scholarly journals “GRASP ALL, LOSE ALL”: RAISING AWARENESS THROUGH LOSS OF GRASP IN SEEMINGLY FUNCTIONAL INTERFACES

2021 ◽  
Author(s):  
Diogo Marques

From baroque proto-cybertexts to countercultural gestures by historical avant-gardes there is a longstanding tradition of disruptive strategies by artists at the interstices of societies’ demand for order, control and functionalism. For the avant-gardes, and their multiple artistic inf(l)ections, part of the strategy had to do with radical changes in the way sensory perception came to be depicted by Modernism. Placing emphasis on the confluence of several arts and media, the innovative character of their proposals had much to do with the ways in which they were able to embrace notions representing modernity, such as “simultaneity,” “dynamics”, “motion”, as well as ideas such as the symbiosis between human and machine. For that purpose, they searched to induce estrangement and defamiliarization, namely by using seemingly functional mechanisms in order to raise awareness through loss of grasp. Taking from the idea of raising awareness through seemingly functional mechanisms, I argue that non-functional/dysfunctional digital interfaces that are part of contemporary artworks dealing with digitally-based haptic reading processes (namely, digital literature) are largely influenced by early avant-garde artistic proposals. Through its metamedial aesthetic and poetic critique of digital media, digital literature reinvents inherited strategies of subversion and disruption already explored by modernism, raising awareness in regard to the artwork’s processes of signification and affect. Seen as a variation of a rich heritage of experimentation with seemingly functional mechanisms in the arts, such strategies reenact age-old tensions between tradition and innovation, while laying the foundation for (re)new(ed) ways of reading and writing in digital multimodal environments.

CounterText ◽  
2016 ◽  
Vol 2 (3) ◽  
pp. 283-306
Author(s):  
Tamara Brzostowska-Tereszkiewicz

Multisensory and cross-modal perception have been recognised as crucial for shaping modernist epistemology, aesthetics, and art. Illustrative examples of how it might be possible to test equivalences (or mutual translatability) between different sensual modalities can be found in theoretical pronouncements on the arts and in artistic production of both the avant-garde and high modernism. While encouraging multisensory, cross-modal, and multimodal artistic experiments, twentieth-century artists set forth a new language of sensory integration. This article addresses the problem of the literary representation of multisensory and cross-modal experience as a particular challenge for translation, which is not only a linguistic and cross-cultural operation but also cross-sensual, involving the gap between different culture-specific perceptual realities. The problem of sensory perception remains a vast underexplored terrain of modernist translation history and theory, and yet it is one with potentially far-reaching ramifications for both a cultural anthropology of translation and modernism's sensory anthropology. The framework of this study is informed by Douglas Robinson's somatics of translation and Clive Scott's perceptive phenomenology of translation, which help to put forth the notion of sensory equivalence as a pragmatic correspondence between the source and target texts, appealing to a range of somato-sensory (audial, visual, haptic, gestural, articulatory kinaesthetic, proprioceptive) modalities of reader response.


Experiment ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 104-116
Author(s):  
Christina Lodder

Abstract In February 1921, Ivan Puni organized an exhibition at the Galerie Der Sturm in Berlin. Orchestrating small-scale individual works with letters and numbers (cut from paper as if they were separate visual components in a painting), he used the wall as an enormous canvas in order to create a large pictorial composition, transforming the entire space into an avant-garde Gesamtkunstwerk. This paper examines this installation in terms of pre-revolutionary and post-revolutionary artistic theory and practice, including zaum, alogism, suprematism, Kazimir Malevich’s display at the Last Futurist Exhibition of Painting 0.10 (Zero-Ten), suprematist decorations for the revolutionary festivals, and Puni’s work in running the agit-prop department at the Vitebsk Art School in 1919. Above all, this essay will argue that the synthesis of the arts that Puni created in Berlin in 1921 was particularly indebted to his experience of the way in which the revolutionary decorations had created totally new, potentially socialist environments. Yet while assimilating and to some extent replicating this experience, Puni’s 1921 display could also be seen as a protest against communism—acting as a powerful declaration of individualism against the collective, as well as an emphatic statement concerning the importance of art, the enduring value of aesthetic values, and the crucial necessity of maintaining the freedom of art, and its independence from all external pressures.


Author(s):  
Anna Kuleszewicz

Avant-garde, a rebellious band of new trends and tendencies in art that appeared in the early 20th century, lasted for years being transformed, yielding the new forms of expression. It is also a trend of art most often associated with contemporaryBelarusian art (partially due to “school of Vitebsk”, Marc Chagall and Kazimir Malevich), still enjoying popularity in the country. One of the most recognizable Belarusian artistsis Ales Pushkin, born in 1965 in Bobr, associated with the Achremczuk’s National Schoolof Music and the Arts in Minsk and Vitebsk artistic environment. Pushkin is known for his indomitable, rebellious attitude towards the state regime. For many observers, art amateurs and even art critics, the character of his work immediately resembles avant-garde. However, as some researchers noted, Pushkins’ art enters a new dimension,paving the way towards new horizons of contemporary (avant-garde?) art of Belarus.


Paragraph ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 98-113
Author(s):  
Michael Syrotinski

Barbara Cassin's Jacques the Sophist: Lacan, Logos, and Psychoanalysis, recently translated into English, constitutes an important rereading of Lacan, and a sustained commentary not only on his interpretation of Greek philosophers, notably the Sophists, but more broadly the relationship between psychoanalysis and sophistry. In her study, Cassin draws out the sophistic elements of Lacan's own language, or the way that Lacan ‘philosophistizes’, as she puts it. This article focuses on the relation between Cassin's text and her better-known Dictionary of Untranslatables, and aims to show how and why both ‘untranslatability’ and ‘performativity’ become keys to understanding what this book is not only saying, but also doing. It ends with a series of reflections on machine translation, and how the intersubjective dynamic as theorized by Lacan might open up the possibility of what is here termed a ‘translatorly’ mode of reading and writing.


Author(s):  
Simon Keegan-Phipps ◽  
Lucy Wright

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.


Author(s):  
R. A. Earnshaw

AbstractWhere do new ideas come from and how are they generated? Which of these ideas will be potentially useful immediately, and which will be more ‘blue sky’? For the latter, their significance may not be known for a number of years, perhaps even generations. The progress of computing and digital media is a relevant and useful case study in this respect. Which visions of the future in the early days of computing have stood the test of time, and which have vanished without trace? Can this be used as guide for current and future areas of research and development? If one Internet year is equivalent to seven calendar years, are virtual worlds being utilized as an effective accelerator for these new ideas and their implementation and evaluation? The nature of digital media and its constituent parts such as electronic devices, sensors, images, audio, games, web pages, social media, e-books, and Internet of Things, provides a diverse environment which can be viewed as a testbed for current and future ideas. Individual disciplines utilise virtual worlds in different ways. As collaboration is often involved in such research environments, does the technology make these collaborations effective? Have the limits of disciplinary approaches been reached? The importance of interdisciplinary collaborations for the future is proposed and evaluated. The current enablers for progressing interdisciplinary collaborations are presented. The possibility for a new Renaissance between technology and the arts is discussed.


Author(s):  
Rolando Vazquez ◽  
Miriam Barrera Contreras

RESUMEN Hay que pensar la decolonialidad en relación a las artes. En esta entrevista exploramos cómo las artes decoloniales se diferencian de la estética moderna/colonial. La decolonización de la estética conlleva la liberación de a la aiesthesis, es decir de las formas de relacionarnos con el mundo y de hacer mundo a través de los sentidos. La aiesthesis decolonial se distingue de los principios del arte contemporáneo y en particular de su sujeción a la temporalidad moderna, abriéndonos hacia las temporalidades relacionales. Los artistas decoloniales ejercen una temporalidad distinta que conlleva no sólo una crítica radical al orden de la representación y de la visualidad modernas sino que también nos dan la posibilidad de entender a la decolonialidad cómo un movimiento cargado de esperanza, cargado de la posibilidad de nombrar y vivenciar los mundos interculturales que han sido negados. PALABRAS CLAVE Decolonialidad, tiempo relacional, esperanza, cuerpo, interculturalidad KAI SUTI AESTHESIS ÑAGPAMANDA KAUSAKUNA TUKUIKUNAWA TAPUCHI SUG RUNATA ROLANDO VÁSQUEZ SUTITA SUGLLAPI Kaipi kawachinakumi iska ruraikuna ñugpamanda chasallata kunaurramanda. Kai suti aiesthesis, kawachiku imasami pai kawa kawachimanda ukusinama paipa iuaikunawa. Aiesthesis kame tukuikunamanda sugrigcha.Lsx artistxs kawachinakumi ñugpamanda kausikuna munankuna kawachingapa charrami kausanakunchi parlanakumi ñugpata imasami mana lisinsiaskakuna allí ruraikuna tukuikunamanda. IMA SUTI RIMAI SIMI: Ñugpamanda, parlaikuna sullai, nukanchi kikin, tukuikuna. DECOLONIAL AESTHESIS AND THE RELATIONAL TIMES. INTERVIEW WITH ROLANDO VÁSQUEZ ABSTRACT We have to hink the decoloniality in relation with the arts. This interview explores the difference between the modern/colonial aesthetic and the decolonial arts. The aesthetic decolonization leads to the release of the aesthesis, ergo it relates in every way to the connection and creation of a world through the senses. The decolonial aesthesis is particularly different from the contemporary art principles in the way it grasps the modern temporality consenting the creation of a path toward relational temporalities. The decolonial artists exercise a different temporality that results in not only a radical criticism to the modern representation and visuality but it makes possible to understand the decolonialization as a hopeful movement, full of possibilities for naming and experiencing neglected intercultural worlds. KEYWORDS Decolonialization, relational time, hope, body, interculturality ESTEHÉSIE DÉCOLONIALE ET LE TEMPS RELATIONNELS. ENTRETIEN À ROLANDO VASQUEZ RÉSUMÉ Il faut penser la décolonisation en relation aux arts. Dans cet entretien on explore comment les arts décoloniaux sont différents de l’esthétique moderne-coloniale. La décolonisation de l’esthétique entraîne la libération de l’estehésie, c’est-à-dire, la libération des façons de nous mettre en relation avec le monde et d’en créer un nouveau à travers les sens. L’estehésie décoloniale se différence des principes de l’art contemporain, principalement pour son fixation à la modernité en nous emmenant vers les temporalités relationnelles. Les artistes décoloniaux exercent avec une temporalité qui n’implique pas juste une critique radicale à l’ordre de la représentation et de la vision moderne, mais aussi de la possibilité de comprendre la décolonisation comme un mouvement plein d’espoir, chargé d’une possibilité de nommer et de mettre en relief les interculturalités qu’ont été niées. MOTS-CLEFS Décolonisation, temps relationnels, espoir, corps, interculturalité ESTESIA DESCOLONIAL E O TEMPO RELACIONAL ENTREVISTA A ROLANDO VAZQUEZ RESUMO Temos que pensar a descolonização em relação as artes. Nesta entrevista é explorado como as artes descoloniais são diferentes da estética moderna-colonial. A descolonização da estética conduz a emancipação da estesia, isto é, das formas de relacionamento com o mundo e da fôrma de fazer mundo a partir dos sentidos. A estesia descolonial distinguese dos princípios da arte contemporânea particularmente pela fixação o tempo moderno, abrindo-nos para a temporalidades relacionales. Os artistas descoloniais exercem uma temporalidade diferente que implica não só uma crítica radical à ordem da representação e à visão moderna, mas também à possibilidade de entender a descolonização como um movimento cheio de esperança, carregado da possibilidade de designar e viver os mundos interculturais que foram negados. PALAVRAS CHAVES Descolonização, esperança, tempo relacional, fôrma, intercultural.   Recibido el 20 de enero de 2015 Aceptado el 26 de febrero de 2015


Linha Mestra ◽  
2021 ◽  
pp. 19-28
Author(s):  
KAREN ELISABETE ROSA NODARI ◽  
Fabiane Olegario ◽  
Sandra Mara Corazza

Este texto toma um dos arquivos produzidos pelo Projeto (XXXXX) (2011-2014) tendo em vista mapear as pistas da invenção presente no Roteiro para inventariar procedimentos didáticos de tradução em uma aula que tratava de uma escrita fabuladora. Neste sentido, cria novos procedimentos analíticos com relação ao material arquivado oriundo das universidades parceiras no Projeto: UFRGS (coordenação), UFPel, UFMT e UNIOESTE. Filiado ao campo conceitual operatório deleuziano, postula em termos educacionais, uma didática e um currículo tradutórios, seguindo as indicações de Corazza (2013). Sendo que tem como base os conceitos de diferença pura e de signo, formulado por Deleuze (1988; 2003), o de invenção postulado por Bergson (2006) e o de arquivo proposto por Derrida (2001). Em termos de resultados é possível afirmar a prevalência dos signos das artes nos procedimentos inventivos, a fim propiciar o surgimento de uma escrita potente. Palavras-chaves: Arquivo. Signos. Invenção. (X) file: ways of reading and writing Abstract: This paper has taken one of the files produced by the Project (XXXX) (2011-2014), aiming at mapping the tracks of invention found in the Guide for an inventory of didactic translation procedures in a class. It designs new analytical procedures in relation to the filed material coming from the Universities that are partners in the Project: UFRGS (coordination), UFPel, UNIOESTE, and UFMT. Following Deleuze’s conceptual operational field, it postulates a translative didactics and curriculum in the educational sphere, by following Corazza’s guidelines (2013), and based on the concepts of pure difference and sign, as formulated by Deleuze (1988; 2003), invention, by Bergson (2006), and file, as proposed by Derrida (2201). In terms of results, it states the prevalence of the signs of the arts in inventive procedures in order to favor the appearance of a powerful writing. Keywords: File. Signs. Invention.


2020 ◽  
Vol 4 ◽  
pp. 99-110
Author(s):  
Katarzyna Biela

For Bryan Stanley Johnson, a British post-war avant-garde author, space was a crucial aspect of a literary work. Inspired by architects and film makers, he was convinced that “form follows function” (“Introduction” to Aren’t You Rather Young to Be Writing Your Memoirs) and exercised the book as a material object, thus anticipating liberature – a literary genre defined in 1999 by Zenon Fajfer and Katarzyna Bazarnik, which encompasses works whose authors purposefully fuse the content with the form. The goal of this paper is to analyse the cityscape theme in Johnson’s second novel, Albert Angelo (1964), in which London is presented as space that accompanies the character in his everyday life and becomes a witness of the formation of his identity. The protagonist is an architect by profession, so special attention is paid to his visual sensitivity and the way the cityscape is reflected in his memories. Furthermore, Johnson’s formal exploitation of the book as an object and its correspondence to the content is analysed with reference to the metaphor of “[t]he book as an architectural structure” discussed by Bazarnik in Liberature. A Book-bound Genre.


Author(s):  
Andrew Whitworth

The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.


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