Search results for ""Author Christine Ross""

According to the National Institute of Mental Health, more than half of the world's population will have a depressive disorder at some point in their lifetimes. In The Aesthetics of Disengagement Christine Ross shows how contemporary art is a powerful yet largely unacknowledged player in the articulation of depression in Western culture, both adopting and challenging scientific definitions of the condition. Ross explores the ways in which contemporary art performs the detached aesthetics of depression, exposing the viewer's loss of connection and ultimately redefining the function of the image. Ross examines the works of Ugo Rondinone, Rosemarie Trockel, Ken Lum, John Pilson, Liza May Post, Vanessa Beecroft, and Douglas Gordon, articulating how their art conveys depression's subjectivity and addresses a depressed spectator whose memory and perceptual faculties are impaired. Drawing from the fields of psychoanalysis as well as psychiatry, Ross demonstrates the ways in which a body of art appropriates a symptomatic language of depression to enact disengagement - marked by withdrawl, radical protection of the self from the other, distancing signals, isolation, communication ruptures, and perceptual insufficiency. Most important, Ross reveals the ways in which art transforms disengagement into a visual strategy of disclosure, a means of reaching the viewer, and how in this way contemporary art puts forth a new understanding of depression.

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Metro pour L'Ecosse covers the Scottish curriculum at S3 and S4, taking into account the requirements for Standard Grade and Intermediate Levels 1 and 2. It follows on from Metro 1 and 2 but can be used as a stand-alone course. It is a clearly structured course that focuses strongly on grammar and gives students plenty of opportunities for practice and revision throughout, to help them face the exams with total confidence. This Rouge book is for General/Credit/Intermediate 2. It includes grammatical progression and clear explanations for pupils; optional primer sections ("Deja vu") at the start of each chaper which revise earlier material; opportunities to practise all four skills; and special sections which focus on key areas such as extended writing and speaking practice.

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Just what is the “participatory condition”? It is the situation in which taking part in something with others has become both environmental and normative. The fact that we have always participated does not mean we have always lived under the participatory condition. What is distinctive about the present is the extent to which the everyday social, economic, cultural, and political activities that comprise simply being in the world have been thematized and organized around the priority of participation. Structured along four axes investigating the relations between participation and politics, surveillance, openness, and aesthetics, The Participatory Condition in the Digital Age comprises fifteen essays that explore the promises, possibilities, and failures of contemporary participatory media practices as related to power, Occupy Wall Street, the Arab Spring uprisings, worker-owned cooperatives for the post-Internet age; paradoxes of participation, media activism, open source projects; participatory civic life; commercial surveillance; contemporary art and design; and education. This book represents the most comprehensive and transdisciplinary endeavor to date to examine the nature, place, and value of participation in the digital age. Just as in 1979, when Jean-François Lyotard proposed that “the postmodern condition” was characterized by the questioning of historical grand narratives, The Participatory Condition in the Digital Age investigates how participation has become a central preoccupation of our time. Contributors: Mark Andrejevic, Pomona College; Bart Cammaerts, London School of Economics and Political Science (LSE); Nico Carpentier, Vrije Universiteit Brussel (VUB – Free University of Brussels) and Charles University in Prague; Julie E. Cohen, Georgetown University; Kate Crawford, MIT; Alessandro Delfanti, University of Toronto; Christina Dunbar-Hester, University of Southern California; Rudolf Frieling, California College of Arts and the San Francisco Art Institute; Salvatore Iaconesi, La Sapienza University of Rome and ISIA Design Florence; Jason Edward Lewis, Concordia University; Rafael Lozano-Hemmer; Graham Pullin, University of Dundee; Trebor Scholz, The New School in New York City; Cayley Sorochan, McGill University; Bernard Stiegler, Institute for Research and Innovation in Paris; Krzysztof Wodiczko, Harvard Graduate School of Design; Jillian C. York.

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