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The Future of the Image
       Jacques Rancière
Jacques Rancière
                        • Althusser’s student- has departed from the path
                          set by his teacher
                        • Rancière’s aesthetic theory connects aesthetics
                          with politics
                           • Aesthetics: the multiple ways in which any social
                             order establishes, manages, privileges or
                             marginalizes different modes of perception
                           • "distribution of the sensible”: communal forms of
                             naturalized perception based on what is allowed to
                             be "visible or audible, as well as what can be
                             said, made or done”
                           • “redistribution of the sensible”: Politics



Museum of Education
Principle of equality
     Deranty (2010)
     • an “axiom”: Equality between individuals must be
       postulated because it can never be definitively
       proven.
     • the scope of the principle’s application: Once
       postulated, the principle transforms the way in
       which individuals, society, politics and the arts are
       seen.

     • Democracy means equality.

Museum of Education
The Future of the Image
     • Reflects on what artistic images are, and
       contemporary changes in their status

     • Deposes the technical features of different media
       as constitutive of the identity of art works

     • Defines the "aesthetic image” and the aesthetic
       regime of the arts based on the dialectic between
       the image as raw, material presence and the
       image as discourse encoding a history


Museum of Education
Rancière’s “materialism”
     Deranty (2010)

     • Paradoxical: not premised upon a single, firmly defended
       metaphysical option, but emerges rather from a mode of thinking
       and writing that is sensitive to the constant exchanges and
       blurrings between mental and material realities.
          • Discursive, conceptual realities, by informing the views of material
            realities, determine the types and forms of practice, and thus
            indirectly shape the material,
          • The material, being the only plane in which practical meanings can be
            realized, determines thoughts and discourses.
          • There are possibilities for “redistribution of the sensible.”

     • Ranciere’s radical extension of the axiom of equality into the
       material.


Museum of Education
Contents
     • Introduction

     • Images as “operations” and “regime of
       imageness”

     • Rancière's deconstructive redirection of
       Barthes’ argument

     • Conclusion


Museum of Education
Image as “operations” and “regime of imageness”



     • not primarily manifestations of the properties
       of a certain technical medium
     • but operations: relations between a whole and
       a part; between a visibility and a power of
       signification and affect associated with it;
       between expectations and what happens to
       meet them
     • A regime of ‘imageness’: a regime of relations
       between elements and functions

Museum of Education
Bresson’s images
Bresson’s (1966) Au Hasard Balthazar
                                       • Operations that couple
                                         and uncouple the
     • Not a donkey, two                 visible and its
       children and an adult;            signification of speech
       nor the techniques of             and its effect, which
       close-ups and the                 create and frustrate
       camera movements                  expectations
     • Do not derive from the          • Even presuppose a
       properties of the                 systematic distance
       cinematic medium                  from ordinary
                                         employment


Museum of Education
Films and television broadcasting

     • Image refers to an Other, and Visual refers to
       nothing but itself.

     • Television image (has its light in-built- Same) vs.
       Cinematic image (from an external source- Other)

     • The intrinsic nature of the images remains
       unchanged, whether we see the reels projected in
       a cinema, or through a cassette or disc on our
       television screen, or a video projection


Museum of Education
Films and television broadcasting

     • The set with in-built light and the camera place us
       before a feat of memory and presence of mind that is
       in itself foreign to them.
     • Cinema also reproduces a constructed performance in
       front of a camera. Cinematic images are themselves
       the performance.
     • Different concerns:
          • What has happened elsewhere and what is happening
            before our eyes
          • Operations that make up the artistic nature of what we
            are seeing.


Museum of Education
Two different image-functions
     • Resemblance- the simple relationship that produces
       the likeness of an original: not necessarily its faithful
       copy, but simply what suffices to stand in for it.
     • An alteration of resemblance.
     • The images of art are operations that produce a
       discrepancy, a dissemblance.
     • The image is not exclusive to the visible.
     • The commonest regime of the image: a relationship
       between the sayable and the visible which plays on
       both the analogy and the dissemblance between them

Museum of Education
Cinematic & literary images
     • Bresson’s cinema does not realize a peculiar essence
       of the cinema.
     • The camera’s fixing on the hand that pours the water
       and the hand that holds the candle is no more peculiar
       to cinema than the fixing of Doctor Bovary’s gaze on
       Mademoiselle Emma’s nails, or Madame Bovary’s gaze
       on those of the notary’s clerk is peculiar to literature.
     • Two cinematic shots or sequences of shots can thus
       pertain to a very different “imageness.” Conversely,
       one cinematic shot can pertain to the same type of
       imageness as a novelistic sentence or a painting


Museum of Education
Contents
     • Introduction

     • Images as “operations” and “regime of
       imageness”

     • Rancière's deconstructive redirection of
       Barthes’ argument

     • Conclusion


Museum of Education
Barthes' argument in Camera Lucida

     • Semiology: pursuing the messages hidden in images to purify both the
       surfaces of inscription of art forms and the consciousness of the agent of
       future revolutions

     • Beyond semiology: The indexical nature of the photographic medium: its
       mechanical registration of a past reality untouched by artistic
       manipulation

     • The studium designates historical, social or cultural meanings extracted
       via semiotic analysis of photographs.

     • the punctum effect of the photograph arises from details that are
       unintended or uncontrolled by the photographer.

     • Photography may thus be distinguished from painting or drawing in that
       its apparatus visualizes the world automatically, rather than being wholly
       formed by the interventions of the photographer/artist.


Museum of Education
Barthes' argument in Camera Lucida

     • Assertion of "the wordless, senseless materiality
       of the visible" that eludes or resists discursive
       domination

     • The privilege Barthes assigns to the photographic
       punctum: an exaggerated form of realism- defined
       by Rancière as hyper-resemblance

     • Hyper-resemblance is the original
       resemblance, the resemblance that does not
       provide the replica of a reality but attests directly
       to the elsewhere whence it derives. It never
       disappears.
Museum of Education
Rancière's deconstructive redirection

     • detaches Barthes' ontology of photography from
       any unique technical features of the medium

     • links it to the aesthetic regime of art, which has
       informed art practice and theory for at least two
       centuries

     • specifically: The polarities of punctum and studium
       express a "double poetics" of the "aesthetic
       image" as it came to be conceived and manifested
       within the aesthetic regime.

Museum of Education
From one regime of ‘imageness’ to another


     • A particular regime of articulation between the
       visible and the sayable
     • The representative regime (Aristotle’s poetics): an
       order of stable relations between the visible and
       the sayable

     • The aesthetic regime: the image is no longer a
       codified expression of a thought or feeling.



Museum of Education
The aesthetic regime
     • It is a way in which things themselves speak and
       are silent.
     • Silent speech
          • The meaning of things inscribed directly on their
            bodies, their visible language to be decoded
          • The eloquence of the very thing that is silent

     • Art as displacement between two image
       functions- the unfolding of inscriptions carried by
       bodies and the interruptive function of their
       naked, non-signifying presence


Museum of Education
Photography as an art
     • By placing its particular techniques in the
       services of this dual poetics, by making the
       face of anonymous people speak twice over-
       as silent witnesses of a condition inscribed
       directly on their features, their clothes, their
       life setting; and as possessor of a secret we
       shall never know, a secret veiled by the very
       image that delivers them to us.



Museum of Education
The aesthetic regime
     • First, it dismantles the hierarchical system of
       artistic subject matter, styles and genres
       consolidated in the representative system.

     • Secondly, art of the aesthetic regime breaches
       ontological divisions between fine and applied art,
       or between art and non-art categories.

     • The third shift instituted by the aesthetic regime
       repeals the privilege assigned to the written word
       and art's story-telling functioning Aristotelian
       poetics.

Museum of Education
Rancière's deconstructive redirection

     • What the simple relationship between
       mechanical impression and the punctum
       erases is the whole history of the relations
       between three things: the images of art, the
       social forms of imagery, and the theoretic
       procedures of criticism of imagery.




Museum of Education
A historical perspective
     • Artistic images were redefined in a mobile
       relationship between brute presence and encoded
       history
     • An encyclopedia of the shared human inheritance:
       remote life-forms, works of art, popularized
       bodies of knowledge, thanks to mechanical
       presses and the new procedure of lithography
     • New exchange between artistic images and
       commerce in social imagery
     • Criticism of imagery: Marx, Balzac, Freud

Museum of Education
The end of images is behind us

     • Proposals to abolish the mediation of the
       image- that is, not only resemblance but also
       the power of operations of decoding and
       suspension- just as they do in the interaction
       between the operations of art, the commerce
       of images and the labour of exegesis.
          • pure art
          • becoming-life-art



Museum of Education
• Pure art: whose results
       no longer compose
       images, but directly              • Becoming-life-art: which
       realize the idea in self-           abolishes the distance of
       sufficient material form            the image so as to
          • Loie Fuller, whose             identify its procedures
            “dance” consists in the        with the forms of a whole
            folding and unfolding of       life in action, no longer
            a dress lit up by the play     separating art from work
            of spotlights                  or politics

                                           • Vertov’s eye-machine

Museum of Education
The end of images is behind us

     • The end of images- the only one to have been
       rigorously thought through and pursued lies
       behind us.

     • The spectators were taking care of
       construction, and required of artists nothing
       but precisely images




Museum of Education
Naked, ostensive, metamorphic image

     • Three ways of
          • coupling and uncoupling the power of showing
            and the power of signifying, the attestation of
            presence and the testimony of history
          • sealing or refusing the relationship between art
            and image.

     • None of these three forms thus defined can
       function within the confines of its own logic


Museum of Education
Naked image
     • The image that does not constitute art
       because what its shows us excludes the
       prestige of dissemblance and the rhetoric of
       exegeses.



                                      Mémoires des camps




Museum of Education
Ostensive image
                                 Voici- 100 Years of Contemporary Art
     • It asserts its power as
       that of sheer
       presence, without
       signification but it
       claims its power in the
       name of art.




Museum of Education
Metamorphic image
     • It is impossible to delimit a specific sphere of
       presence isolating artistic operations and
       products from forms of circulation of social
       and commercial imagery and from operations
       interpreting this imagery.

     • The images of art possess no peculiar nature
       of their own that separates them in stable
       fashion from the negotiation of resemblances
       and the discursiveness of symptoms.

Museum of Education
Voilà: The world in my head




     • The labour of art thus involves playing in the ambiguity of
       resemblances and the instability of dissemblances, bringing about
       a local reorganization, a singular rearrangement of circulating
       images.




Museum of Education
Contents
     • Introduction

     • Images as “operations” and “regime of
       imageness”

     • Rancière's deconstructive redirection of
       Barthes’ argument

     • Conclusion


Museum of Education
Conclusion
     • Media- functions; images- operations
     • Technical devices; social production
     • Rhetoric of exegesis
     • Material embeddedness of discursive
       practices, constant exchanges and blurrings
       between mental and material realities
     • Emancipated spectators as artists

Museum of Education
References
     • Deranty, J.-P. (Ed.). (2010). Jacques Rancière:
       key concepts. Acumen.

     • Rancière, J. (2007). The future of the image.
       The future of the image (pp. 1-31). (G. Elliott,
       Trans.). New York and London: Verso.




Museum of Education

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Rancière's (2007) The Future of the Image

  • 1. The Future of the Image Jacques Rancière
  • 2. Jacques Rancière • Althusser’s student- has departed from the path set by his teacher • Rancière’s aesthetic theory connects aesthetics with politics • Aesthetics: the multiple ways in which any social order establishes, manages, privileges or marginalizes different modes of perception • "distribution of the sensible”: communal forms of naturalized perception based on what is allowed to be "visible or audible, as well as what can be said, made or done” • “redistribution of the sensible”: Politics Museum of Education
  • 3. Principle of equality Deranty (2010) • an “axiom”: Equality between individuals must be postulated because it can never be definitively proven. • the scope of the principle’s application: Once postulated, the principle transforms the way in which individuals, society, politics and the arts are seen. • Democracy means equality. Museum of Education
  • 4. The Future of the Image • Reflects on what artistic images are, and contemporary changes in their status • Deposes the technical features of different media as constitutive of the identity of art works • Defines the "aesthetic image” and the aesthetic regime of the arts based on the dialectic between the image as raw, material presence and the image as discourse encoding a history Museum of Education
  • 5. Rancière’s “materialism” Deranty (2010) • Paradoxical: not premised upon a single, firmly defended metaphysical option, but emerges rather from a mode of thinking and writing that is sensitive to the constant exchanges and blurrings between mental and material realities. • Discursive, conceptual realities, by informing the views of material realities, determine the types and forms of practice, and thus indirectly shape the material, • The material, being the only plane in which practical meanings can be realized, determines thoughts and discourses. • There are possibilities for “redistribution of the sensible.” • Ranciere’s radical extension of the axiom of equality into the material. Museum of Education
  • 6. Contents • Introduction • Images as “operations” and “regime of imageness” • Rancière's deconstructive redirection of Barthes’ argument • Conclusion Museum of Education
  • 7. Image as “operations” and “regime of imageness” • not primarily manifestations of the properties of a certain technical medium • but operations: relations between a whole and a part; between a visibility and a power of signification and affect associated with it; between expectations and what happens to meet them • A regime of ‘imageness’: a regime of relations between elements and functions Museum of Education
  • 8. Bresson’s images Bresson’s (1966) Au Hasard Balthazar • Operations that couple and uncouple the • Not a donkey, two visible and its children and an adult; signification of speech nor the techniques of and its effect, which close-ups and the create and frustrate camera movements expectations • Do not derive from the • Even presuppose a properties of the systematic distance cinematic medium from ordinary employment Museum of Education
  • 9. Films and television broadcasting • Image refers to an Other, and Visual refers to nothing but itself. • Television image (has its light in-built- Same) vs. Cinematic image (from an external source- Other) • The intrinsic nature of the images remains unchanged, whether we see the reels projected in a cinema, or through a cassette or disc on our television screen, or a video projection Museum of Education
  • 10. Films and television broadcasting • The set with in-built light and the camera place us before a feat of memory and presence of mind that is in itself foreign to them. • Cinema also reproduces a constructed performance in front of a camera. Cinematic images are themselves the performance. • Different concerns: • What has happened elsewhere and what is happening before our eyes • Operations that make up the artistic nature of what we are seeing. Museum of Education
  • 11. Two different image-functions • Resemblance- the simple relationship that produces the likeness of an original: not necessarily its faithful copy, but simply what suffices to stand in for it. • An alteration of resemblance. • The images of art are operations that produce a discrepancy, a dissemblance. • The image is not exclusive to the visible. • The commonest regime of the image: a relationship between the sayable and the visible which plays on both the analogy and the dissemblance between them Museum of Education
  • 12. Cinematic & literary images • Bresson’s cinema does not realize a peculiar essence of the cinema. • The camera’s fixing on the hand that pours the water and the hand that holds the candle is no more peculiar to cinema than the fixing of Doctor Bovary’s gaze on Mademoiselle Emma’s nails, or Madame Bovary’s gaze on those of the notary’s clerk is peculiar to literature. • Two cinematic shots or sequences of shots can thus pertain to a very different “imageness.” Conversely, one cinematic shot can pertain to the same type of imageness as a novelistic sentence or a painting Museum of Education
  • 13. Contents • Introduction • Images as “operations” and “regime of imageness” • Rancière's deconstructive redirection of Barthes’ argument • Conclusion Museum of Education
  • 14. Barthes' argument in Camera Lucida • Semiology: pursuing the messages hidden in images to purify both the surfaces of inscription of art forms and the consciousness of the agent of future revolutions • Beyond semiology: The indexical nature of the photographic medium: its mechanical registration of a past reality untouched by artistic manipulation • The studium designates historical, social or cultural meanings extracted via semiotic analysis of photographs. • the punctum effect of the photograph arises from details that are unintended or uncontrolled by the photographer. • Photography may thus be distinguished from painting or drawing in that its apparatus visualizes the world automatically, rather than being wholly formed by the interventions of the photographer/artist. Museum of Education
  • 15. Barthes' argument in Camera Lucida • Assertion of "the wordless, senseless materiality of the visible" that eludes or resists discursive domination • The privilege Barthes assigns to the photographic punctum: an exaggerated form of realism- defined by Rancière as hyper-resemblance • Hyper-resemblance is the original resemblance, the resemblance that does not provide the replica of a reality but attests directly to the elsewhere whence it derives. It never disappears. Museum of Education
  • 16. Rancière's deconstructive redirection • detaches Barthes' ontology of photography from any unique technical features of the medium • links it to the aesthetic regime of art, which has informed art practice and theory for at least two centuries • specifically: The polarities of punctum and studium express a "double poetics" of the "aesthetic image" as it came to be conceived and manifested within the aesthetic regime. Museum of Education
  • 17. From one regime of ‘imageness’ to another • A particular regime of articulation between the visible and the sayable • The representative regime (Aristotle’s poetics): an order of stable relations between the visible and the sayable • The aesthetic regime: the image is no longer a codified expression of a thought or feeling. Museum of Education
  • 18. The aesthetic regime • It is a way in which things themselves speak and are silent. • Silent speech • The meaning of things inscribed directly on their bodies, their visible language to be decoded • The eloquence of the very thing that is silent • Art as displacement between two image functions- the unfolding of inscriptions carried by bodies and the interruptive function of their naked, non-signifying presence Museum of Education
  • 19. Photography as an art • By placing its particular techniques in the services of this dual poetics, by making the face of anonymous people speak twice over- as silent witnesses of a condition inscribed directly on their features, their clothes, their life setting; and as possessor of a secret we shall never know, a secret veiled by the very image that delivers them to us. Museum of Education
  • 20. The aesthetic regime • First, it dismantles the hierarchical system of artistic subject matter, styles and genres consolidated in the representative system. • Secondly, art of the aesthetic regime breaches ontological divisions between fine and applied art, or between art and non-art categories. • The third shift instituted by the aesthetic regime repeals the privilege assigned to the written word and art's story-telling functioning Aristotelian poetics. Museum of Education
  • 21. Rancière's deconstructive redirection • What the simple relationship between mechanical impression and the punctum erases is the whole history of the relations between three things: the images of art, the social forms of imagery, and the theoretic procedures of criticism of imagery. Museum of Education
  • 22. A historical perspective • Artistic images were redefined in a mobile relationship between brute presence and encoded history • An encyclopedia of the shared human inheritance: remote life-forms, works of art, popularized bodies of knowledge, thanks to mechanical presses and the new procedure of lithography • New exchange between artistic images and commerce in social imagery • Criticism of imagery: Marx, Balzac, Freud Museum of Education
  • 23. The end of images is behind us • Proposals to abolish the mediation of the image- that is, not only resemblance but also the power of operations of decoding and suspension- just as they do in the interaction between the operations of art, the commerce of images and the labour of exegesis. • pure art • becoming-life-art Museum of Education
  • 24. • Pure art: whose results no longer compose images, but directly • Becoming-life-art: which realize the idea in self- abolishes the distance of sufficient material form the image so as to • Loie Fuller, whose identify its procedures “dance” consists in the with the forms of a whole folding and unfolding of life in action, no longer a dress lit up by the play separating art from work of spotlights or politics • Vertov’s eye-machine Museum of Education
  • 25. The end of images is behind us • The end of images- the only one to have been rigorously thought through and pursued lies behind us. • The spectators were taking care of construction, and required of artists nothing but precisely images Museum of Education
  • 26. Naked, ostensive, metamorphic image • Three ways of • coupling and uncoupling the power of showing and the power of signifying, the attestation of presence and the testimony of history • sealing or refusing the relationship between art and image. • None of these three forms thus defined can function within the confines of its own logic Museum of Education
  • 27. Naked image • The image that does not constitute art because what its shows us excludes the prestige of dissemblance and the rhetoric of exegeses. Mémoires des camps Museum of Education
  • 28. Ostensive image Voici- 100 Years of Contemporary Art • It asserts its power as that of sheer presence, without signification but it claims its power in the name of art. Museum of Education
  • 29. Metamorphic image • It is impossible to delimit a specific sphere of presence isolating artistic operations and products from forms of circulation of social and commercial imagery and from operations interpreting this imagery. • The images of art possess no peculiar nature of their own that separates them in stable fashion from the negotiation of resemblances and the discursiveness of symptoms. Museum of Education
  • 30. Voilà: The world in my head • The labour of art thus involves playing in the ambiguity of resemblances and the instability of dissemblances, bringing about a local reorganization, a singular rearrangement of circulating images. Museum of Education
  • 31. Contents • Introduction • Images as “operations” and “regime of imageness” • Rancière's deconstructive redirection of Barthes’ argument • Conclusion Museum of Education
  • 32. Conclusion • Media- functions; images- operations • Technical devices; social production • Rhetoric of exegesis • Material embeddedness of discursive practices, constant exchanges and blurrings between mental and material realities • Emancipated spectators as artists Museum of Education
  • 33. References • Deranty, J.-P. (Ed.). (2010). Jacques Rancière: key concepts. Acumen. • Rancière, J. (2007). The future of the image. The future of the image (pp. 1-31). (G. Elliott, Trans.). New York and London: Verso. Museum of Education

Editor's Notes

  1. In order to preserve for photography the purity of an affect unsullied by any signification offered up to the semiologist or any artifice of art, Barthes erases the very genealogy of the that was. By projecting the immediacy of the latter on to the process of mechanical imprinting, he dispels all the mediations between the reality of mechanical imprinting and the reality of the affect that make this affect open to being experienced, named, expressed.