Rancière analyzes the nature of images and their relationship to art. He argues that images should be understood as "operations" rather than technical properties of media. Images establish relationships between visibility and signification. Rancière redirects Barthes' argument about photography by linking it to the broader aesthetic regime of art that blurs the lines between resemblance and encoded meaning. Under this regime, art challenges hierarchies and boundaries. Rancière concludes that the end of defining images is behind us, and art now involves rearranging circulating images through ambiguity and instability.
Este documento presenta las definiciones de arte de varios artistas y filósofos. También incluye una lista de componentes del grupo y una breve biografía del historiador de arte Ernst Gombrich. El documento explora conceptos como la representación fiel, los símbolos y la diferencia entre cuadros y películas. Finalmente, incluye algunas actividades para practicar los conceptos.
La escultura griega alcanzó su plenitud en los siglos V y IV a.C. con artistas como Fidias, Policleto y Mirón, que crearon obras maestras representando la belleza ideal del cuerpo humano de forma naturalista y equilibrada. En el siglo IV a.C., el clasicismo tardío trajo una mayor expresividad emocional y temas más cotidianos bajo artistas como Praxíteles y Lisipo, quienes desarrollaron nuevos cánones de belleza.
El documento describe la evolución del retrato romano desde sus orígenes etruscos y helenísticos hasta su apogeo en la época imperial. El retrato romano se caracterizó por su realismo y reflejo fiel de los rasgos individuales. Los retratos funerarios de la élite romana, llamadas imagines maiorum, se exhibían en las casas para honrar a los antepasados. Los retratos imperiales se usaron para propagar la ideología del emperador y como modelo para la aristocracia.
Este documento presenta las definiciones de arte de varios artistas y filósofos. También incluye una lista de componentes del grupo y una breve biografía del historiador de arte Ernst Gombrich. El documento explora conceptos como la representación fiel, los símbolos y la diferencia entre cuadros y películas. Finalmente, incluye algunas actividades para practicar los conceptos.
La escultura griega alcanzó su plenitud en los siglos V y IV a.C. con artistas como Fidias, Policleto y Mirón, que crearon obras maestras representando la belleza ideal del cuerpo humano de forma naturalista y equilibrada. En el siglo IV a.C., el clasicismo tardío trajo una mayor expresividad emocional y temas más cotidianos bajo artistas como Praxíteles y Lisipo, quienes desarrollaron nuevos cánones de belleza.
El documento describe la evolución del retrato romano desde sus orígenes etruscos y helenísticos hasta su apogeo en la época imperial. El retrato romano se caracterizó por su realismo y reflejo fiel de los rasgos individuales. Los retratos funerarios de la élite romana, llamadas imagines maiorum, se exhibían en las casas para honrar a los antepasados. Los retratos imperiales se usaron para propagar la ideología del emperador y como modelo para la aristocracia.
La escultura y pintura egipcias mantuvieron características similares a lo largo de la historia de Egipto antiguo, representando figuras con rostros muy realistas y cuerpos apenas esbozados en actitudes convencionales. Decoraban el interior y exterior de templos y tumbas con escenas religiosas, de la vida de los faraones y de los difuntos. Durante el reinado de Akenaton hubo una revolución religiosa que suavizó las formas artísticas y les dio más movimiento y realismo, aunque los cambios
El documento describe la escultura románica. Se define el Románico y su cronología, desde el siglo X hasta el XIII. Tuvo un contexto histórico vinculado a la Iglesia y los monasterios benedictinos. La escultura románica se caracterizó por formas planas, figuras esquemáticas y adaptadas a marcos arquitectónicos, con función didáctica para la población. Los principales tipos fueron la escultura exenta como vírgenes y crucifijos, y la monumental en portadas y capiteles con
Tra realtà e illusione
Lo studio di sistemi di rappresentazione dello spazio è stato uno dei temi di
ricerca più importanti delle arti figurative e un problema molto sentito dagli
artisti, a causa della difficoltà da essi incontrata nel trasferire sul piano
bidimensionale del foglio e della tela l’immagine della realtà tridimensionale
percepita dall’occhio.
Lucio Fontana, che negli anni Quaranta del Novecento aveva fondato il movimento
artistico denominato «Spazialismo», abbandonò la rappresentazione
illusoria della profondità per sfruttare unicamente lo spazio concreto
della tela.
El documento presenta el realismo mágico como una corriente artística que combina elementos mágicos y situaciones ilógicas con lo realista. Se desarrolló a mediados del siglo XX principalmente en la literatura latinoamericana. Algunos de sus exponentes más importantes fueron los escritores Gabriel García Márquez, Miguel Ángel Asturias y Juan Rulfo. Se caracteriza por fundir lo real con lo fantástico de una manera que parece normal para los personajes.
18. Escultura del Renacimiento en ITALIA (2º bachillerato).palomaromero
Este documento describe la escultura del Renacimiento italiano entre los siglos XV y XVI. Se destacan figuras clave como Ghiberti, Donatello, Verrocchio, Della Robbia y Miguel Ángel, y sus obras más representativas como las Puertas del Baptisterio de Florencia, el David y la Piedad. El documento también resalta las características de la escultura renacentista como el estudio anatómico, la búsqueda del realismo y lo monumental.
El documento resume el arte bizantino. Se describe como una continuación del arte paleocristiano oriental que recuperó formas clásicas e influencias orientales. Tuvo tres edades de oro y su arquitectura más importante fue la Basílica de Santa Sofía en Constantinopla. El arte bizantino se caracterizó por la arquitectura de planta centralizada con cúpula, los mosaicos y los iconos. Su influencia se extendió a los Balcanes, Europa del Este y Rusia.
Técnica Moderna - Máquina de Civilizar | Máquina de Revolucionarigor drey
Aula sobre a Técnica Moderna e suas implicações no pensamento tecnológico contemporâneo. Conteúdo baseado no texto "O Ocidente e a Técnica - Estágios Reflexivos do Pensamento Tecnológico" de Francisco Rudiger.
Aula para turma de Design Gráfico - 2º Período, Faculdade CET.
1) Ranciere objects to conceptualizing art as expressing the formal essence of its medium or necessarily evolving through historical stages. Instead, art constructs modes of community and relations between images, words, visibility.
2) For Ranciere, art operates through two logics - the resistant form that maintains autonomy, and becoming dissolved into social life.
3) He contrasts art that makes politics by eliminating itself as art, versus art that is political by retaining its purity and avoiding intervention. For Ranciere, art and politics are aesthetic interventions that propose new distributions of what is sensible.
Este documento descreve como os físicos Alan Sokal e Jean Bricmont expuseram o uso indevido de termos técnicos das ciências exatas por parte de intelectuais pós-modernos em suas obras. Sokal publicou um artigo falso cheio de bobagens científicas em uma revista, revelando depois ser uma farsa. Isso e seu livro posterior mostraram que muitos intelectuais citavam erroneamente conceitos científicos para defender teses sem fundamento.
Cuerpo, espacio público y arte como enunciador de emancipaciones Semana 14 Ju...Nicola Torriti Zolezzi
Este documento discute la categoría de sexo y cómo los cuerpos están regulados por normas. Explica que el sexo es una norma cultural que gobierna la materialidad de los cuerpos a través de la performatividad del discurso. También explora cómo el sujeto asume estas normas corporales y cómo se vinculan con el proceso heterosexual para excluir formas abyectas. Finalmente, analiza la obra de artistas que cuestionan estas normas a través de la representación de cuerpos.
La escultura y pintura egipcias mantuvieron características similares a lo largo de la historia de Egipto antiguo, representando figuras con rostros muy realistas y cuerpos apenas esbozados en actitudes convencionales. Decoraban el interior y exterior de templos y tumbas con escenas religiosas, de la vida de los faraones y de los difuntos. Durante el reinado de Akenaton hubo una revolución religiosa que suavizó las formas artísticas y les dio más movimiento y realismo, aunque los cambios
El documento describe la escultura románica. Se define el Románico y su cronología, desde el siglo X hasta el XIII. Tuvo un contexto histórico vinculado a la Iglesia y los monasterios benedictinos. La escultura románica se caracterizó por formas planas, figuras esquemáticas y adaptadas a marcos arquitectónicos, con función didáctica para la población. Los principales tipos fueron la escultura exenta como vírgenes y crucifijos, y la monumental en portadas y capiteles con
Tra realtà e illusione
Lo studio di sistemi di rappresentazione dello spazio è stato uno dei temi di
ricerca più importanti delle arti figurative e un problema molto sentito dagli
artisti, a causa della difficoltà da essi incontrata nel trasferire sul piano
bidimensionale del foglio e della tela l’immagine della realtà tridimensionale
percepita dall’occhio.
Lucio Fontana, che negli anni Quaranta del Novecento aveva fondato il movimento
artistico denominato «Spazialismo», abbandonò la rappresentazione
illusoria della profondità per sfruttare unicamente lo spazio concreto
della tela.
El documento presenta el realismo mágico como una corriente artística que combina elementos mágicos y situaciones ilógicas con lo realista. Se desarrolló a mediados del siglo XX principalmente en la literatura latinoamericana. Algunos de sus exponentes más importantes fueron los escritores Gabriel García Márquez, Miguel Ángel Asturias y Juan Rulfo. Se caracteriza por fundir lo real con lo fantástico de una manera que parece normal para los personajes.
18. Escultura del Renacimiento en ITALIA (2º bachillerato).palomaromero
Este documento describe la escultura del Renacimiento italiano entre los siglos XV y XVI. Se destacan figuras clave como Ghiberti, Donatello, Verrocchio, Della Robbia y Miguel Ángel, y sus obras más representativas como las Puertas del Baptisterio de Florencia, el David y la Piedad. El documento también resalta las características de la escultura renacentista como el estudio anatómico, la búsqueda del realismo y lo monumental.
El documento resume el arte bizantino. Se describe como una continuación del arte paleocristiano oriental que recuperó formas clásicas e influencias orientales. Tuvo tres edades de oro y su arquitectura más importante fue la Basílica de Santa Sofía en Constantinopla. El arte bizantino se caracterizó por la arquitectura de planta centralizada con cúpula, los mosaicos y los iconos. Su influencia se extendió a los Balcanes, Europa del Este y Rusia.
Técnica Moderna - Máquina de Civilizar | Máquina de Revolucionarigor drey
Aula sobre a Técnica Moderna e suas implicações no pensamento tecnológico contemporâneo. Conteúdo baseado no texto "O Ocidente e a Técnica - Estágios Reflexivos do Pensamento Tecnológico" de Francisco Rudiger.
Aula para turma de Design Gráfico - 2º Período, Faculdade CET.
1) Ranciere objects to conceptualizing art as expressing the formal essence of its medium or necessarily evolving through historical stages. Instead, art constructs modes of community and relations between images, words, visibility.
2) For Ranciere, art operates through two logics - the resistant form that maintains autonomy, and becoming dissolved into social life.
3) He contrasts art that makes politics by eliminating itself as art, versus art that is political by retaining its purity and avoiding intervention. For Ranciere, art and politics are aesthetic interventions that propose new distributions of what is sensible.
Este documento descreve como os físicos Alan Sokal e Jean Bricmont expuseram o uso indevido de termos técnicos das ciências exatas por parte de intelectuais pós-modernos em suas obras. Sokal publicou um artigo falso cheio de bobagens científicas em uma revista, revelando depois ser uma farsa. Isso e seu livro posterior mostraram que muitos intelectuais citavam erroneamente conceitos científicos para defender teses sem fundamento.
Cuerpo, espacio público y arte como enunciador de emancipaciones Semana 14 Ju...Nicola Torriti Zolezzi
Este documento discute la categoría de sexo y cómo los cuerpos están regulados por normas. Explica que el sexo es una norma cultural que gobierna la materialidad de los cuerpos a través de la performatividad del discurso. También explora cómo el sujeto asume estas normas corporales y cómo se vinculan con el proceso heterosexual para excluir formas abyectas. Finalmente, analiza la obra de artistas que cuestionan estas normas a través de la representación de cuerpos.
Este libro propone un nuevo método de enseñanza llamado "emancipación intelectual" donde el maestro no explica nada al alumno sino que lo guía a buscar el conocimiento por sí mismo. El autor describe cómo un profesor francés enseñó holandés a sus alumnos sólo con la ayuda de un libro bilingüe, logrando resultados sorprendentes. El libro cuestiona los métodos tradicionales y defiende que la igualdad solo se consigue partiendo de la igualdad.
La Teoría del Actor-Red considera actantes tanto a humanos como a objetos y discursos, proponiendo una visión simétrica del mundo que trata lo tecnológico y lo social de manera equivalente. Surge en Francia en los años 1980 de estudios sobre ciencia e innovación. Propone que nadie actúa solo y que la producción de conocimiento depende de redes de múltiples actantes, humanos y no humanos.
1) A ética de Kant é deontológica, defendendo que o valor moral de uma ação reside na intenção e não nas consequências.
2) Para Kant, uma ação só tem valor moral quando o propósito do agente é cumprir o dever pelo dever, e não por outros motivos.
3) Kant distingue ações conformes ao dever, mas não feitas por dever, das ações feitas por dever, sendo estas as únicas com valor moral.
El documento resume las ideas principales del libro "Nunca fuimos modernos" de Bruno Latour. Latour argumenta que la separación moderna entre el mundo social y el mundo natural es una ilusión, y que en realidad los humanos y lo no-humanos están entrelazados. Analiza cómo Boyle e Hobbes ayudaron a establecer esta separación falsa al fundar la ciencia empírica y la teoría política modernas.
Post-modernism is a late 20th century movement in various arts that represents a departure from modernism. It is characterized by mixing styles and genres, self-conscious use of past styles and conventions, and skepticism of theories and claims of absolute truth. Post-modernism challenges the distinction between reality and representations of reality, as media and technology have blurred the lines between them. Jean Baudrillard's ideas around simulacra and simulation explore how society constructs and simulates reality through media representations.
Post-modernism is a late 20th century movement in various arts that represents a departure from modernism. It is characterized by mixing styles and genres, self-conscious use of styles from the past, and skepticism of theories and notions of objective truth. Post-modernism challenges the distinction between reality and representations of reality, as in Baudrillard's concept of the hyperreality where media and reality converge. It questions the existence of objective truth and facts given technologies like Photoshop that can distort reality.
The document discusses many aspects of defining and understanding art, including:
- Art is subjective and definitions have changed over time and cultures. Intention and context are important.
- Meaning in art can be explicit or implicit and comes from interactions between form, content, context, media, and genre/style.
- Different artistic genres exist like portrait, landscape, abstraction. Representational art depicts reality while abstraction references it less directly.
- Artistic styles vary widely from classical to romantic to realism to surrealism to pop art. Media also impacts meaning from traditional to contemporary materials. Process is also significant in some works.
The document discusses different forms of art as expressions, including visual arts, film, performance art, poetry, architecture, dance, literary arts, theater, and applied arts. It explains that art allows individuals to convey thoughts, emotions, and experiences in ways that transcend barriers. The document also notes that through various artistic mediums, artists are able to explore and express their own emotions while creating something beautiful. It concludes by stating that different art forms offer unique ways for individuals to convey their inner thoughts and visions to audiences.
What is Aesthetics? Why study Aesthetics?
Concept of Beauty
What do u understand by Aesthetics?
Aesthetics Experience: Visual, Tactile, Kinesthetic, Olfactory, Lyricism, Auditory, Gustatory, 2D Art, Digital Art..
How philosophers have said it…Classical theories of Aesthetics.
Relationship of Aesthetics with other Cultural values.
This document provides an overview of the humanities and various aspects of art. It begins by describing a course that covers visual arts, performing arts, cinema, and literature, exposing students to classical and contemporary artists and works. It then discusses objectives like understanding the meaning and importance of art and appreciating different art forms. The document goes on to define the humanities and explain major areas like literature, visual arts, and performing arts. It also provides examples of famous works and discusses artistic styles, movements, and the subjects, forms, and values of art.
The “cinematographic method of thought” in Bergson: Continuity by discretenes...Vasil Penchev
The success of cinematograph hides an ontological basis still in its fundamental principle for representation of motion by a linear (and thus well-ordered) series of static frames
That representation of motion by static frames is absolute for it rests on the ontological equivalence of discreteness and smoothness
The equivalence of discrete and smooth (continuous) motion underlies quantum mechanics as the principle of wave-particle duality offered by Louis de Broglie (1924)
Henry Bergson (1907) suggested the “cinematographic method of thought” for distinguishing “durée” (time by itself) from the transcendental limitation for it to be represented in human knowledge and cognition
This document discusses adaptation studies and provides context around adapting works across different mediums. It defines adaptation and discusses how works can thrive when adapted to new forms. It provides the example of Star Trek which survived through various adaptations. It also discusses criticism of adaptation for not being faithful to the original or for narrowing aspects due to changing form. Theories discussed include intertextuality and focusing on what is gained rather than lost through adaptation to a new medium.
This document discusses various concepts related to discourse, power, knowledge, and representation. It discusses Michel Foucault's theories on discourse and how identities are constructed through discursive strategies. It also discusses the relationship between knowledge and power and how they act as an "apparatus" to create paradigms in society. The document discusses the concept of "otherness" and how representations of others can be contested. It references theorists such as Edward Said, Emmanuel Levinas, and their work on orientalism and the relationship between the self and other.
This document summarizes Walter Benjamin's essay "The Work of Art in the Age of Mechanical Reproduction". In 3 sentences: Benjamin argues that technological advances in reproduction have transformed art by diminishing the authentic "aura" of original works and by allowing for mass consumption. He believes this has shifted art's purpose from ritualistic "cult value" to public "exhibition value". Benjamin also analyzes how these changes impact film as an emerging art form and its relationship to theater, and explores film's potential as a tool for psychoanalysis or political messaging.
The document provides background information on icons. It defines icons as religious images traditionally painted on wood that depict saints. During the Byzantine period, icons were placed in Orthodox churches. Some opposed icons as idolatry in the 8th-9th century iconoclast movement. Icons used symbols to communicate religious meanings to illiterate audiences. Artists made paints from materials like egg yolk and pigments. Icons represented artistic, material and symbolic principles through compositional systems.
This document outlines four planes of analysis for studying artworks:
1. The semiotic plane examines the visual elements, techniques, medium, format, and other physical properties that convey meaning.
2. The iconic plane analyzes the image itself, including the subject choice and figurative style that may have social or political implications.
3. The contextual plane situates the work within its historical, economic, political and cultural context to understand its full human and social implications.
4. The axiological plane evaluates the values and view of life expressed by the artist, and the viewer's own value system in interpreting the work.
Visual Arts is a 2-unit ATAR course offered in NSW schools, focusing on art criticism, art history, and artmaking. [1] The course introduces basic concepts and practices in the first year and more interpretive investigations in the second year. [2] Students complete artworks in various forms and undertake case studies of art history and criticism. [3] Successful student artworks are selected for exhibition in the annual Artexpress showcase.
The document discusses visual arts as part of the humanities. It covers several topics:
- Visual arts are an important form of human expression and communication that can convey emotions, values and ideas. They reflect their social/political context.
- Studying visual arts provides insights into human culture, history, and how humans express themselves.
- Visual arts are significant for communicating ideas/emotions, cultural expression, aesthetic appreciation, historical understanding, and personal reflection. Engaging with visual arts deepens understanding of oneself and the world.
- Looking beyond the surface of visual arts allows for deeper understanding of the human experience, cultural context, personal interpretation, appreciation of technique, and reflection on society.
Art can be defined in various ways that have evolved over time. Formally, art is the visual or physical characteristics of a work, while content relates to its meaning and subject matter. Historically, art was thought to involve mimicking reality, but modern artists focus less on representation and more on communication and significant form. There is no single definition, as what constitutes art changes with culture.
This document discusses the evolution of representation and abstraction in art from ancient times to the present. It begins by defining representation as the imitation or depiction of reality through signs and images. Aristotle viewed representation as a defining human activity. The document then outlines the history of representation in art forms like portraiture, landscape painting, and figurative works. In modern times, art has moved towards abstraction and non-representation. The document also discusses how performance art in the 1960s-70s introduced performative elements that challenged traditional notions of art. Contemporary artists now explore the performative power of images to produce real effects in the world.
This document discusses how the media product challenges and utilizes conventions of real media. It summarizes how the music video uses generic conventions such as locations contrasting nature and urban areas to represent freedom and reflection. It also draws from absurdist conventions like the idea that true art must be incomprehensible. The video references Victorian poetry and the impressionist movement through the use of montaged water clips. It aims to provide personal identity and diversion for the audience in line with uses and gratifications theory. The video challenges conventions like the voyeuristic representation of women in music videos.
Visual culture refers to the study of culturally meaningful visual content in contemporary society. It recognizes the predominance of visual media and forms of communication in the postmodern world. Visual culture studies the various visual forms that constitute our media environment, including print, television, film, computer interfaces, the internet, advertising, art, photography, fashion, and architecture. It examines how visual content migrates across different media and how visual systems operate. The field also acknowledges that visual meanings are not purely based on images but include texts and other elements. It challenges the notion that visual culture can be studied as a pure system of visuality.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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
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.