Making Darkness Visible

2018 ◽  
pp. 81-102
Author(s):  
Lindsay Kaplan
Keyword(s):  
Thirteenth Century ◽  
Visual Representations

This chapter demonstrates how figural inferiority shapes visual representations of Passion scenes in which dark-skinned Jews attack Jesus. These portrayals emerge in a period when accounts of the Passion increasingly emphasize Jesus’s suffering at the hands of his Jewish enemies. Scholars have explained English psalter illuminations of dark Jews as participating in negative patristic associations of the “Ethiopian.” This chapter argues that dark colors connoting death and damnation provide another explanatory context. The author considers representations of the damned and of devils portrayed as blue, gray, and brown to interpret images of similarly toned Jews in thirteenth-century psalters. In attacking Jesus, whose sacrifice secures redemption from eternal death, the Jews bring upon themselves not only the curse of a servile life, but also the damnation of the soul that leads to everlasting death. The images embody the Jews’ spiritual abjection as infernal: not only hellish, but inferior.

Drawing, Memory and Imagination in the Wolfenbüttel Musterbuch

2012 ◽  
Vol 18 (4-5) ◽  
pp. 518-583
Author(s):  
Ludovico V. Geymonat
Keyword(s):  
Present Article ◽  
Thirteenth Century ◽  
Visual Memory ◽  
Western Europe ◽  
Visual Representations ◽  
Cross Cultural ◽  
Working Through ◽  
Cultural Encounter ◽  
Depth Analysis

Abstract The Wolfenbüttel Musterbuch (Cod. Guelf. 61.2 Aug. 8°, fols. 75-94, Herzog August Bibliothek, Wolfenbüttel, Germany) is considered a crucial example of a medieval modelbook. The collection of drawings contained within its pages has long been identified as key evidence for the transmission of artistic motifs between Byzantium and western Europe in the thirteenth century. Offering an in-depth analysis of the drawings and the quire that contains them, the present article suggests that the drawings were made with the purpose of working through visual representations that the draftsman found intriguing and that he sketched in order to train his own hand, memory and imagination. This hypothesis challenges some of the assumptions behind the category of medieval modelbooks as a means of faithfully reproducing images so that they can be further copied in another context. If the main goal of the drawings in Wolfenbüttel was that of enriching the draftsman’s visual memory and exploring imaginative possibilities, their value as reproductions might have been marginal, but their role as means of cross-cultural encounter was decisive.

scholarly journals Beards that matter. Visual representations of Patriarch Ignatios in Byzantine art

Zograf ◽  
2017 ◽  
pp. 25-36
Author(s):  
Bojana Krsmanovic ◽  
Ljubomir Milanovic
Keyword(s):  
Thirteenth Century ◽  
Visual Representations ◽  
The Other ◽  
Metaphorical Meaning ◽  
Byzantine Art ◽  
Other Hand ◽  
The One

The paper discusses twelve visual depictions that in all likelihood represent St. Ignatios of Constantinople and were created between the ninth and the thirteenth century. Most of these depictions show Patriarch Ignatios beardless, which reflects the fact that he was a eunuch of the ???????? category. The paper analyzes two iconographical elements distinctive of his portraits: beardlessness and youthful appearance. It concludes that, on the one hand, the artists who painted the beardless portraits of Ignatios strove to depict the saint as realistically as possible; while, on the other hand, his beardless and youthful appearance also had a metaphorical meaning and served to highlight the chastity and purity of the eunuch saint.

Relation of the Saccasa?khepa??k? Called S?ratthas?lin? to the Vinayavinicchaya??k? Called Vinayas?ratthasand?pan?

2018 ◽  
Vol 35 (1-2) ◽  
pp. 189-223
Author(s):  
Petra Kieffer-Pülz
Keyword(s):  
Thirteenth Century ◽  
Present Contribution ◽  
The Common ◽  
Literary Histories ◽  
High Degree ◽  
Parallel Texts

The present contribution suggests the common authorship of three P?li commentaries of the twelfth/thirteenth centuries CE, namely the Vinayavinicchaya??k? called Vinayas?ratthasand?pan? (less probably Vinayatthas?rasand?pan?), the Uttaravinicchaya??k? called L?natthappak?san?, and the Saccasa?khepa??k? called S?ratthas?lin?. The information collected from these three commentaries themselves and from P?li literary histories concerning these three texts leads to the second quarter of the thirteenth century CE as the period of their origination. The data from parallel texts explicitly stated to having been written by V?cissara Thera in the texts themselves render it possible to establish with a high degree of probability V?cissara Thera as their author.

Migration, Gender and Visual Culture:

MedienJournal ◽  
2017 ◽  
Vol 37 (3) ◽  
pp. 32-44 ◽  
Author(s):  
Ksenija Vidmar Horvat
Keyword(s):  
Cultural Studies ◽  
Visual Culture ◽  
Critical Angle ◽  
Visual Representations ◽  
Public Culture ◽  
Migration Studies ◽  
New Paradigm ◽  
Current Field ◽  
Shared Interest ◽  
European Migration

 This paper investigates visual representations of migrants in Slovenia. The focus is on immigrant groups from China and Thailand and the construction of their ‘ethnic’ presence in postsocialist public culture. The aim of the paper is to provide a critical angle on the current field of cultural studies as well as on European migration studies. The author argues that both fields can find a shared interest in mutual theoretical and critical collaboration; but what the two traditions also need, is to reconceptualize the terrain of investigation of Europe which will be methodologically reorganized as a post- 1989 and post-westernocentric. Examination of migration in postsocialism may be an important step in drawing the new paradigm.

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

Visual Communication: A Study of Library Virtual Reference Icons Online

2013 ◽  
Author(s):  
Martina M. King
Keyword(s):  
Visual Communication ◽  
Visual Representations ◽  
Research Library ◽  
Virtual Reference ◽  
Site Web ◽  
Library Staff ◽  
Selection Of

Libraries use icons (visual representations) on their websites to draw attention to features and services. How are library staff to evaluate their icons? This session reports the results of a thesis study which examines and assesses a selection of virtual reference icons from Association of Research Library websites.Les bibliothèques utilisent des icônes (représentations visuelles) sur leur site Web pour attirer l'attention sur certains éléments et services. Quelle est l'aptitude des employés de bibliothèques pour évaluer ces icônes? Cette séance présente les résultats d'une étude de thèse qui examine et mesure une gamme d'icônes de référence virtuelle trouvés sur les sites Web des membres de l'Association of Research Library. 

Neurocognitive Bases of Crossmodal Integration Deficit in Dyslexia

2019 ◽  
Author(s):  
Margaret Gullick ◽  
James R. Booth
Keyword(s):  
Reading Interventions ◽  
Training Programs ◽  
Reading Difficulties ◽  
Visual Representations ◽  
Future Research ◽  
Typically Developing ◽  
Critical Component ◽  
Crossmodal Integration ◽  
Phonological Deficits ◽  
And Training

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

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