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Keywords Seminar W1-5 Refs

*For Educational Purposes. The undermentioned examples were extracted from Keywords Friday Seminar meetings.

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?

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


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)

Week 3 Context

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

Baudelaire's Paris

Les Fleurs du Mal illustrated by Matisse

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)

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

Case 4: Deconstructing/constructing the context

Artefacts being displayed in museum space

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


Week 4 Context

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


Case 2: 'Micky Mouse is our subject'

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


Case 3: KAWS


Case 4: Banksy

Napalm, 2004


"The Terror of War", Nick Ut, 1972


Show Me the Monet, 2005



'Bridge over a Pond of Water Lilies', Claude Monet, 1899


Week 5 Form

Case 1: NONOTAK ( Noemi Schipfer and Takami Nakamoto), Parallels, 2015

-> link

Case 2: Numen / For Use, Tape (Tokyo, Paris, Moscow...), (2013 - 2015)

Case 3: Yoann Bourgeois, The Mechanics of History, 2017

-> link

Case 4: Yoann Bourgeois, Celui qui tombe, 2016

-> link