Voicetracks

2017 ◽  
Author(s):  
Norie Neumark
Keyword(s):  
United States ◽  
Contemporary Art ◽  
Academic Writing ◽  
The United States ◽  
New Materialism ◽  
Situated Knowledge ◽  
Art Works ◽  
Voice Relationship ◽  
Ethics And Politics

Moved by Aboriginal or Indigenous understandings of tracks, Norie Neumark’s Voicetracks seeks to deepen understandings of voice through listening to a variety of media and contemporary art works from Australia, Europe, and the United States. The author aims to bring voice studies into conversation with new materialism to broaden thinking within both. Through a methodology based in listening, she brings theories of affect and carnal and situated knowledge into conversation with her examples and the theories she works with. Through her examples, Neumark engages with artists working with animal sounds and voices; voices of place, placed voices in installation works; voices of technology; and “unvoicing,” disturbances in the image/voice relationship and in the idea of what voice is. Neumark evokes both the literal—the actual voices within the works with which she engages—and the metaphorical—in a new materialist exploration of voice encompassing humans, animals, things, and assemblages. Not content with the often dry tone of academic writing, the author engages a “wayfaring” process that brings together theories from sound, animal, and posthuman studies in order to change the ways we think about and act with and within the assemblages of living creatures, things, places and histories around us. Finally, she considers ethics and politics, and describes how her own work has shaped her understandings and apprehensions of voice.

REPRESENTATION OF HISTORY: CONTEMPORARY ART IN MUSEUMS OF CONSCIENCE

2020 ◽  
pp. 116-132
Author(s):  
Tat'yana Yu. Mironova ◽  
Keyword(s):  
United States ◽  
Contemporary Art ◽  
Historical Memory ◽  
The United States ◽  
Art Exhibitions ◽  
Holocaust Memorial ◽  
Memorial Museum ◽  
Holocaust Memorial Museum ◽  
Changing Attitudes ◽  
Historical Issues

Contemporary art more and more actively interacts with the nonartistic museums. For instance, biological, historical as well as anthropological museums become spaces for contemporary art exhibitions or initiate collaborative projects. This process seeks to link different types of materials to make the interaction successful. Thus, several questions appear: can we talk about interaction, if the museum becomes a place for the exhibition devoted to the topics of history, ethnography or biology? Does any appearance of contemporary art in the museum territory become a part of intercultural dialogue? And how do we assess and analyze the process of interaction between these two spheres? Among nonartistic museums working with contemporary art the museums of conscience appear to be one of the most interesting. This type of museums is quite new – it developed in 1990s when the International Coalition of Sites of Coscience was created and the United States Holocaust Memorial Museum was founded. The interaction between contemporary art and museums of conscience starts to develop in the context of changing attitudes towards historical memory as well as widening the notion of museums. In this situation museums need new instruments for educational and exhibitional work. Contemporary artists work with the past through personal memories and experience, when museums turn to documents and artifacts. So, their collaboration connects two different optics: artistic and historical. Thus, it is possible to use the Michel Foucault term dispositif to analyze the collaboration between artists and museums. Foucault defines the dispositif as a link between different elements of the system as well as optics that makes us to see and by that create the system. The term allows us to connect the questions of exhibition work with philosophical and historical issues when we analyze the projects in the United States Holocaust Memorial Museum, Yad Vashem and Auschwitz-Birkenau.

Using Theory to Study Law: A Company Law Perspective

1999 ◽  
Vol 58 (1) ◽  
pp. 197-221 ◽  
Author(s):  
Brian R. Cheffins
Keyword(s):  
United States ◽  
Academic Writing ◽  
The United States ◽  
Company Law ◽  
Legal Doctrine ◽  
Research And Teaching ◽  
General Terms ◽  
Legal Literature ◽  
Interdisciplinary Approaches ◽  
Interdisciplinary Scholarship

IN the United States, theorising about law has flourished. There has been an increase in the “market share” of theoretically oriented articles in leading law reviews, a proliferation of specialised journals devoted to interdisciplinary approaches to law and much more frequent citation of theoretical scholarship in legal literature. The interdisciplinary movement in legal thought has prompted a strong backlash. Fears have been expressed that “impractical” scholars are doing the legal profession and law students a disservice by pursuing “abstract” theory at the expense of engaging in analysis of legal doctrine.Interdisciplinary scholarship is growing in prominence in Britain. If this trend continues, the experience in the United States suggests that concerns could arise about the practical value of academic law, both inside and outside the classroom. As a result, this is a suitable occasion to assess whether theoretical analysis can make a valuable contribution both with respect to research and teaching. This essay advances the thesis that thinking about law in interdisciplinary terms has a beneficial influence on academic writing and should lead to improvements in the classroom. The case in favour of the use of theory is set out in general terms and is then illustrated by considering a field often thought to be primarily technical and “vocational” in nature, namely company law.

Understanding Brazilian Administrative Law, the Related Literature, and Education: A Comparison with the System in the United States

ICL Journal ◽  
2015 ◽  
Vol 9 (3) ◽  
Author(s):  
Emerson Gabardo
Keyword(s):  
United States ◽  
Academic Writing ◽  
State Intervention ◽  
The United States ◽  
Administrative Law ◽  
Legal Scholarship ◽  
The Public ◽  
System 2 ◽  
Typical Subject ◽  
Initial Research

AbstractThis paper presents research on a typical subject in comparative law: doctrinal thinking about (and teaching methods for) administrative law in Brazil and the United States. The paper’s initial research hypotheses are as follows: 1) in contrast to the United States, in Brazil, legal scholarship (legal academic writing) has significantly influenced the construction of the theoretical principles that form the basis of the public administration system; 2) the Brazilian understanding of administrative legal scholarship is distinct from that of the United States regarding several specific but representative issues; 3) in Brazil, administrative law textbooks and monographs focus on general principles and direct state intervention, whereas in the United States, administrative law education focuses on regulatory issues; and 4) regulatory (and policy or decision-making) concepts are more complex than they initially appear. These initial hypotheses will either be confirmed or refuted at the end of the study. The methodological research scope is an analysis of the study, teaching, and theoretical approach to the science of administrative law through a comparison of the two systems. The conclusions aim to assist legal researchers in both countries by broadening the understanding of the differences in meaning between apparently similar institutions and expressions while analyzing relevant semiological differences. Therefore, the paper does not represent an analysis of the particular legal systems but instead offers a methodology for understanding the two jurisdictions under consideration.

scholarly journals Americocentrism and Art of the Caribbean: Contours of a Time–Space Logic

2013 ◽  
Vol 47 (2) ◽  
pp. 417-438 ◽  
Author(s):  
LEON WAINWRIGHT
Keyword(s):  
United States ◽  
Contemporary Art ◽  
African Diaspora ◽  
Art History ◽  
Modern Art ◽  
The United States ◽  
Historical Narratives ◽  
Time Space ◽  
The Caribbean ◽  
Space Logic

Art of the transnational Caribbean has come to be positioned by an understanding of the African diaspora that is oriented to an American “centre,” a situation to be explored for what it reveals about the hegemonic status of the United States in the discipline of contemporary art history. The predominant uses of the diaspora concept both in art-historical narratives and in curatorial spaces are those that connect to United States-based realities, with little pertinence to a strictly transnational theorization. This has implications for how modern art and contemporary art are thought about in relation to the Caribbean and its diaspora, in a way that this article demonstrates with attention to a number of artists at multiple sites, in Trinidad, Guyana, Britain and America.

Foundations of the Mulata and Mulatta in the United States and Brazil

2020 ◽  
pp. 29-54
Author(s):  
Jasmine Mitchell
Keyword(s):  
United States ◽  
Academic Writing ◽  
Historical Context ◽  
The United States ◽  
Racial Categorization ◽  
Cultural Productions ◽  
Racial Ideologies ◽  
Racial Democracy ◽  
Legal Structures ◽  
Racial Progress

Chapter 1 examines the workings of racial ideologies through constructions of mixed-raceness and blackness in the United States and Brazil from the development of slavery to the 1990s. Through consideration of legal structures, censuses, scientific and academic writing, and cultural productions, the chapter provides the historical context in which the U.S. mulatta and Brazilian mulata figures emerged and the intertwinement of race, gender, sexuality, and national identity. It provides a genealogy of the relationships of representation, racial categorization, and racial ideology. The chapter sets up a framework for how dominant popular media draws on legacies of slavery and colonialism to produce narratives of racial progress, racial democracy, and multiculturalism while upholding white supremacy.

Building school community through cross-grade collaborations in art

2020 ◽  
Vol 16 (3) ◽  
pp. 351-370 ◽  
Author(s):  
Kristin Vanderlip Taylor
Keyword(s):  
United States ◽  
School Districts ◽  
Qualitative Study ◽  
Contemporary Art ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Positive Impact ◽  
The United States ◽  
Age Group ◽  
Collaborative Art

This qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opportunities to build community across campus while interacting with each other and the artwork co-created. Observations and noted responses via reflection from students indicated positive impact on both communication and collaboration through bidirectional teaching and learning, with students in each age group requesting more opportunities for cross-grade collaborative experiences.

scholarly journals Teaching for Transfer to First-Year L2 Writers

2019 ◽  
Vol 9 (4) ◽  
pp. 1115-1133
Author(s):  
Wenqi Cui
Keyword(s):  
United States ◽  
Second Language ◽  
Academic Writing ◽  
The United States ◽  
First Year ◽  
Writing Expertise ◽  
Writing Instructions ◽  
The Us ◽  
Genre Knowledge ◽  
Writing Transfer

Previous studies have identified that genres and genre knowledge are not only pivotal for the development of writing expertise but also for facilitating writing-related transfer. However, little research concerns issues of teaching genres for writing transfer to first-year English as a second language (L2) writers at universities in the US. This article attempts to develop a genre-based pedagogic framework for L2 transfer teaching, aiming to help first-year L2 students address linguistic, rhetorical, and genre-bound challenges they confront and improve their writing expertise, as well as develop their ability of writing transfer across disciplines. The goals of this article are dual: (a) to address an existing gap in the literature and research on transfer, and (b) provide academic writing instructions for teaching first-year L2 writers at universities in the United States.

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