Keywords Seminar W1-5 Refs

Week 1+2 Representation

Case 1: Hall's tree (arbre): from 'a large plant that grows in nature' to 'sharing the code'

Henrique Oliveira, Baitogogo, 2013

Case 2: the author's character(s): Emily (2020) vs Amélie (2001)

Mass-communication: process as a ‘complex structure in dominance’

Outside, inside, without... Hors de Paris - Dans Paris - Sans Paris: Why and how might encoded and decoded meanings not be symmetrical?

'situated local not physically local'
'imagology' through 'cinematography'
'reproduction' by the audience via social media
shifting of content production and distribution

Case 3: encoding / decoding

Lyrics, Vive le vent (Jingle Bells)

Vive le vent, vive le vent,
Vive le vent d'hiver,
Qui s'en va sifflant, soufflant
Dans les grands sapins verts, oh !

(English translation)

Long live the wind, long live the wind,
Long live the winter wind,
Which goes whistling, blowing
In the big green Christmas trees, oh!

'thought', Kundera, Immortality, 1990

“I think, therefore I am is the statement of an intellectual who underrates toothaches. I feel, therefore I am is a truth much more universally valid, and it applies to everything that's alive. My self does not differ substantially from yours in terms of its thought. Many people, few ideas: we all think more or less the same, and we exchange, borrow, steal thoughts from one another. However, when someone steps on my foot, only I feel the pain. The basis of the self is not thought but suffering, which is the most fundamental of all feelings. While it suffers, not even a cat can doubt its unique and uninterchangeable self. In intense suffering the world disappears and each of us is alone with his self. Suffering is the university of egocentrism.”

Case 4: The 'treachery' of artefact(s)

Mass cultural after Magritte's 'Ceci n'est pas pipe'

With moving objects

Phenakistoscope

Incunables de l'animation, 1833-1897, auteurs divers, 18:25, silencieux
Ext. link

with the moving body

Marcius GALAN, Diagonal section, 2013

Case 5: SOS distress signal (Morse code)

'internationally' ... ___ ...
transmitted via written signals (dots and lines)
audio/raido signals
visual signals e.g. lights

Week 3 Context

Case 1: Passage de Choiseul, from 19th-century to present, Paris

Baudelaire's Paris

Metropolis: Paris functions as a capital
Paris Renovation 1853 - 1870
Vieux Paris 'destroyed' by Haussmann

Les Fleurs du Mal illustrated by Matisse

'Tableaux Parisiens': Rêve parisien (À Constantin Guys)
English translation from 1954, 1952 , 1936

Benjamin's Paris
Passage Choiseul, Paris (IInd district), CIRCA 1900 . (image © LL/Roger Viollet via Getty Images)

Paris, NOW (image © DR)

Case 2: flâneur vs 'foule' (crowd)

gender: Baudelaire's [flâneur(s)] || ~~flâneuse~~

e.g. excerpt from The Crowd, King Vidor, 1928
-> link

F.W. Murnau, Sunrise: A Song Of Two Humans, 1927

Case 3: Commodity + Art practice

From salon into art galleries, museums
Artist's working (art making) and exhibiting spaces
Artist(s) to branding
- Fondation Louis Vuitton, Lafayette Anticipations (Fondation d'entreprise Galeries Lafayette
Subscription mode for modern/contemporary art consumption?
Museum of Contemporary Commodities

Case 4: Deconstructing/constructing the context

Artefacts being displayed in museum space

e.g. Japanese samurai armour, British Museum

99 replicas. 'a peaceful gathering of predator and prey' Heritage, Cai Guo-Qiang, 2013

heritage

Week 4 Context

Case 1: Evergreen Micky Mouse and context: 'Present' of whom?

Creation of Micky Mouse
Entertaining us vs (also) ‘training’ us
W. Disney's comic attempt (1930s) vs Motion picture rating system (1966) as 'Rated G'

Case 2: 'Micky Mouse is our subject'

Problematics as Mickey Mouse figure
Hard (STEM) and soft subjects (arts, languages, media)
STEM vs STEAM

Case 3: The Narrative Ark ('berettermodellen')

Benjamin's text

"All Mickey Mouse films are founded on the motif of leaving home in order to learn what fear is... the public recognizes its own life in them."

*This refers to a fairy tale by the Brothers Grimm–"the Boy Who Left Home in Order To Learn the Meaning of Fear"–which also served as a principal theme in Wagner's version of the Siegfried legend.

Fritz Lang, Die Nibelungen: Siegfried, 1924