scholarly journals The Power of the In-Between: Intermediality as a Tool for Aesthetic Analysis and Critical Reflection

10.16993/baq ◽  
2018 ◽  
Keyword(s):  
Critical Reflection ◽  
Meaning Making ◽  
Individual Case ◽  
Media History ◽  
Cultural Objects ◽  
Media Technologies ◽  
Media Objects ◽  
Theatre Studies ◽  
Methodological Approaches ◽  
The Aesthetic

The Power of the In-Between: Intermediality as a Tool for Aesthetic Analysis and Critical Reflection gathers fourteen individual case studies where intermedial issues—issues concerning that which takes place in between media—are explored in relation to a range of different cultural objects and contexts, different methodological approaches, and different disciplinary perspectives. The cases investigate the intermediality of such manifold objects and phenomena as contemporary installation art, twentieth-century geography books, renaissance sculpture, media theory, and public architecture of the 1970s. They also bring together scholars from the disciplines of art history, comparative literature, theatre studies, musicology, and the history of ideas.Starting out from an inclusive understanding of intermediality as “relations between media conventionally perceived as different,” each author specifies and investigates “intermediality” in their own particular case; that is, each examines how it is inflected by particular objects, methods, and research questions. “Intermediality” thus serves both as a concept employed to cover an inclusive range of cultural objects, cultural contexts, methodological approaches, and so on, and as a concept to be modelled out by the particular cases it is brought to bear on. Rather than merely applying a predefined concept, the objectives are experimental. The authors explore the concept of intermediality as a malleable tool of research.This volume further makes a point of transgressing the divide between media history and semiotically and/or aesthetically oriented intermedial studies. The former concerns the specificity of media technologies and media interrelations in socially, politically, and epistemologically defined space and time, and the latter targets formal considerations of media objects and its various meaning-making elements. These two conventionally separated fields of research are integrated in order to produce a richer understanding of the analytical and historical, as well as the aesthetic and technological, conditions and possibilities of intermedial phenomena.

scholarly journals Media Literacy in the Lifeworlds of Malaysian Children

2013 ◽  
Vol 3 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Shanthi Balraj Baboo
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Meaning Making ◽  
User Experiences ◽  
Childhood Experiences ◽  
Media Technologies ◽  
School Settings ◽  
The World ◽  
The Media ◽  
Home And School

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

Dance, Politics & Co-Immunity

2015 ◽  
Vol 47 (3) ◽  
pp. 106-109 ◽  
Author(s):  
Jens Richard Giersdorf
Keyword(s):  
Cultural Studies ◽  
Judith Butler ◽  
The Political ◽  
Dance Studies ◽  
Community Dance ◽  
Theatre Studies ◽  
And Performance ◽  
The Aesthetic ◽  
Relationship Of ◽  
The Relationship

Dance, Politics & Co-Immunity developed out of a symposium organized by the Master in Choreography and Performance at the Justus-Liebig-University Giessen, Germany, which was held with a joint symposium Thinking—Resisting—Reading the Political organized by the Graduate Center for the Study of Culture at the same university in 2010. Whereas the cultural studies symposium asked, “What specific perspectives and methodological consequences arise for the study of culture that are informed by recent deliberations on the relationship of the political and the aesthetic?” (2010), the dance symposium invited participants and contributors to the anthology “to think about the multiple connections between politics, community, dance, and globalization from the perspective of Dance and Theatre Studies, History, Philosophy, and Sociology” (13). As indicated by the title of the cultural studies symposium and some of the key speakers, including Jacques Rancière, Chantal Mouffe, and Judith Butler, the term political is not used as broadly as it might be used in U.S.-based dance studies discourse. Rather, the political is predominantly investigated by both symposia for its resistive potential and from a liberal or post-Marxist stance.

Mobile Electronic Media

Transfers ◽  
2011 ◽  
Vol 1 (1) ◽  
pp. 25-49 ◽  
Author(s):  
Heike Weber
Keyword(s):  
Material Culture ◽  
Electronic Media ◽  
Media History ◽  
Vantage Point ◽  
Mobile Media ◽  
Media Technologies ◽  
Sport Activities ◽  
History Of ◽  
Late Twentieth ◽  
Late Twentieth Century

This article takes the history of mobile electronic media as a vantage point from which to view a transformation in everyday Western mobility culture. It argues that mobile media technologies rather than transport technologies constitute today's guiding symbols of mobility whilst mobility itself is seen as going beyond physical movement. In the late twentieth century, its understanding has been broadened and now refers to the mere capacity to be ready for action and, thus, movement. This shift from movement to the potential to move can be observed in the material culture of mobile media. Initially designed to accompany travel, tourism or sport activities, portable radios or cell phones have been increasingly used in stationary or domestic settings, thereby challenging the Western dualisms of mobile/sedentary and public/private. On a methodological level, a focus on mobile media history involves merging the fields of media and transport history with the aim of arriving at a comprehensive mobility history.

scholarly journals A pedagogical model for integrating film education and audio description in foreign language acquisition

2018 ◽  
Vol 4 (1) ◽  
pp. 30-54 ◽  
Author(s):  
Carmen Herrero ◽  
Manuela Escobar
Keyword(s):  
Foreign Language ◽  
Pedagogical Tools ◽  
Pedagogical Model ◽  
Language Curriculum ◽  
Cultural Objects ◽  
Foreign Language Learners ◽  
Audio Description ◽  
Wide Range ◽  
Written Form ◽  
The Aesthetic

Abstract Films are particularly powerful pedagogical tools that can help improve the linguistic skills of foreign language learners. Audio describing tasks can provide additional benefits. However, for an efficient use of feature films, learners need to be trained on how to elaborate audio description texts and develop active viewing strategies. This article discusses a language teaching approach that advocates the addition of Film Literacy education and audio description tasks to the language curriculum. It focuses on the application of audio description, in both oral and written form, to the acquisition of Spanish as a foreign language in Higher Education. It presents a pedagogical model designed to help students develop linguistic, cultural and intercultural competences while encouraging the aesthetic appreciation of films as cultural objects that can be evaluated through a wide range of critical approaches.

scholarly journals Fra køn til diversitet – intersektionalitet i en dansk/nordisk kontekst

2006 ◽  
Author(s):  
Ann-Dorte Christensen ◽  
Birte Siim
Keyword(s):  
Social Science ◽  
Critical Reflection ◽  
Black Feminism ◽  
Dynamic Interaction ◽  
Gender Research ◽  
The Us ◽  
Methodological Approaches ◽  
New Perspective

Intersectionality is a travelling concept rooted in Black Feminism that has recently been adopted by Nordic gender research. The concept has been transformed on its way from the US to the Danish/Nordic context. The purpose with this article is to contribute to a critical reflection of the concept and discuss its potentials from a Danish/Nordic context. Adopting a social science optic we first discuss some tensions between the original American understanding of the concept and the special – predominantly poststructural and postcolonial  conceptualisation given in the Danish/ Nordic context. Secondly we present two analytical frames able to analyse the dynamic interaction between different forms of power and between structures, institutions and identities. We argue that  intersectionality is not a coherent theory but a new perspective able to contain different and competing theoretical and methodological approaches.

Ubiquitous Food Imaging

2017 ◽  
pp. 141-152
Author(s):  
Yasmin Ibrahim
Keyword(s):  
New Media ◽  
Meaning Making ◽  
Social Practices ◽  
Vital Part ◽  
Everyday Objects ◽  
Media Technologies ◽  
Digital World ◽  
The Everyday ◽  
The Creation ◽  
Everyday Experiences

In our digital world, our notions of intimacy, communion and sharing are increasingly enacted through new media technologies and social practices which emerge around them. These technologies with the ability to upload, download and disseminate content to select audiences or to a wider public provide opportunities for the creation of new forms of rituals which authenticate and diarise everyday experiences. Our consumption cultures in many ways celebrate the notion of the exhibit and the spectacle, inviting gaze, through everyday objects and rituals. Food as a vital part of culture, identity, belonging, and meaning making celebrates both the everyday and the invitation to renew connections through food as a universal subject of appeal.

History in Three Dimensions

2020 ◽  
pp. 99-168
Author(s):  
Mike Goode
Keyword(s):  
Binocular Vision ◽  
Three Dimensions ◽  
Linear Perspective ◽  
George Washington ◽  
Media Technologies ◽  
The Aesthetic ◽  
Immersive Media

The chapter analyzes how the nineteenth century’s two most significant immersive media—panoramas and stereoscopic photographs—comment on and draw attention to their differences as media through their respective uses of Walter Scott’s novels and poems, and, in turn, how these medial differences bring into relief the aesthetic and philosophical novelty of Scott’s own efforts to write visually. To make its argument, the chapter draws on a wide variety of archives and forms of evidence, including: period guidebooks to panoramas; the histories of media technologies like camera obscuras, linear perspective, and stereoscopes; Victorian stereographs of Scotland, especially by George Washington Wilson; readings of visually evocative passages in Scott’s Waverley, Ivanhoe, and The Fair Maid of Perth; Eugène Delacroix’s painting Rebecca and the Wounded Ivanhoe; and Romantic writings on optics and vision, including Scott’s Letters on Demonology and Witchcraft and his friend David Brewster’s scientific treatises on monocular and binocular vision.

scholarly journals Reading into Soundscapes: Between Ma and Concretization

2018 ◽  
Vol 36 (1-2) ◽  
pp. 347-362
Author(s):  
Siljiva Jestrovic
Keyword(s):  
Meaning Making ◽  
Theoretical Frameworks ◽  
Theatre Studies ◽  
Artistic Works ◽  
The University ◽  
Modes Of Engagement ◽  
Strategy I ◽  
Main Strategy

This essay explores the role of the listener/participant in the process of shaping sound works. I consider factors both internal to the works’ structures and inner dynamics, as well as external to them, and how they are determined by ever shifting parameters of context within which they are received. The analysis revolves around two very different artistic works : Takeshi Kosugi’s audio-visual installation Mano Dharma, electronic (1967), exhibited at the IKON Gallery in Birmingham in September 2015, and Between, an immersive performance piece that uses the audio-walk as its main strategy, created by Theatre Studies students at the University of Warwick in June 2015. My approach to these works relies on the assumption of a semiotic impulse which imposes itself as the urge to engage the process of meaning making, followed by the strategy I propose as ideally suited to the interpretation of these works, a process I call reading-into . Reading-into is proposed variably as both a deliberate phenomenological strategy and a form of involuntary imposition of the semiotic impulse to ask the following questions : What are the possibilities and limits of the listener/participant’s reading-into ? How does reading-into relate to existing theoretical frameworks concerning aesthetic reception? What are the elements within and without the work itself that shape the process of reading-into ? How do unreadable elements of the work which resist semiotization shape our modes of engagement?

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