The Cage Dialogues: a Memoir William Anastasi
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The Entourage Effect at Finnegans Wake 1
The Entourage Effect At Finnegans Wake 1 The Entourage Effect At Finnegans Wake The Entourage Effect At Finnegans Wake. Steven James Pratt 2 The Entourage Effect At Finnegans Wake FORE WORDS Cannabis and Finnegans Wake are two of my favourite things, and I’ve been engaging with both for over twenty years. This paper pulls from, and pushes upon my experiences, and attempts to roll-it-all-up into a practical guide-cone. Not only a theoretical series of “what ifs,” but also a helpful introduction to the book and to the flower, “seedsmanchap” (FW, 221.) with luck enhancing the experience of reading and the positive effects of cannabis. If you’re already bored, scroll to the bottom and follow some of the links. Finnegans Wake (FW) for me, serves up the perfect antidote for those who do not read much these days. FW is the book for you, today. Get stuck in, light up, lighten up, there’s no right or wrong way to speak it aloud just try and make it new, explore your accents, keep it fresh. Use it as a doorstop, just go get a copy and let it grow on you. In the post-truth era of corporate-state controlled news’ media outlets, we might all use a lil’ linguistic and semantical earthquake, to shake loose the lies and dislodge the tantalizing deceits, and to rattle the vacuous gossip columns to pieces. Finnegans Wake, mixed with cannabis is my best bet, my offering, for a universal toolkit to help break on through to the other side with enough laughs and some shrieks of joy to prevent you crying yourself to sleep in depression at the state of the planet. -
Of Finnegans Wake
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2013 Pedagogy And Identity In "The Night Lessons" Of Finnegans Wake Zachary Paul Smola University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Literature in English, British Isles Commons Recommended Citation Smola, Zachary Paul, "Pedagogy And Identity In "The Night Lessons" Of Finnegans Wake" (2013). Electronic Theses and Dissertations. 541. https://egrove.olemiss.edu/etd/541 This Thesis is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. ! PEDAGOGY AND IDENTITY IN “THE NIGHT LESSONS” OF FINNEGANS WAKE A Thesis Presented for the Master of Arts Degree in the Department of English The University of Mississippi ZACHARY P. SMOLA May 2013 ! ! Copyright © 2013 by Zachary P. Smola All rights reserved ! ABSTRACT This thesis explores chapter II.ii of James Joyce’s Finnegans Wake (1939)—commonly called “The Night Lessons”—and its peculiar use of the conventions of the textbook as a form. In the midst of the Wake’s abstraction, Joyce uses the textbook to undertake a rigorous exploration of epistemology and education. By looking at the specific expectations of and ambitions for textbooks in 19th century Irish national schools, this thesis aims to provide a more specific historical context for what textbooks might mean as they appear in Finnegans Wake. As instruments of cultural conditioning, Irish textbooks were fraught with tension arising from their investment in shaping religious and political identity. -
Works on Giambattista Vico in English from 1884 Through 2009
Works on Giambattista Vico in English from 1884 through 2009 COMPILED BY MOLLY BLA C K VERENE TABLE OF CON T EN T S PART I. Books A. Monographs . .84 B. Collected Volumes . 98 C. Dissertations and Theses . 111 D. Journals......................................116 PART II. Essays A. Articles, Chapters, et cetera . 120 B. Entries in Reference Works . 177 C. Reviews and Abstracts of Works in Other Languages ..180 PART III. Translations A. English Translations ............................186 B. Reviews of Translations in Other Languages.........192 PART IV. Citations...................................195 APPENDIX. Bibliographies . .302 83 84 NEW VICO STUDIE S 27 (2009) PART I. BOOKS A. Monographs Adams, Henry Packwood. The Life and Writings of Giambattista Vico. London: Allen and Unwin, 1935; reprinted New York: Russell and Russell, 1970. REV I EWS : Gianturco, Elio. Italica 13 (1936): 132. Jessop, T. E. Philosophy 11 (1936): 216–18. Albano, Maeve Edith. Vico and Providence. Emory Vico Studies no. 1. Series ed. D. P. Verene. New York: Peter Lang, 1986. REV I EWS : Daniel, Stephen H. The Eighteenth Century: A Current Bibliography, n.s. 12 (1986): 148–49. Munzel, G. F. New Vico Studies 5 (1987): 173–75. Simon, L. Canadian Philosophical Reviews 8 (1988): 335–37. Avis, Paul. The Foundations of Modern Historical Thought: From Machiavelli to Vico. Beckenham (London): Croom Helm, 1986. REV I EWS : Goldie, M. History 72 (1987): 84–85. Haddock, Bruce A. New Vico Studies 5 (1987): 185–86. Bedani, Gino L. C. Vico Revisited: Orthodoxy, Naturalism and Science in the ‘Scienza nuova.’ Oxford: Berg, 1989. REV I EWS : Costa, Gustavo. New Vico Studies 8 (1990): 90–92. -
What Cant Be Coded Can Be Decorded Reading Writing Performing Finnegans Wake
ORBIT - Online Repository of Birkbeck Institutional Theses Enabling Open Access to Birkbecks Research Degree output What cant be coded can be decorded Reading Writing Performing Finnegans Wake http://bbktheses.da.ulcc.ac.uk/198/ Version: Public Version Citation: Evans, Oliver Rory Thomas (2016) What cant be coded can be decorded Reading Writing Performing Finnegans Wake. PhD thesis, Birkbeck, University of London. c 2016 The Author(s) All material available through ORBIT is protected by intellectual property law, including copyright law. Any use made of the contents should comply with the relevant law. Deposit guide Contact: email “What can’t be coded can be decorded” Reading Writing Performing Finnegans Wake Oliver Rory Thomas Evans Phd Thesis School of Arts, Birkbeck College, University of London (2016) 2 3 This thesis examines the ways in which performances of James Joyce’s Finnegans Wake (1939) navigate the boundary between reading and writing. I consider the extent to which performances enact alternative readings of Finnegans Wake, challenging notions of competence and understanding; and by viewing performance as a form of writing I ask whether Joyce’s composition process can be remembered by its recomposition into new performances. These perspectives raise questions about authority and archivisation, and I argue that performances of Finnegans Wake challenge hierarchical and institutional forms of interpretation. By appropriating Joyce’s text through different methodologies of reading and writing I argue that these performances come into contact with a community of ghosts and traces which haunt its composition. In chapter one I argue that performance played an important role in the composition and early critical reception of Finnegans Wake and conduct an overview of various performances which challenge the notion of a ‘Joycean competence’ or encounter the text through radical recompositions of its material. -
Early Sources for Joyce and the New Physics: the “Wandering Rocks” Manuscript, Dora Marsden, and Magazine Culture
GENETIC JOYCE STUDIES – Issue 9 (Spring 2009) Early Sources for Joyce and the New Physics: the “Wandering Rocks” Manuscript, Dora Marsden, and Magazine Culture Jeff Drouin The bases of our physics seemed to have been put in permanently and for all time. But these bases dissolve! The hour accordingly has struck when our conceptions of physics must necessarily be overhauled. And not only these of physics. There must also ensue a reissuing of all the fundamental values. The entire question of knowledge, truth, and reality must come up for reassessment. Obviously, therefore, a new opportunity has been born for philosophy, for if there is a theory of knowledge which can support itself the effective time for its affirmation is now when all that dead weight of preconception, so overwhelming in Berkeley's time, is relieved by a transmuting sense of instability and self-mistrust appearing in those preconceptions themselves. — Dora Marsden, “Philosophy: The Science of Signs XV (continued)—Two Rival Formulas,” The Egoist (April 1918): 51. There is a substantial body of scholarship comparing James Joyce's later work with branches of contemporary physics such as the relativity theories, quantum mechanics, and wave-particle duality. Most of these studies focus on Finnegans Wake1, since it contains numerous references to Albert Einstein and also embodies the space and time debate of the mid-1920s between Joyce, Wyndham Lewis and Ezra Pound. There is also a fair amount of scholarship on Ulysses and physics2, which tends to compare the novel's metaphysics with those of Einstein's theories or to address the scientific content of the “Ithaca” episode. -
Staging New Materialism, Posthumanism and the Ecocritical Crisis in Contemporary Performance
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 6-2020 Acting Objects: Staging New Materialism, Posthumanism and the Ecocritical Crisis in Contemporary Performance Sarah Lucie The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3828 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] ACTING OBJECTS STAGING NEW MATERIALISM, POSTHUMANISM AND THE ECOCRITICAL CRISIS IN CONTEMPORARY PERFORMANCE by SARAH LUCIE A dissertation submitted to the Graduate Faculty in Theatre and Performance in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2020 © 2020 SARAH LUCIE All rights reserved ii Acting Objects: Staging New Materialism, Posthumanism and the Ecocritical Crisis in Contemporary Performance by Sarah Lucie This manuscript has been read and accepted by the Graduate Faculty in Theatre and Performance in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. __________________________________________________________________________ Date Peter Eckersall Chair of Examining Committee __________________________________________________________________________ Date Peter Eckersall Executive Officer Supervisory Committee: Erika Lin Edward Miller THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Acting Objects: Staging New Materialism, Posthumanism and the Ecocritical Crisis in Contemporary Performance by Sarah Lucie Advisor: Peter Eckersall I investigate the material relationship between human and nonhuman objects in performance, asking what their shifting relations reveal about our contemporary condition. -
John Cage's Entanglement with the Ideas Of
JOHN CAGE’S ENTANGLEMENT WITH THE IDEAS OF COOMARASWAMY Edward James Crooks PhD University of York Music July 2011 John Cage’s Entanglement with the Ideas of Coomaraswamy by Edward Crooks Abstract The American composer John Cage was famous for the expansiveness of his thought. In particular, his borrowings from ‘Oriental philosophy’ have directed the critical and popular reception of his works. But what is the reality of such claims? In the twenty years since his death, Cage scholars have started to discover the significant gap between Cage’s presentation of theories he claimed he borrowed from India, China, and Japan, and the presentation of the same theories in the sources he referenced. The present study delves into the circumstances and contexts of Cage’s Asian influences, specifically as related to Cage’s borrowings from the British-Ceylonese art historian and metaphysician Ananda K. Coomaraswamy. In addition, Cage’s friendship with the Jungian mythologist Joseph Campbell is detailed, as are Cage’s borrowings from the theories of Jung. Particular attention is paid to the conservative ideology integral to the theories of all three thinkers. After a new analysis of the life and work of Coomaraswamy, the investigation focuses on the metaphysics of Coomaraswamy’s philosophy of art. The phrase ‘art is the imitation of nature in her manner of operation’ opens the doors to a wide- ranging exploration of the mimesis of intelligible and sensible forms. Comparing Coomaraswamy’s ‘Traditional’ idealism to Cage’s radical epistemological realism demonstrates the extent of the lack of congruity between the two thinkers. In a second chapter on Coomaraswamy, the extent of the differences between Cage and Coomaraswamy are revealed through investigating their differing approaches to rasa , the Renaissance, tradition, ‘art and life’, and museums. -
Chapter 14 Modernities, Sciences, and Democracy
Chapter 14 Modernities, Sciences, and Democracy Sandra Harding The “modern” in “modern science” is a relatively uninterrogated and untheorized concept within the sciences and in the philosophy, sociology, and history of science. This is so today at a time when other aspects of Western sciences have been fruit- fully explored in critical and illuminating ways (see Christensen and Hansen, Chap. 13; and Skovsmose, Chap. 15). In particular, the exceptionalism and triumphalism characteristic of Western attitudes toward our sciences have been explicitly criti- cized and purportedly abandoned by many of the scholars working in science studies fields. By exceptionalism is meant the belief that Western sciences alone among all human knowledge systems are capable of grasping reality in its own terms – that these alone have the resources to escape the human tendency to project onto nature cultural assumptions, fears, and desires. By triumphalism is meant the assumption that the history of science consists of a history of achievements – that this history has no significant downsides. According to this view, Hiroshima, environmental destruction, the alienation of labour, escalating global militarism, the increasing gap between the “haves” and the “have nots,” gender, race, and class inequalities – these and other undesirable social situations are all entirely consequences of social and political projects, to which the history of Western sciences makes no contribution. Such conventional Euro centric assumptions can no longer gather the support either in the West or elsewhere that they could once claim. In recent decades a huge amount of literature on modernity has emerged from the social sciences and humanities. Stimulated by the massive shifts in local and global social formations during the last half of the Twentieth Century, and by the post-modern response to such changes, social theorists, literary and other cultural critics, and, especially, historians have debated the uneven and complex origins, nature, and desirable futures of modernity, modernization, and modernism. -
Liner Notes, Visit Our Web Site
“Music of Our Time” When I worked at Columbia Records during the second half of the 1960s, the company was run in an enlightened way by its imaginative president, Goddard Lieberson. Himself a composer and a friend to many writers, artists, and musicians, Lieberson believed that a major record company should devote some of its resources to projects that had cultural value even if they didn’t bring in big profits from the marketplace. During those years American society was in crisis and the Vietnam War was raging; musical tastes were changing fast. It was clear to executives who ran record companies that new “hits” appealing to young people were liable to break out from unknown sources—but no one knew in advance what they would be or where they would come from. Columbia, successful and prosperous, was making plenty of money thanks to its Broadway musical and popular music albums. Classical music sold pretty well also. The company could afford to take chances. In that environment, thanks to Lieberson and Masterworks chief John McClure, I was allowed to produce a few recordings of new works that were off the beaten track. John McClure and I came up with the phrase, “Music of Our Time.” The budgets had to be kept small, but that was not a great obstacle because the artists whom I knew and whose work I wanted to produce were used to operating with little money. We wanted to produce the best and most strongly innovative new work that we could find out about. Innovation in those days had partly to do with creative uses of electronics, which had recently begun changing music in ways that would have been unimaginable earlier, and partly with a questioning of basic assumptions. -
Collective Difference: the Pan-American Association of Composers and Pan- American Ideology in Music, 1925-1945 Stephanie N
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2009 Collective Difference: The Pan-American Association of Composers and Pan- American Ideology in Music, 1925-1945 Stephanie N. Stallings Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC COLLECTIVE DIFFERENCE: THE PAN-AMERICAN ASSOCIATION OF COMPOSERS AND PAN-AMERICAN IDEOLOGY IN MUSIC, 1925-1945 By STEPHANIE N. STALLINGS A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2009 Copyright © 2009 Stephanie N. Stallings All Rights Reserved The members of the Committee approve the Dissertation of Stephanie N. Stallings defended on April 20, 2009. ______________________________ Denise Von Glahn Professor Directing Dissertation ______________________________ Evan Jones Outside Committee Member ______________________________ Charles Brewer Committee Member ______________________________ Douglass Seaton Committee Member The Graduate School has verified and approved the above named committee members. ii ACKNOWLEDGMENTS I would like to express my warmest thanks to my dissertation advisor, Denise Von Glahn. Without her excellent guidance, steadfast moral support, thoughtfulness, and creativity, this dissertation never would have come to fruition. I am also grateful to the rest of my dissertation committee, Charles Brewer, Evan Jones, and Douglass Seaton, for their wisdom. Similarly, each member of the Musicology faculty at Florida State University has provided me with a different model for scholarly excellence in “capital M Musicology.” The FSU Society for Musicology has been a wonderful support system throughout my tenure at Florida State. -
18 Contemporary Opera and the Failure of Language
18 CONTEMPORARY OPERA AND THE FAILURE OF LANGUAGE Amy Bauer Opera after 1945 presents what Robert Fink has called ‘a strange series of paradoxes to the historian’.1 The second half of the twentieth century saw new opera houses and companies pro- liferating across Europe and America, while the core operatic repertory focused on nineteenth- century works. The collapse of touring companies confined opera to large metropolitan centres, while Cold War cultural politics often limited the appeal of new works. Those new works, whether written with political intent or not, remained wedded historically to ‘realism, illusion- ism, and representation’, as Carolyn Abbate would have it (as opposed to Brechtian alienation or detachment).2 Few operas embraced the challenge modernism presents for opera. Those few early modernist operas accepted into the canon, such as Alban Berg’s Wozzeck, while revolu- tionary in their musical language and subject matter, hew closely to the nature of opera in its nineteenth-century form as a primarily representational medium. As Edward Cone and Peter Kivy point out, they bracket off that medium of representation – the character singing speech, for instance, in an emblematic translation of her native tongue – to blur diegetic song, ‘operatic song’ and a host of other conventions.3 Well-regarded operas in the immediate post-war period, by composers such as Samuel Barber, Benjamin Britten, Francis Poulenc and Douglas Moore, added new subjects and themes while retreating from the formal and tonal challenges of Berg and Schoenberg. -
Jesuit Drama 2014 Winter Musical
Jesuit Drama 2014 Winter Musical 47th Anniversary Season The Beast Music by Alan Menken Lyrics by Howard Ashman & Tim Rice Book by Linda Woolverton Information Meeting for Performers &Technicians Black Box Theater Harris Center, 900 Gordon Lane Tuesday December 33,, 2013 4:00pm 2014 Winter Musical Staff Welcome to Jesuit Drama! DESIGN STAFF Mr. Chris Adamson, Design/Construction Ms. Rachel Malin, Costuming/Properties Mr. Brian O’Neill, Sound/Special Projects Mr. Spencer Price, Production Supervisor/Media/Technology Ms. Sally Slocum, Tech Direction/Lighting MANAGEMENT STAFF Mr. Earl Andrews, Assistant Principal for VPA Mr. David Bischoff, VPA Program Director/Chair Ms. Cindy Dunning, Beyond the Black Box Coordinator Mrs. Cathy Levering, Managing Direction/Patrons Ms. Calleen Wilcox, House Management/Hospitality REHEARSAL STAFF Sam Bassel ‘16, Assistant Stage Manager Taber Brown ’14, Student Rep Erin Cairns ’14, Student Rep Andrew Callens ‘14, Assistant Stage Manager/Light Intern Rev. Phil Ganir, S.J. Guest Vocal Coach Rev. Michael Gilson, S.J. Dramaturge Mr. Paul LeBoeuf, Chaplain Mrs. Cathy Levering, Co-Music Direction Ms. Pamela Kay Lourentzos, Dance/Choreography Reed Miller ’14, Assistant Stage Manager/Sound Intern Mr. Ed Trafton, Artistic Direction/Co-Music Direction/Musical Staging Ms. Gina Williams, Guest Acting Coach Bradley Winkleman ‘14, Production Stage Manager Jesuit Drama Student Centered… Process Oriented… In the Ignatian Tradition… 1200 Jacob Lane Carmichael, CA 95608 (916) 480-2179 jesuithighschool.org/drama [email protected] About the Show Beauty & The Beast (((1(111994994994)) In 1991, the animated feature Beauty and the Beast became the first "cartoon" to be nominated for the Academy Award for Best Picture.