The 'Paradox of Tragedy'—The Puzzle of Explaining Why We Enjoy
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Walter Pater's Aesthetic Historicism
Transfigured World · CAROLYN WILLIAMS · Transfigured World · WALTER PATER'S AESTHETIC HISTORICISM · Cornell University Press ITHACA AND LONDON Copyright © 1989 by Cornell University All rights reserved. Except for brief quotations in a review, this book, or parts thereof, must not be reproduced in any form without permission in writing from the publisher. For information, address Cornell University Press, Sage House, 512 East State Street, Ithaca, New York 14850, or visit our website at www.cornellpress.cornell.edu. First published 1989 by Cornell University Press. First printing, Cornell Paperbacks, 2016. Library of Congress Cataloging-in-Publication Data Williams, Carolyn, 1950– Transfigured world: Walter Pater’s aesthetic historicism / Carolyn Williams p. cm. Includes index. ISBN 978-0-8014-2151-8 (cloth : alk. paper) ISBN 978-1-5017-0724-7 (pbk. : alk. paper) 1. Pater, Walter, 1839–1894—Aesthetics. 2. Pater, Walter, 1839–1894— Knowledge—History. 3. Historicism. I. Title. PR5138.A35W5 1989 824'.8—dc20 89-42883 The text of this book is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License: https://creativecommons.org/licenses/by-nc-nd/4.0/ For Cecil Lang Contents Acknowledgments ix Abbreviations xi Introduction I Part One • Opening Conclusions II I. "That Which Is Without" 14 2. "The Inward World of Thought and Feeling" 18 3. Aestheticism 26 4. Answerable Style 37 5. Iiistoricism 46 6. Aesthetic Iiistoricism and "Aesthetic Poetry" 57 7. The Poetics of Revival 68 Part Two • Figural Strategies in Th e Renaissance 79 I. Legend and Iiistoricity 82 2. Myths of Iiistory: Th e Last Supper 94 3. The Iiistoricity of Myth 103 4. -
IV. Concerning the Relation of Mind and Medium in Aesthetic Appre- Ciation Little Need Be Said
MIND AND MEDIUM IN ARTf. (1V.j BY EDWARD BULLOUGH. I AGREE with Mr Walkley’s criticism of Mr Marriott’s proposal to base an aesthetic theory upon Medium and its technical manipulation. The attempt has been made more than once-the example of Semper has been mentioned by Mr Watt-and has always broken down in the face of objections such as are urged by Mr Walkley-in the last resort because Art is a manifestation of mind and cannot be satisfactorily accounted for by the nature and treatment of the material it employs. The second part of Mr Walkley’s paper rests upon the theory of Benedetto Croce. I am in doubt how far I agree or disagree with him. Croce’s aesthetic theory does not stand by itself, as is far too commonly supposed. It is part of a general philosophical, and in addition monistic, system and is exposed to all the difficulties created by such a depen- dence. I feel doubt about the fourfold division of the activities of the spirit; about the precise limits of the theoretical and practical activities; about the ultimate implications of his general point of view; as regards the aesthetic sphere in particular, about the nature of the ‘intuition’ and the essential ‘lyricism’ of Art, and their consequences. Indeed, I am inclined to agree with the objections recently urged by G. A. Borgese in the Preface to the new edition of his Storia della critica romantica in Italia2. I readily admit that Croce’s conception of intuition as the A contribution to the Symposium presented at the Congress of Philosophy in Oxford, 24-27 September, 1920. -
1997 Sundance Film Festival Awards Jurors
1997 SUNDANCE FILM FESTIVAL The 1997 Sundance Film Festival continued to attract crowds, international attention and an appreciative group of alumni fi lmmakers. Many of the Premiere fi lmmakers were returning directors (Errol Morris, Tom DiCillo, Victor Nunez, Gregg Araki, Kevin Smith), whose earlier, sometimes unknown, work had received a warm reception at Sundance. The Piper-Heidsieck tribute to independent vision went to actor/director Tim Robbins, and a major retrospective of the works of German New-Wave giant Rainer Werner Fassbinder was staged, with many of his original actors fl own in for forums. It was a fi tting tribute to both Fassbinder and the Festival and the ways that American independent cinema was indeed becoming international. AWARDS GRAND JURY PRIZE JURY PRIZE IN LATIN AMERICAN CINEMA Documentary—GIRLS LIKE US, directed by Jane C. Wagner and LANDSCAPES OF MEMORY (O SERTÃO DAS MEMÓRIAS), directed by José Araújo Tina DiFeliciantonio SPECIAL JURY AWARD IN LATIN AMERICAN CINEMA Dramatic—SUNDAY, directed by Jonathan Nossiter DEEP CRIMSON, directed by Arturo Ripstein AUDIENCE AWARD JURY PRIZE IN SHORT FILMMAKING Documentary—Paul Monette: THE BRINK OF SUMMER’S END, directed by MAN ABOUT TOWN, directed by Kris Isacsson Monte Bramer Dramatic—HURRICANE, directed by Morgan J. Freeman; and LOVE JONES, HONORABLE MENTIONS IN SHORT FILMMAKING directed by Theodore Witcher (shared) BIRDHOUSE, directed by Richard C. Zimmerman; and SYPHON-GUN, directed by KC Amos FILMMAKERS TROPHY Documentary—LICENSED TO KILL, directed by Arthur Dong Dramatic—IN THE COMPANY OF MEN, directed by Neil LaBute DIRECTING AWARD Documentary—ARTHUR DONG, director of Licensed To Kill Dramatic—MORGAN J. -
F. Scott Fitzgerald the Stand
Fiction Songs The Great Gatsby – F. Scott Fitzgerald “Change is Gonna Come” – Sam Cooke The Stand - Stephen King “Oh Holy Night” – Adolph Adam Things Fall Apart – Chinua Achebe “Come as You Are” – Nirvana Brave New World – Aldous Huxley “Paper Tiger” – Beck The Alchemist – Paulo Coelho “Sweet Child O’ Mine” – Guns N Roses Nineteen Eighty Four – George Orwell “Amazing Grace” – John Newton Of Mice and Men – John Steinbeck “Father and Son” – Cat Stevens The Road – Cormac McCarthy “Go or Go Ahead” – Rufus Wainright The Lovely Bones – Alice Sebold “And Justice For All” – Metallica The Fountainhead – Ayn Rand “In My Life” – The Beetles Non-fiction Movies A Brief History of Time – Stephen Hawking The Godfather – Francis Ford Coppola My Life in Art – Konstantin Stanislavsky Magnolia – Paul Thomas Anderson The Singularity is Near – Ray Kurzweil It’s a Wonderful Life – Frank Capra The Tipping Point – Malcolm Gladwell Being John Malkovich – Spike Jonze Bossypants – Tina Fey Life is Beautiful – Roberto Benigni Revelation – John (The One Who Jesus Loved) Gone With the Wind – Victor Fleming The Supernatural Worldview – Cris Putnam Lost in Translation – Sophia Coppola Relativity – Albert Einstein Eternal Sunshine of the Spotless Mind – In Cold Blood – Truman Capote Michel Gondry Exodus – Moses The Sting – George Roy Hill The Little Princess – Walter Lang Children’s Books Documentaries The Giving Tree – Shel Silverstein Grey Gardens – Ellen Hoyde, Albert Maysles The Chronicles of Narnia series– C.S. Lewis The Imposter – Bart Layton Every Amelia Bedelia – Peggy/Herman Parish Hoop Dreams – Steve James Charlotte’s Web – E.B. White Fahrenheit 911 – Michael Moore The Cat in the Hat – Dr. -
AH 302: the Idea of the Aesthetic Syllabus Course Description Texts
Fall 2020 AH 302: The Idea of the Aesthetic Syllabus The schedule of classes/readings is subject to change. Registered students should consult the syllabus on Google Classrooms, which will be kept updated. Instructor: Katalin Makkai Course times: Monday and Wednesday 15:45-17:15 Email: [email protected] Office hours: TBA Office: P98 004 Course description “Aesthetics” and “aesthetic” are terms that are often taken for granted inside as well as outside academic discourse. We speak of aesthetic experiences and judgments and qualities, and we employ “aesthetics” to designate the study of such matters. Although their root is taken from the Greek, the now-familiar terms (in their now-familiar usages) are, however, comparatively new. They are commonly regarded as having been introduced into the philosophical lexicon in the eighteenth century—a few hundred years ago. This course studies some of the texts that were key to the discovery, or perhaps the invention, of the “aesthetic”. What work was the idea meant to do? How did its evolution retain or reconfigure its original senses and purposes? Is the idea of the aesthetic problematic, ideological, or chimerical? Do we need an idea of the aesthetic to think about art? Texts All readings will be provided during the semester electronically and are to be brought to class as printouts. Electronic devices Students may not use any electronic devices (laptop, tablet, mobile phone) in the classroom, unless an accommodation letter has been issued. Requirements ACADEMIC INTEGRITY Bard College Berlin maintains the staunchest regard for academic integrity and expects good academic practice from students in their studies. -
Ratti AP Lang Summer Assignments 2020-2021
Ratti AP Lang Summer Assignments 2020-2021 May 1, 2020 Dear Future Student, Hello, and welcome! I’m so excited that you have chosen to take one of the most stimulating and rewarding classes offered at MCHS. As I’m sure you know, it’s going to be a challenge, but I’ll be with you every step of the way. When we challenge ourselves, we grow. AP Language and Composition is going to help you grow as a reader and a writer, and, I suspect, even as a person. I can say that teaching this class has been a joy as well as a tremendous growth opportunity for me. We are in it together. The summer of 2020 looks like it is going to be challenging, but I have provided these assignments in hopes that you will be able to continue your education in enjoyable and productive ways while you are stuck at home. I have made an effort to include resources and suggestions so that students at all levels of income and technology access can complete the assignments successfully. If you have any difficulty or concern, please contact me as soon as possible. You may reach me by email, Remind, by posting on Teams, or by calling the school at (423) 745-4142. I will make every effort to make sure any student who wants to participate is able to. The biggest part of your work for me will be the Knowledge Builders assignment, a fact-gathering, critical thinking challenge to broaden your knowledge of the world around you. -
The Ethical Significance of the Aesthetic Experience of Non-Representational Art Taylor Rogers Oberlin College
The Ethical Significance of the Aesthetic Experience of Non-Representational Art Taylor Rogers Oberlin College May, 2011 I. Introduction II. Key Terms III. Key Features of Aesthetic Experience: Attention & Distraction IV. Delicacy & Distance V. The Ethical Significance of Perceptual Delicacy VI. Ethico-Aesthetic Properties VII. Delicacy and Representational Art VIII. Conclusion Bibliography 1 I. Introduction This paper‟s aim is to give an account of the distinctive ethical significance of the aesthetic experience of non-representational art. I hope to demonstrate how perceptual skills necessary for such engagement prove to be ethical as well as aesthetic skills. First, I will offer some background on the nature of aesthetic experience, before adopting Noël Carroll‟s content- oriented account for my own investigation. After clarifying my use of “aesthetic experience,” I explain my focus on non-representational art, illustrating the way in which it more accessibly fosters pure aesthetic experience, as opposed to art that is representational. By employing the terms „non-representational‟ and „representational,‟ I will be referring to paradigm cases of each sort of art as a way of circumventing the need for an account of when and how art represents. Mitchell Green in “Empathy, Expression and What Artworks Have to Teach” asserts, “Some forms of engagement with works of art…either convey or activate a skill1.” In light of this assertion, I analyze how one‟s aesthetic engagement with non-representational art distinctly cultivates the skill of sensitive perception, or, „delicacy,‟ which allows one to perceive all of the aesthetically relevant features present in a work of art, no matter how subtle. -
Truth, Lies, and Videotape: Documentary Film and Issues of Morality U2 Linc Course: Interdisciplinary Studies 290 Fall 2007, T/TH 12:45-3:15
Truth, Lies, and Videotape: Documentary Film and Issues of Morality U2 LinC Course: Interdisciplinary Studies 290 Fall 2007, T/TH 12:45-3:15 Instructor: Krista (Steinke) Finch Office: Art Office/ studio room 103 Office Hours: M, T, TH, W 11:30-12:30 or by appointment Phone: 861-1675 (art office) Email: [email protected] ***Please note that email is the best way to communicate with me COURSE DESCRIPTION: This course will explore issues of morality in documentary film as well provide a conceptual overview of the forms, strategies, structures and conventions of documentary film practice. Filmmaking is a universal language which has proven to be a powerful tool of communication for fostering understanding and change. For this course, students will study the history and theory of the documentary film and its relationship to topics and arguments about the social world. Students will be introduced to theoretical frameworks in ethics and media theory as a means to interpret and reflect upon issues presented in documentary film. Weekly screenings and readings will set the focus for debate and discussion on these specific issues. Students will also work in small groups to create short documentary films on particular subject of their own concern. Through hands on experience, students will learn the basics in planning, producing, and editing a documentary film while gaining an in depth insight into a particular issue through extensive research and exploration. The semester will culminate with a public presentation of the documentary films created during the course at the 2006 Student Film Festival in late April. GOALS: Students will: • understand the history of documentary film and be able to critically address media related arts in relationship to societal issues. -
Documentary Movies
Libraries DOCUMENTARY MOVIES The Media and Reserve Library, located in the lower level of the west wing, has over 9,000 videotapes, DVDs and audiobooks covering a multitude of subjects. For more information on these titles, consult the Libraries' online catalog. 10 Days that Unexpectedly Changed America DVD-2043 56 Up DVD-8322 180 DVD-3999 60's DVD-0410 1-800-India: Importing a White-Collar Economy DVD-3263 7 Up/7 Plus Seven DVD-1056 1930s (Discs 1-3) DVD-5348 Discs 1 70 Acres in Chicago: Cabrini Green DVD-8778 1930s (Discs 4-5) DVD-5348 Discs 4 70 Acres in Chicago: Cabrini Green c.2 DVD-8778 c.2 1964 DVD-7724 9/11 c.2 DVD-0056 c.2 1968 with Tom Brokaw DVD-5235 9500 Liberty DVD-8572 1983 Riegelman's Closing/2008 Update DVD-7715 Abandoned: The Betrayal of America's Immigrants DVD-5835 20 Years Old in the Middle East DVD-6111 Abolitionists DVD-7362 DVD-4941 Aboriginal Architecture: Living Architecture DVD-3261 21 Up DVD-1061 Abraham and Mary Lincoln: A House Divided DVD-0001 21 Up South Africa DVD-3691 Absent from the Academy DVD-8351 24 City DVD-9072 Absolutely Positive DVD-8796 24 Hours 24 Million Meals: Feeding New York DVD-8157 Absolutely Positive c.2 DVD-8796 c.2 28 Up DVD-1066 Accidental Hero: Room 408 DVD-5980 3 Times Divorced DVD-5100 Act of Killing DVD-4434 30 Days Season 3 DVD-3708 Addicted to Plastic DVD-8168 35 Up DVD-1072 Addiction DVD-2884 4 Little Girls DVD-0051 Address DVD-8002 42 Up DVD-1079 Adonis Factor DVD-2607 49 Up DVD-1913 Adventure of English DVD-5957 500 Nations DVD-0778 Advertising and the End of the World DVD-1460 -
Coming Into Frame
The Independent Weekly: Coming into Frame http://indyweek.com/durham/2004-04-07/ae.html Advertisement Coming into Frame A conference at Duke Law School looks at how filmmakers and musicians get in trouble with the law B Y F I O N A M O R G A N Documentary films are records of our culture, and as they gain popularity, they're also becoming a hybrid of information and entertainment, a viable venue for alternative ideas and cultural criticism. But documenting a culture full of copyrighted images, sounds, words and ideas can be legally treacherous. April 7, 2004 Duke Law School added another A R T S F E A T U R E dimension to the Full Frame Documentary Film Festival by hosting "Framed!" a day-long conference on "how law constructs and constrains culture." It brought faculty at the law school together with filmmakers, entertainment lawyers, academics and others to discuss how legal issues affect the practical and creative concerns of making films and music. The day reached its climax when a musician cursed out a lawyer in the audience. Chris Hegedus, co-director of The War Room and Startup.com, showed footage from several of the films she made with her husband and creative partner D.A. Pennebaker, who sat in the audience--along with the couple's attorney. A clip from Startup.com captured the enthusiasm of the dotcom boom by following two entrepreneurs to a fast food restaurant, where one sings along with the Billy Joel song "Piano Man." Hegedus loved the scene, but couldn't afford to license the song. -
The Jinx, the Imposter, and Re-Enacting the Digital Thriller in True Crime Documentaries
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-23-2017 "You want it all to happen now!": The inxJ , The Imposter, and Re-enacting the Digital Thriller in True Crime Documentaries Brett ichM ael Phillips University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Other Film and Media Studies Commons Scholar Commons Citation Phillips, Brett ichM ael, ""You want it all to happen now!": The inxJ , The mposI ter, and Re-enacting the Digital Thriller in True Crime Documentaries" (2017). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/6743 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. “You want it all to happen now!”: The Jinx, The Imposter, and Re-enacting the Digital Thriller in True Crime Documentaries by Brett Phillips A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Film Studies Department of Humanities and Cultural Studies College of Arts and Sciences University of South Florida Major Professor: Amy Rust, Ph.D. Maria Cizmic, Ph.D. Andrew Berish, Ph.D. Date of Approval: March 10, 2017 Keywords: True crime, Documentary, Digital, Thriller, Reenactment, Affect Copyright © 2017, Brett Phillips ACKNOWLEDGEMENTS First and foremost, thank you to Amy, Maria, and Andrew for not only helping me shape this thesis—with both tiny chisel and sledgehammer—but for guiding me through an entire discipline with kindness and understanding. -
Philosophy 585: Emotions in the Arts Spring 2009 Professors Paul Guyer and Elisabeth Camp
Philosophy 585: Emotions in the Arts Spring 2009 Professors Paul Guyer and Elisabeth Camp Contact Information Paul Guyer Office: 421 Cohen Hall Office Hours: Thursdays 2-4 and by appointment Email: [email protected] Elisabeth Camp Office: 426 Cohen Hall Office Hours: Thursdays 1:30 to 3 and by appointment Email: [email protected] Course Description This course will investigate historical and contemporary philosophical views on the role of the emotions in the arts. Do we have genuine emotional responses to works of art – to fiction? paintings? music? If so, what are the conditions under which we do and don't have such emotional responses? When are such responses appropriate? In particular, does an appropriate aesthetic attitude require emotional distance from the object of the artwork? Is it inappropriate to respond emotionally to morally depraved artworks? How do formal devices induce, constrain, and otherwise alter our emotional responses to art? Readings will be drawn from philosophers including Jean-Baptiste Du Bos, David Hume, Edmund Burke, Moses Mendelssohn, Henry Home Lord Kames, Arthur Schopenhauer, Edward Bullough, R.G. Collingwood, Tamar Szabo Gendler, Richard Moran, Kendall Walton, and others. Course Requirements Everyone registered for the course will be expected to lead discussion for one meeting; auditors are strongly encouraged to do so as well. We hope you can do this in pairs. Your main task is to bring out the philosophical issues in play, and specifically to locate the readings in relation to each other; raising questions for discussion is much more important than summarizing. You should also prepare a handout, no more than 2 pages long, which can easily be reviewed in class, to help coordinate the discussion.