Ethics of Appropriation Found Footage T. ELSAESSER
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The Roots of Middle-Earth: William Morris's Influence Upon J. R. R. Tolkien
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2007 The Roots of Middle-Earth: William Morris's Influence upon J. R. R. Tolkien Kelvin Lee Massey University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Literature in English, British Isles Commons Recommended Citation Massey, Kelvin Lee, "The Roots of Middle-Earth: William Morris's Influence upon J. R. R. olkien.T " PhD diss., University of Tennessee, 2007. https://trace.tennessee.edu/utk_graddiss/238 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Kelvin Lee Massey entitled "The Roots of Middle-Earth: William Morris's Influence upon J. R. R. olkien.T " I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in English. David F. Goslee, Major Professor We have read this dissertation and recommend its acceptance: Thomas Heffernan, Michael Lofaro, Robert Bast Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Kelvin Lee Massey entitled “The Roots of Middle-earth: William Morris’s Influence upon J. -
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15Pm BIO 205 -- 3 Credits Pilar K
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15pm BIO 205 -- 3 credits Pilar K. Rau – [email protected] Office: RAB 308 Office hours: Tuesday 1:00-2:00pm or by appointment Course Description This course explores the poetics and politics of producing ethnographic images using commonly-owned digital media. Students will analyze ethnographic, documentary, vernacular and fine art media and gain competence in the aesthetic and technical dimensions of digital image production. The course explores narrative, observational and anti-narrative experimental shooting and editing, as well as the ethical, political, ethnographic, semiotic, and philosophical concerns such decisions entail Learning Outcomes Students will be able to: • Analyze the relationship of innovations in film and digital media on the production of vernacular, documentary and ethnographic visual representations • Identify and critically analyze different approaches to creating visual representations of cultural difference • Critically asses ethical, political, semiotic and philosophical consequences of technological, formal, and aesthetic choices in ethnographic image production • Learn basic technical skills of film and video production that are applicable to a variety of media • Produce short ethnographic videos Department Learning Goals - http://anthro.rutgers.edu/undergrad-program/department-learning-goals 1. Students gain knowledge that will allow them to identify, explain, and historically contextualize the primary objectives, fundamental concepts, modes of analysis, and central questions in Cultural and Visual Anthropology and demonstrate proficiency in their use of this knowledge 2. Students are able to demonstrate proficiency in the use of critical thinking skills 3. Students are able to demonstrate proficiency using current methods in Cultural and Visual anthropology, including library research skills 4. -
Appreciation and Appropriation, Art and Architecture
84TH ACSA ANNUAL MEETING THEORY AND CRITICISM 1996 263 Appreciation and Appropriation, Art and Architecture ALEX T. ANDERSON University of Pennsylvania INTRODUCTION journey in this enlightened way must satisfy themselves with 'nutrition' and 'digesting,' the rationalized and limited Architecture differentiates itself from other forms of art by forms of tasting, savoring and incorporation of food. It is demanding a different sort of attention. Rapt concentration difficult for tourists to fully experience the places they visit does not reveal it. Appreciation is not enough. Architecture because they cannot live with them. demands appropriation. This becomes particularly evident when we consider the In this essay I demonstrate that art and architecture difference between tourist's experience of a building and a distinguish thernselves not in their physical constitutions, lived experience of it. "Buildings," according to Benjamin, but according to the relationships they form with those who "are appropriated in a twofold manner: by use and percep- observe them. In making a work of architecture, it is crucial tio~rrather by touch and by sight."' The tourist's expe- first to understand these relationships, and then to create a rience of a building is limited because the inevitable brevity field that is capable of sustaining them. of 'touring' precludes tactile appropriation, which, Ben- jamin asserts, "is accomplished not so much by attention as VISUAL EXPERIENCE by habit."4 The true experience of a building involves a In his well-known essay, "Art in the Age of Mechanical gradual incorporatio~notthe "introjection of an 'out- Reproduction" Walter Benjamin disparages "the attentive side"' that Calvino's sophisticated tourist experiences, but concentration of the tourist before a famous building."' He an extended temporal involvement. -
Sampling Real Life: Creative Appropriation in Public Spaces
Sampling Real Life: Creative Appropriation in Public Spaces Elsa M. Lankford Electronic Media & Film (EMF) Towson University [email protected] I. Introduction Enter an art museum or a library and you will find numerous examples of appropriation, all or most of which were most likely legal at the time. From the birth of copyright and the idea that an author, encompassed as a writer, artist, composer, or musician, is the creator of a completely original work, our legal and moral perceptions of appropriation have changed. Merriam-Webster defines appropriation in multiple ways, two of which apply to the discussion of art and appropriation. The first, “to take exclusive possession of” and the second “to take or make use of without authority or right.”1 The battle over rights and appropriation is not one that is only fought in the courtroom and gallery, it also concerns our own lives. Many aspects of our lives involve appropriation, from pagan holidays appropriated into the Christian calendar to the music we listen to, even to the words we speak or write appropriated from other countries and cultures. As artists, appropriation in many forms makes its way into works of any media. The topic of appropriation leads to a discussion of where our creative ideas come from. They, in some sense, have been appropriated as well. Whether we overhear a snippet of a conversation that ends up woven into a creative work or we take a picture of somebody, unknowingly, as they walk down a tree-shadowed street, we are appropriating life. For centuries, artists have been inspired by public life, and the stories and images of others have been appropriated into their work. -
African Slavery in Documentary Films Why Now?
Journal of Global Slavery 5 (2020) 1–21 brill.com/jgs African Slavery in Documentary Films Why Now? Francesca Declich University of Urbino Carlo Bo [email protected] Marie Rodet SOAS, University of London [email protected] The last two decades have witnessed much scholarly debate around discursive and non-discursive legacies of African slavery, as well as a growing interest in memories of slavery from the African continent.1 At the same time, an increas- 1 A large body of publications has emerged on slavery in the African continent, including among others: Martin A. Klein, “Studying the History of Those Who Would Rather Forget: Oral History and the Experience of Slavery,”History in Africa 16 (1989): 215; Edward A. Alpers, “Recollecting Africa: Diasporic Memory in the Indian Ocean World,”African Studies Review 43 (1) (2000): 83–99; Rosalind Shaw, Memories of the Slave Trade: Ritual and the Historical Imag- ination in Sierra Leone (Chicago: University of Chicago Press, 2002); Eric E. Hahonou and Baz Lecocq, “Introduction: Exploring Post-Slavery in Contemporary Africa,”International Journal of African Historical Studies 48, no. 2 (2015): 181–192; Alice Bellagamba, Sandra E. Greene, Martin A. Klein, African Slaves, African Masters. Politics, Memories, Social Life (Trenton NJ: Africa World Press, 2017); Alice Bellagamba. “Yesterday and today. Studying African slav- ery, the Slave Trade and their Legacies through Oral Sources,” in Alice Bellagamba, Sandra E. Greene, Martin A. Klein, eds., African Voices on Slavery and the Slave Trade. Vol 2: Sources and Methods (Cambridge: Cambridge University Press, 2016), 174–197; Alice Bellagamba. “Living in the shadows of slavery”, OPEN DEMOCRACY (2016) https://www.opendemocracy .net/beyondslavery/alice‑bellagamba/living‑in‑shadows‑of‑slavery, accessed on 10 Novem- ber 2019; Marie Rodet, “Escaping Slavery and Building Diasporic Communities in French Soudan and Senegal, ca. -
Fact & Fiction: Amending Right of Publicity Statutes to Include Life
BEACH 2017 FACT & FICTION: AMENDING RIGHT OF PUBLICITY STATUTES TO INCLUDE LIFE STORY AND FICTIONAL CHARACTER RIGHTS Stephanie J. Beach* I. INTRODUCTION .............................................................................. 132 II. THE HISTORY OF THE RIGHT OF PUBLICITY ................................ 134 III. RIGHT OF PUBLICITY IN THE REAL AND MAKE-BELIEVE .......... 137 A. Life Stories are Inseparable from Persona ................... 137 i. Why the Right to Privacy Is Not Applicable ........... 138 ii. Why the Right of Publicity is the Best Equipped Legal and Equitable Remedy for Life Story Appropriations ...................................................... 140 B. An Actor’s Ownership in the Fictional Characters That He or She Brings to Life ............................................. 151 C. Competing Equities: Right of Publicity vs. Right of Freedom of Expression ............................................... 155 IV. EXPANDING THE POST-MORTEM RIGHT OF PUBLICITY THROUGH THE CREATION OF A DESCENDIBLE FUTURE INTEREST ......... 158 V. CONCLUSION ................................................................................ 161 * J.D. Candidate, 2018, Seton Hall University School of Law; M.S., 2015, Columbia University Graduate School of Journalism; B.A., 2014, New York University. I would like to thank the incomparable Professor Paula A. Franzese for her invaluable guidance in crafting this Note, and for being, quite simply, the best. I would also like to thank my fantastic family for listening to me talk about the right of publicity for hours on end, and, most importantly, for providing unconditional love and support in everything that I do. Finally, special thanks to all of the editors and members of the Seton Hall Legislative Journal, vol. 42 for their hard work and dedication in preparing this book. 131 BEACH 2017 132 SETON HALL LEGISLATIVE JOURNAL [Vol. 42:1 “The image is one thing and the human being is another. -
Some Copyright Aspects of New Art: Pop Goes the Easel William B
Boston College Law Review Volume 10 Article 10 Issue 4 Labor Law 7-1-1969 Some Copyright Aspects of New Art: Pop Goes the Easel William B. Sneirson Follow this and additional works at: http://lawdigitalcommons.bc.edu/bclr Part of the Intellectual Property Law Commons Recommended Citation William B. Sneirson, Some Copyright Aspects of New Art: Pop Goes the Easel, 10 B.C.L. Rev. 993 (1969), http://lawdigitalcommons.bc.edu/bclr/vol10/iss4/10 This Current Legislation is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. SOME COPYRIGHT ASPECTS OF NEW ART: POP GOES THE EASEL 1. INTRODUCTION Under the present Copyright Act, protection is afforded to artistic as well as to literary encleavors, 1 Although this coverage was originally limited to fine arts,2 since 1909 it has involved a wider spectrum called "works of art." 3 In this category are included paintings, drawings and sculpture, the works traditionally associated with the fine arts, as well as areas of artistic crafts- manship? In the past fifteen years, the Supreme Court has further expanded the coverage of the Act by the inclusion of utilitarian objects of artistic value.5 Thus, copyright protection is now available for a wide variety of works, provided only that the requirements of the Copyright Act be complied with, and that there he some creative artistry involved. -
Debate on Indigenous Representation with Martu and Pankararu Filmmakers
etropic 14.2 (2015): ‘Behind the Scenes’ TransOceanik Special Edition | 63 The Others and My Image: Debate on Indigenous Representation with Martu and Pankararu Filmmakers Renato Athias Director of the Laboratory of Visual Anthropology, Federal University of Pernambuco LAV-UFPE, Brazil. etropic 14.2 (2015): 63-77. http://www.reefandleaf.com.au/etropic.html & http://www.jcu.edu.au/etropic Abstract What interests us in this paper is to explore some issues related to the genre of documentary that we usually call the "ethnographic film" focused on the experience of two indigenous filmmakers on a residence project during the 5th International Ethnographic Film Festival of Recife (FIFER) in 2013. The Martu-Pankararu Project was an “exchange” programme between a filmmaker of the Martu people, from Central Australia, and a filmmaker of the Pankararu people, from the interior of Pernambuco in Brazil. The result of this activity is closely linked with the concept of representation used in the disciplinary field of visual anthropology. Field of Knowledge The field of knowledge of ethnographic film has traditionally been understood as one that uses language related to media imagery to describe and analyse a culture or a particular aspect of a culture. The productions of ethnographic films, or papers that articulate text with photographic images, are the main productions of this disciplinary field. These images are necessarily linked to the “other” and to those who are part of an audience, that is, to those who will see and will "receive" these images. The concept of representation is at the basis of these audiovisual productions of indigenous filmmakers, and certainly this concept was also a political operator for setting up the channel known initially as Indigenous Community Television (ICTV). -
Cultural Ramifications of the Found Object in Contemporary African Art
International Journal of Multiculturalism Volume 2, Number 1, 2021. 50-74 DOI: 10.30546/2708-3136.2021.2.1.50 CULTURAL RAMIFICATIONS OF THE FOUND OBJECT IN CONTEMPORARY AFRICAN ART Clement E. AKPANG FRSA : https://orcid.org/ 0000-0002-5510-4304 Cross River University of Technology, Calabar, Nigeria © The Author(s) 2021 ABSTRACT ARTICLE INFO Arguably Found Object genre represents the most dominant form of ARTICLE HISTORY contemporary artistic expression with unlimited possibilities of material exploration and conceptual ideation. However, Found Object discourse Received: institutionalized in European art history is exclusively western and dismisses 17 November , 2020 Accepted: those of other cultures as mimesis and time-lag. This paper aims to prove that the dominant contemporary discourse of „Recyla Art‟ which many African sculptors 8 February, 2021 Published: have been absorbed into, problematically blurs the conceptual and ideological 25 April, 2021 differences in European and African exploration of discarded objects in art Available online: creation. Using a triangulation of Formalism, Iconography and Interviews as 25 April, 2021 methodologies, this paper subjects the works of El Anatsui, Delumprizulike, Nnena Okore, Bright Eke, Olu Amonda and others to formalistic and interpretative analysis to establish the postcolonial context of the found object in contemporary African art. Findings demonstrate that European and African appropriation of discarded objects in art differs according to societal context in KEYWORDS form and content. The paper therefore concludes that found object art is culture- specific and defined by unique cultural ramifications, thus, to fully understand Found Object, Art, the dynamism of this art genre, a culture-specific or localized reading is required Culture, Ramifications, because the context of its emergence in Europe stands in contradiction to its Africa, Europe conceptualism in contemporary African art-space. -
Understanding and Avoiding Plagiarism
UNDERSTANDING AND AVOIDING UIW Writing and Learning PLAGIARISM Center What is Plagiarism? Plagiarism simply means that you have used someone else’s work (exact words, ideas, images, and so on) in your writing without giving proper credit. According to UIW’s Policy on Academic Integrity, plagiarism is the “appropriation of another’s work in one’s own written work offered for credit.” UIW also constitutes the unauthorized reuse of one’s own work, or the “turning in of the same work to more than one class without consent of the instructor involved,” as academic dishonesty. Any time you use someone else’s work without giving him or her credit, you are plagiarizing. This may include copying word-for-word, changing certain words, or using another person’s ideas without properly citing him or her. It is also possible to plagiarize scientific information, art, music, and many other forms of media. Even if you do not plagiarize on purpose, using someone else’s work without giving due credit is still plagiarism. Why is Understanding Plagiarism Important? Plagiarism is considered unethical in school and in the professional world: if you do not give the original author credit, you are telling the reader that you came up with the idea on your own. Most professors will outline their policy regarding plagiarism in their syllabi. These policies range from receiving an “F” on the plagiarized assignment to failing the course and being reported to the university. It is not unheard of for students to get dismissed from an institution due to plagiarism-related offenses. -
Queer Zines and the Active Subject
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2006 Cultivating dissent: Queer zines and the active subject Angela Connie Asbell Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Lesbian, Gay, Bisexual, and Transgender Studies Commons Recommended Citation Asbell, Angela Connie, "Cultivating dissent: Queer zines and the active subject" (2006). Theses Digitization Project. 3003. https://scholarworks.lib.csusb.edu/etd-project/3003 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. CULTIVATING DISSENT: QUEER ZINES AND THE ACTIVE SUBJECT A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirement for the Degree Master of Arts in English Composition by Angela Connie Asbell September 2006 CULTIVATING DISSENT: QUEER ZINES AND THE ACTIVE SUBJECT A Thesis Presented to the Faculty of California State University, San Bernardino by Angela Connie Asbell September 2006 Approved by: Date Rong Then ABSTRACT This study performs a rhetorical analysis of several zines that deal with gender and sexual identity. Zines are self-published, non-commercial magazines that highlight the individual creativity in writing and the participatory aspects to writing, publishing, and distributing texts. The Do-It-Yourself (DIY) ethic is the centerpiece of political self- motivation and connection to other activists through non-hierarchical media forms. Through the employment of a subversive rhetoric blending pastiche, performativity, and moments of strategic essentialism, zinesters create meaning, through the disruption of meaning. -
Historical Film Reception: an Ethnographic Focus Beyond
HISTORICAL FILM RECEPTION: AN ETHNOGRAPHIC FOCUS BEYOND ENTERTAINMENT by VINCENT J. BISSON A THESIS Presented to the Interdisciplinary Studies Program: Individualized Program and the Graduate School ofthe University ofOregon in partial fulfillment ofthe requirements for the degree of Master ofArts June 2010 11 "Ilisiorical I,'ilm Reception: An Ethnographic ,,"oeus beyond I~ntertainrnent," a thesis pn.:pared by Vincent.l. Bisson ill partial fulfillment of tile reqllircrllcnts 1'01' the Master or Arts degree in 1I11~ Inh,~l'disciplinary Studies Progl'lllll: Individualized Progralll. This thesis Date Committee in Charge: Ik Daniel Wojcik, Chair Dr. Jeffrey Hanes Dr. Bish Sen Accepted by: Dean ofthe Graduate School 111 An Abstract ofthe Thesis of Vincent J. Bisson for the degree of Master ofArts in the Interdisciplinary Studies Program: Individualized Program to be taken June 2010 Title: HISTORICAL FILM RECEPTION: AN ETHNOGRAPHIC FOCUS BEYOND ENTERTAINMENT Approved: _ Dr. Daniel Wojcik, chair Approved: -,------ _ Dr. Jeffrey Hanes Approved: _ Dr. Bish Sen Drawing upon theories from folkloristics, history, and audience studies, this thesis analyzes historical films, their reception, and the importance ofhistory and film in everyday life. Using an interdisciplinary approach, I demonstrate how a folkloric perspective may contribute to and strengthen the study ofhistorical films by emphasizing the attributes ofnarrative and beliefat the vernacular level ofreception. With an ethnographic and qualitative focus on the informal, common, and everyday film viewing habits ofspecific individuals in relation to historical belief, this project provides IV empirical evidence that is necessary for a more accurate understanding ofthe function and reception ofhistorical films. This study also re-examines the formal aspects of historical films in relation to historical re-construction, the definition and categorization ofsuch films, their reception, their function beyond entertainment, and the need for an integration ofnew research in both audience studies and folklore studies.