What? Discovering if our scientific and technological advances have caused our society to blur the distinctions between Image and Reality. Have our images, and signs become our reality or has our reality turned into an image? How? 1. By looking at the way our world is represented in art and using art and like concepts to get a view of the world. 2. By looking at advertising and mass media and discovering what part they play in this blurring it there is one. Who? Jean Baudrillard The Ecstasy of Communication. Simulacra and Simulation. Danto Philosophizing Art. De Thierry Kant after Duchamp. Walter Benjamin The Work of Art in the age of mechanical Reproduction. When? The 20th Century specifically after 1960 Where? University of Newcastle-upon-Tyne Fine Art Department, students. Why? Am interested to find out where we are today in our ways of interpreting the world around us and I feel that the image and reality issues are particularly influential in our lives.
Category: Abstracts
OBJECTIVES 1. To study the meanings and interpretations of myth, what it means to man 2. To look at the changing attitudes towards inherited truths and traditions from the Middle Ages to the Enlightenment period where superstition and faith were seen as unreason due to the advancement in science. 3. To examine the effect that the Enlightenment had in initiating the existentialist movement and to discover why myth was rejected there also. 4. To study two men, famous for reinventing myth in the postmodern era, both realising that myth is needed to restore coherence in society in order to enhance the experience of mankind. These two men are Car Jung, the psychoanalyst and Richard Wagner the composer. SOURCES Books borrowed from the library of the university of Newcastle-Upon-Tyne, various internet sites, newspaper articles, magazines and CD’s. FIELD OF EXPLORATION I am going to loo at the history of theatre and entertainment trough the ages, drawing on three examples. The first will be a look at Greek tragedy in the time of Euripides where going to watch one of these performances was essentially a ritualistic act. The second example will be Racine and his attempt to please the court of Louis XIV and finally, examples taken from Ionesco, a renowned figure of the theatre of the absurd, which forces the question of whether there is any meaning to existence. CHANGE Throughout the project there will be a strong element of change. I am hoping to illustrate the shift in the beliefs from the colourful myth embracing era of the Middle Ages, through the revolution in thought and discovery of the Enlightenment to the existentialists who believe that man must choose his own way without the aid of universal, objective standards. THE GAP BETWEEN HUMANS AND THINGS My aim here is to show how, through exploring my project territory, man was separated from myth initially and then actively dismissed it as fantasy, later being reunited with it through the fields of psychoanalysis, opera, literature and theatre.
‘Among all the mutations that have affected the knowledge of things and their order, the knowledge of identities, differences, characters, equivalences, words . . . only one, that which began a century and a half ago and is now perhaps drawing to a close, has made it possible to for the figure of man to appear . . . It was the effect of a change in the fundamental arrangements of knowledge. As the archaeology of our thought easily shows, man is an invention of recent date. And one perhaps nearing its end,’ (Foucault, 1966, p422). ‘Power and knowledge directly imply one another . . . there is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations,’ (Foucault, 1977, p27). Titles: 1) Is it possible for knowledge to exist independently from changes occurring throughout the history of humans? 2) Is it possible to have a shared system of knowledge, such as education, without the autonomy of the individual being destroyed? Concepts: By studying the ways of thought before and after the rise of science it is clear to see how much the ‘knowledge’ of the world has actually changed throughout time; ideas previously held to be true, and upon which many based their beliefs about reality, were disproved with new perspectives of gaining truth. If knowledge is continuously changing then how is it ever possible to say that anyone knows anything? If this is not possible then what is the aim of education, to bring autonomy or control? Objectives: · To show how theories about knowledge have changed throughout time, with particular reference to Foucault’s idea that knowledge is dependent upon the system of thought in a period of time. · To question whether knowledge exists merely as persisting human self-delusion; humans need to feel that they are able to understand the world otherwise there is no possibility of controlling it. · To apply these ideas to the educational system, questioning whether its aim is to encourage autonomous thinking within individuals, or whether it is merely a means of encouraging a stable society through control of what the individual is able to ‘know’ about the world. · To apply Foucault’s idea of ‘power/knowledge’ to ‘Life After George,’ a play illustrating the idea that humans, although enjoying the idea of being free, actually feel more autonomous in a society where their ideas and actions are placed under the control of others. Main Sources: Foucault, M, 1966, ‘The Order of Things – An Archaeology of the Human Sciences,’ Tavistock/Routledge, Guildford Foucault, M, 1977, ‘Discipline and Punish,’ Allen Lane, London Rayson, H, 2001, ‘Life After George,’ Nick Hern Books Limited, London
OBJECTIVES:- To look at the major changes – thankfully not all disappointments on the pitch that the club has gone through which mirror the changes from modernity to postmodernism. INSPIRATION:- Stadium of Light – & 22 years of solid devotion to the club!!!
Whether its freedom based on John Locke’s natural justice, reflected in Goya’s work, or Sartre’s existentialist and progressive notions, evident in Picasso’s work, the Modern period has done much to influence the contemporary concept of what it is to be free. Both artists were Spanish and these works portray the violent political turbulence of their times. Locke theorised that the state played a major role in determining an individual’s freedom and hence put forward a theory for the reformation of the legal system, as a means of according the ordinary man with freedom. This concept culminated in the theory of natural justice, which formed the basis for the civil rights movement and ultimately the contemporary English legal system. Underlying Locke’s theory was a Modernist faith in reason and the drive for progress. The modern individual was actively involved in this progress and was more reasoned in their judgement of the world. Early Modernity brought a greater emphasis on reason in all aspects of life and freedom was achieved through rationality, as the rational man was free to determine his will. Goya clearly demonstrates such values in his work. He was progressive, both in his technique and in his subject matter. Ordinary people became the subject, reflecting Locke’s conviction in their importance and, as is evident, the way politics affects their basic liberties. Which Freedom? Towards the end of the nineteenth century there was a shift in thinking which rejected some of Modernity’s earlier values, this mood was lead by Sartre and captured by Picasso. Sartre probably captured the general mood of High modernity with his existential theory. He did not believe that there was a fixed universal nature of man like Locke therefore man must decide his own nature and existence-how he lives. Man may feel some angst at the responsibility of freedom but we must make a conscious choice to create meaning for our lives and as there is no universally morality then our decisions take on a greater significance. The only foundation for human values is human freedom and absolute freedom constitutes absolute responsibility. Picasso reflected such tendencies, towards the individual’s mind and the deconstruction of previous theories, through his highly progressive work. He focused on representing the feeling that his subject gave him, as opposed to the reality, like Goya, whilst deconstructing the form. The liberty Picasso utilised in his work is, perhaps, the ultimate proof of Modernity’s contribution to individual freedom.
How has communication become the driving force? Concepts/Key words: · Communication-from the spoken and written word to the electronic text · Self- from the Cartesian self surrounded by objects to being surrounded by computers who are subjects Objectives: · Examine the paradigm shift in communication-from Modern to Post-modern, from printed to electronic · Analyse the changes in the self-stable Cartesian self (modern individual) to fleeting and transient (post-modern individual) · Describe the lack of authenticity in electronic communication-no trace left by an author · Outline how communication is the driving force in society world revolves around computers, e-mail, Internet… Project Territory · The internet- examining how the language game of electronic communication is used to screen individuals
Aims and Objectives: To investigate the philosophies behind the creation of and interaction with places from the baroque period to the present day as well as presenting a personal view of interaction with place. Outline: Part one traces the development of ideas and attitudes towards place from the baroque to the contemporary. The second part contains my diary of experience in Prague. The third part analyses the diaries in relation to philosophical theories on space as well as taking references from contemporary literature to express specific theories. The final section is the conclusion in which the achievements and ideas of the project will be summarised and assessed. Description and Background: The idea for the project began as a basic investigation into places and the way in which they affect our being. When an opportunity arose to spend some time in Prague as part of the project, my approach to the topic changed. I wanted to make it more personal and as I was going to be experiencing a new place myself, I thought it would be interesting to use this experience within the project. As well as charting the shift in attitudes towards place from the baroque period, the project includes a diary of my experiences in Prague. The diaries were written purely from personal ideas and experience and have provided a good text for analysis. In this analysis, the fundamental theories and philosophies on space can be discussed. The project also contains references to modern novels and the authors, such as Michael Ondaatje’s ‘In the Skin of a Lion’ and ‘The English Patient’ approach to place.
‘The Wasp Factory’ – Written in 1984 by Ian Banks – Tells the story of Frank aged 16 – The murders: · Aged 6 kills his cousin Blyth by poisoning him · Aged 8 kills his brother Paul with a bomb · Aged 11 kills his cousin Esmerelda with a kite – Eric his older brother is on the run from a mental hospital The ruin – Represented by the rusting old bomb on the beach, causes the death of Paul – Is a baroque symbol due to the melancholy contemplation of ruin and death The Labyrinth – Represented by the wasp factory that gives the book its title – Popular baroque image as it represents uncertainty, riddle and melancholy The inevitable arrival of catastrophe – The arrival of Eric, a destructive force represents the arrival of catastrophe – His progress is fragmented and there is an increasing awareness of catastrophe, which causes insecurity The androgynous other – Frank represents the androgynous other. Totally unaware of his gender or sexuality he is a baroque image – Women are regarded as the weaker sex and Frank agrees with the baroque notion that humans are weak due to their sexuality
Background · I have a biological background and a deep interest in nature. · Throughout my degree I have looked at Darwinian evolution, in the past I have compared Darwin with Nietzsche Ethology · Ethology is looking at the behaviour of an organism within its environment. · Writers such as Deleuze have applied ethology to philosophy. Sources · Incorporations: Guattari’s essay ‘Regimes, Pathways, Subjects’ Deleuze’s work ‘Ethology: Spinoza and Us’ Key Points · Both writers provide alternatives to the positivistic study of nature, evolution and science · They teach us that we should look at the world around us from where we are. · Most importantly it must be realised the animal being studied is never separable from its relations with the world · Ethology is fragmented, · The rise of powerful technologies leads us to a point in history where progress is irreversible Examples 1. Little Hans · As a child little Hans maintains his innocence and can look at the world like an ethologist. · In his eyes the Plough horse is more similar to an ox than to a race horse. 2. The tick. · We should look at the tick by the capacities it is capable of. The tick responds to three things in three ways: 1.Light, 2. Olfactive, 3.Thermal · The tick, like every living creature has an Umwelt. Conclusions · We are loosing track of sustainable development. History is becoming irreversible. Maybe ethology can help? · Deleuze succeeds in presenting us with an alternative way of looking at the world. Instead of the positivistic categorising we must look at the world from where we are. · Guattari suggests we must think about sustainability; we can’t stay where we are now, otherwise we will destroy our planet.
Objectives – Show how we became mass consumers for our mass production – Trace the role of the advert and media in safeguarding our ‘culture of consumption’ – Expose the inner workings and sinister nature of ‘the advert’ – Show our true relation to our ‘stuff’ ‘Texts’ used: David Harvey – The Condition of Postmodernity 2000 Pierre Martineau – Motivations in Advertising 1957 Jean Baudrillard – Selected Writings 2001 Roland Barthes – Mythologies 1973 Christopher Lasch – The Culture of Narcissism 1979 Umberto Eco – Travels in Hyper-reality 1986 David Collis – The Abuse of Consumerism 1999 Guy Debord – Society of the Spectacle 1983 Milan Yaros – PHY288 Lecture Notes Naomi Klein – NoLogo 2001 Frederick Jameson–Postmodernism/The Cultural Logic of Late Capitalism 1991 Judith Williamson – Decoding Advertisements Douglas Holt – Postmodern Markets BBC Documentary (the name of which I have been unable to find out after only managing to record the middle of it!) Harvard Business review – July 1992 Sources used: Photograph of billboard taken 04/02 Adflip.com online poster advert archive Fiat enthusiasts club, advert archive ITV and Channel 4 television adverts Across the fields of psychology sociology, linguistics, semiotics and economics, this project shows how the advertising and mass media techniques have changed alongside the cultural paradigm shift that was postmodernity It shows our relation to the things we surround ourselves with and what they have come to mean to us Hopefully it will invoke a sense of concern about the abusive nature of our relation with our consumer society
To show how a world based and run on reason, deals with the un-reasonable, and keeps reason in the minds of the many. (Starting off looking at paradigm of how the views on life and madness evolved throughout the Age of Reason and in the Early Modernism period through to now and then moving in to a sociological thesis of part design history with philosophical interpretations concerning itself with our suspect, over corporate, multinational mindset times.) Part 1: Theory; Early Modernity’s Concept of Life Reduced to Reason and the Model of Madness. (Additional texts: Foucault’s ‘Madness and Civilisation’ and works of art relative to particular time to emphasise conclusions) Part 2: Society’s presentation of life as reason with no other alternative. Study looking at Klein’s text in ‘No Logo’ of application of marketing and end product of capitalist selling exposure upon the human psyche of life, reason and sanity giving the mob the need for money and the drive needed to earn it. Part 3: My generation. Examination of peers and show of self-perceptions and wants and intentions. Visual examples (photos of individuals and what is characterised as attractive within context of places, objects and life styles) Social attitudes (interviews concerned with thoughts on madness, society and destiny) Essentially, what I’m trying to do here, is show how the conception of madness that we have now came about and how it was used for the benefit of the government and for capitalism in its early days, against those individuals who didn’t want to ‘get with the program’. I’m then going to move to contemporary times and look at how through the judicious use of effectively marketing, today’s corporate giants are in effect doing the same thing, controlling the public through the images that they promote and label and either condone or don’t.
Project Title: ‘A Study of the Rise of Twentieth Century Popular Music, And its Subsequent Relationship with the Public Consciousness’. Concepts and Key Words: Music as Entertainment vs Music as Education. Music Defining Morality. Music as a Political Power. Generation Gaps. Music as a Conspiracy of Hope. The Decline in Instruments and the Rise of Machines. Music Reinventing itself. Objectives: 1. To view the effect that music has had on determining the public consciousness from before the Second World War throughout the following decades to today, and vice versa. 2. To understand why popular music has changed so much in such a relatively short period of time, and to establish the influence of world events (such as the Vietnam War) and cultural variations in light of these changes. How music reflects the changing nature of humanity and different times in a postmodern age. 3. To study how music has become more universal since the 1950s. For example, to view not only how has music become less specialised for each listener, but how different genres of music have merged to create new styles altogether, becoming universally popular in the process. Of course, in the midst of all this, we have the effect and the parallels of the public consciousness running alongside these changes. 4. To estimate how the relationship between music and the public consciousness will develop in the twenty first century, based on the signs of today. Will there be another select group of individuals who will be capable of changing popular music as we know it, reflecting again immense change in the world, or will the predictable rise in technology simply overtake man’s capacity to create music in an original way to mirror these developments? Sources: Assorted books and magazines from personal collection, as well as extensive material from the University of Newcastle-upon-Tyne library. In addition to this, research has and will be taken from the internet (individual group and general websites), as well as video and newspapers. Project Territory/ Field of Exploration: With such a broad and worldwide study area, it is difficult to locate a precise territory, but the focus shall primarily be on the contrasting and comparable changes and effects of/on music between Great Britain and the United States. The Gap Between Humans and Things: A distinction will be made throughout the project between humans and the outside events that influence and determine their lives. It is music here that is often able to bridge that gap; it is able to play such a large part in the life of the individual that it creates a route to a better one. While humans have remained the same in the years covered by the project, the changes seen in the life of popular music are quite dramatic.
Objectives: ~ To Outline the origins of the photo ~ Explain how it has developed and evolved and how its roles have changed alongside society ~ Investigate its classification as an ‘artform’ ~ Look at its change from traditional to modern Project Territory/field of exploration: ~ The Photographer Mario Testino-National Portrait gallery ~ Magazines ~ Own Photo’s and Photo’s of Brooke Shannon The ‘photo’ has infiltrated gradually nearly every aspect of society today. It is in constant use as a form of proof, enjoyment and as a means of controlling our ever mobile population and world. How has this apparently simple object managed to permeate so significantly into our world, bridging the gap between the ‘real world’ and that of images, bridging the gap between humans and things? This contribution to the ‘book of change’, is essentially a subjective interpretation of the contribution of ‘ The Photo’ to this world, highlighting its impact and evolution, is the photo the world outside Plato’s cave or the shadows that we watch inside the cave?…….