary first provides a brief overview of the musical genre and proceeds to describe my translation, from source text to target text. The commentary describes my translation principle, which is inspired by the functional perspective of Johan Franzon (2009) as well as the principles of H. S. Drinker (1950). I also deal with the specific challenges encountered during the translation and describe how I handled them, as well as how the specific characteristics of the musical libretto has influenced my translation.

A tese apresenta uma contribuição à área da pesquisa educacional, para auxiliar na identificação de perfis cognitivos, utilizando o referencial teórico das Ciências Cognitivas e a instrumentação das Neurociências. O projeto elaborado para atender os objetivos desta tese compreendeu o desenvolvimento de metodologia experimental, apoiada pela técnica estatística de Projetos de Experimentos, juntamente com instrumentos neurocientíficos (uso de eletroencefalografia com técnica ERP – Event Related Potential), para a observação, quantificação e interpretação de evidências neuronais – sinais de eletroencefalografia - relacionadas ao processo cognitivo humano. Buscou, em particular, evidências relacionadas às diferentes demandas de energia despendida na realização de atividades espaciais (identificação, percepção ou atenção espacial de objetos virtuais), com base em instrumentos teóricos e tecnológicos das Neurociências, das Ciências Cognitivas e da Psicologia Cognitiva, para uso na área da pesquisa educacional, visando contribuir para identificação de diferentes perfis de estudantes em diferentes áreas do conhecimento. Na investigação experimental, o objetivo foi buscar indicadores (quantificação de energia alocada em atividade cerebral, medida de tempo de resposta ao estímulo, maior magnitude na faixa de freqüência do ritmo elétrico cerebral, evocados no experimento) dos sinais cerebrais que estejam sincronizados com o exercício proposto e que possam subsidiar a hipótese de que há diferenças significativas entre estudantes de áreas científicas e tecnológicas e estudantes de áreas humanas e sociais, no quesito habilidades espaciais. A proposta contextualiza e fundamenta experimentos com um grupo de alunos voluntários dos cursos de graduação, selecionados para a pesquisa, classificados por idade e sexo e avaliados e selecionados por diagnóstico psicológico indicativo da provável área de aptidão/habilidade cognitiva. O desenvolvimento da proposta investigativa, que visou atender os objetivos relacionados e pertinentes ao processo, foi possível devido a esforços de pesquisadores e cientistas das diferentes áreas de conhecimento, que colaboraram na modelagem do experimento realizado no Laboratório de Biosinais da Universidade de Caxias do Sul, no Campus Universitário da Região dos Vinhedos, junto ao Curso de Engenharia Elétrica. Como parte do processo metodológico experimental está compreendido o desenvolvimento do instrumento de medição: equipamento de eletroencefalografia (EEG) utilizando o sistema de aquisição e conversão de sinal analógico-digital da National Instruments e também, o equipamento conhecido como Gaiola de Faraday, que serviu para a realização das coletas de sinais elétricos cerebrais de baixa freqüência e amplitude, minimizando a presença de ruídos eletromagnéticos interferentes significativamente no sinal coletado. Os dados (sinais elétricos cerebrais) coletados durante o experimento que evocou raciocínio lógico espacial dos participantes foram modelados matematicamente por Fourier e interpretados por análise estatística – UNIVARIATE (análise de variância) e comparados aos resultados obtidos pelos instrumentos de apoio utilizados como forma de validar o processo investigativo: questionário verbal ao final do experimento e teste psicológico - subteste BPR5 – RE. Todos os dados coletados também foram armazenados com o propósito de permitir futura realização de outras simulações, com diferentes métodos de acesso aos conteúdos. Entende-se que os resultados obtidos nesse experimento possam colaborar com a Informática aplicada à Educação no planejamento, desenvolvimento e uso de objetos virtuais em ambientes destinados a mediar à aprendizagem, de acordo com necessidades específicas de cada público-alvo. Nesse sentido, os resultados dessa investigação podem prover dados ou características como medidas indicadoras de esforços cognitivos associados a perfis diferenciados, no caso das áreas de conhecimento, que envolvam processos de raciocínio espacial. O entendimento sobre o esforço manifestado pelo aluno durante o experimento foi interpretado como uma possível medida de um dos itens relacionados ao perfil cognitivo, à luz das Ciências Cognitivas (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998). / The thesis is to contribute for the area of educational research in order to aid on the identification of cognitive profiles, using theoretical references from cognitive sciences and instrumentation from neurosciences. The project designed to meet the objectives of the thesis included the development of experimental methodology, supported by the statistical technique for Experiment Projects, along with neuroscientific instruments (use of electroencephalography with the ERP technique – Event Related Potential), for the observation, quantification, and interpretation of neuronal evidences – electroencephalography signals – related to the human cognitive process. It particularly searched for evidences related to different demands of energy spent to perform spatial activities (identification, perception, or spatial attention of virtual objects), based on theoretical and technological instruments of Neurosciences, Cognitive Sciences and Cognitive Psychology, used in the field of educational research, with the aim to contribute for the identification of different profiles of students in different areas of knowledge. In the experimental investigation, the purpose was to look for indicators (quantification of energy allocated in brain activity, measuring response time to the stimulus, larger magnitude in the frequency band of the brain electrical rhythm, evoked on the experiment) of the brain signals that would be synchronized with the exercise proposed and that could subsidize the hypothesis that there are significant differences between students from scientific and technological fields and students from humanistic and social fields, regarding spatial abilities. The proposal contextualizes and fundaments experiments with a group of volunteer students from the undergraduate programs, selected for the research, classified by age and gender, and evaluated and selected according to a psychological diagnostic indicating a probable area of cognitive ability / aptitude. The development of the investigative proposal that intended to meet the objectives mentioned was possible thanks to efforts of a group of researchers and scientists from different fields of knowledge, pertinent to the process, who collaborated on the modeling of the experiment, carried out at the Biosignal Laboratory of the University of Caxias do Sul, at the University Campus of Região dos Vinhedos, in its Electrical Engineering Program. The development of the measuring instrument was part of the experimental methodological process: the equipment for electroencephalography (EEG) using the system acquisition and conversion of analog to digital signal (manufacturer: National Instruments) and also the equipment known as Faraday’s Cage, which served to the collections of electrical brain signals of low frequency and amplitude, minimizing the presence of electromagnetic noises interfering significantly on the signal collected.The data collected (brain electrical signals) during the experiment that evoked logical spatial reasoning by the participants were mathematically modeled by Fourier and interpreted by statistical analysis – UNIVARIATE (variance analysis) and compared to results obtained by support instruments used as a way of validating the investigative process: a verbal questionnaire at the end of the experiment and a psychological test – subtest BPR5 – RE. All data collected were also saved with the purpose of making it possible to carry out other simulations in the future, with different access methods to the contents. It is understood that the results obtained with this experiment collaborate Informatics applied to Education on planning, developing, and using virtual objects in environments destined to mediate learning according to specific needs of each target public. In that sense, the results of this investigation may provide data or characteristics as measures indicating cognitive efforts associated to differentiated profiles, which are in this case the knowledge fields involving spatial reasoning processes. Understanding the effort manifested by the student during the experiment was interpreted as a possible measure for one of the items related to the cognitive profile, the light of Cognitive Sciences (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998).

Compositions include Sightings : for clarinet and marimba (ca. 14:00), Proboscis maximus : bass trombone solo (ca. 11:00), Pathways : for violin, ’cello and piano, Impulses : for marimba duet, and Gleaned from the wind : for chamber orchestra (ca. 13:00).

While the gothic in its various interpretations is well established in contemporary culture, the traditional form, rooted in its late eighteenth century literary conventions, would seem to have little relevance for theatre audiences today. A reappraisal of the convention's foundations, however, offers the playwright opportunities to explore new narratives in which the tradition can be re-inflected in the present. An analysis of the writing of my play Burn, which presents as a contemporary family drama, will demonstrate how the narrative can be structured with deliberate reference to the established tropes of the classic gothic mode. It will be shown that a re-engagement with the tradition in concert with new interpretations of the gothic can reinvigorate the form as a mode of playwriting practice.

A tese apresenta uma contribuição à área da pesquisa educacional, para auxiliar na identificação de perfis cognitivos, utilizando o referencial teórico das Ciências Cognitivas e a instrumentação das Neurociências. O projeto elaborado para atender os objetivos desta tese compreendeu o desenvolvimento de metodologia experimental, apoiada pela técnica estatística de Projetos de Experimentos, juntamente com instrumentos neurocientíficos (uso de eletroencefalografia com técnica ERP – Event Related Potential), para a observação, quantificação e interpretação de evidências neuronais – sinais de eletroencefalografia - relacionadas ao processo cognitivo humano. Buscou, em particular, evidências relacionadas às diferentes demandas de energia despendida na realização de atividades espaciais (identificação, percepção ou atenção espacial de objetos virtuais), com base em instrumentos teóricos e tecnológicos das Neurociências, das Ciências Cognitivas e da Psicologia Cognitiva, para uso na área da pesquisa educacional, visando contribuir para identificação de diferentes perfis de estudantes em diferentes áreas do conhecimento. Na investigação experimental, o objetivo foi buscar indicadores (quantificação de energia alocada em atividade cerebral, medida de tempo de resposta ao estímulo, maior magnitude na faixa de freqüência do ritmo elétrico cerebral, evocados no experimento) dos sinais cerebrais que estejam sincronizados com o exercício proposto e que possam subsidiar a hipótese de que há diferenças significativas entre estudantes de áreas científicas e tecnológicas e estudantes de áreas humanas e sociais, no quesito habilidades espaciais. A proposta contextualiza e fundamenta experimentos com um grupo de alunos voluntários dos cursos de graduação, selecionados para a pesquisa, classificados por idade e sexo e avaliados e selecionados por diagnóstico psicológico indicativo da provável área de aptidão/habilidade cognitiva. O desenvolvimento da proposta investigativa, que visou atender os objetivos relacionados e pertinentes ao processo, foi possível devido a esforços de pesquisadores e cientistas das diferentes áreas de conhecimento, que colaboraram na modelagem do experimento realizado no Laboratório de Biosinais da Universidade de Caxias do Sul, no Campus Universitário da Região dos Vinhedos, junto ao Curso de Engenharia Elétrica. Como parte do processo metodológico experimental está compreendido o desenvolvimento do instrumento de medição: equipamento de eletroencefalografia (EEG) utilizando o sistema de aquisição e conversão de sinal analógico-digital da National Instruments e também, o equipamento conhecido como Gaiola de Faraday, que serviu para a realização das coletas de sinais elétricos cerebrais de baixa freqüência e amplitude, minimizando a presença de ruídos eletromagnéticos interferentes significativamente no sinal coletado. Os dados (sinais elétricos cerebrais) coletados durante o experimento que evocou raciocínio lógico espacial dos participantes foram modelados matematicamente por Fourier e interpretados por análise estatística – UNIVARIATE (análise de variância) e comparados aos resultados obtidos pelos instrumentos de apoio utilizados como forma de validar o processo investigativo: questionário verbal ao final do experimento e teste psicológico - subteste BPR5 – RE. Todos os dados coletados também foram armazenados com o propósito de permitir futura realização de outras simulações, com diferentes métodos de acesso aos conteúdos. Entende-se que os resultados obtidos nesse experimento possam colaborar com a Informática aplicada à Educação no planejamento, desenvolvimento e uso de objetos virtuais em ambientes destinados a mediar à aprendizagem, de acordo com necessidades específicas de cada público-alvo. Nesse sentido, os resultados dessa investigação podem prover dados ou características como medidas indicadoras de esforços cognitivos associados a perfis diferenciados, no caso das áreas de conhecimento, que envolvam processos de raciocínio espacial. O entendimento sobre o esforço manifestado pelo aluno durante o experimento foi interpretado como uma possível medida de um dos itens relacionados ao perfil cognitivo, à luz das Ciências Cognitivas (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998). / The thesis is to contribute for the area of educational research in order to aid on the identification of cognitive profiles, using theoretical references from cognitive sciences and instrumentation from neurosciences. The project designed to meet the objectives of the thesis included the development of experimental methodology, supported by the statistical technique for Experiment Projects, along with neuroscientific instruments (use of electroencephalography with the ERP technique – Event Related Potential), for the observation, quantification, and interpretation of neuronal evidences – electroencephalography signals – related to the human cognitive process. It particularly searched for evidences related to different demands of energy spent to perform spatial activities (identification, perception, or spatial attention of virtual objects), based on theoretical and technological instruments of Neurosciences, Cognitive Sciences and Cognitive Psychology, used in the field of educational research, with the aim to contribute for the identification of different profiles of students in different areas of knowledge. In the experimental investigation, the purpose was to look for indicators (quantification of energy allocated in brain activity, measuring response time to the stimulus, larger magnitude in the frequency band of the brain electrical rhythm, evoked on the experiment) of the brain signals that would be synchronized with the exercise proposed and that could subsidize the hypothesis that there are significant differences between students from scientific and technological fields and students from humanistic and social fields, regarding spatial abilities. The proposal contextualizes and fundaments experiments with a group of volunteer students from the undergraduate programs, selected for the research, classified by age and gender, and evaluated and selected according to a psychological diagnostic indicating a probable area of cognitive ability / aptitude. The development of the investigative proposal that intended to meet the objectives mentioned was possible thanks to efforts of a group of researchers and scientists from different fields of knowledge, pertinent to the process, who collaborated on the modeling of the experiment, carried out at the Biosignal Laboratory of the University of Caxias do Sul, at the University Campus of Região dos Vinhedos, in its Electrical Engineering Program. The development of the measuring instrument was part of the experimental methodological process: the equipment for electroencephalography (EEG) using the system acquisition and conversion of analog to digital signal (manufacturer: National Instruments) and also the equipment known as Faraday’s Cage, which served to the collections of electrical brain signals of low frequency and amplitude, minimizing the presence of electromagnetic noises interfering significantly on the signal collected.The data collected (brain electrical signals) during the experiment that evoked logical spatial reasoning by the participants were mathematically modeled by Fourier and interpreted by statistical analysis – UNIVARIATE (variance analysis) and compared to results obtained by support instruments used as a way of validating the investigative process: a verbal questionnaire at the end of the experiment and a psychological test – subtest BPR5 – RE. All data collected were also saved with the purpose of making it possible to carry out other simulations in the future, with different access methods to the contents. It is understood that the results obtained with this experiment collaborate Informatics applied to Education on planning, developing, and using virtual objects in environments destined to mediate learning according to specific needs of each target public. In that sense, the results of this investigation may provide data or characteristics as measures indicating cognitive efforts associated to differentiated profiles, which are in this case the knowledge fields involving spatial reasoning processes. Understanding the effort manifested by the student during the experiment was interpreted as a possible measure for one of the items related to the cognitive profile, the light of Cognitive Sciences (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998).

It is a central claim of modern linguistic theory that linguists do not prescribe, but describe language as it is, without pronouncing on correctness or judging one variety better than another. This attempt to exclude evaluation is motivated by a desire to be ' politically correct', which hinders objective analysis of language, and by an ill-advised imitation of the natural sciences, which obstructs the discipline's progress towards becoming a science in its own right. It involves linguists, as users of a valued variety, in self-deception and disingenuousness, distances them from the concerns of the ordinary language user, and betrays a failure to understand the involvement of social values in language, the nature of language itself, and the limits of linguistic science. On a wider scale, linguistics reflects society's devaluing and mechanisation of language. Despite growing concern expressed in the literature, and the incoherence that becomes apparent when linguists attempt to address social problems using a theory that regards language as an autonomous object, newcomers to the discipline continue to be taught that anti-prescriptivism is the natural corollary of a scientific approach to language. This thesis suggests that the way out of these difficulties is to rethink the meaning of ' theory' in linguistics. If we take the reflexivity of language seriously, building on M.A.K. Halliday's notion of 'linguistics as metaphor', we are reminded that a linguistic theory is made of language. Metalanguage must use the experiential and interpersonal meaning-making resources of everyday language. It follows that a linguistic theory cannot escape being evaluative, because evaluation is an inherent part of interpersonal meaning. If we fail to notice our own metalinguistic evaluation, this is because language disguises its evaluative meanings, or perhaps we are just not used to thinking of them as part of the grammar. To achieve clarity about the involvement of value in language, we need to turn our metalanguage back on itself - 'using the grammar to think with about the grammar' . Some ways of doing this are demonstrated here, turning the resources of systemic functional linguistics on linguists' own language. The circularity of this process should be seen not as a drawback but as a salutary reminder that linguistics is an interpretive rather than a discovery process. This knowledge should help us revalue language and make a place for evaluation in linguistic theory, paving the way for a socially responsible and productive linguistics.

A tese apresenta uma contribuição à área da pesquisa educacional, para auxiliar na identificação de perfis cognitivos, utilizando o referencial teórico das Ciências Cognitivas e a instrumentação das Neurociências. O projeto elaborado para atender os objetivos desta tese compreendeu o desenvolvimento de metodologia experimental, apoiada pela técnica estatística de Projetos de Experimentos, juntamente com instrumentos neurocientíficos (uso de eletroencefalografia com técnica ERP – Event Related Potential), para a observação, quantificação e interpretação de evidências neuronais – sinais de eletroencefalografia - relacionadas ao processo cognitivo humano. Buscou, em particular, evidências relacionadas às diferentes demandas de energia despendida na realização de atividades espaciais (identificação, percepção ou atenção espacial de objetos virtuais), com base em instrumentos teóricos e tecnológicos das Neurociências, das Ciências Cognitivas e da Psicologia Cognitiva, para uso na área da pesquisa educacional, visando contribuir para identificação de diferentes perfis de estudantes em diferentes áreas do conhecimento. Na investigação experimental, o objetivo foi buscar indicadores (quantificação de energia alocada em atividade cerebral, medida de tempo de resposta ao estímulo, maior magnitude na faixa de freqüência do ritmo elétrico cerebral, evocados no experimento) dos sinais cerebrais que estejam sincronizados com o exercício proposto e que possam subsidiar a hipótese de que há diferenças significativas entre estudantes de áreas científicas e tecnológicas e estudantes de áreas humanas e sociais, no quesito habilidades espaciais. A proposta contextualiza e fundamenta experimentos com um grupo de alunos voluntários dos cursos de graduação, selecionados para a pesquisa, classificados por idade e sexo e avaliados e selecionados por diagnóstico psicológico indicativo da provável área de aptidão/habilidade cognitiva. O desenvolvimento da proposta investigativa, que visou atender os objetivos relacionados e pertinentes ao processo, foi possível devido a esforços de pesquisadores e cientistas das diferentes áreas de conhecimento, que colaboraram na modelagem do experimento realizado no Laboratório de Biosinais da Universidade de Caxias do Sul, no Campus Universitário da Região dos Vinhedos, junto ao Curso de Engenharia Elétrica. Como parte do processo metodológico experimental está compreendido o desenvolvimento do instrumento de medição: equipamento de eletroencefalografia (EEG) utilizando o sistema de aquisição e conversão de sinal analógico-digital da National Instruments e também, o equipamento conhecido como Gaiola de Faraday, que serviu para a realização das coletas de sinais elétricos cerebrais de baixa freqüência e amplitude, minimizando a presença de ruídos eletromagnéticos interferentes significativamente no sinal coletado. Os dados (sinais elétricos cerebrais) coletados durante o experimento que evocou raciocínio lógico espacial dos participantes foram modelados matematicamente por Fourier e interpretados por análise estatística – UNIVARIATE (análise de variância) e comparados aos resultados obtidos pelos instrumentos de apoio utilizados como forma de validar o processo investigativo: questionário verbal ao final do experimento e teste psicológico - subteste BPR5 – RE. Todos os dados coletados também foram armazenados com o propósito de permitir futura realização de outras simulações, com diferentes métodos de acesso aos conteúdos. Entende-se que os resultados obtidos nesse experimento possam colaborar com a Informática aplicada à Educação no planejamento, desenvolvimento e uso de objetos virtuais em ambientes destinados a mediar à aprendizagem, de acordo com necessidades específicas de cada público-alvo. Nesse sentido, os resultados dessa investigação podem prover dados ou características como medidas indicadoras de esforços cognitivos associados a perfis diferenciados, no caso das áreas de conhecimento, que envolvam processos de raciocínio espacial. O entendimento sobre o esforço manifestado pelo aluno durante o experimento foi interpretado como uma possível medida de um dos itens relacionados ao perfil cognitivo, à luz das Ciências Cognitivas (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998). / The thesis is to contribute for the area of educational research in order to aid on the identification of cognitive profiles, using theoretical references from cognitive sciences and instrumentation from neurosciences. The project designed to meet the objectives of the thesis included the development of experimental methodology, supported by the statistical technique for Experiment Projects, along with neuroscientific instruments (use of electroencephalography with the ERP technique – Event Related Potential), for the observation, quantification, and interpretation of neuronal evidences – electroencephalography signals – related to the human cognitive process. It particularly searched for evidences related to different demands of energy spent to perform spatial activities (identification, perception, or spatial attention of virtual objects), based on theoretical and technological instruments of Neurosciences, Cognitive Sciences and Cognitive Psychology, used in the field of educational research, with the aim to contribute for the identification of different profiles of students in different areas of knowledge. In the experimental investigation, the purpose was to look for indicators (quantification of energy allocated in brain activity, measuring response time to the stimulus, larger magnitude in the frequency band of the brain electrical rhythm, evoked on the experiment) of the brain signals that would be synchronized with the exercise proposed and that could subsidize the hypothesis that there are significant differences between students from scientific and technological fields and students from humanistic and social fields, regarding spatial abilities. The proposal contextualizes and fundaments experiments with a group of volunteer students from the undergraduate programs, selected for the research, classified by age and gender, and evaluated and selected according to a psychological diagnostic indicating a probable area of cognitive ability / aptitude. The development of the investigative proposal that intended to meet the objectives mentioned was possible thanks to efforts of a group of researchers and scientists from different fields of knowledge, pertinent to the process, who collaborated on the modeling of the experiment, carried out at the Biosignal Laboratory of the University of Caxias do Sul, at the University Campus of Região dos Vinhedos, in its Electrical Engineering Program. The development of the measuring instrument was part of the experimental methodological process: the equipment for electroencephalography (EEG) using the system acquisition and conversion of analog to digital signal (manufacturer: National Instruments) and also the equipment known as Faraday’s Cage, which served to the collections of electrical brain signals of low frequency and amplitude, minimizing the presence of electromagnetic noises interfering significantly on the signal collected.The data collected (brain electrical signals) during the experiment that evoked logical spatial reasoning by the participants were mathematically modeled by Fourier and interpreted by statistical analysis – UNIVARIATE (variance analysis) and compared to results obtained by support instruments used as a way of validating the investigative process: a verbal questionnaire at the end of the experiment and a psychological test – subtest BPR5 – RE. All data collected were also saved with the purpose of making it possible to carry out other simulations in the future, with different access methods to the contents. It is understood that the results obtained with this experiment collaborate Informatics applied to Education on planning, developing, and using virtual objects in environments destined to mediate learning according to specific needs of each target public. In that sense, the results of this investigation may provide data or characteristics as measures indicating cognitive efforts associated to differentiated profiles, which are in this case the knowledge fields involving spatial reasoning processes. Understanding the effort manifested by the student during the experiment was interpreted as a possible measure for one of the items related to the cognitive profile, the light of Cognitive Sciences (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998).

This Bachelor’s thesis examines the use of ancient bronze statues in the 2017 film Call me by your name by director Luca Guadagnino. Various scenes which feature ancient statues are examined individually using semiotic analysis. The scenes are examined individually, first described on a denotative level, then analyzed on a connotative level. The theoretical stand point is based on the studies of art works in film. Key theoretical concepts used are ”in between-ness” which is a state in which change in narrative is made possible through looking at art, and ”parallels”, a means of which to make art represent the characters in the film. The thesis finds the sculptures in Call me by your name to play a part in affecting the narrative of the film, mainly in regard to the love story between the two lead characters, two men named Elio and Oliver. The acts of looking, examining, and touching the statues in this film help the narrative turn in favor of the lead characters romantic relationship. The thesis argues that the nude bronze sculptures of men from ancient Greece are used in this film as signifiers of desire, timelessness and homoerotic lust.

Compositions include Sightings : for clarinet and marimba (ca. 14:00), Proboscis maximus : bass trombone solo (ca. 11:00), Pathways : for violin, ’cello and piano, Impulses : for marimba duet, and Gleaned from the wind : for chamber orchestra (ca. 13:00). / Arts, Faculty of / Music, School of / First, 2nd, 3rd, and 5th works reproduced from manuscripts. Includes performance notes for 1st and 2nd works. Includes composer’s graduation recital program. Vita. Accompanied by sound cassette of recital. / Graduate

This research investigates the Neo-Baroque aesthetic of excess in contemporary South African art, and explores reasons for the emergence of this style. It investigates artists who use their bodies as a site of resistance, to contest or reconstruct the dominant social values which establish differences between bodies to place them within the marginal position of ‘Other’. This investigation relates to post-colonial concerns. The artists’ exploitation of the Neo-Baroque aesthetic of excess as a comment on social concerns reveals a sense of crisis within South African society, similar to the conditions from which the seventeenth century Baroque style evolved. Neo-Baroque aesthetics of excess manifest in a variety of ways, and are particularly evident when artists transgress social boundaries placed on the body through abject and erotic associations. Excess ultimately arises from complexity, as hybrid art forms are created from the combination of media and content found within the art work. / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted