Spatial Unfurling

2021 ◽  
pp. 99-124
Author(s):  
Jordan Schonig

This chapter examines the perceptual and aesthetic properties of “spatial unfurling,” an effect achieved by moving the camera across space rather than into it, such as in lateral tracking shots. By emphasizing the flatness of the screen and the boundaries of the frame, spatial unfurling lacks the feeling of kinesthesia characteristic of forward camera movement. As a result, spatial unfurling illustrates the limitations of the long-held truism in film theory that camera movement produces an illusion of our own embodied movement through space. By critiquing the logic of this truism as it appears in phenomenological film theory, and by examining the perceptual effects of spatial unfurling in narrative and experimental films such as Mauvais Sang (Carax, 1986), La région centrale (Snow, 1971), and Georgetown Loop (Jacobs, 1996), this chapter argues for a phenomenological account of camera movement that forgoes analogies with bodily movement and instead emphasizes one’s perceptual encounter with the screen.

2014 ◽  
Vol 5 (1) ◽  
pp. 65-89 ◽  
Author(s):  
Wolff-Michael Roth

Abstract Traditional (e.g., constructivist) accounts of knowledge ground its origin in the intentional construction on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the naissance (birth) of knowledge, two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable ĝen-, ĝenә-, ĝnē-, ĝnō-. Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty (1964), are pregnant with new knowledge that cannot foresee itself, and that no existing knowledge can anticipate. I draw on a study of learning in a second-grade mathematics classroom, where children (6-7 years) learned geometry by classifying and modeling 3-dimensional objects. The data clearly show that the children did not foresee, and therefore did not intentionally construct, the knowledge that emerged from the movements of their hands, arms, and bodies that comply with the forms of things. Implications are drawn for classroom instruction


2018 ◽  
Author(s):  
Ruth Doughty ◽  
Christine Etherington-Wright
Keyword(s):  

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