scholarly journals Audiosfery lochów, poetyki krajobrazu. Ślady estetyk romantyzmu w grach cRPG

Panoptikum ◽  
2020 ◽  
pp. 28-44
Author(s):  
Mateusz Felczak
Keyword(s):  
Visual Arts ◽  
Character Development ◽  
Hudson River ◽  
Close Reading ◽  
Hudson River School ◽  
Game World ◽  
Musical Works ◽  
American Romanticism

The aim of this text is to discern and analyze aesthetic tropes in selected fantasy cRPG games in the areas of visual arts and music. The analysis is con­ducted in the context of American romanticism, especially Hudson River School of painting, and musical works belonging to the dungeon synth genre. Through the enumeration and close reading of the elements pertaining both gameplay and digital landscapes, it is argued that the specific type of romantic imagery and its philosophical underpinnings may have influenced the recurring themes in cRPG games, including character development, avatar’s agency and player’s projected disposition towards the game world.

THE CHARACTERISATIONS OF PISCINE MOLITOR PATEL IN YAN MARTELL’S THE LIFE OF PI

2020 ◽  
Vol 4 (2) ◽  
pp. 56
Author(s):  
Ni Komang Arie Suwastini ◽  
Ni Wayan Desy Prema Asri ◽  
Luh Gede Eka Wahyuni ◽  
Kadek Ayu Dewi Prastika
Keyword(s):  
Pacific Ocean ◽  
Character Development ◽  
Close Reading ◽  
Human Being ◽  
The Pacific ◽  
The Pacific Ocean ◽  
Moral Teachings

Literature like novels can contain many moral teachings, including how a human being develops into a better person because of certain events experienced during the plot development. The present study focuses on the character development of Piscine Molitor Patel in Yan Martell's The Life of Pi as he had to survive the Pacific Ocean for 227 days on a lifeboat with a hungry tiger. By employing close reading, it is revealed that Piscine Molitor Patel was revealed as a curious, smart, competitive, empathetic, obedient, loving, and humble character. These characterizations were revealed directly through the author's description and indirectly through thought, speech, and action. From these character revelations, it can be concluded that the development of Pi’s curious, smart, competitive, empathetic, obedient, loving, and humble character had help Pi survive the Pacific Ocean and continued living as a better person. By employing Freud’s psychoanalysis, Pi’s characterizations were then classified as reflections of his id, ego, and superego. The present study concludes that Pi’s characterizations reflect the development of the balance between his id, ego, and superego, which allowed him to survive the shipwreck and grow into a better person.

Die Konstruktion von Natur – Central Park neu besichtigt | The Construction of Nature – Central Park Revisited

2005 ◽  
Vol 156 (8) ◽  
pp. 288-296
Author(s):  
Vittorio Magnago Lampugnani
Keyword(s):  
New York ◽  
Hudson River ◽  
The United States ◽  
Central Park ◽  
Housing Developments ◽  
Hudson River School ◽  
The North ◽  
Man And Nature ◽  
The 19Th Century ◽  
The Relationship

In the first half of the 19th century scientific philosophers in the United States, such as Emerson and Thoreau, began to pursue the relationship between man and nature. Painters from the Hudson River School discovered the rural spaces to the north of New York and began to celebrate the American landscape in their paintings. In many places at this time garden societies were founded, which generated widespread support for the creation of park enclosures While the first such were cemeteries with the character of parks, housing developments on the peripheries of towns were later set in generous park landscapes. However, the centres of the growing American cities also need green spaces and the so-called «park movement»reached a first high point with New York's Central Park. It was not only an experimental field for modern urban elements, but even today is a force of social cohesion.

For a Social History of the Hudson River School

American Art ◽  
2017 ◽  
Vol 31 (2) ◽  
pp. 43-45 ◽  
Author(s):  
Alan Wallach
Keyword(s):  
Social History ◽  
Hudson River ◽  
Hudson River School ◽  
History Of

A Framework for Teaching Close Reading

2016 ◽  
Author(s):  
Rita Charon
Keyword(s):  
Visual Arts ◽  
Critical Discourse ◽  
Close Reading ◽  
Temporal Complexity ◽  
Time Space ◽  
Framework For Teaching

This chapter describes one framework for teaching close reading to groups of learners. It proposes that learners focus on one narrative feature at a time—for example, time, space, voice, and metaphor—over the course of a seminar. For each feature, students read and discuss seminal conceptual writings to situate them in the classical and contemporary critical discourse. The chapter provides capsule summaries of these four narrative features that guide students in their own close reading of texts. The discussion of temporality, for example, includes theological, philosophical, scientific, and literary/narratological writings and the close reading of literary, visual arts, and musical texts that display temporal complexity. In the chapter are described particular teaching sessions in a variety of settings where learners read and respond in writing to short texts that highlight a particular narrative feature. The teaching texts and those written by students are reproduced in the chapter.

The Hudson River School of Painters

1917 ◽  
Vol 12 (10) ◽  
pp. 1
Author(s):  
Bryson Burroughs
Keyword(s):  
Hudson River ◽  
Hudson River School

All That Is Glorious around Us: Paintings from the Hudson River School

1998 ◽  
Vol 18 (2) ◽  
pp. 351
Author(s):  
Elisabeth L. Roark ◽  
John Driscoll ◽  
Nancy Anderson
Keyword(s):  
Hudson River ◽  
Hudson River School
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