Text: A Wider-Brimmed Umbrella Term
Words on a page, lyrics to a song, and scripts of a film are all examples of texts—“That portion of the contents of a manuscript or printed book … which constitutes the original matter, as distinct from the notes or other critical appendages,” as defined by the Oxford English Dictionary (OED). Essays lend corroborated insight into an unfamiliar subject, lyrics express the poetic value of a songwriter’s personal experience, and scripts can be analyzed as novels would be for thematic and literary elements. But is this distinction becoming strained in dealing with newer, wider forms of analyzable media? At the bare minimum, “text” will always refer to the written word, but just as a novel or essay may be considered
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The symbolic meaning behind the figures’ respective postures is widely accepted as portraying movement, or a transfer of life. In this way, viewers of the painting infer symbolism—a tenet of both artistic and literary analyses. It goes without saying that The Creation of Adam is a painting, as opposed to a written work, but the fact that it can be analyzed in the same way literary symbols are should categorize it into a broader umbrella term. The Creation of Adam is then both a painting and an analyzable work of art. However, the same methods of symbolic analysis can be applied to Edgar Allen Poe’s The Raven or Victor Fleming’s film adaptation of The Wizard of Oz—both of which are considered works of art in their mediums—thereby forcing the aforementioned umbrella term to include other mediums for interpretation. Because the painting, film, and poem can all be analyzed from a shared symbolistic prism, the classification of all three could perhaps be …show more content…
However, in lieu of a proper term to classify both artistic and significant “things” like plays, musical compositions, novels, paintings, and essays, which all fall under the same analyzable roof, a substitute is necessary. OED’s definition of “text” reads as, “That portion of the contents of a manuscript or printed book … which constitutes the original matter, as distinct from the notes or other critical appendages.” The argument of this new, secondary definition is that the set limits of manuscripts and printed books will erode as further studies are made into other \ mediums. Therefore, the portion of the contents of any significant work must be concrete and found in a lasting form. It must also constitute its original matter, staying true to the work’s overarching arguments. Lastly, it must be distinct from notes or critical appendages by exhibiting independent context in support of the argument. In this way, a “text” can be the substitution for “thing” in cases of analysis. Looking forward, this will be a necessary expansion in order to include arguments for significance in unwritten mediums like graphic design, cinematography, and music
ABSTRACT: British Avant-Garde art, poses a challenge to traditional aesthetic analysis. This paper will argue that such art is best understood in terms of Wittgenstein¡¦s concept of "seeing-as," and will point out that the artists often use this concept in describing their work. This is significant in that if we are to understand art in terms of cultural practice, then we must actually look at the practice. We will discuss initiatives such as the work of Damien Hirst, most famous for his animals in formaldehyde series, and that of Simon Patterson, who warps diagrams, e.g., replacing the names of stops on London Underground maps with those of philosophers. Cornelia Parker¡¦s idea that visual appeal is not the most important thing, but rather that the questions that are set up in an attempt to create an "almost invisible" art are what are central, will also be discussed. Also, if we concur with Danto¡¦s claims that "contemporary art no longer allows itself to be represented by master narratives," that Nothing is ruled out.", then it is indeed fruitful to understand art in terms of seeing-as. For application of this concept to art explains what occurs conceptually when the viewer shifts from identifying a work, as an art object, and then as not an art object, and explains why nothing is ruled out.
Humans have used art for centuries as a response to their environments. The use of icons, perspective, and cubism have all reflected the cultures and societies of those times. However, art has often been mistaken as a substitution or creation of reality, rather than a reflection. John Gardner has taken up this attitude in his novel Grendel. While Grendel is a provocative and innovative work, John Gardner's views on art, as reflected in Grendel, are based upon a misunderstanding of art and are therefore unfounded.
Art can mean many different things to many different people and was one of the earliest ways in which man has expressed him or herself to others, whether it was through cave drawings or hieroglyphics. It does not begin or end with just drawing or painting, items typically considered art, or the many other recognized facets of art including architecture, drama, literature, sculpting, and music. My research is based on Vincent van Gogh art, and two art paintings that I choose to study is The Starry Night, 1889, and the second art is The Sower 1888. Vincent van Gogh’s is known for Impressionism, that occurs to us in these times, much more to affirm close links with tradition, and to represent
Though most works of art have some underlying, deeper meaning attached to them, our first impression of their significance comes through our initial visual interpretation. When we first view a painting or a statue or other piece of art, we notice first the visual details – its size, its medium, its color, and its condition, for example – before we begin to ponder its greater significance. Indeed, these visual clues are just as important as any other interpretation or meaning of a work, for they allow us to understand just what that deeper meaning is. The expression on a statue’s face tells us the emotion and message that the artist is trying to convey. Its color, too, can provide clues: darker or lighter colors can play a role in how we judge a piece of art. The type of lines used in a piece can send different messages. A sculpture, for example, may have been carved with hard, rough lines or it may have been carved with smoother, more flowing lines that portray a kind of gentleness.
Years ago, Sister Mary Corita Kent, a celebrated artist and educator of the 1960’s and 1970’s stated, “A painting is a symbol for the universe. Inside it, each piece relates to the other. Each piece is only answerable to the rest of that little world. So, probably in the total universe, there is that kind of total harmony, but we get only little tastes of it” (Lewis "Quotes from Women Artists"). Nowadays, a painting is not the main form of art humans appreciate. In fact, literature of all sorts can be considered a different form of art and often found in literature are symbols. A "symbol" is an object, person or action which represents an abstract idea (Warren “English 102”). In literature, a symbol or set of symbols can have a wide range of meanings. For example, color is a universal symbol; some may say it is a general symbol for life. However, each color separately can symbolize something different depending on the context. Analyzing five piece of literature for symbolism, one will be able to gain a deeper understating of symbols.
When Adam believed he lost everything, he blamed Eve and himself for what had happened –but he never blamed God. That is the true test of faith and what God had hoped to achieve with mankind in Paradise. Paradise would be made again, more marvelous still, because man would have earned everything he had himself, having been given nothing to assure him but everything to destroy him. In the visions from Rafael, Adam is shown the murder of Abel by his brother Cain, war and the loss of faith, the great Flood that destroys the world, the enslavement in Egypt, and more atrocities than he has the will to stand. He tries to reason that death would be better than this world of suffering. But he cannot go through with it –he made a covenant with God to have children and to go on living his life.
He asserts that with the invention of television, writing can basically be eliminated (125). There’s no use for it anymore, after all. What can be more engaging than a form of media that stimulates the senses so? Despite the beliefs of those who lived in the 60s and 70s, the twenty-first century is unfortunately not home to the world of the Jetsons. Writing is still a very powerful form of media, for the very book that this essay is centered around is still influential, forty-nine years later!
Bishop’s use of imagism in “One Art” helps the reader to comprehend the ability of the speaker to move on from lost items such as a mother’s watch or loved houses.
For centuries humans have been drawing parallels to help explain or understand different concepts. These parallels, or allegories, tell a simple story and their purpose is to use another point of view to help guide individuals into the correct line of thought. “The only stable element in a literary work is its words, which if one knows the language in which it is written, have a meaning. The significance of that meaning is what may be called allegory. ”(Bloomfield)
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Works of art such as books, paintings, poems, and sculptures oftentimes are said to express the feelings, personalities, interests, and desires of their creator. One method for interpreting these details from books and other literary works is known as psychoanalytic literary analysis. This analysis seeks to identify the nature of relationships between characters as well as the author’s relationship with the characters. In the analyses the critic will discuss interactions between characters and with the author and often go so far as to make assertions about the author’s conscious and unconscious reasons for telling their story in the way they did. While psychoanalytic criticism is well accepted it is not without its own critics. At times it
The creation story takes a place in a very beautiful garden that was called later “Eden.” In the beginning of the story, Adam begins his life alone with the other animals. By the time God creates him a helper and unfortunately, she is a woman. Adam have no clue in how to treat this woman, he never experienced living with a human. While Adam was struggling and trying to figure out how to live with this woman and how to treat her, Eve had a plenty of time to understand this life and the purpose of living. Adam plays the conservative role as Twain presented him, which always gave the chance to Eve to have her way in the first step of an act. The entertaining fact about their relationship, is that Adam and Eve have no idea about who the other one
Throughout much of European history, art has been used either to portray religious stories and icons or to capture landscape, or a person’s image. Many have argued that art is simply a representation
In order to 'read' or deconstruct myth, Barthes suggests, one must (1) accept the myth as a cultural construction, thus emptying its meaning; (2) rear the myth as full, identifying all possible signs and significations; and finally (3) recognize the signifier as both empty and full, capable of signifying many things, yet with only one clear, dominant meaning. It is my argument that such a deconstruction can render art as myth.
The concept of ‘the Death of the Author’ was proposed by, French philosopher and literary theorist, Roland Barthes in his essay with the same title. He proposed a paradigm shift in the way that authorship should be viewed by the ‘Critic’. In opposition to the classical model of critique, Barthes proposed that the focus should be on the readers experience and interpretation; he proposed the idea of ‘readerly’ and ‘writerly’ texts. Rather than focusing on the author’s intent, his or her past building up to the text and the singularity of his or her intent, he suggested that once a text has been committed to written words it transcends into a ‘tissue of signs’ and ‘immense dictionary from which he [the writer] draws a writing that can know no halt’ [Barthes 1977, 147] and the only thing of importance to the critique of the work would be the experience of the reader. He proposed that ‘the work’ itself is merely a string of words that, without a reader, would be void of meaning. He also suggests that these two polar opposites were mutually exclusive of one another and that ‘the birth of the reader must be at the cost of the death of the Author’ [Barthes 1977, 148]. The discussion that follows will be based on Stephen Heath’s French-to-English translation of Barthes work from the compilation of essays, ‘Image – Music – Text’, translated and compiled in 1977 (three years before Roland Barthes’ death).