Art, Emotion and Ethics
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Art and Emotions1
International Journal of Applied Psychoanalytic Studies Int. J. Appl. Psychoanal. Studies 10(2): 100–107 (2013) Published online in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/aps.1352 Art and Emotions1 PINCHAS NOY AND DORIT NOY-SHARAV ABSTRACT The article explores the different routes by which art, and especially music conveys and arouses emotions. Apart from the three formerly discussed routes: the narrative route of narration-identification, the direct route of isomorphism and the indirect route of ego mastery, a fourth route is presented, based on the emotions produced by the listener himself as the result of his active attempt to process the musical input in his mind. This is a “Meta emotion” reflecting the sum-total of all the disparate and opposing emotions conveyed or aroused by means of the other three routes. The point is made that the assimilation of classical polyphonic music, demands an active effort on the part of the listener. The same is true of other higher rank arts, each one of which has developed its specific means to transmit a wide spectrum of diverse emotions simultaneously. Attached to this challenge, there is the promise of earning a new experience – a Meta-emotion emanating from the ability to integrate the contrarieties inside us. Copyright © 2013 John Wiley & Sons, Ltd. Key words: aesthetic experience, polyphonic music, artistic enjoyment, emotional response, creativity, perfect form in art, art and emotions In a former paper “How Music Convey Emotions” (Noy, 1993) I presented three different routes by which the artist may succeed in evoking in his or her audience an emotional response. -
Cause and Affect War Art and Emotion
Canadian Military History Volume 21 Issue 1 Article 5 2015 Cause and Affect War Art and Emotion Laura Brandon Follow this and additional works at: https://scholars.wlu.ca/cmh Part of the Military History Commons Recommended Citation Laura Brandon "Cause and Affect War Art and Emotion." Canadian Military History 21, 1 (2015) This Canadian War Museum is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Canadian Military History by an authorized editor of Scholars Commons @ Laurier. For more information, please contact [email protected]. : Cause and Affect War Art and Emotion Cause and Affect War Art and Emotion Laura Brandon ine years ago, I completed a which you bring things you know is a well-known Toronto-based Nhistory PhD here at Carleton and have experienced emotionally artist. She began painting military University. My thesis was published and with which through a dialogue subjects in the aftermath of the 1990 in 2006 as Art or Memorial? The with the artwork, its interpreters, to 1991 Gulf War and, 20 years later, Forgotten History of Canada’s War and other viewers you not only military portraiture remains at the Art.1 Influenced by the then relatively enrich your own understanding of heart of her practice. Her approach new memory theories, especially what you already recognize or have combines a certain accuracy of detail those pertaining to monuments as knowledge of emotionally but you born of her interest in historical “sites of memory,” I argued that also contribute to the emotional documentation combined with the through the act of looking, whether understanding of others. -
The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes. -
The Emotions and the Arts in Nineteenth-Century English Literature
GENERAL TOPIC: The Emotions and the Arts in Nineteenth-century English Literature SPECIFIC THEME: Literary Representations of the Emotions in the Arts Principal Researcher: Paula Alexandra Guimarães Centre for Humanistic Studies (University of Minho) Introductory Remarks Although generated by neurobiological processes, emotions (pathe, affectus) also consist in a process of appraisal and individual judgement, which depends on social and cultural norms and individual proclivities. As they heavily influence social relations and the behaviour of individuals and groups, emotions are socially relevant and, consequently, subject to scrutiny, judgement, and normative intervention. They fulfil social functions and follow social rules. Hence, they are potentially subject to change and are shaped by the society in which they operate. Although it can be argued that emotions are a universal phenomenon, they do have a history and are a very important subject of historical research. This applies both to emotions closely connected with socio-cultural norms (e.g. friendship, pity, honour, shame, pride) and to ‘basic emotions’ (e.g. fear, hope, joy, grief, disgust, despair, love, lust, envy). Emotions are important both as subject and as background of textual sources. Most (if not all) textual and pictorial sources at our disposal are directly or indirectly generated by emotions, display emotions or aim to arouse emotions. Admittedly, the emotional background is more evident and significant in some sources than in others. The study of the emotions is an emergent interdisciplinary ×eld, which means that scholars from different disciplines (mainly literature, history, philosophy and cultural geography) are interested in the subject, and come together to work out how to discuss it. -
Oxford Scholarship Online
The Arts, Emotion, and Evolution University Press Scholarship Online Oxford Scholarship Online Aesthetics and the Sciences of Mind Greg Currie, Matthew Kieran, Aaron Meskin, and Jon Robson Print publication date: 2014 Print ISBN-13: 9780199669639 Published to Oxford Scholarship Online: September 2014 DOI: 10.1093/acprof:oso/9780199669639.001.0001 The Arts, Emotion, and Evolution Noël Carroll DOI:10.1093/acprof:oso/9780199669639.003.0009 Abstract and Keywords In this chapter, Carroll attempts to defend the view that art is an adaptation on that grounds that by means of provoking contagious emotions it promotes fellow feeling and thereby abets social cohesion. Keywords: art and emotion, evolution, emotional contagion, Leo Tolstoy, function of art, group selection, origin of art 8.1 Introduction In the opening chapters of What is Art?, Tolstoy comments at length—and often satirically —on the vast investment of resources and labour that went into the production of the art of his day. He writes: For the production of every ballet, circus, opera, operetta, exhibition, picture, concert or printed book, the intense and unwilling labor of thousands of people is Page 1 of 24 PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2015. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see http://www.oxfordscholarship.com/page/privacy-policy). Subscriber: CUNY Graduate Center; date: 22 July 2015 The Arts, Emotion, and Evolution needed at what is often harmful and humiliating work. -
¬タワhow Does This Artwork Make You Feel?¬タン a ¬タワno-No¬タン
“How Does This Artwork Make You Feel?” A “No-No” Question in Art Museum Education? Olga M. Hubard The Journal of Aesthetic Education, Volume 49, Number 2, Summer 2015, pp. 82-98 (Article) Published by University of Illinois Press For additional information about this article https://muse.jhu.edu/article/582500 Access provided by Columbia University (4 Jun 2017 14:33 GMT) “How Does This Artwork Make You Feel?” A “No-No” Question in Art Museum Education? OLGA M. HUBARD “Never ask students how an artwork makes them feel. If the work makes them feel happy, or sad, or whatever, that’s fine, but it’s not our concern as educators.” This is advice I received years ago when I became a museum educator and was learning to facilitate group dialogues about works of art. Group dialogues have become central to art museum education over the last two decades. Distinct from traditional lectures, these dialogues involve extended viewing sessions where, guided by an educator, visitors observe individual artworks closely, share insights and impressions, and ultimately make meaning of the works for themselves.1 “What we care about as educators is how spectators are learning to think,” my instructor added, “not about their emotions, which are subjective.” My instructor suggested that, instead of asking spectators how works of art made them feel, educators should ask, “What emotion does this artwork suggest?” followed by, “What do you see that makes you say that?” These questions, she explained, would shift the focus away from the viewers’ subjective emotional states and direct them toward the objective traits of the artwork. -
How Music Makes Us Feel
Georgia State University ScholarWorks @ Georgia State University Philosophy Theses Department of Philosophy 8-7-2012 How Music Makes Us Feel Alexander Economides Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/philosophy_theses Recommended Citation Economides, Alexander, "How Music Makes Us Feel." Thesis, Georgia State University, 2012. https://scholarworks.gsu.edu/philosophy_theses/106 This Thesis is brought to you for free and open access by the Department of Philosophy at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Philosophy Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. HOW MUSIC MAKES US FEEL by ALEXANDER ECONOMIDES Under the Direction of Andrea Scarantino ABSTRACT According to folk psychology, instrumental music regularly elicits emotions in listeners. Philos- ophers and psychologists such as Kivy, Konecni and Zangwill have questioned the existence of these musically elicited emotions, arguing that instrumental music elicits moods or aesthetic judgments rather than emotions. I defend the folk psychological position against these skeptics. The first chapter sets up the debate surrounding musically elicited emotions, while chapters two and three defend the thesis that instrumental music elicits emotions against the critics’ argu- ments. Chapter four outlines the implications of this defense for a variety of fields. INDEX WORDS: Emotion, Affect, Mood, Cognitivism, -
Reverence for Life: an Ethic for High School Biology Curricula
WellBeing International WBI Studies Repository 1980 Reverence for Life: An Ethic for High School Biology Curricula George K. Russell Adelphi University Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_he Part of the Educational Methods Commons, Humane Education Commons, and the Science and Mathematics Education Commons Recommended Citation Russell, G.K. (1980). Reverence for life: An ethic for high school biology curricula. In H. McGiffin & N. Brownley (Eds.), Animals in education: Use of animals in high school biology classes and science fairs (pp. 27-34). Washington, DC: The Institute for the Study of Animal Problems. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. W.J. Dodd5-Learning from Animals action At the same time the reality of the serious nature of these genetic defects and Reverence for Life: An Ethic for the potential for severe illness or sudden death should be understood The student can then appreciate that the best we hope for is to make what life these animals have as High School Biology Curricula happy and meanangful as possible, while we learn from studying the natural course of their disease. The above discussion illustrates one of many specific examples where animals with inherited diseases analogous to those of man can provide a challengmg educa George K. Russell tional experience for the student. R eferences Abstract Bennett. W. and Ratnoff. O.D. (1973) Immunologic relationships of antihemophilic factor of different species detected by specific human and rabbit antibodies. -
Domestic Trauma and Imperial Pessimism: the Crisis at Home in Charles Dickens’S Dombey and Son
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 21 (2019) Issue 5 Article 13 Domestic Trauma and Imperial Pessimism: The Crisis at Home in Charles Dickens’s Dombey and Son Katherine E. Ostdiek University of Iowa Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the American Studies Commons, Comparative Literature Commons, Education Commons, European Languages and Societies Commons, Feminist, Gender, and Sexuality Studies Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Social and Behavioral Sciences Commons, Television Commons, and the Theatre and Performance Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. -
The Psychological Impact of Music on Feelings of Spirituality
1 The Power of Notes: The Psychological Impact of Music on Feelings of Spirituality Qiang Zhang Duke University Durham, NC 2019 Advisor: Dr. Mark Leary An honors thesis submitted to the Department of Psychology and Neuroscience in partial fulfillment of the requirements for graduation with distinction 2 Abstract Although music has been used in spiritual contexts throughout history, not much is known about how the characteristics within music that elicit feelings associated with spirituality. This study was designed to shed light on this question through researching the effects of three psychological dimensions of music – intensity, valence, and depth – on feelings of spirituality in listeners. Additionally, the moderating effects of personal spirituality on the psychological effects of music were analyzed. One hundred and twelve participants listened to short clips of music that had been scaled with respect to their intensity, valence, and depth, and rated how they felt on 14 items. Results showed that each of the three dimensions was significantly associated with ratings associated with spirituality. Moreover, personal spirituality moderated the effects of music on ratings. These findings offer future directions through which to study music and spirituality. 3 The Power of Notes: The Psychological Impact of Music on Feelings of Spirituality Music is an integral element of human life that has played a particularly important role in many religious and spiritual forms of cultural expression (Miller & Strongman, 2002; Penmen & Becker, 2009; Scherer, 2004). For example, in Pentecostal churches, music is often used to facilitate religious experience (Miller & Strongman, 2002), and can create a strong, positive emotional response that sometimes leads to ecstasy (Penmen & Becker, 2009). -
Explicating Emotions
EXPLICATING EMOTIONS by Andrea Scarantino B.S., Economics, Bocconi University, 1994 M.S., Philosophy of the Social Sciences, London School of Economics and Political Science, 1997 Ph.D., Economics, Universita’ Cattolica, 2000 M.A., Philosophy, University of Pittsburgh, 2005 Submitted to the Graduate Faculty of University of Pittsburgh in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2005 UNIVERSITY OF PITTSBURGH FACULTY OF ARTS AND SCIENCES This dissertation was presented by Andrea Scarantino It was defended on July 20, 2005 and approved by Paul Griffiths, ARC Federation Fellow and Professor of Philosophy, Department of Philosophy, University of Queensland (Co-Director) Peter Machamer, Professor of Philosophy, Department of History and Philosophy of Science, University of Pittsburgh (Co-Director) Bob Brandom, Distinguished Service Professor of Philosophy, Department of Philosophy, University of Pittsburgh Ruth Millikan, Emeritus Professor of Philosophy, Department of Philosophy, University of Connecticut (Outside Reader) ii Copyright © by Andrea Scarantino 2005 iii EXPLICATING EMOTIONS Andrea Scarantino, PhD University of Pittsburgh, 2005 In the course of their long intellectual history, emotions have been identified with items as diverse as perceptions of bodily changes (feeling tradition), judgments (cognitivist tradition), behavioral predispositions (behaviorist tradition), biologically based solutions to fundamental life tasks (evolutionary tradition), and culturally specific social artifacts (social constructionist tradition). The first objective of my work is to put some order in the mare magnum of theories of emotions. I taxonomize them into families and explore the historical origin and current credentials of the arguments and intuitions supporting them. I then evaluate the methodology of past and present emotion theory, defending a bleak conclusion: a great many emotion theorists ask “What is an emotion?” without a clear understanding of what counts as getting the answer right. -
Reverence for Life
Reverence for Life A Guiding Ethic for Western University Research August, 2008 When Albert Schweitzer (1875-1965) was at the height of his influence, he was considered the most famous and admired man alive. Schweitzer – an accomplished ethical philosopher, theologian, musician, organ builder, author, and medical doctor -- received a PhD in Philosophy in 1899, and a year later received a second PhD in theology, both from the University of Strasbourg. After establishing a successful career in theology and music, he changed directions at age 30, receiving a doctor of medicine degree in 1913, also from University of Strasbourg. He subsequently devoted much of his career to treating patients in equatorial Africa, and became world-renowned as a humanitarian. Dr. Schweitzer was awarded the Nobel Peace Prize in 1952 for development of the reverence for life ethic. Summarized in his own words: "Man's ethics must not end with man, but should extend to the universe. He must regain the consciousness of the great chain of life from which he cannot be separated. He must understand that all creation has its value. Life should only be negated when it is for a higher value and purpose -- not merely in selfish or thoughtless actions. What then results for man is not only a deepening of relationships, but a widening of relationships." 1 This ethic is the moral underpinning of our research efforts at Western University of Health Sciences. Dr. Schweitzer recognized reverence for life as an absolute ethic. This does not mean this ethic is to be applied absolutely or completely in every situation; rather, the reverence for life ethic is a goal, an ideal, for which we are to strive.