Journal articles on the topic 'Clockwork world'

Thinking of the world in mechanistic terms—how things work—is both cognitively natural and motivating for humans from the preschool years onward. Mechanisms have distinct structural properties that go far beyond mere causal facts. They typically contain layers of causal clusters and the systematic interactions between those clusters that give rise to the next level up. Following developments in the philosophy of science and studies on children’s questioning behaviors, recent research shows that, from an early age, people appreciate the informational and inductive potential of mechanistic information. People selectively notice and choose mechanistic explanations as especially useful opportunities for learning; but they also soon forget the details of what they encounter. We argue that enduring cognitive abstractions from such details provide powerful ways of accessing and evaluating expertise in other people.

<p>This article considers the interaction of ethics and aesthetics in A. Burgess's worldview. It is based on an analysis of the novels about the minor poet Enderby, who is interpreted as the writer's alter ego. The material for the article is represented by the novels "Inside Mr. Enderby", "Enderby outside", "The Clockwork Testament, or Enderby's End", "Enderby's Dark Lady", or "No End of Enderby". Particular attention is paid to the personality of the protagonist and his worldview. In the course of the analysis, the superficial interpretations of Enderby's image and the system of his relationships with the outside world are rejected in favor of deeper ones, arising from the system of the author's outlooks on creativity. The material of other writer's novels is also attracted to the study ("A Clockwork Orange", "The Wanting Seed", "Little Wilson and Big God", etc), where his religious and ethical views are most clearly manifested. The analysis of Burgess's search for faith, his path from congenital Catholicism through Manichaeism to the development of his own religious and ethical picture of the world has been performed in this paper. It has shown that according to Burgess the Beauty is of primary value and the writer is seen as the creator of such a world view where the original duality of reality can be overcome through the language.</p>

Anthony Burgess’s A Clockwork Orange (1962) portrays the disintegration of the traditional British culture and the rise of a new youth culture in revolt which produced violence and perversity. This youth culture started pervading the layers of the traditional British culture. The 1960s had found the British culture assuming a distorted shape both in values and norms - a culture completely opposite to its original tradition in terms of the socioeconomic changes that took place following the Second World War. The postwar generation had to peep into the collapsed world from a perspective quite different from the previous one because of the rising tension emerging out of a new threat from nuclear war hanging overhead. This paper seeks to explore the extent to which the newly emerged culture affected the young generation and brought about chaos and disorder in British society. DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12260 IIUC Studies Vol.7 2011: 63-72

ABSTRACTThe critical reception of Kubrick's A Clockwork Orange (1971) often circles around two related questions: its relationship to Anthony Burgess's 1962 novel and the implications of its classical ‘compilation’ soundtrack. Revisiting both, this article challenges the pervasive emphasis in existing musicological literature on the film's use of Beethoven's Ninth Symphony by offering a formal analysis of its excerpts by (among others) Rossini, Elgar and Purcell. A fresh look at Purcell's Funeral Music for Queen Mary (1695) serves to open a dramatic lineage leading back to the seventeenth-century ‘Don Juan’ archetype, which brings in tow the vast musicological literature on Don Giovanni along with philosophical accounts from Kierkegaard through Bernard Williams. The film's notorious references to Gene Kelly's dance routine in Singin’ in the Rain (1952) add to its confrontation with individual and collective ideals of ‘liberty’ a cinematic reflexivity that can serve (with some help from Marshall McLuhan's influential 1964 study Understanding Media) to shed new light on Luis Buñuel's assertion that this is ‘the only movie about what the modern world really means’.

It is not only economics that needs to regain a sense of history but also much of social science. Like economists social scientists need to liberate themselves from a Newtonian clockwork view of the world, and from a view of social reality as an emanation and arbitrary illustration of universal laws governing social life in general. Social science needs a renewed awareness of its origins in a systematic theory of historical social development and evolution, of endogenous social dynamics, and of directionality of social and institutional change, especially in contemporary capitalism, free from historical teleology and economic determinism.

The economy of time, and our obligation to spend every hour for some useful end, are what few minds properly realize. Catharine Beecher, A Treatise on Domestic Economy (1841)There were times when I could not afford to sacrifice the bloom of the present moment to any work, whether of the head or hands. Henry David Thoreau, Walden; Or, Life in the Woods (1854)In his seminal 1967 essay “Time, Work-Discipline, and Industrial Capitalism,” E. P. Thompson codified the theory that modern life, characterized by capitalism and industry, would not be possible without the regulating, organizing, and disciplining power of the clock. The theory of clock time's importance to modernity, first proposed by Georg Simmel around the turn of the twentieth century and later adopted by Lewis Mumford, became conventional wisdom among social and economic historians writing after Thompson's brilliant exposition. The introduction of mechanical clocks into factories in England, Thompson argues, resulted in a “restructuring of working habits” and a concomitant change in the “inward notation of time” that led individuals to accept the industrial revolution's basic premises of quantifiable wage labor and systematic production. According to Thompson's successors, historians such as David Landes, the relationship between clocks and other forms of modernization has been recursive; advances in technology have made it possible to measure time more accurately, and this greater accuracy has in turn facilitated greater productivity, more efficient transportation networks (think of railroad timetables), and the punctuality so important to modern business. Moreover, political theorists have argued that the ubiquitous experience of precisely measured time has been fundamental to linking individuals into self-consciously modern national groups, “imagined communities” in Benedict Anderson's terms, moving forward together through a shared historical simultaneity. The result of temporal modernization, this very diverse group of thinkers agrees, has been a world made over both economically and politically to suit the clockwork rationality of the capitalist market.

This paper deals with issues of books survival and literature in the new century, considering the theme in correlation with the essential elements that define it: how the development of new technologies, especially the Internet and social networks, affects bookstores, libraries and publishing houses, but also the language and an alphabet (a creation of new, pictorial letters in modern communication), themes of countries in transition contemporary literature (war) that affect the sense of writing and literature survival in general. By associations of the past imposed on the present, “Big Brother” and “A Clockwork Orange”, and a trip to the Amazon region tribes , which in the 21st century do not have their alphabet, it is trying to provide a vision of the modern world, in which writing and books in their physical form survive as human needs, where the sense of writing leads to equalization with the meaning of life.

The 21st century is burdened by a series of dramatic changes and efforts are carried out to find potential solutions to consumerism, access to information, transient climate disequilibria, health care and demographic transformations. A new page in human history will bear witness to the introduction of new ways of thinking, new changes, new relationships and interconnections that transcend states and societies. The moment is ripe for individuals aware of the implications carried by global changes and challenges, to step up and encourage responsibility and sustainable development. Mankind is currently living in a data-rich world, where information is widely dispersed. Nevertheless, extracting the right assumptions and conclusions from the available data proves difficult as numerous social phenomena do not run with clockwork precision as the laws governing the Newtonian universe.Human awareness and intelligence demand a more responsible approach to all operations and steps should be made in determining the consequences and their impact. The goal of this paper is not restricted to providing a review but also to enforce certain ideas in relation to the complex interactions specific to society and economic activities.

The yo-yo problem: first Psyche is mortal and exposed as though for death (DOWN); then she is rescued and cohabits with Cupid (UP); then she falls from Cupid (DOWN); then she searches and with help almost succeeds in her trials (UP); then she fails and lies in a sleep like death (DOWN); then she is rescued by and married to Cupid (UP).Ken Dowden, ‘Psyche on the Rock’ (1982)Well I've been down so goddam' long, that it looks like up to me.Jim Morrison, ‘Been Down So Long’ (1971)Bella fabella (‘beautiful little story’) exclaims the ass at the conclusion of the unnamed old woman's narration of the tale that we have come to know as ‘Cupid and Psyche’, a tale that occupies 63 chapters of books 4, 5 and 6 of Apuleius' Metamorphoses. The beauty of the tale is enhanced by the contrast with its setting: a bandits' cave whose inhabitants' heroicisation of violence and thuggery is very much in the spirit of Homer's Cyclops or Little Alex in Stanley Kubrick's A Clockwork Orange, and an audience that comprises two individuals wrenched from their homes and families by these bandits' depredations—Charite, the kidnapped girl, and Lucius, lashed into assisting in the ransacking of his host Milo's house in Hypata. The tale transports us into a world of romance and fairy tale far removed from the difficulties and dangers of what is portrayed as the real world in Metamorphoses 1-10.

The beneficial effect of sunlight on all forms of life has been well-known to human cultures worldwide throughout history. However, the importance of darkness for survival, successful reproduction and the overall fitness of all organisms is fully appreciated only by physiologists and environmental biologists. Seasonal variations in environmental conditions (i.e., rainfall, temperature, barometric pressure, food availability) significantly affect reproduction and survival but they are of little predictive value. In contrast, daily fluctuations in light levels and the light spectrum are less dramatic in their impact on life, but were highly predictable throughout evolution. Natural selection has thus favored a strategy of monitoring a day’s length as a predictor of changes in external conditions by the development of the molecular circadian clock, which is sensitive to changes in light/darkness during the day and night. Well-synchronized circadian clockwork ensures that behavioral and physiological processes fluctuate with the daily solar cycle and programs the seasonal changes in physiology via the transduction of the photoperiod into hormonal messages. During the last two decades, energy-efficient lighting technology has shifted from “yellow” high-pressure sodium vapor lamps to new “white” light-emitting diodes (LEDs). As a consequence, nighttime light pollution increased, and the sharp difference between day and night has been erased in many parts of the world, which threatens animal ecology and human health. Studies on humans, laboratory mammals and wildlife suggest that the physiological costs of living under artificial light at night (ALAN) may be due to the disruption of circadian and circannual timing. This overview summarizes the recent findings on the effect of the blurred day/night difference on the circadian clock, nighttime melatonin secretion and photoperiodic changes in mammals and suggests that the gradual decline of fitness due to the increasing ALAN measured in the human population may contribute to the changes in mammalian biodiversity in nature.

Abstract Four clockwork-driven planetary automata built to show the true motion of the planets according to Ptolemaic theory, not just their mean motion, survive from the sixteenth century: one each in Paris, Vienna, Kassel, and Dresden. Close, on-site examination of their mechanisms by a team of historians of science and clockmakers has gone beyond existing accounts and revealed that, though they share a common aim, the machines differ fundamentally in their realization of even the “simplest” of the planetary motions, namely that of the Sun. Indeed, three different ways have been detected for producing the solar anomaly, the Sun’s non-uniform motion along the ecliptic in the course of a year. The oldest of the surviving machines (Paris) uses the uniform motion of an eccentric gear, another (Vienna) adapts what would be a geometrically equivalent epicycle, and the two other machines (Kassel and Dresden) make use of a centered gear with non-uniformly spaced teeth. This paper discusses these findings in detail. It argues that such differing approaches not only reflect varying degrees of collaboration among the actors involved in the construction of these four technical masterpieces – princely commissioners, learned astronomers, and artful craftsmen (with these categories sometimes overlapping) – but also that they offer a further, mechanical contribution to the centuries-old reception and refinement of Ptolemaic planetary theory.

John Wilkins (1614-72) is remembered as a principal founder both of the first enduring scientific society, the Royal Society of London, and of a revelation-free natural religion with a utilitarian ethic, designed to accommodate a broad range of Protestant opinion in a ‘latitudinarian’ Church of England. The projects promoted by Wilkins and his contemporaries formed the later stages of a revolution in European cosmology, with linked theological and scientific elements, culminating in the Newtonian world system. The three-tier Universe of the Middle Ages, with its graded ranks of creatures ruled by hierarchies of spirit-governors, underwent a transformation (initiated by medieval precursors of Copernicus and the Protestant Reformers) into a two-tier cosmos, where material entities formed an ordered array of self-running clockwork engines, wound up at their creation, whereas the spiritual domain came to be represented by a detached all-seeing Power, whose omnipotence was manifest in the awesome design perfected in the creation.

Passi affrettati (Pasos apresurados) es una obra nacida en el año 2005 de la mano de Dacia Maraini, su autora, una mujer experimentada y relevante en el campo de las letras y del teatro italiano. De duración corta-media se propone clara y directamente como un teatro de intervención social sobre el maltrato y la violencia contra las mujeres. Parte de la narración-representación de ocho historias «ejemplares» verídicas, procedentes de diversas partes del mundo, protagonizadas por mujeres. Prevé un formato de lectura dramatizada de fácil transporte y siempre un debate final con el público asistente. Su alta eficacia queda probada por las numerosas representaciones exitosas habidas, normalmente en circuitos parateatrales, en toda Italia y también en otros países. Un teatro de combate, pues, propuesto desde la persuasión y el diálogo. Aquí se analizan las estrategias y los mecanismos (de escritura, de puesta en escena, de la entera función) precisos como un reloj, que están en la base de esta pieza dramática aparentemente sencilla pero en realidad muy elaborada.Passi affrettati (Hurried Steps) was written in 2005 by Dacia Maraini, an experienced playwright with an outstanding profile in the world of Italian literature and theatre. The medium-length play, which develops the theme of mistreatment of women and domestic violence, belongs very clearly to the theatre of social commitment. It takes the form of a dramatized narration structured around eight true «exemplary» stories drawn from several parts of the world, all which have women as their protagonists. This format is conceived as one which allows it to be taken easily taken from place to place, and it always ends with a discussion with the audience. Its effectiveness has been demonstrated by the numerous successful performances there have been, normally in the para-theatrical circuits, in many parts of Italy and also in other countries. It is a theatre of social struggle, a vehicle of persuasion and dialogue. The present study analyzes the strategies and mechanisms (the written text, the mise en scène, the theatrical event as a whole), all as precise as clockwork, that underlie this outwardly simply but actually highly elaborate piece of theatre.

Link, Kelly, and Gavin J. Grant, eds. Steampunk! An Anthology of Fantastically Rich and Strange Stories. Somerville: Candlewick Press, 2011. Print. It's interesting to consider the steampunk trend in contrast with the steampunk genre. If one defines steampunk strictly as a trend then it would be easy to assume that it has reached and surpassed its pinnacle as a popular trend (and certainly a hipster one) after having reached a plateau of modest public awareness. All the gears, brass and buckles associated with its afficionados have been lightly mocked and the world has moved on. It might be easy to forget that, as a literary genre, steampunk has a genuine durability. Steampunk been around sparking writers’ and artists’ creative imaginations for some time and it seems probable that it will continue to do so as the more clichéd charms of the trend’s most recent manifestations fade. The diversity and quality of the stories included in Steampunk! are an indication of the rich and entertaining possibilities inherent in the genre. The stories range in subject from post-feminist-western-train-heist-with-time-travel (Last Ride of the Glory Girls, by Libba Bray) to Edwardian-romance-with-robots (Everything Amiable and Obliging, by Holly Black) and mechanical-Dickensian-doppelgangers (Clockwork Fagin, by Cory Doctorow). All these stories are mischievous and riveting action-packed fun. Co-editor, Kelly Link (The Summer People) and M.T. Anderson's (The Oracle Engine) contributions - utterly different from the previously mentioned stories and from each other - adeptly employ calculated pacing and succeed in being subtly sinister and thought-provoking. There are even two compelling, and again, completely different, graphic novels thrown into the mix (Seven Days Beset by Demons, by Shawn Cheng and Finishing School, by Kathleen Jennings). Steampunk is a genre infatuated with the novelty of conflating ideas and aesthetics from different periods of history, curiosity about technology and a precocious desire to upend conventional narrative and characterization. Steampunk! An Anthology of Fantastically Rich and Strange Stories benefits from the astute and mindful curation by its editors, avoids seeming over-thought and stilted, and succeeds in illustrating how steampunk as a genre is very amendable to imaginative and (mildly) transgressive literature for young adults. I'm at great pains to avoid the word "mash-up" but that is a bit of what steampunk is; a unconstrained, tart and pulpy mash of genres. Steampunk! is an exuberant and convincing sampling and a reminder not to dismiss the genre along with the fashion aviator’s goggles. Highly Recommended: 4 out of 4 starsReviewer: Matilda RocheMatilda spends her days lavishing attention on the University of Alberta’s metadata but children’s illustrated books, literature for young adults and graphic novels also make her heart sing. Her reviews benefit from the critical influence of a four year old daughter and a one year old son – both geniuses. Matilda’s super power is the ability to read comic books aloud.

For this issue of M/C Journal we were inspired to select the theme of ‘technique’ by the intersection of the critical discourses around technology and the praxis of everyday life that has been a preoccupation of late-20th and early-21st century cultural studies. We wanted to revisit, rupture, and reconstruct the foundational terms that give this journal its name—media and culture—by using the common nexus of technology. This special issue enlivens the idea of technique within the gamut of technology, media, science, culture, and creativity. The idea of technique is itself an intriguing prompt for the authors in this issue. It has inspired their pursuit of ideas of processes and procedures, methods and makers, habits and hacks, routines and rituals, and knowledge and know-how. Sharing a common etymology with technology, technique builds upon the ancient Greek term techne that describes the arts and mechanical crafts. If we connect technique and technology to this genealogical inheritance, we are presented with an insistence upon understanding how we craft not only objects but also the world. Throughout history we can find plenty of examples of tools and devices all increasing in technical complexity over time to meet the needs of human societies as they unfold across time—from axes and spears, drawing and writing implements, and clockwork mechanisms to telescopes, eye-glasses, and time-keeping and counting machines. As technical objects have become more complex, the cultures that produce them have produced increasingly specialised knowledge and fragmentary perceptions of the world in which they exist. Technology is thus the study of how to apply techne, craft; when people employ technology they are not just making use of a tool or device, they are also generating and employing techniques constitutive of a world view. While this might seem high-minded, the above reflection is based on the recognition that humans make use of techniques every day. Marshall McLuhan famously described this everyday relation with technologies and their techniques as extensions of the human body, notably of the senses. For McLuhan (1964), media are the substance of these extensions, and these extensions include a range of things beyond the tired trio of newspapers, radio and television, such as those engaged with by our authors in this issue. There is a long cross-cultural genealogy of ideas about technology and technique, which is far too large to discuss in sufficient detail here, it may suffice for us to summarise our focus by turning to the work of the influential British Cultural Studies scholar Raymond Williams. For Williams (1974), technology is used by people, and in this use people create meaningful exchanges of information structured by techniques and know-how. Used in this way, Williams argues, technology becomes a medium of communication that interacts with a social context. More strongly, Williams suggests that it is from a social necessity first and foremost that people develop techniques that make use of technology that is available in their milieu. The insight of Williams is that technology is frequently a (or the) material basis for late capitalist culture, and that techniques are a culmination of the knowledge of what technology is used for and, significantly, how to use it. Media are thus the applied use of technology as forms a social link, a mediation, between ourselves and the world. As history has demonstrated however, there are always unintended consequences that come with each new medium. Sometimes it is as simple as unintended uses that go beyond anything the original creator dreamed of. People routinely test the limits and boundaries of a new medium by examining what is already possible. Creativity is key to these experiments. For instance, the classic definition of ‘a hacker’ has very little to do with computer crime. Instead, the word ‘hacker’ defines someone who is motivated to solve problems through playful creativity and, often, displays of wit—and, of course, proficiency with techniques. It just so happens that the techniques uncovered by computer hackers also have applications elsewhere in society, a trend that continues to this day with the increase in interest in a range of 'hacker-esque' activities. Whether it's the political activist group Anonymous who directly employ techniques of subversion to further their varied agendas (Coleman 2014), or the more benign 'Maker' movement that champions a Do-It-Yourself approach to technology and hardware. The articles included in this issue of the M/C Journal explore a variety of techniques as they manifest through a specific medium. Each article presents a case study that answers Katherine Hayles' (2004) call for more "media-specific analysis" in cultural and critical theory. Liam Cole Young anchors this issue with his discussion of the relationship of technology to culture. Young charts the origins and history of a branch of German media studies that informs what we now call ‘cultural techniques’ or Kulturtechniken. Young invites his readers to reconsider the technology-culture relationship by rethinking Kulturtechniken so often misappropriated as techniques of audience and content analysis. Specifically, Young seeks to reposition the frame of institutional media studies, thus providing an alternative to the fetishisation of audiences and content in favour of a view that is sensitive to the intellectual history of ‘cultural techniques’, bringing them in dialogue with an understanding of the material specificity of media formats and the material realities of logistical media. Peng Liu draws our attention to the bodily techniques and responses of the artist structured by Chinese painting and the Confucian perspective. Liu argues that his memories and experiences of the Forgotten City and Chinese culture impress themselves upon his mapping of the aesthetic as he paints. Focusing on the interrelation and resistances of the body-as-artist and the conceptual structures that inform his sense of self, Liu imagines and reflects upon himself as a Chinese-artist. César Albarrán Torres and Justine Humphry delve into the cultural politics and labour of ‘self-care’ and ‘self-control’ in relation to the expansion of gambling enabled by Internet-enabled mobile devices. Torres and Humphry suggest that recent policy decisions enacted by neo-liberal governance in Australia has resulted in attempts to regulate or interrupt gambling addiction. In so doing, they argue that these policies have reconfigured the self-discipline of the subject-state relation in the Australian context. Nicole Pepperell and Duncan Law take us into the recent history of the faith in Internet technology as a progressive force of economic, legal, political and social emancipation. Examining the politics of the Internet’s divergent potentials, Pepperell and Law suggest that rhetorical, social and politics techniques have proven themselves decisive in the success or failure of realising the Internet’s emancipatory potential. They note that it is not without irony that recognising the limitations of politicised technologies may have a positive impact on the manifestation of private freedoms. To close this special issue, Jamileh Kadivar turns her gaze to the case of techniques of surveillance and counter-surveillance in Iran during the non-violent protests of the Iranian Green Movement in 2009. Kadivar argues that the centrality of surveillance for a convergent media environment cannot be understated, and its operation and function served to target and repress protest and dissent in Iran during the northern hemisphere’s late autumn of 2009. Yet Kadivar notes the important role of visibility in the contestations of surveillance in Iran and other dissenting movements such as Occupy. The editors of the 'technique' issue of M/C Journal wish to thank the M/C editorial team for the opportunity to gather articles under the theme. Thank you also to the scholars who provided constructive feedback during the peer-review process. And, most importantly, thank you to our authors without whom this issue would not be possible. References Coleman, Gabriella. Hacker, Hoaxer, Whistleblower, Spy: the Story of Anonymous. United Kingdom: Verso Books, 2014. Hayles, N.Katherine. “Print Is Flat, Code Is Deep: The Importance of Media-Specific Analysis.” Poetics Today 25.1 (2004): 67-90 McLuhan, H. Marshall. Understanding Media: The Extensions of Man. Berkeley, Calif.: McGraw-Hill, 1964. Williams, Raymond. Television: Technology and Cultural Form. London, UK: Collins, 1974.

Machinofacture, computer control and globalisation have created the appearance that in the relation between humanity and the machine the human possesses ever-deepening power. However, this is a very Whiggish view of the history of science and technology as a field of ever-expanding knowledge. History is littered with examples of technologies which have been abandoned as out-dated, then later attempts to revive them have failed because the expertise has been lost. Technology is not merely a reflection of human needs, but an embodiment of the human condition. Machines can be seen as products of their creator, but in the case of long-lived machines they can out-live their creator whilst embodying some of their expertise and their failings. If there is a human need for that lost experience contained within the machine, then there is a form of remote power exercised through the machine. Although the machine can be owned, and the owner 'controls' the machine, it is not a deity-subject (uni-directional) relation; the machine may fail -- because the master does not understand the processes of the machine, there is no way to enforce the power of ownership. This potential for control loss has resonances with the 'Frankenstein syndrome' where the fear is that humanity could unleash something beyond its control. This fear has found recent expression in the debate about genetically-modified (GM) foods in Europe, taking place not over the results of scientific tests; indeed the debate precedes those tests and concerns the effects of releasing them from the direct (space-time) control by humans in laboratories. Frankenstein's monster and GM-foods share the common trait that both are organic, and it makes more sense that a sentient or at least living object could upset the human-object power relation. The inanimate analogue of this (e.g. the golem of Jewish folklore) has a much weaker hold over popular consciousnesses. Asimov 'built' his robots with the laws of robotics to prevent upsetting the hegemony of human over machine. Even huge advances recently in computing power, neural networks and artificial intelligence have come nowhere near producing an Asimov robot with the freedom to have and exercise power over humanity. However, there are other more mundane and diffuse ways that machines can have power over humans. The company Joyce-Loebl, based in the North East of England, from the 1950s to the 1970s built thousands of microdensitometers, and through the effort of its sales teams sold them all over the world. The company was like a family; little was done in the way of formal drawings -- even the machinists were highly skilled and exercised great initiative; the 'secrets' of the machine were passed through incredibly elaborate apprenticeships, and were diffused into many individuals in a range of trades. The machine's inventor described it in correspondence thus: "many scientific measurements result in a series of darkened bars similar to a barcode. To interpret these bars it is necessary to measure their density. The microdensitometer does this by balancing the signal from the bars with light passing through an optical wedge. This balancing technique gives great accuracy". These machines did not embody absolute power of humans over machines; they came about only because the highly place-specific and combined efforts of a number of highly-skilled complementary craftsmen. At a time when the region was said to be "good for the nearest inch" (i.e. good at shipbuilding) the company made instruments that were "good to the nearest thousandth [of an inch]" (i.e. as precise as clockwork). Loebl, in his forthcoming memoirs, relates a number of examples where the microdensitometer conferred the power to influence human life even when it was notionally under anthropological control. It found a crashed moon probe from a lunar satellite photograph when all other analyses had failed, and allowed him, as a one-time refugee from the Nazis, to snub the apartheid regime by refusing to sell machines to South African firms. More palpably, it disproved the evidence in a murder appeal where the machine 'proved' that the rope submitted as evidence could not have produced the marks on the neck of the strangulated wife (legal power). Although the machine required an operator to use, in common with many technologies today, there is a separation between the knowledge necessary to manufacture the microdensitometer, and that required to make it carry out it designated functions. It appeared for a time as if microdensitometers were a commodity to be bought and sold; humans controlled them absolutely through determining where they were located. The appearance of absolute control only arose out of a particular techno-economic configuration particular to the 1960s, dependent on the mass-production and mass marketing of the machine. When this configuration disintegrated, so the balance of power shifted towards the machine. Joyce-Loebl broke up in the 1980s; technologies moved towards analytic software rather than electro-mechanical measurement; the skills of craftsmen were lost; the instrument teams drifted. Electronic instrument standardisation and the effects of the PC on software seemed to spell the end for analogue hardware. However, the microdensitometer remains the most precise instrument for the measurement of grey scale on photograph emulsions, yet the skills to produce microdensitometers have been lost. The Soviets tried for over a decade to reverse engineer the machine, even copying faults in a screw thread, but the machine steadfastly 'refused' to be copied, and the imitation would not work (geopolitical power). One film-manufacturing multi-national firm has paid thousands of pounds for the refurbishment of one such device from the 1970s (commercial power). The device is still in use in scientific, medical and engineering installations world-wide (technical power). Joyce-Loebl broke up in the 1980s; technologies moved towards analytic software rather than electro-mechanical measurement; the skills of craftsmen were lost; the instrument teams drifted. Electronic instrument standardisation and the effects of the PC on software seemed to spell the end for analogue hardware. However, the microdensitometer remains the most precise instrument for the measurement of grey scale on photograph emulsions, yet the skills to produce microdensitometers have been lost. The Soviets tried for over a decade to reverse engineer the machine, even copying faults in a screw thread, but the machine steadfastly 'refused' to be copied, and the imitation would not work (geopolitical power). One film-manufacturing multi-national firm has paid thousands of pounds for the refurbishment of one such device from the 1970s (commercial power). The device is still in use in scientific, medical and engineering installations world-wide (technical power). Value is not identical to power, but arises in the independence the machines have as bearers of the skills of their creators. It is not just the skill embodied in those machines, but the machines arise because of the particular contingency of their creation. Although design conventions can exist, machines are purposively designed and manufactured, the outcomes of these processes affecting their final state. The machine is not just the creature its maker desires, but like Frankenstein's Monster, emerges from a struggle to shape the raw materials to the designer's ends, and records that struggle for posterity. In the case of the micro-densitometer, understanding the reasons for the precise arrangement of the various optics, mechanisms, metal and electronics is impossible. However, in the machine lies a series of messages about the context of the creation of the machine. The North East of England is a declining industrial region; the machine can be read as a recipe for creating material success in a high-technology industry in the North East even given the absence of contemporary activity -- 'assemble a range of disparate craft skills, make a branded product, sell globally, find new avenues for your skill base'. Mythology has served a similar purpose in a number of ancient civilisations. To westerners raised on an abstract, Kiplingesque diet of 'native tales' providing neat explanations of natural phenomena, these myths might appear pointless, but even today, in their context of a particular location, contain highly encoded cultural information for survival and edification (e.g. Australian Aboriginal peoples). The power of these myths provided access to extensive micro-zoological and anthropological observation and understanding without necessarily understanding why. The Joyce-Loebl microdensitometer came out of particular situation in the economy of the North East of England which has materially all but vanished. Messrs. Joyce and Loebl built a company making branded equipment selling worldwide, in a way that was and is supposed to be impossible for a heavy industrial region, whose cultural traits of the industrial structure are supposed to endure in the communitarian and anti-entrepreneurial aspirations of the working classes. However, the microdensitometer challenges the notion that the North East was only a centre of heavy industry, but was once somewhere where instruments of beauty and purpose were fashioned and sold. The Joyce-Loebl microdensitometer came out of particular situation in the economy of the North East of England which has materially all but vanished. Messrs. Joyce and Loebl built a company making branded equipment selling worldwide, in a way that was and is supposed to be impossible for a heavy industrial region, whose cultural traits of the industrial structure are supposed to endure in the communitarian and anti-entrepreneurial aspirations of the working classes. However, the microdensitometer challenges the notion that the North East was only a centre of heavy industry, but was once somewhere where instruments of beauty and purpose were fashioned and sold. Just as the Story of the Dreaming explains that "storytelling, while explaining the past, helps young Indigenous Australians maintain dignity and self-respect in the present", there is a modern role for past machines in helping the inhabitants of declining industrial regions maintain their dignity and sustain themselves economically into the future. Much of the debate about industrial renewal in the UK has recently focussed around the notion of the knowledge economy in the abstract form; the microdensitometer is the embodiment of how a knowledge economy can be created. This suggests three potential ways of understanding a machine beyond the delivery of a piece of technological functionality within a production paradigm. A machine can at once have and exercise technological, political and cultural power when the constraints of its control are removed. This brings us back to the starting point of the article, the idea of the Frankenstein monster, who demonstrated a highly spectacular specific physical power; in a modern(-ist?) reality, the power of many 'rogue machines' (those beyond tight contextual control) is entirely more mundane, diffuse and abstract, yet represents a real influence on life experiences in the modern world. Citation reference for this article MLA style: Paul Benneworth. "The Machine as Mythology -- The Case of the Joyce-Loebl Microdensitometer." M/C: A Journal of Media and Culture 2.6 (1999). [your date of access] <http://www.uq.edu.au/mc/9909/micro.php>. Chicago style: Paul Benneworth, "The Machine as Mythology -- The Case of the Joyce-Loebl Microdensitometer," M/C: A Journal of Media and Culture 2, no. 6 (1999), <http://www.uq.edu.au/mc/9909/micro.php> ([your date of access]). APA style: Paul Benneworth. (1999) The machine as mythology -- the case of the Joyce-Loebl microdensitometer. M/C: A Journal of Media and Culture 2(6). <http://www.uq.edu.au/mc/9909/micro.php> ([your date of access]).

1. Introduction: How the word 'chat' can be demeaning I think the editors mean the word 'chat' to be something of a tease. They remind us that to call something 'chat' might be to strip it of anything more serious or substantial it might be doing and, by extension, to weaken pretty well all talk. It joins 'mere talk', 'rhetoric', 'chatter' and of course 'gossip', with the pungent flavouring of sexism as an added extra. It seems that chat is limp, directionless, passive. Whoever gets to call something 'chat' has scored a win in a battle. Let's just stay with this image for a moment. Suppose it is a rhetorical victory. Scored for which side? In a battle against who or what? Well, for a commonsense view of the world that rates objects over practices, things over their descriptions, and facts over the discovery of facts. And that commonsense view, of course, is the high street version of tangled scholars' web of philosophies -- realism, materialism and essentialism. But breathe easy, because I'm not going to get us stuck in that web. All I want to do is point out -- as has long been pointed out before, especially by feminists taking a cool look at 'female language' - that some uses of the word 'chat' betray a very old-fashioned view of language. To call this edition of M/C 'Chat' is to examine that attitude. The editors want to rate practices over objects, descriptions over what they describe, and the act of discovery over what is discovered. Or at least, even if one doesn't all want to go that far, to redress the balance a little in each case. The attitude the editors want to correct is a rather complacent one. It takes people's exchange of talk as just that; as a means of transmitting what's in one person's head into the head of the other person, more or less. Inefficient, noisy and unreliable, but fixable by technology. This is, of course the 'conduit' metaphor so devastatingly unmasked by Reddy in 1979. But it would be good to see some actual examples of real people really using the word; all this has been rather hypothetical so far. In fact, what we shall find is a bit of a paradox. It turns out, if I can prefigure the action, that when people use the word 'chat' to decribe some stretch of talk, what they want to do (at least in the data I have) is not to sneer at it -- quite the contrary. But it is nevertheless highly rhetorical. It does a job. The speaker tends to use it to promote a description of a warm, informal and above all blameless event, just when there might be reason to believe that in fact something rather different would be more accurate. 2. How to analyse talk as consequential? Let me pause for a moment. Soon I shall be doing a quick survey of some examples of actual live usage of the word. I should say, in parenthesis, that M/C offered me the wonderful opportunity of actually having a link to an audio sample of these extracts, and had the data come from public sources (say from talk radio or a political speech) then I would have jumped at the chance. That way you would have been able yourself to catch the flavour of the talk undiluted by transcription conventions and the overwhelming blandness of print. But all the extracts I shall use in the article are from private conversations, the participants in which didn't give permission for their voices to be broadcast, so I'm afraid that opportunity must be passed up. But given I have transcripts, what now? How to think about language-in-use? Obviously, I have to put my money where my mouth is and treat them not like 'chat' in that demeaning, inconsequential caricature I mentioned at the beginning (and against which this whole issue of M/C is dedicated). What are the broad alternatives available? There are, loosely speaking, two sorts of things one could do, familiar to all students of language. A couple of images will be helpful, if a bit crude. The first is the pearl necklace. Here, the interesting things about the talk are its content (pearls or ivory pieces?) and its setting (one string? two?). Less fancifully, the interest is in asking: what words, what speakers, what occasion? You can trace that from William Labov and his street-level sociolinguistics (1972), or further back if you want to. What you get is a thorough rejection of the words + settings = chat. You discover, by empirical comparison of what words in what settings, such thorough non-'chat' states of affairs as social location, social discourses and social power. If the pearl necklace doesn't appeal -- it seems a bit static perhaps -- then how about the origami bird? In its prior life as undistinguished flat sheet of paper it fails to command much attention. It's the transformation that fascinates. You have to fold it up to produce it, and you have to fold it up in a certain way if you don't want it to produce an aeroplane or a hat or just a disaster. The interesting things, of course, are the details (which side do you fold first? where do you tuck?) and how that produces the beautiful end result. Or, less fancifully, the sequential structure of talk in interaction, how one part supports and constrains the next and how a stretch of it achieves social goals (beautiful or otherwise). Now for the rest of the paper I'm going to try a bit of origami, or rather, some origami-in-reverse. I'm going to try and get across the spirit of Conversation Analysis and, without spraying around too many technical terms (indeed, any, if I can help it) I'm going to take a stretch of talk and see how it folds and tucks together to make it what it is. Doing that will, I hope, show up things about it that might pass unnoticed otherwise). Readers whose fancy is tickled for this sort of thing might well want to have a look at the references at the end of the article to take it all further. 3. Example 1. "about two years ago I came round an':: (..) spent some time chattin' didn't we" Let's make a start with this case. Here we have an encounter between a psychologist and a person he is about to interview. The interview proper hasn't actually started yet, and we can read the lines below as the interviewer 'working up to' the start of the interview proper. Part of it is to remind MA that the psychologist had seen him before. Notice how the psychologist uses the word 'chatting' to describe that earlier encounter. In line 11, MR describes his previous encounter as involving "chattin'. Maybe it did, maybe it didn't. I know I shouldn't be calling in evidence which the reader can't get hold of, but Mark Rapley, the psychologist involved (and with whom I worked on the analysis; see Rapley and Antaki) pointed to that line and said to me that ('in fact') his previous dealings with MA, far from being 'chatting', had been a formal administration of a questionnaire, with all the paraphernalia of paper and pencil, and strict question and answer rights and obligations, all going down on the record. "Chattin'"? Calling it "chattin'" obliterates all that in favour of something altogether more homely and friendly. Look at what team of players it's sent out onto the field with: he "came round" (rather, than, say, 'paid an official visit') and "spent some time" (rather than 'completed my business'. They did it together -- hence the "didn't we?" The psychologist was "jus' (..) watchin' what was going on" -- not intervening, merely casually watching the world go by; note also the dropped g's. Now he's back to "see how you were gettin' on" (rather than 'administer a standardised assessment questionnaire'"). What an assembly. I'm trying to leave off any guess at what the interviewer's intentions or motives are -- we just can't know such things. But we can certainly have something to say about the effects his words give off. The origami structure that emerges from the folding is one of the 'chat' having been an interaction off the record, personal and friendly; all hearably at odds with the business the interviewer is officially prosecuting. 4. Example 2: "what Tim does (.) which is come and chat" Here is a very similar case, this time in a committee meeting: Again, I'll briefly gloss the scene (based on the previous talk, and visible in such terms as 'matters arising', the thanks expressed by one speaker to another, and the "we turn to" topic change in line 19/20). A committee meeting is in session, and AC is touting for new names to replace a member who is leaving. Committee membership is, by definition, something that is carefully regulated in standing orders and by convention, and is quite capable of being described in the most off-putting bureaucratic language (as it might be, say, were an errant member being disciplined for some infraction or other, and the thing became legalistic). Here it isn't. How does AC fold it up? AC in lines 1 to 9 is working up a request for other to nominate candidates to replace Tim Brown (all names are of course pseudonyms). We leave aside consideration of how he folds his talk so as to make the request as he does (rather than, say, deliver it as a petulant blast against his colleagues for not having provided him with any names so far). Our interest is in how the folds involve the description 'chat'. Like the psychologist interviewer in extract [1], AC bundles the 'chat' word into a description of the whole scene -- that the postgraduate representative will "come and chat," and that the interviewer "came round an':: (..)spent some time chattin'". To bundle up the description with the act of arrival is an elegantly efficient way of implying that this is the person's interest and motive in the interaction -- what they're there for. This way any candidate member can be reassured that the thing is much less onerous, official and formal than it would have sounded had AC used the bureaucratic description buried away in the Committee statutes. 'Chat', in this fold of the talk, works to eliminate the consequentiality and offputtingness of the event -- even though, of course, when the new member is inducted onto the Committee, he or she will be subject to all the dread rules and regulations that lurk in the other, hidden bureaucratic description. 5. Example 3: "we sat and chatted til about eleven" Here is another case, where, probably because the setting is not as institutional as in the first two, working out what 'chat' is doing will take us a bit more work. First the gloss. Gordon is on the phone to Danielle and talking about what he was doing the other night - we could dwell a little on his description of his guitar performance ('it went down really well') but we'll skip straight to where "chatted" appears. Unlike the previous two cases, it isn't bundled up with arrival at the scene ("come and chat" and "I came round an':: (..)spent some time chattin'"), but it does still get bundled with something -- sitting -- which parcels it up nicely as a combination-verb, something done while doing something else. Gordon and the others had no plans here; the food and wine had been consumed, then "we sat (0.3) an:' chatted (0.4) til: about eleven". Now what does such a description do for his then being struck by the thought that he'd go home and 'just phone her' (".hh then I thought (0.3) I'll come back (0.3) an' I'll jus' jus' phone you t'say that uh I'd like t'see you")? It's a magnificent play of accountability -- it holds off a collection of implications which might damage the tender sentiment presumably involved in wanting to tell someone you'd like to see them. Sitting and chatting is (notwithstanding the wine) not being drunk; it's with other people, so it's not sad-sack lonely rumination; still less is it insistent, stalking, recriminative or even violent obsession. Thinking of Danielle after (merely) being with others sitting and chatting till eleven disarms all of those possibilities; as the discursive psychologists have it (Edwards and Potter 1992) , this is a piece of 'stake management'. Gordon is inoculating himself against being seen to have the wrong sort of motivations. 'Chat' here is used as a part of a positive rhetorical strategy to have sentiments, but of the right sort. 6. Example 4: "I said to him, you know, come down 'n have a chat with me" One last example to see us out. This time we are in a marital counselling session, and the husband's ('Jeff') exams have been part of the topic of conversation, which I will gloss as being about the attention each partner pays to the other. 'Mary' now speaks. Once again the speaker is exploiting the pleasantly unspecific glow that 'chat' can have. Mary wanted Jeff to come down from 'upstairs' and 'have a chat' with her. Against this she puts words in his mouth: "I've gotta start my revising," and then her own commentary -- it was the same "every ni:ght, (.) for o:hh ye:ars.", regular as clockwork and at decidedly antisocial hours. She "never had anyone to ta:lk to" as a consequence. So the hearer is faced with Jeff's choice -- to come down from upstairs (remote, cold) and have a chat with Mary; or pursue his mechanical, laborious, self-centred and inconsiderate regime. There is, in her description, no contest; hence Jeff comes out looking something of a cold fish. Here is a lovely example of 'chat' once again being a good thing, loading the dice in the speaker's favour. 7. Concluding comments I started out saying that the word 'chat' was something of an insult. That certainly might apply when the word is used (or might be used, or is allegedly used) in a discussion about human action, and someone who wants to push the 'real', the 'material' and the 'consequential' might use 'chat' to dismiss an opponent who wants words to be responsible for some rather substantial things: reality, materiality and consequentiality. But there's a nice paradox. When you do take words seriously as doing things, and you look for what 'chat' does in people's actual usage, you find that it isn't an insult. Far from it. In the four cases we looked at the speaker was using 'chat' as a basically pleasant, socially positive and blameless description. Of course, they were doing so for rhetorical purposes, as words always are. But nevertheless there's a paradox there. In the abstract, nasty; in actuality, nice. The one thing that's constant is the fact that, in our analyses, both the hypothetical insulters and our actual glossers are using the word. In the mouths of both parties 'chat' is an interested description, as the discursive psychologists have it, following the tradition established by Garfinkel and, especially, Harvey Sacks (see, for example, the compendious Lectures on Conversation). It is always heard as a contrast (implicit or not) with something else, and does its work that way. Like it or not, 'chat' is no polite cipher. If you look at how it's folded and manipulated into the interaction, you see how it will smooth a potentially difficult interview, naturalise a possibly unwelcome encounter or set up a loaded distinction againt something mechanical and self-interested. All human life is here. If anyone needed persuading that 'chat' isn't chat, then the examples we've looked at here might have gone some way to doing so. References Atkinson, J. M., and J. Heritage, eds. Structures of Social Action: Studies in Conversation Analysis. Cambridge: Cambridge UP. Edwards, D., and J. Potter. Discursive Psychology. London: Sage, 1992. Labov, W. Language in the Inner City. Philadelphia: U of Pennsylvania P, 1972. Rapley, M., and C. Antaki. "A Conversation Analysis of the 'Acquiescence' of People with Learning Disabilities." Journal of Community and Applied Psychology 6 (1996): 371-91. Reddy, M. J. "The Conduit Metaphor - A Case of Frame Conflict in Our Language about Language." Metaphor and Thought. Ed. A. Ortony. Cambridge, England: Cambridge UP, 1979. Sacks, H. Lectures on Conversation. Ed. Gail Jefferson. Oxford: Blackwell, 1992. Notation The notation follows that of Gail Jefferson described in Atkinson and Heritage (ix - xvi), with the following deviations: (..) and (...) are untimed pauses of about .4 and .8 of a second approximately. The author would like to thank Liz Holt and Derek Edwards for permission to use transcript extracts 3 and 4, whose details are as follows -- Extract 3: Holt: 1988 Undated: Side I: Call 4 Extract 4: DE-JF/C1/S1 @ 12 June, 1993 Citation reference for this article MLA style: Charles Antaki. "Two Rhetorical Uses of the Description 'Chat'." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/uses.php>. Chicago style: Charles Antaki, "Two Rhetorical Uses of the Description 'Chat'," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/uses.php> ([your date of access]). APA style: Charles Antaki. (2000) Two rhetorical uses of the description 'chat'. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/uses.php> ([your date of access]).

Property as both an idea and a practice has been interpreted through the prism of a liberal, law and economics paradigm since at least the 18th century. This dominant (and domineering) perspective stresses the primacy of individualism, the power of exclusion, and the values of private commodity. By contrast, concepts of property that evolved out of the counterculture of the 1960s and early 1970s challenged this hegemony. Countercultural, or Aquarian, ideas of property stressed pre-liberal, long forgotten property norms such as sociability, community, inclusion and personhood, and contested a private uniformity that seemed “totalizing and universalizing” (Blomley, Unsettling 102). This paper situates what it terms “Aquarian property” in the context of emergent property theory in the 1960s and 1970s, and the propertied practices these new theories engendered. Importantly, this paper also grounds Aquarian ideas of property to location. As legal geographers observe, the law inexorably occurs in place as well as time. “Nearly every aspect of law is located, takes place, is in motion, or has some spatial frame of reference” (Braverman et al. 1). Property’s radical yet simultaneously ancient alter-narrative found fertile soil where the countercultural experiment flourished. In Australia, one such place was the green, sub-tropical landscape of the New South Wales Northern Rivers, home of the 1973 Australian Union of Student’s Aquarius Festival at Nimbin. The Counterculture and Property Theory Well before the “Age of Aquarius” entered western youth consciousness (Munro-Clark 56), and 19 years before the Nimbin Aquarius Festival, US legal scholar Felix Cohen defined property in seminally private and exclusionary terms. To the world: Keep off X unless you have my permission, which I may grant or withhold.Signed: Private citizenEndorsed: The state. (374) Cohen’s formula was private property at its 1950s apogee, an unambiguous expression of its centrality to post-war materialism. William Blackstone’s famous trope of property as “that sole and despotic dominion” had become self-fulfilling (Rose, Canons). Why had this occurred? What had made property so narrow and instrumentalist to a private end? Several property theorists identify the enclosure period in the 17th and 18th centuries as seminal to this change (Blomley, Law; Graham). The enclosures, and their discourse of improvement and modernity, saw ancient common rights swept away in favour of the liberal private right. Property diversity was supplanted by monotony, group rights by the individual, and inclusion by exclusion. Common property rights were rights of shared use, traditionally agrarian incidents enjoyed through community membership. However, for the proponents of enclosure, common rights stood in the way of progress. Thus, what was once a vested right (such as the common right to glean) became a “mere practice”, condemned by its “universal promiscuity” and perceptions of vagrancy (Buck 17-8). What was once sited to context, to village and parish, evolved into abstraction. And what had meaning for person and place, “a sense of self; […] a part of a tribe’ (Neeson 180), became a tradable commodity, detached and indifferent to the consequences of its adverse use (Leopold). These were the transformed ideas of property exported to so-called “settler” societies, where colonialists demanded the secure property rights denied to them at home. In the common law tradition, a very modern yet selective amnesia took hold, a collective forgetting of property’s shared and sociable past (McLaren). Yet, property as commodity proved to be a narrow, one-sided account of property, an unsatisfactory “half right” explanation (Alexander 2) that omits inconvenient links between ownership on the one hand, and self and place on the other. Pioneering US conservationist Aldo Leopold detected as much a few years before Felix Cohen’s defining statement of private dominance. In Leopold’s iconic A Sand County Almanac, he wrote presciently of the curious phenomenon of hardheaded farmers replanting selected paddocks with native wildflowers. As if foreseeing what the next few decades may bring, Leopold describes a growing resistance to the dominant property paradigm: I call it Revolt – revolt against the tedium of the merely economic attitude towards land. We assume that because we had to subjugate the land to live on it, the best farm is therefore the one most completely tamed. These […] farmers have learned from experience that the wholly tamed farm offers not only a slender livelihood but a constricted life. (188)By the early 1960s, frustrations over the constrictions of post-war life were given voice in dissenting property literature. Affirming that property is a social institution, emerging ideas of property conformed to the contours of changing values (Singer), and the countercultural zeitgeist sweeping America’s universities (Miller). Thus, in 1964, Charles Reich saw property as the vanguard for a new civic compact, an ambitious “New Property” that would transform “government largess” into a property right to address social inequity. For Joseph Sax, property scholar and author of a groundbreaking citizen’s manifesto, the assertion of public property rights were critical to the protection of the environment (174). And in 1972, to Christopher Stone, it seemed a natural property incident that trees should enjoy equivalent standing to legal persons. In an age when “progress” was measured by the installation of plastic trees in Los Angeles median strips (Tribe), jurists aspired to new ideas of property with social justice and environmental resonance. Theirs was a scholarly “Revolt” against the tedium of property as commodity, an act of resistance to the centuries-old conformity of the enclosures (Blomley, Law). Aquarian Theory in Propertied Practice Imagining new property ideas in theory yielded in practice a diverse Aquarian tenure. In the emerging communes and intentional communities of the late 1960s and early 1970s, common property norms were unwittingly absorbed into their ethos and legal structure (Zablocki; Page). As a “way out of a dead-end future” (Smith and Crossley), a generation of young, mostly university-educated people sought new ways to relate to land. Yet, as Benjamin Zablocki observed at the time, “there is surprisingly little awareness among present-day communitarians of their historical forebears” (43). The alchemy that was property and the counterculture was given form and substance by place, time, geography, climate, culture, and social history. Unlike the dominant private paradigm that was placeless and universal, the tenurial experiments of the counter-culture were contextual and diverse. Hence, to generalise is to invite the problematic. Nonetheless, three broad themes of Aquarian property are discernible. First, property ceased being a vehicle for the acquisition of private wealth; rather it invested self-meaning within a communitarian context, “a sense of self [as] a part of a tribe.” Second, the “back to the land” movement signified a return to the country, an interregnum in the otherwise unidirectional post-enclosure drift to the city. Third, Aquarian property was premised on obligation, recognising that ownership was more than a bundle of autonomous rights, but rights imbricated with a corresponding duty to land health. Like common property and its practices of sustained yield, Aquarian owners were environmental stewards, with inter-connected responsibilities to others and the earth (Page). The counterculture was a journey in self-fulfillment, a search for personal identity amidst the empowerment of community. Property’s role in the counterculture was to affirm the under-regarded notion of property as propriety; where ownership fostered well lived and capacious lives in flourishing communities (Alexander). As Margaret Munro-Clark observed of the early 1970s, “the enrichment of individual identity or selfhood [is] the distinguishing mark of the current wave of communitarianism” (33). Or, as another 1970s settler remarked twenty years later, “our ownership means that we can’t liquefy our assets and move on with any appreciable amount of capital. This arrangement has many advantages; we don’t waste time wondering if we would be better off living somewhere else, so we have commitment to place and community” (Metcalf 52). In personhood terms, property became “who we are, how we live” (Lismore Regional Gallery), not a measure of commoditised worth. Personhood also took legal form, manifested in early title-holding structures, where consensus-based co-operatives (in which capital gain was precluded) were favoured ideologically over the capitalist, majority-rules corporation (Munro-Clark). As noted, Aquarian property was also predominantly rural. For many communitarians, the way out of a soulless urban life was to abandon its difficulties for the yearnings of a simpler rural idyll (Smith and Crossley). The 1970s saw an extraordinary return to the physicality of land, measured by a willingness to get “earth under the nails” (Farran). In Australia, communities proliferated on the NSW Northern Rivers, in Western Australia’s southwest, and in the rural hinterlands behind Queensland’s Sunshine Coast and Cairns. In New Zealand, intentional communities appeared on the rural Coromandel Peninsula, east of Auckland, and in the Golden Bay region on the remote northwestern tip of the South Island. In all these localities, land was plentiful, the climate seemed sunny, and the landscape soulful. Aquarians “bought cheap land in beautiful places in which to opt out and live a simpler life [...] in remote backwaters, up mountains, in steep valleys, or on the shorelines of wild coastal districts” (Sargisson and Sargent 117). Their “hard won freedom” was to escape from city life, suffused by a belief that “the city is hardly needed, life should spring out of the country” (Jones and Baker 5). Aquarian property likewise instilled environmental ethics into the notion of land ownership. Michael Metzger, writing in 1975 in the barely minted Ecology Law Quarterly, observed that humankind had forgotten three basic ecological laws, that “everything is connected to everything else”, that “everything must go somewhere”, and that “nature knows best” (797). With an ever-increasing focus on abstraction, the language of private property: enabled us to create separate realities, and to remove ourselves from the natural world in which we live to a cerebral world of our own creation. When we act in accord with our artificial world, the disastrous impact of our fantasies upon the natural world in which we live is ignored. (796)By contrast, Aquarian property was intrinsically contextual. It revolved around the owner as environmental steward, whose duty it was “to repair the ravages of previous land use battles, and to live in accord with the natural environment” (Aquarian Archives). Reflecting ancient common rights, Aquarian property rights internalised norms of prudence, proportionality and moderation of resource use (Rose, Futures). Simply, an ecological view of land ownership was necessary for survival. As Dr. Moss Cass, the Federal environment minister wrote in the preface to The Way Out: Radical Alternatives in Australia, ‘”there is a common conviction that something is rotten at the core of conventional human existence.” Across the Tasman, the sense of latent environmental crisis was equally palpable, “we are surrounded by glistening surfaces and rotten centres” (Jones and Baker 5). Property and Countercultural Place and Time In the emerging discipline of legal geography, the law and its institutions (such as property) are explained through the prism of spatiotemporal context. What even more recent law and geography scholarship argues is that space is privileged as “theoretically interesting” while “temporality is reduced to empirical history” (Braverman et al. 53). This part seeks to consider the intersection of property, the counterculture, and time and place without privileging either the spatial or temporal dimensions. It considers simply the place of Nimbin, New South Wales, in early May 1973, and how property conformed to the exigencies of both. Legal geographers also see property through the theory of performance. Through this view, property is a “relational effect, not a prior ground, that is brought into being by the very act of performance” (Blomley, Performing 13). In other words, doing does not merely describe or represent property, but it enacts, such that property becomes a reality through its performance. In short, property is because it does. Performance theory is liberating (Page et al) because it concentrates not on property’s arcane rules and doctrines, nor on the legal geographer’s alleged privileging of place over time, but on its simple doing. Thus, Nicholas Blomley sees private property as a series of constant and reiterative performances: paying rates, building fences, registering titles, and so on. Adopting this approach, Aquarian property is described as a series of performances, seen through the prism of the legal practitioner, and its countercultural participants. The intersection of counterculture and property law implicated my family in its performative narrative. My father had been a solicitor in Nimbin since 1948; his modest legal practice was conducted from the side annexe of the School of Arts. Equipped with a battered leather briefcase and a trusty portable typewriter, like clockwork, he drove the 20 miles from Lismore to Nimbin every Saturday morning. I often accompanied him on his weekly visits. Forty-one years ago, in early May 1973, we drove into town to an extraordinary sight. Seen through ten-year old eyes, surreal scenes of energy, colour, and longhaired, bare-footed young people remain vivid. At almost the exact halfway point in my father’s legal career, new ways of thinking about property rushed headlong and irrevocably into his working life. After May 1973, dinnertime conversations became very different. Gone was the mundane monopoly of mortgages, subdivisions, and cottage conveyancing. The topics now ranged to hippies, communes, co-operatives and shared ownerships. Property was no longer a dull transactional monochrome, a lifeless file bound in pink legal tape. It became an idea replete with diversity and innovation, a concept populated with interesting characters and entertaining, often quirky stories. If property is a narrative (Rose, Persuasion), then the micro-story of property on the NSW Northern Rivers became infinitely more compelling and interesting in the years after Aquarius. For the practitioner, Aquarian property involved new practices and skills: the registration of co-operatives, the drafting of shareholder deeds that regulated the use of common lands, the settling of idealistic trusts, and the ever-increasing frequency of visits to the Nimbin School of Arts every working Saturday. For the 1970s settler in Nimbin, performing Aquarian property took more direct and lived forms. It may have started by reading the open letter that festival co-organiser Graeme Dunstan wrote to the Federal Minister for Urban Affairs, Tom Uren, inviting him to Nimbin as a “holiday rather than a political duty”, and seeking his support for “a community group of 100-200 people to hold a lease dedicated to building a self-sufficient community [...] whose central design principles are creative living and ecological survival” (1). It lay in the performances at the Festival’s Learning Exchange, where ideas of philosophy, organic farming, alternative technology, and law reform were debated in free and unstructured form, the key topics of the latter being abortion and land. And as the Festival came to its conclusion, it was the gathering at the showground, titled “After Nimbin What?—How will the social and environmental experiment at Nimbin effect the setting up of alternative communities, not only in the North Coast, but generally in Australia” (Richmond River Historical Society). In the days and months after Aquarius, it was the founding of new communities such as Co-ordination Co-operative at Tuntable Creek, described by co-founder Terry McGee in 1973 as “a radical experiment in a new way of life. The people who join us […] have to be prepared to jump off the cliff with the certainty that when they get to the bottom, they will be all right” (Munro-Clark 126; Cock 121). The image of jumping off a cliff is a metaphorical performance that supposes a leap into the unknown. While orthodox concepts of property in land were left behind, discarded at the top, the Aquarian leap was not so much into the unknown, but the long forgotten. The success of those communities that survived lay in the innovative and adaptive ways in which common forms of property fitted into registered land title, a system otherwise premised on individual ownership. Achieved through the use of outside private shells—title-holding co-operatives or companies (Page)—inside the shell, the norms and practices of common property were inclusively facilitated and performed (McLaren; Rose, Futures). In 2014, the performance of Aquarian property endures, in the dozens of intentional communities in the Nimbin environs that remain a witness to the zeal and spirit of the times and its countercultural ideals. Conclusion The Aquarian idea of property had profound meaning for self, community, and the environment. It was simultaneously new and old, radical as well as ancient. It re-invented a pre-liberal, pre-enclosure idea of property. For property theory, its legacy is its imaginings of diversity, the idea that property can take pluralistic forms and assert multiple values, a defiant challenge to the dominant paradigm. Aquarian property offers rich pickings compared to the pauperised private monotone. Over 41 years ago, in the legal geography that was Nimbin, New South Wales, the imaginings of property escaped the conformity of enclosure. The Aquarian age represented a moment in “thickened time” (Braverman et al 53), when dissenting theory became practice, and the idea of property indelibly changed for a handful of serendipitous actors, the unscripted performers of a countercultural narrative faithful to its time and place. References Alexander, Gregory. Commodity & Propriety: Competing Visions of Property in American Legal Thought 1776-1970. Chicago: U of Chicago P, 1999. Aquarian Archives. "Report into Facilitation of a Rural Intentional Community." Lismore, NSW: Southern Cross University. Blomley, Nicholas. Law, Space, and the Geographies of Power. New York: Guildford Press, 1994. Blomley, Nicholas. Unsettling the City: Urban Land and the Politics of Property. New York: Routledge, 2004. Blomley, Nicholas. “Performing Property, Making the World.” Social Studies Research Network 2053656. 5 Aug. 2013 ‹http://ssrn.com/abstract=2053656›. Braverman, Irus, Nicholas Blomley, David Delaney, and Sandy Kedar. The Expanding Spaces of Law: A Timely Legal Geography. Stanford: Stanford UP, 2014. Buck, Andrew. The Making of Australian Property Law. Sydney: Federation Press, 2006. Cock, Peter. Alternative Australia: Communities of the Future. London: Quartet Books, 1979. Cohen, Felix. “Dialogue on Private Property.” Rutgers Law Review 9 (1954): 357-387. Dunstan, Graeme. “A Beginning Rather than an End.” The Nimbin Good Times 27 Mar. 1973: 1. Farran, Sue. “Earth under the Nails: The Extraordinary Return to the Land.” Modern Studies in Property Law. Ed. Nicholas Hopkins. 7th edition. Oxford: Hart, 2013. 173-191. Graham, Nicole. Lawscape: Property, Environment, Law. Abingdon: Routledge, 2011. Jones, Tim, and Ian Baker. A Hard Won Freedom: Alternative Communities in New Zealand. Auckland: Hodder & Staughton, 1975. Leopold, Aldo. A Sand County Almanac with Other Essays on Conservation from Round River. New York: Ballantine Books, 1966. Lismore Regional Gallery. “Not Quite Square: The Story of Northern Rivers Architecture.” Exhibition, 13 Apr. to 2 June 2013. McLaren, John. “The Canadian Doukhobors and the Land Question: Religious Communalists in a Fee Simple World.” Land and Freedom: Law Property Rights and the British Diaspora. Eds. Andrew Buck, John McLaren and Nancy Wright. Farnham: Ashgate Publishing, 2001. 135-168. Metcalf, Bill. Co-operative Lifestyles in Australia: From Utopian Dreaming to Communal Reality. Sydney: UNSW Press, 1995. Miller, Timothy. The 60s Communes: Hippies and Beyond. Syracuse: Syracuse UP, 1999. Munro-Clark, Margaret. Communes in Rural Australia: The Movement since 1970. Sydney: Hale & Iremonger, 1986. Neeson, Jeanette M. Commoners: Common Right, Enclosure and Social Change in England, 1700-1820. Cambridge: Cambridge UP, 1996. Page, John. “Common Property and the Age of Aquarius.” Griffith Law Review 19 (2010): 172-196. Page, John, Ann Brower, and Johannes Welsh. “The Curious Untidiness of Property and Ecosystem Services: A Hybrid Method of Measuring Place.” Pace Environmental Law Rev. 32 (2015): forthcoming. Reich, Charles. “The New Property.” Yale Law Journal 73 (1964): 733-787. Richmond River Historical Society Archives. “After Nimbin What?” Nimbin Aquarius file, flyer. Lismore, NSW. Rose, Carol M. Property and Persuasion Essays on the History, Theory, and Rhetoric of Ownership. Boulder: Westview, 1994. Rose, Carol M. “The Several Futures of Property: Of Cyberspace and Folk Tales, Emission Trades and Ecosystems.” Minnesota Law Rev. 83 (1998-1999): 129-182. Rose, Carol M. “Canons of Property Talk, or Blackstone’s Anxiety.” Yale Law Journal 108 (1998): 601-632. Sargisson, Lucy, and Lyman Tower Sargent. Living in Utopia: New Zealand’s Intentional Communities. Aldershot: Ashgate Publishing, 2004. Sax, Joseph L. Defending the Environment: A Strategy for Citizen Action. New York: Alfred A. Knopf, 1971. Singer, Joseph. “No Right to Exclude: Public Accommodations and Private Property.” Nw. U.L.Rev. 90 (1995): 1283-1481. Smith, Margaret, and David Crossley, eds. The Way Out: Radical Alternatives in Australia. Melbourne: Lansdowne Press, 1975. Stone, Christopher. “Should Trees Have Standing? Toward Legal Rights for Natural Objects.” Southern Cal. L. Rev. 45 (1972): 450-501. Tribe, Laurence H. “Ways Not to Think about Plastic Trees: New Foundations for Environmental Law.” Yale Law Journal 83 (1973-1974): 1315-1348. Zablocki, Benjamin. Alienation and Charisma: A Study of Contemporary American Communes. New York: Free Press, 1980.

It is peculiar that we so urgently seek out the emotion of fear in film. We have a thirst for fear, and we go to elaborate means to experience it. It would be convenient if we could invoke the experience of fear without the apparatus of a cinema, but such intermediaries are necessary. We cannot will ourselves to be afraid. To evoke an emotion, we must organize our environment -- or invoke mental images of such an environment -- which then triggers the emotion. One of the great discoveries of the 20th century was the powerful effect of combining film with musical representations of emotion. It is possible to combine these two media in a way that reflects no naturally occurring visual-auditory correlation, such as the correlation between the sight and sound of a person running. That two such distinct media should combine so readily may seem puzzling. Background music is not part of the diegesis of the film and has the potential to create confusion (Cohen, 2). This potential was illustrated in Mel Brooks' comedy Blazing Saddles (1974). A sheriff rides in the desert set to suitable background music, but then meets the Count Basie Band performing the now foreground music. The music, initially interpreted on a subconscious or emotional level, is unexpectedly thrust into the fictional component of the film and processed on a conscious level. Such exceptions aside, there is usually no such confusion because film and music are integrated on an emotional rather than an analytic level. Fear responses do not require brain structures needed for consciousness and analytic thought but can be processed without conscious awareness by subcortical structures (i.e., the amygdala). A frightening score that is not part of the diegesis of the film combines with visual information at sub-cortical levels to create a unified experience of fear, with no sense that there are two sources of emotional meaning -- fictional and musical. The lack of literal connection between visual and auditory sources is not confusing. We do not question the logic of musicians playing triumphant music at every battle in Star Wars, or sentimental music inside the police station on Hill Street Blues. The combination of film and music is exceptionally potent because both are highly influential media. Economic activity reflects their influence (Huron, 3). In the United States, the largest export sector is entertainment, led by music and film. Film makers are so confident that they invest billions of dollars in them. In 1999 the average budget for a single Hollywood film was 76 million. The prevalence of music in industrialized society is also massive: the music industry is larger than the pharmaceutical industry. As a film composer, I've learned that I can induce fear most readily by turning my attention away from conventional music structures. In an important sense, writing fearful music should not involve composition in the usual sense of the term. Rather, one may rely on the fact that sound is inherently frightening when stripped of the comforting structuring properties of language and music. It is difficult to express fear using conventional forms. Fear is sometimes expressed in Opera but using unconventional forms. Fear is also associated with the bhayanaka rasa in Classical Indian music, but evidence suggests that sensitivity to rasas is related to basic acoustic properties such as pace, loudness, and complexity (Balkwill & Thompson, 1). The major and minor modes in Western music are associated with happiness and sadness, but the evocation of fear seems antithetical to such conventions. When music is recognizable, as in a melody with a traditional harmonic accompaniment, we experience reassurance. Conventional music evokes a comforting feeling that we are "among our own" and there is safety in numbers. The possibility of fear arises when familiar music structures are removed. It is certainly possible to create a creepy atmosphere using traditional forms by repeatedly pairing a musical segment with a frightening image or event. Such learned associations are used in the practice of leitmotiv, in which a musical theme is paired repeatedly with a character until it comes to represent that character. Consider Mike Oldfield's circular melody in The Exorcist or Beethoven's ninth symphony in A Clockwork Orange. Through learned association, both scores created extremely disturbing atmospheres. The most effective way to induce terror, however, is to manipulate basic acoustic properties, also called secondary musical parameters. Primary parameters include melody and harmony: aspects of music that are culturally shaped and recognizable as traditional forms. Secondary parameters include pace, loudness, timbre, and pitch height: elements of sound that are perceived similarly across cultures. The use of musical convention is deeply connected with one's emotional intention. We create fear most powerfully by stripping music of conventional forms. Composers aiming to design a fearful score often import and embed frightening sounds into traditional compositional structures, such as a melody with harmonic accompaniment. They do this as a musical challenge or out of concern that their score might otherwise be perceived as unsophisticated. What evokes fear, however, are not those recognizable conventions of composition but rather, elements of the score that are unrelated to conventional structures. We fear surprising or unfamiliar sounds: sudden changes in loudness, jittery sounds, deep hollow textures, and unpredictable pitch combinations or movement. Sounds are more frightening than visual images, and hence soundtracks are essential to thriller flicks. Visual images are experienced as "out there" and emotionally distant. We've learned to detach ourselves emotionally from visual images by habituating to the continuous stream of horrifying TV and film images. When we actually witness a terrifying event, it seems "like a movie." Sounds are experienced as both outside and inside our heads. We feel sound in our bones, making it difficult to distance ourselves from them. They are less easily localized than visual images, creating nervousness about possible escape routes. Their sources are not always identifiable, creating uncertainty. Prey rely heavily on sounds to alert them of predators, linking sound to fear. The fear centre of the brain -- the amygdala -- lies deep inside the temporal lobe, which processes sound (LeDoux, 4). From an evolutionary standpoint, we can assume that humans, like all animals, evolved a sensitivity to the potential dangers associated with sounds. Brain systems that generate fear are highly conserved throughout evolutionary history, suggesting that fear responses in modern brains are similar to fear responses in early hominids. Large, aggressive, or unfamiliar animals are potentially life-threatening and it is adaptive for us to fear them. Low pitches are associated with large sound-producing cavities and hence, animals with big mouths. Loud low-pitched sounds signal aggression. High-pitched screeches are perceived as alarm calls. During the stabbing scene in the film Psycho, repeated screeching sounds or "alarm-calls" combine with the visual scene to induce excruciating fear. In industrialized society, fear of predation is largely non-existent, replaced with a fear of our own technology: car and airplane accidents, nuclear disasters, weapons. But fear responses today are the result of adaptive pressures that took place thousands of years ago when predation was a constant threat. We are acutely sensitive to alarm calls and predatory sounds. When predators of humans are portrayed in film, as in Jaws or Jurassic Park, the experience of fear is unbearable. Why do we so urgently seek out this unpleasant emotion? One possibility relates to social cohesion. Group solidarity is enhanced when there is a common enemy. The object of fear in film distinguishes "us against them" and secures a bond between those experiencing the terror. The representation of fear identifies an enemy (the object of fear) to enhance solidarity. Teenagers -- who have the greatest need for social bonding and self definition -- are voracious consumers of terror films. Shared experiences of film-induced fear are extremely widespread. In the week ending May 28th, 2000, there were over 3,100 screening of Gladiator in the United States. America dominates the world market in film and music (only India has resisted this domination). For better or worse, Hollywood emotions are globally shared. People from Japan, China, Italy, Spain, and Brazil have a common bond on the basis of having seen The Matrix or The Exorcist. Fear in film also performs another function. Films are externalized representations of cultural memory, and of culturally significant or meaningful experiences. They are a mechanism for accumulating and transmitting knowledge of the environment, preparing ourselves for circumstances in which we might find ourselves. Terror films stimulate the development of cognitive strategies for coping with challenging circumstances. All of us -- teenagers especially -- feel a need to prepare ourselves for hostile environments. Terror films not only nurture social bonding, they motivate the refinement of an essential human trait: courage. By situating ourselves within an environment that presents various hypothetical sources of terror, we test our courage, and we activate the development of important strategies for coping with the very real fears with which we will inevitably be confronted. References Balkwill, L.L. & Thompson, W.F. "A cross-cultural investigation of the perception of emotion in music: Psychophysical and cultural cues." Music Perception, 17, 43-64, 1999. Cohen, A. "Music as a source of emotion in film." In Patrik Juslin & John Sloboda (Ed.) Music and Emotion: Theory and Research. Oxford: Oxford University Press, 2001. Huron, D. "Is music an evolutionary adaptation?" In Robert Zatorre & Isabelle Peretz (Ed.), The Biological Foundations of Music. New York: Annals of the New York Academy of Sciences, Volume 930. New York, 2001. LeDoux, J. The Emotional Brain: The Mysterious Underpinnings of Emotional Life. New York: Touchstone, 1996. Citation reference for this article MLA Style Thompson, Bill. "Evoking Terror In Film Scores" M/C: A Journal of Media and Culture 5.1 (2002). [your date of access] < http://www.media-culture.org.au/0203/evoking.php>. Chicago Style Thompson, Bill, "Evoking Terror In Film Scores" M/C: A Journal of Media and Culture 5, no. 1 (2002), < http://www.media-culture.org.au/0203/evoking.php> ([your date of access]). APA Style Thompson, Bill. (2002) Evoking Terror In Film Scores. M/C: A Journal of Media and Culture 5(1). < http://www.media-culture.org.au/0203/evoking.php> ([your date of access]).

Introduction: Shock WavesAs I carefully unfold the delicate piece of crisp white paper, three rogue words wildly jump up off the page before sinking deeply into my skin: “Cold and condescending.” A charge of anger surges up my spine, as these words begin to now expand and affectively resonate: “I found the instructor to be cold and condescending.” Somehow, these words impact me both emotionally and physiologically (Brennan 3): my heart beats faster, my body temperature rises, my stomach aches. Yet, despite how awful I feel, I keep on reading, as if compelled by some inexplicable force. It is not long before I devour the entire evaluation—or perhaps it devours me?—reading every last jarring word over and over and over again. And pretty soon, before I can even think about it, I begin to come undone ...How is it possible that an ordinary, everyday object can pull at us, unravel us even? And, how do such objects linger, register intensities, and contribute to our harm or good? In this paper, we draw upon our collective teaching experiences at college and high school level in order to explore how teacher evaluations actively work/ed to orient our bodies in molar and molecular ways (Deleuze and Guattari 3), thereby diminishing or enhancing our capacity to act. We argue that these textual objects are anything but dead and lifeless, and are vitally invested with “thing-power,” which is the “ability of inanimate things to animate, to act, to produce effects dramatic and subtle” (Bennett 6).Rather than producing a linear critique that refuses “affective associations” (Felski para. 6) and the “bodily entanglements of language” (MacLure, Qualitative 1000), we offer up a mobile conversation that pulls readers into an assemblage of (shape)shifting moments they can connect with (Rajchman 4) and question. While we attend to our own affective experiences with teacher evaluations, we wish to disrupt the idea that the self is both autonomous and affectively contained (Brennan 2). Instead, we imagine a self that extends into other bodies, spaces, and things, and highlight how teacher evaluations, as a particular thing, curiously animate (Chen 30) and affect our social worlds—altering our life course for a minute, a day, or perhaps, indefinitely (Stewart 12).* * *“The autobiographical is not the personal. […] Publics presume intimacy” (Berlant, The Female vii). Following Berlant, we propose that our individual narratives are always tangled up in other social bodies and are, therefore, not quite our own. Although we do use the word “I” to recount our specific experiences of teacher evaluations, we by no means wish to suggest that we are self-contained subjects confessing some singular life history or detached truth. Rather, together we examine the tensions, commonalities, possibilities, and threats that encounters with teacher evaluations produce within and around collective bodies (Stewart). We consider the ways in which these material objects seep deeply into our skin, re/animate moving forces (e.g. neoliberalism, patriarchy), and even trigger us emotionally by transporting us back to different times and places (S. Jones 525). And, we write to experiment (Deleuze and Guattari 1; Stewart 1) with the kind of “unpredictable intimacy” that Berlant (Intimacy 281; Structures 191) speaks of. We resist (as best we can) telos-driven tales that do not account for messiness, disorientation, surprise, or wonder (MacLure, Classification 180), as we invite readers to move right along beside (Sedgwick 8) us in this journey to embrace the complexities and implications (Nelson 111; Talburt 93) of teacher evaluations as corporeal matters. The “self” is no match for such affective entanglements (Stewart 58).Getting Un/Stuck “Cold and condescending.” I cannot help but get caught up in these words—no matter how hard I try. A million thoughts begin to bubble up: Am I a good teacher? A bad person? Uncaring? Arrogant? And, just like that, the ordinary turns on me (Stewart 106), triggering intense sensations that refuse to stay buried. What began as my reaction to a teacher evaluation soon becomes something else, somewhere else. Childhood wounds unexpectedly well up—leaking into the present, spreading uncontrollably, causing my body to get stuck in long ago and far away.In a virtual flash (Deleuze and Guattari 94), I am somehow in my grandmother’s kitchen once more, which even now smells of avgolemono soup, warm bread rising, home. Something sparks, as distant memories come flooding back to change my course and set me straight (or so I think). When I was a little girl and could not let something go, my yiayia (grandmother) Vasiliki would tell me, quite simply, to get “unstuck” (ξεκολλά). The Greeks, it seems, know something about the stickiness of affective attachments. Even though it has been over twenty years since my grandmother’s passing, her words, still alive, affectively ring in my ear. Out of some kind of charged habit (Stewart 16), her words now escape my mouth: “ξεκολλά,” I command, “ξεκολλά!” I repeat this phrase so many times that it becomes a mantra, but its magic has sadly lost all effect. No matter what I say or what I do, my body, stuck in repetition, “closes in on itself, unable to transmit its intensities differently” (Grosz 171). In an act of desperation (or perhaps survival), I rip the evaluation to shreds and throw the tattered remains down the trash chute. Yet, my actions prove futile. The evaluation lives on in a kind of afterlife, with its haunting ability to affect where my thoughts will go and what my body can do. And so, my agency—my ability to act, think, become (Deleuze and Guattari 361)—is inextricably twisted up in this evaluation, with its affective capacity to connect many “bodies” at once (both material and semiotic, human and non-human, living and dead).A View from Nowhere?At both college and school-level, formal teacher evaluations promise anonymity. Why is it, though, that students get to be voices without bodies: a voice that does not emerge from a complex, contradictory, and messy body, but rather “from above, from nowhere” (Haraway 589)? Once disembodied, students become god-like (Haraway 589), able to “objectively” dissect, judge, and even criticise teachers, while they themselves receive “panoptic immunity” (MacLure, Classification 168).This immunity has its consequences. Within formal and informal evaluations, students write of and about bodies in ways that often feel violating. Teachers’ bodies become spectacle, and anything goes:“Professor is kinda hot—not bad to look at!”“She dresses like a bag lady. [...] Her hair and clothing need an update.”“There's absolutely nothing redeeming about her as a person [...] but she has nice shoes.”(PrawfsBlog)Amid these affective violations, voices without bodies re/assemble into “voices without organs” (Mazzei 732)—a voice that emanates from an assemblage of bodies, not a singular subject. In this process, patriarchal discourses, as bodies of thought, dangerously spring up and swirl about. The voyeuristic gaze of patriarchy (see de Beauvoir; Mulvey) becomes habitual, shaping our stories, encounters, and sense of self.Female teachers, in particular, cannot deny its pull. The potential to create and/or transmit knowledge turns us into “risky subjects” in need of constant surveillance (Falter 29). Teacher evaluations do their part. As a metaphoric panopticon (see Foucault), they transform female teachers into passive spectacles—objects of the gaze—and students into active spectators who have “all the power to determine our teaching success” (Falter 30). The effects linger, do real damage (Stewart), and cause our pedagogical performances to fail every now and then. After all, a “good” female teacher is also a “good female subject” who is called upon to impart knowledge in ways that do not betray her otherwise feminine or motherly “nature” (Falter 28). This pressure to be both knowledgeable and nurturing, while displaying a “visible fragility [...] a kind of conventional feminine vulnerability” (McRobbie 79), pervades the social and is intense. Although it is not easy to navigate, the fact that unrecognisable bodies are subject to punishment (Butler, Performative 528) helps keep power dynamics firmly in place. These forces permeate my body, as well, making me “cold” and “unfair” in one evaluation and “kind” and “sweet” in another—but rarely smart or intelligent. Like clockwork, this bodily visibility and regulation brings with it never-ending self-critique and self-discipline (Harris 9). Absorbing these swarming intensities, I begin to question my capacity to effectively teach and form relationships with my students. Days later, weeks later, years later, I continue to wonder: if even one student leaves my class feeling “bad,” do I have any business being a teacher? Ugh, the docile, good girl (Harris 19) rears her ugly (or is it pretty?) head once again. TranscorporealityEven though the summer sun invites me in, I spend the whole day at home, in bed, unable to move. At one point, a friend arrives, forcing me to get up and get out. We grab a bite to eat, and it is not long before I confess my deepest fear: that my students are right about me, that these evaluations somehow mark me as a horrible teacher and person. She seems surprised that I would let a few comments defeat me and asks me what this is really all about. I shrug my shoulders, unwilling to go there.Later that night, I find myself re-reading my spring evaluations online. The positive ones electrify the screen, filling me with joy, as the constructive ones get me brainstorming about ways I might do things differently. And while I treasure these comments, I do not focus too much on them. Instead, I spend most of the evening replaying a series of negative tapes over and over in my head. Somewhat defeated, I slip slowly back into my bed and find that it surprisingly offers me a kind of comfort that my friend does not. I wonder, “What body am I now in the arms of” (Chen 202)? The bed and I become “interporous” (Chen 203), intimate even. There is much solace in the darkness of those lively, billowy blue covers: a peculiar solace made possible by these evaluations—a thing which compels me to find comfort somewhere, anywhere, beyond the human body.The GhostAs a high school teacher, I was accustomed to being reviewed. Some reviews were posted onto the website ratemyteacher.com, a platform of anonymously submitted reviews of kindergarten through 12th-grade teachers on easiness, helpfulness, clarity, knowledge, textbook use, and exam difficulty. Others were less official; irate commentary posted on social media platforms or baldly concise characterisations of our teaching styles that circulated among students and bounded back to us as hearsay and whispered asides. In these reviews, our teacher-selves were constructed: One became the easy teacher, the mean teacher, the fun teacher, or the hard-but-good teacher. The teacher who could not control her class; the teacher who controlled her class excessively.Sometimes, we googled ourselves because it was tempting to do so (and near-impossible not to). One day, I searched various forms of my name followed by the name of the school. One of my students, a girl with hot pink streaks in her hair and pointy studs shooting out of her belt and necklaces, had written a complaint on Facebook about a submission of a final writing portfolio. The student wrote on the publicly visible wall of another student in my class, noting how much she still had left to do on the assignment. Dotting the observation with expletives, she bemoaned the portfolio as requiring too much work. Then, she observed that I had an oily complexion and wrote that I was a “dyke.” After I read the comment, I closed my laptop and an icy wave passed through me. That night, I went to dinner with friends. I ruminated aloud over the comments: How could this student—with whom I had thought I had a good relationship—write about me in such a derisive manner? And what, in particular, about my appearance conveyed that I was lesbian? My friends laughed; they found the student’s comments funny and indicative of the blunt astuteness of teenagers. As I thought about the comments, I realised the pain lay in the comments’ specificity. They demonstrated the ability of the student to perceive and observe a bodily attribute about which I was particularly insecure. It made me wonder about the countless other eyes and glances directed at me each day, taking in, noticing, and dissecting my bodily self (McRobbie 63).The next morning, before school, I stared at myself in the bathroom mirror and dabbed toner on my skin. Today, I thought, today will be a day in which both my skin texture and my lesson plans will be in good order. After this day, I could no longer bring myself to look this student directly in the eye. I was officious in our interactions. I read her poetry and essays with guarded ambivalence. I decided that I would no longer google myself. I would no longer click on links that were pointedly reviews of me as a teacher.The reviewed-self is a ghost-self. It is a shadow, an underbelly. The comments—perhaps posted in a moment of anger or frustration—linger. Years later, though I have left full-time classroom teaching, I still think about them. I have not recovered from the comments though I should, apparently, have already recuperated from their sharp effects. I wonder if the reviews will ceaselessly follow me, if they will shape the impressions of those who google me, if my reviewed-self will become the first and most formidable impression of those who might come to know me, if my reviewed-self will be the lasting and most formidable way I see myself.Trigger Happy In 2014, a teacher at a California public high school posts a comment on Twitter about wishing to pour coffee on her students. Some of her students this year, she writes, make her “trigger finger itchy” (see Oakley). She already “wants to stab” them a mere two weeks into the school year. “Is that bad?” she asks. One of her colleagues screen-captures her tweets and sends them to the school principal and to a local newspaper. They go viral, resulting in widespread condemnation on the Internet. She is named the “worst teacher ever” by one online media outlet (Parker). The media swarm the school. The reporters interview parents in minivans who are picking up their children from school. One parent, from behind the steering wheel, expresses her disapproval of the teacher. She says, “As a teacher, I think she should be held to a higher accountability than other people” (Louie). In the comments section of an article, a commenter declares that the “mutant should be fired” (Oakley). Others are more forgiving. They cite their boyfriends and sisters who are teachers and who also air grievances, though somewhat less violently and in the privacy of their homes (A. Jones). All teachers have these thoughts, some of the commenters argue, they just are not stupid enough to tweet them.In her own defence, the teacher tells a local paper that she “never expected anyone would take me seriously” (Oakley). As a teacher, she is often “forced to cultivate a ‘third-person consciousness,’ to be an ‘objectified subject’” (Chen 33) on display, so can we really blame her? If she had thought people would take her seriously, “you'd better believe I would have been much more careful with what I've said” (Oakley). The students are the least offended party because, as their teacher had hoped, they do not take her tweets seriously. In fact, they are “laughing it off,” according to a local news channel (Newark Teacher). In a news interview, one female student says she finds the teacher’s tweets humorous. They are fond of this teacher and believe she cares about her students. Seemingly, they do not mind that their teacher—jokingly, of course—harbours homicidal thoughts about them or that she wishes to splash hot coffee in their faces.There is a certain wisdom in the teacher’s observational, if foolhardy, tweeting. In a tweet tagged #secretlyhateyou, the teacher explains that while students may have their own negative feelings towards their teachers, teachers also have such feelings for their students. But, she tweets, “We are just not allowed to show it” (Oakley). At parties and social gatherings, we perform the cheerful educator by leaving our bodies at the door and giving into “the politics of emotion, the unwritten rules that feelings are to be ‘privatised’ and ‘pathologised’ rather than aired” (Thiel 39). At times, we are allowed a certain level of dissatisfaction, an eye roll or shrug of the shoulders, a whimsical, breathy sigh: “Oh you know! Kids today! Instagram! Sexting!” But we cannot express dislike for our own students.One evening, I was on the train with a friend who does not work as a teacher. We observed a pack of teenagers, screaming and grabbing at each other’s cell phones. The friend said, “Aren’t they so fascinating, teenagers?” Grumpily, I disagreed. On that day, no, I was not fascinated by teenagers. My friend responded, shocked, “But don’t you work as a teacher…?” It is an unspoken requirement of the job. We maintain relentless expressions of joy, an earnest wonderment towards those whom we teach. And we are, too, appalled by those who do not exhibit a constant stream of cheerfulness. The teachers’ lunchroom is the repository for “bad” feelings about students, a site of negative feelings that can somehow stick (Ahmed, Happy 29) to those who choose to eat their lunch within this space. Only the most jaded battle-axes would opt to eat in the lunchroom. Good teachers—happy and caring ones—would never choose to eat lunch in this room. Instead, they eat lunch in their classrooms, alone, prepare dutifully for the afternoon’s classes, and try to contain all of their murderous inclinations. But (as the media love to remind us), whether intended or not, our corporeal bodies with all their “unwanted affects” (Brennan 3, 11) have a funny way of “surfacing” (Ahmed, Communities 14).Conclusion: Surging BodiesAffects surge within everyday conversations of teacher evaluations. In fact, it is almost impossible to talk about evaluations without sparking some sort of heated response. Recent New York Times articles echo the more popular sentiments: from the idea that evaluations are gendered and raced (Pratt), to the prevailing notion that students are informed consumers entitled to “the best return out of their educational investments” (Stankiewicz). Evidently, education is big business. So, we take our cues from neoliberal ideologies, as we struggle to make sense of all the fissures and leaks. Teachers’ bodies now become commodified objects within a market model that promises customer satisfaction—and the customer is always right.“Develop a thicker skin,” they say, as if a thicker skin could contain my affects or prevent other affects from seeping in; “my body is and is not mine” (Butler, Precarious 26). Leaky bodies, with their permeable borders (Renold and Mellor 33), affectively flow into all kinds of “things.” Likewise, teacher evaluations, as objects, extend into human bodies, sending eruptive charges that both register within the body and transmit outward into the environment. These charges emerge as upset, judgment, wonder, sadness, confusion, annoyance, pleasure, and everything in between. They embody an intensity that animates our social worlds, working to enhance energies and/or diminish them. Affects, then, do not just come from, and stay within, bodies (Brennan 10). A body, as an assemblage (Deleuze and Guattari 4), is neither self-contained nor disconnected from other bodies, spaces, and things.As a collection of sticky, “material, physiological things” (Brennan 6), teacher evaluations are very much alive: vibrantly shifting and transforming teachers’ affective capacities and life trajectories. Attending to them as such offers a way in which to push back against our own bodily erasure or “the screaming absence in [American] education of any attention to the inner life of teachers” (Taubman 3). While affect itself has become a recent hot-topic across American university campuses (e.g. see “trigger warnings” debates, Halberstam), conversations tend to exclude teachers’ bodies. So, for example, we can talk of creating “safe [classroom] spaces” in order to safeguard students’ feelings. We can even warn learners if material might offend, as well as watch what we say and do in an effort to protect students from any potential trauma. But we cannot, it would seem, matter, too. Instead, we must (if good and caring) be on affective autopilot, where we can only have “good” thoughts about students. We are not really allowed to feel what we feel, express raw emotion, have a body—unless, of course, that body transmits feel-good intensities.And, feeling bad about teacher evaluations ... well, for the most part, that needs to remain a dirty little secret, because, how can you possibly let yourself get so hot and bothered over a thing—a mere object? Yet, teacher evaluations can and do impact our lives, often in ways that are harmful: by inflicting pain, triggering trauma, encouraging sexism and objectification. But maybe, just maybe, they even offer up some good. After all, if teacher evaluations teach us anything, it is this: you are not simply a body, but rather, an “array of bodies” (Bennett 112, emphasis added)—and your body, my body, our bodies “must be heard” (Cixous 880).ReferencesAhmed, Sara. “Happy Objects.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory J. Seigworth. Durham, NC: Duke UP, 2010. 29–51.———. “Communities That Feel: Intensity, Difference and Attachment.” Conference Proceedings for Affective Encounters: Rethinking Embodiment in Feminist Media Studies. Eds. Anu Koivunen and Susanna Paasonen. 10-24. 1 Jan. 2016 <http://www.utu.fi/hum/mediatutkimus/affective/proceedings.pdf>.Bennett, Jane. Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke UP, 2010.Berlant, Lauren. “Intimacy: A Special Issue.” Critical Inquiry 24.2 (1998): 281-88.———. The Female Complaint: The Unfinished Business of Sentimentality in American Culture. Durham, NC: Duke UP, 2008.———. “Structures of Unfeeling: Mysterious Skin.” International Journal of Politics, Culture, and Society 28 (2015): 191-213.Brennan, Teresa. The Transmission of Affect. Ithaca, NY: Cornell UP, 2004.Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.” Theatre Journal 40.4 (1988): 519-31.———. Precarious Life: The Powers of Mourning and Violence. New York: Verso, 2004.Chen, Mel. Animacies: Biopolitics, Racial Mattering and Queer Affect. Durham, NC: Duke UP, 2012.Cixous, Hélène, Keith Cohen, and Paula Cohen (trans.). "The Laugh of the Medusa." Signs 1.4 (1976): 875-93.De Beauvoir, Simone. The Second Sex. London: Jonathan Cape, 1953.Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis, MN: U of Minnesota P., 1987.Falter, Michelle M. “Threatening the Patriarchy: Teaching as Performance.” Gender and Education 28.1 (2016): 20-36.Foucault, Michel. Discipline and Punish: The Birth of a Prison. New York: Random House, 1977.Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism. St. Leonards, NSW: Allen & Unwin, 1994.Halberstam, Jack. “You Are Triggering Me! The Neo-Liberal Rhetoric of Harm, Danger, and Trauma.” Bully Bloggers, 5 Jul. 2014. 26 Dec. 2015 <https://bullybloggers.wordpress.com/2014/07/05/you-are-triggering-me-the-neo-liberal-rhetoric-of-harm-danger-and-trauma/>.Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14.3 (1988): 575-99.Harris, Anita. Future Girl: Young Women in the Twenty-First Century. New York: Routledge, 2004.Jones, Allie. “Racist Teacher Tweets ‘Wanna Stab Some Kids,’ Keeps Job.” Gawker, 28 Aug. 2014. 1 Jan. 2016 <http://gawker.com/racist-teacher-tweets-wanna-stab-some-kids-keeps-job-1627914242>.Jones, Stephanie. “Literacies in the Body.” Journal of Adolescent & Adult Literacy 56.7 (2013): 525-29.Louie, D. “High School Teacher Insults Students, Wishes Them Bodily Harm in Tweets.” ABC Action News 6. 28 Aug. 2014. 1 Jan. 2016 <http://6abc.com/education/teacher-insults-students-wishes-them-bodily-harm-in-tweets/285792/>.MacLure, Maggie. “Qualitative Inquiry: Where Are the Ruins?” Qualitative Inquiry 17.10 (2011): 997-1005.———. “Classification or Wonder? Coding as an Analytic Practice in Qualitative Research.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 164-83. Mazzei, Lisa. “A Voice without Organs: Interviewing in Posthumanist Research.” International Journal of Qualitative Studies in Education 26.6 (2013): 732-40.McRobbie, Angela. The Aftermath of Feminism: Gender, Culture, and Social Change. London: Sage, 2009.Mulvey, Laura. “Visual Pleasure and Narrative Cinema.” Film Theory and Criticism: Introductory Readings. Eds. Leo Braudy and Marshall Cohen. New York: Oxford UP, 1999. 833-44.Nelson, Cynthia D. “Transnational/Queer: Narratives from the Contact Zone.” Journal of Curriculum Theorizing 21.2 (2005): 109-17.“Newark Teacher Still on the Job after Threatening Tweets.” CBS Local. CBS. 5KPLX, San Francisco, n.d. <http://sanfrancisco.cbslocal.com/video/2939355-newark-teacher-still-on-the-job-after-threatening-tweets/>. Oakley, Doug. “Newark Teacher Who Wrote Nasty, Threatening Tweets Given Reprimand.” San Jose Mercury News, 27 Aug. 2014. 1 Jan. 2016 <http://www.mercurynews.com/education/ci_26419917/newark-teacher-who-wrote-nasty-threatening-tweets-given>.“Offensive Student Evaluations.” PrawfsBlog, 19 Nov. 2010. 1 Jan 2016 <http://prawfsblawg.blogs.com/prawfsblawg/2010/11/offensive-student-evaluations.html>.Parker, Jameson. “Worst Teacher Ever Constantly Tweets about Killing Students, But Is Keeping Her Job.” Addicting Info, 28 Aug. 2014. 1 Jan. 2016 <http://www.addictinginfo.org/2014/08/28/worst-teacher-ever-constantly-tweets-about-killing-students-but-is-keeping-her-job/>.Pratt, Carol D. “Teacher Evaluations Could Be Hurting Faculty Diversity at Universities.” The New York Times, 16 Dec. 2015. 17 Dec. 2015 <http://www.nytimes.com/roomfordebate/2015/12/16/is-it-fair-to-rate-professors-online/teacher-evaluations-could-be-hurting-faculty-diversity-at-universities>.Rajchman, John. The Deleuze Connections. Cambridge, MA: MIT P, 2000.Rate My Teachers.com. 1 Jan. 2016 <http://www.ratemyteachers.com>. Renold, Emma, and David Mellor. “Deleuze and Guattari in the Nursery: Towards an Ethnographic Multisensory Mapping of Gendered Bodies and Becomings.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 23-41.Sedgwick, Eve Kosofsky. Touching Feeling: Affect, Pedagogy, Performativity. Durham, NC: Duke UP, 2003.Stankiewicz, Kevin. “Ratings of Professors Help College Students Make Good Decisions.” The New York Times, 16 Dec. 2015. 7 Dec. 2015 <http://www.nytimes.com/roomfordebate/2015/12/16/is-it-fair-to-rate-professors-online/ratings-of-professors-help-college-students-make-good-decisions>.Stewart, Kathleen. Ordinary Affects. Durham, NC: Duke UP, 2007.Talburt, Susan. “Ethnographic Responsibility without the ‘Real.’” The Journal of Higher Education 57.1 (2004): 80-103.Taubman, Peter. Teaching by Numbers: Deconstructing the Discourse of Standards and Accountability in Education. New York: Routledge, 2009.Thiel, Jaye Johnson. “Allowing Our Wounds to Breathe: Emotions and Critical Pedagogy.” Writing and Teaching to Change the World. Ed. Stephanie Jones. New York: Teachers College P, 2014. 36-48.

Closer examination of contemporary art forms including music videos in addition to the Gothic’s literature legacy is essential, “as it is virtually impossible to ignore the relationship the Gothic holds to popular culture” (Piatti-Farnell ii). This article critically examines how Gothic themes and modes are used in the music videos of Lana Del Rey; particularly the “ways in which Gothic is dispersed through contemporary non-literary media” (Spooner and McEvoy 2). This work follows the argument laid down by Edwards and Monnet who describe Gothic’s assimilation into popular culture —Pop Gothic— as a powerful pop cultural force, not merely a subcultural or cult expression. By interpreting Del Rey’s work as a both a component of, and a contributor to, the Pop Gothic advance, themes of social climate, consumer culture, gender identity, sexuality and the male gaze can be interrogated. Indeed the potential for a collective crisis of these issues in early 21st Century western culture is exposed, “the façade of carnivalised surfaces is revealed to hide the chaos and entropy of existential emptiness.” (Yeo 17). Gothic modes have been approximated by Pop Gothic into the mainstream (Edwards and Monnet) as a driving force behind these contradictions and destabilisations. The Gothic has become ubiquitous within popular culture and continues to exert influence. This is easily reflected in the $392 million the first Twilight movie grossed at the box office (Edwards and Monnet). Examples are abundant in pop culture across music, film and television. Edwards and Monnet cite the movies Zombieland and Blade in the Pop Gothic march, along with TV shows including Buffy the Vampire Slayer, Being Human, True Blood as well as Lady Gaga’s Fame Monster music album. Edwards and Monnet observe that the Gothic aesthetics of the 1980s and 1990s, “melancholy and imagery associated with death, dying and the undead” (3), shifted from the corners of subculture to the mainstream of millennial popular culture. With this shift comes the rebelliousness and melancholy that characterises Gothic texts. This is evident when a pop star of Lana Del Rey’s popularity —her Summertime Sadness video alone has over 160 million views on youtube.com (YouTube)— narratively represents themes of death and suicide repeatedly in her videos. In two of Lana Del Rey’s music videos —Blue Jeans and Born to Die— either she or a representation of her persona dies. In a third video, Summertime Sadness, her companion takes her own life and Lana ultimately follows suit. Themes of death and loss are just the most obvious of Gothic elements present in Del Rey’s work. Del Rey’s songs and videos speak of the American dream, of aestheticised beauty, of being immaculately presented, well dressed and having hair “beauty queen style”, as in Summertime Sadness. She depicts an excess of hedonistic consumption and love that knows no bounds, not even death. Much of the delivery has resonance with the Gothic; performatively, visually and musically, and shows a subversion and fatalism that juxtaposes, contests and contradicts pop cultural tropes (Macfarlane). This contrary nature of the Gothic, as characterised by Botting, can provoke a sense of otherness; the uncanny, including “displays of uncontrolled passion, violent emotion or flights of fancy to portrayals of perversion or obsession” (Gothic 2). It is argued that these characteristics have been commodified into merchandisable and mainstream stylistic representations (Edwards and Monnet). Del Rey’s visual work uses this otherness and representation of repressed darkness as subversion or contestation to the bubble gum consumerist, fairy tale sexualisation of the Katy Perry brand of neo-liberal pop music that floods the mainstream (Macfarlane). Del Rey also harnesses the Gothic mode in her music, underscoring social anxieties through moments of sound which act as “a sonic imp, this music enters perception through the back door, and there it does its destabilising work” (van Elferen 137). As potential psychosocial sources of this otherness in the Gothic (Botting, Gothic), Jung argued that as a collective consciousness by repressing our darkest side, we can be dislocated from it. Further he argued that many modern ills —conflict, war, disenfranchisement, poverty— stem from culturally rationalised divisions of ‘good vs evil’ (Tacey). Providing a space for these dark sides to surface, Swirski comments that cultural product can act "as a social barometer and a cultural diagnostic tool. It identifies social trends and cultural patterns and weaves elaborate counterfactuals- literary fictions- that hang human faces on large-scale human abstractions such as society and culture" (1). Jung proposes the large-scale social abstraction; that to truly live with ourselves we need embrace the otherness inside us— to learn to live with it (Tacey). The Gothic may enable this living with, rather than living without. Jung asserts that we now rely so much on what we can touch, taste and own, that western culture has become a “creed without substance” (Tacey 32). In more concrete terms, Hoffie argues that popular media today tells stories: in terms of disaster and crisis: weather patterns: disastrous. Climate Change: disastrous. Global Financial Crisis: disastrous. Political situations: disastrous. Unemployment: disastrous. And so on. The high-pitched wail of this lament corrodes the peaks and troughs of potential emotional responsiveness; the vapours of benumbing apathy steam upwards like a bewitching spell. All stands still. Action, like in a bad dream, seems impossible. (14) This apathy in the face of crisis or disaster is well expressed in Del Rey’s work through the Gothic influenced lyrics and videos; she describes her partner as so good looking as to be “sick as cancer” in Blue Jeans and that her lover left her because he was “chasing paper”. Represented here is the social current that the need to acquire goods in late capitalism’s climate “of unrestrained consumerism” (Heine and Thakur 2) is her lover’s priority over companionship. Revealing more of the Gothic aesthetic is that her videos and songs represent this loss, they depict “disturbances of sanity and security” (Botting, Gothic 2) and thematically reflect the social climate of “disaster and crisis” (Hoffie 14). This sense of otherness through Gothic influences of the uncanny, death and melancholy have a significant impact on creative expression creating music videos that play like a kind of half remembered nightmare (Botting, Love Your Zombie; Macfarlane). In the black and white video for Blue Jeans the opening shot shows an image of Del Rey rippling and blurred, framed by circular waves of water as black as oil. The powerful Gothic aesthetic of the abyss is rendered here, “to convey the figurative meaning of a catastrophic situation seen as likely to occur whereby the individual will sink to immeasurable intellectual, ethical or moral depths” (Edwards and Monnet 9). This abyss is represented as Del Rey sings to her ghostly tattooed lover that she will love him until “the end of time” and climaxes in the suggestion that he drowns her. As in Edwards and Monnet‘s description of zombie films, Del Rey’s videos narratively “suggest that the postmodern condition is itself a form of madness that disseminates cultural trauma and erases historical memory” (8). This view is evident in contrasting Del Rey’s interview comment that she finds conversations about feminism boring (Cooper). Yet in her song delivery and lyrics she retains an ironic tone regards feminine power. This combination helps “produce a darkly funny and carnivalesque representation of sex and waste under late capitalism” (Edwards and Monnet 8). Further evidence of these ironies and distorted juxtapositions of loss and possession are evident in the song Radio. The video —a bricolage of retrospective fashion imagery— and lyrics hint at the persistent desire for goods in US western culture (Heine and Thakur). Simultaneously in her song Radio, she is corruptibly engorged by consumption and being consumed (Mulvey) as she sings that life is “sweet like cinnamon, a fucking dream on Ritalin”. The video itself represents distorted dreams hyper-real on Ritalin. Del Rey’s work speaks of an excess; the overflow of sensations, sexual excess, of buying, of having, of owning, and at the same time the absence; of loss or not knowing what to have (Botting, Love Your Zombie). Exemplified by the lyrics in What Makes Us Girls, “do I know what I want?” and again in Radio “American dreams came true somehow, I swore I’d chase until I was dead”. Increasingly it is evident that Del Rey sings “as a woman who does not know what she wants” (Vigier 5). She illustrates the “endemic narcissism” (Hoffie 15) of contemporary western culture. Del Rey therefore clearly delineates much of “the loneliness, emptiness, and alienation that results from rampant consumerism and materialism under advanced capitalism” (Edwards and Monnet 8). As a theme of this representation, Del Rey implies a sense of commodified female sexual energy through the male gaze (Mulvey), along with a sense of wasted youth and opportunity in the carnivalesque National Anthem. The video, shot as if on Super 8 film, tells the story of Del Rey’s ‘character’ married to a hedonistic style of president. It is reminiscent of the JFK story including authentic and detailed presentation of costume —especially Del Rey’s Jackie Onassis fashions— the couple posing in presidential gardens with handsome mixed-race children. Lavish lifestyles are depicted whilst the characters enjoy drinking, gambling and consumerist excess, Del Rey sings "It's a love story for the new age, For the six page, We're on a quick sick rampage, Wining and dining, Drinking and driving, Excessive buying, Overdose and dyin'". In National Anthem sexual excess is one of the strongest themes communicated. Repeatedly depicted are distinct close up shots of his hand on her thigh, and vice versa. Without being sexually explicit in itself, it is an overtly sexual reference, communicating something of sexual excess because of the sheer number of times it is highlighted in close-up shots. This links to the idea of the Gothic use of jouissance, a state of: excessive energies that burst in and beyond circuits of pleasure: intensities are read in relation to a form of subjectivity that finds itself briefly and paradoxically in moments of extreme loss. (Botting, Love Your Zombie 22) Del Rey represents these moments of loss —of herself, of her man, of her power, of her identity being subsumed by his— as intense pleasure, indicated in the video through sexual referencing. Botting argues that these excesses create anxieties; that in the pursuit of postmodern excess, of ownership, of consumption: the subject internalises the inconsistencies and contradictions of capitalism, manifesting pathologies not of privation but overabundance: stress, eating disorders, self-harming, and a range of anxieties. (Love Your Zombie 22) These anxieties are further expressed in National Anthem. Del Rey sings to her lover that he cannot keep his “pants on” and she must “hold you like a python”. The python in this tale simultaneously symbolises the exotic, erotic and dangerous entrapment by her male suitor. Edwards and Monnet argue for the Gothic monster, whose sign is further referenced as Del Rey swims with crocodiles in Blue Jeans. Here the male power, patriarchy and dominance is represented as monstrous. In the video she shares the pool with her beau yet we only see Del Rey swim and writhe with the crocodiles. Analogous of her murderous lover, this adds a powerful otherness to the scene and reinforces the symbols of threatening masculinity and impeding disaster. This expression of monstrousness creates a cathartic tension as it “puts the ‘pop’ in Pop Goth: its popularity is based on the frisson of selling simultaneous aversion from and attraction to self-destruction and cultural taboo” (Edwards and Monnet 9). In a further representation of anxieties Del Rey conforms to the sexual object persona in large part through her retro pin-up iconography —meticulous attention to costume, continuous posing and pouting— and song lyrics (Buszek). As in National Anthem her lyrics talk of devotion and male strength to protect and to “keep me safe in his bell tower”. Her videos, whilst they may show some of her strength, ultimately reside in patriarchal resolution (Mulvey). She is generally confounded by the male figures in her videos appearing to be very much alone and away from them: most notably in Blue Jeans, Born to Die and Video Games. In two cases it is suggested she is murdered by the male figures of her love. Her costume and appearance —iconic 1960’s swimsuits, pantsuits and big hairstyles in National Anthem— portray something of the retro pin-up. Buszek argues that at one time “young feminists may poke fun at the pin-up, but they do so in ways that betray affinities with, even affection for, the genre itself” (3). Del Rey simultaneously adheres to and confronts these normative gender roles, as is characteristic of the Gothic mode (Botting, Gothic). These very Gothic contradictions are also evident in Del Rey’s often ironic or mocking song delivery, undermining apparent heteronormative sexual and gender positioning. In National Anthem she sings, as if parodying women who might sincerely ask, “do you think he’ll buy me lots of diamonds?”. Her conformity is however, subverted. In Del Rey’s videos, clear evidence exists in her facial expressions where she consistently portrays Gothic elements of uncertainty, sorrow, grief and a pervading sense that she does not belong in this world (Botting, Gothic). Whilst depicted as a brooding and mourning widow —simultaneously playing the mistress luxuriating on a lion skin rug— in National Anthem Del Rey sings, “money is the anthem of success” without a smile or sense of any attachment to the lyrics. In the same song she sings “God you’re so handsome” without a trace of glee, pleasure or optimism. In the video for Blue Jeans she sings, “I will love you til the end of time” staring sorrowfully into the distance or directly at the camera. This confident yet ‘dead stare’ emphasises the overall juxtaposition of the largely positive lyrical expression, with the sorrowful facial expression and low sung notes. Del Rey signifies repeatedly that something is amiss; that the American dream is over and that even with apparent success within this sphere, there exists only emptiness and isolation (Botting, Love Your Zombie). Further contradictions exist as Lana Del Rey walks this blurred line —as is the Gothic mode— between heteronormative and ambiguous gender roles (Botting, Gothic; Edwards and Monnet). Lana Del Rey oscillates between positions of strength and independence —shown in her deadpan to-camera delivery— to that of weakness and subjugation. As she plays narrator, Del Rey symbolically reclaims some power as she retells the tragic story of Born to Die from her throne. Represented here Del Rey’s persona exerts a troubled malevolence, with two tigers calmly sat by her side: her benevolent pets, or symbols of contrived excess. She simultaneously presents the angelic —resplendent in sheer white dress and garland ‘crown’ headdress of the spurned bride in the story— and the stoic as she stares down the camera. Del Rey is powerful and in many senses threatening. At one point she draws a manicured thumbnail across her neck in a cut-throat gesture; a movement echoed later by her lover. Her character ultimately walks symbolically —and latently— to her death. She neither remedies her position as subservient, subordinate female nor revisits any kind of redemption for the excessive male dominance in her videos. The “excess is countered by greater excess” (Botting Love Your Zombie 27) and leads to otherness. In this reading of Del Rey’s work, there are representations that remain explicitly Pop Gothic, eliciting sensations of paranoia and fear, overloading her videos with these signs (Yeo). These signs elicit the otherness of the Gothic mode; expressed in visual symbols of violence, passion or obsession (Botting, Gothic). In our digital visual age, subjecting an eager viewer to this excess of signs creates the conditions for over-reading of a growing gender or consumerist paranoia, enabled by the Gothic, “paranoia stems from an excessive over-reading of signs and is a product of interpretation, misinterpretation and re-interpretation based on one’s knowledge or lack of it” (Yeo 22). Del Rey stimulates these sensations of paranoia partly through interlaying intertextual references. She does this thematically —Gothic melancholy— and pop culturally channelling Marilyn Monroe and other fashion iconography, as well as through explicit textual references, as in her most recent single Ultraviolence. In Ultraviolence, Del Rey sings “He hit me and it felt like a kiss”. Effortlessly and simultaneously she celebrates and lays bare her pain; however the intertextual reference to the violent controversy of the film A Clockwork Orange serves to aestheticise the domestic violence she describes. With Del Rey it may be that as meaning is sought amongst the texts as Macfarlane wrote about Lady Gaga, Del Rey’s “truth is ultimately irrelevant in the face of its interlayed performance” (130). Del Rey’s Gothic mode of ambiguity, of transgressed boundaries and unclear lines, shows “this ambience of perpetually deferred climax is no stranger to contemporary culture” (Hoffie 15) and may go some way to expressing something of the “lived experience of her audience” (Vigier 1). Hermes argues that in post-feminist pop culture, strong independent post-feminist women can be characterised by their ability to break traditional taboos, question or hold up for interrogation norms and traditions, but that ultimately narrative arches tend to restore the patriarchal norm. Edwards and Monnet assert that the Gothic in Pop Gothic cultural representation can become “post-race, post-sexuality, post-gender” (6). In places Del Ray exhibits this postmodernism but through the use of Gothic mode goes outside political debates and blurs clear lines of feminist discourse (Botting, Love Your Zombie). Whilst a duality in the texts exists; comments on consumerism, the emptiness of capitalist society and a suicidal expression of hopelessness, are undermined as she demonstrates conformity to subservient gender roles and her ambiguously ironic need to be “young and beautiful”. To be consumed by her man thus defines her value as an object within a consumerist neo-liberal trope (Jameson). This analysis goes some way to confirming Hermes’ assertion that in this post-feminist climate there has been a “loss of a political agenda, or the foundation for a new one, where it signposts the overcoming of unproductive old distinctions between feminist and feminine” (79). Hermes further argues, with reference to television shows Ally McBeal and Sex and the City, that presentation of female characters or personas has moved forward; the man is no longer the lone guarantor of a woman’s happiness. Yet many of the tropes in Del Rey’s work are familiar; overwhelming love for her companion equal only to the emphasis on physical appearance. Del Rey breaks taboos —she is powerful, sexual and a romantic predator, without being a demon seductress— and satirises consumerist excess and gender inequality; yet she remains sexually and politically subservient to the whim and sometimes violently expressed or implied male gaze (Mulvey). Del Rey may well represent something of Vigier’s assertion that whilst society has clear direction for the ‘success’ of women, “that real liberation and genuine satisfaction elude them” (1). In closing, there is no clear answer as to whether Del Rey is a Beauty Queen or Gothic Princess; she is neither and she is both. In Vigier’s words, “self-exploitation or self-destruction cannot be the only choices open to young women today” (13). Del Rey’s work is provocative on multiple levels. It hints at the pull of rampant consumerism and the immediacy of narcissistic desires, interlinked with contradictions which indicate the potential for social crises. This is shown in Del Rey’s use of the Gothic — otherness, the monstrous, darkness and death— and its juxtaposition with heteronormative gender representations which highlights the persistent commodification of the female body, its subjugation to male power and the potential for deep anxieties in 21st-century identity. References Blue Jeans. Dir. Yoann Lemoine. Perf. Lana Del Rey. Interscope Records, 2012. Botting, Fred. Gothic. New York: Routledge, 2014. Botting, Fred. "Love Your Zombie." The Gothic in Contemporary Literature and Popular Culture. Ed. Edwards, Justin and Agnieszka Monnet. New York: Routledge, 2012. 19-36. Buszek, Maria. Pin-Up Grrrls Feminism, Sexuality and Popular Culture. London: Duke University Press, 2006. Cooper, Duncan. "Lana Del Rey Cover Interview." Fader, June 2014. Edwards, Justin, and Agnieszka Monnet. "Introduction." The Gothic in Contemporary Literature and Popular Culture. Eds. Justin Edwards and A. Monnet. New York: Routledge, 2012. 1-18. Heine, Jorge, and Ramesh Thakur. The Dark Side of Globalisation. New York: UN UP, 2011. Hermes, Joke. "The Tragic Success of Feminism." Feminism in Popular Culture. Eds. Joanne Hollows and Rachel Moseley. New York: Berg, 2006. 79-95. Hoffie, Pat. "Deadly Ennui." Artlink Magazine 32.4 (2012): 15-16. Jameson, Fredric. "Globalisation and Political Strategy." New Left Review 2.4 (2000): 49-68. Lana Del Rey. "Radio." Born To Die. Interscope Records, 2012. "Lana Del Rey - Summertime Sadness" YouTube, n.d. 12 June 2014 ‹http://www.youtube.com/watch?v=nVjsGKrE6E8›. Lana Del Rey. "This Is What Makes Us Girls." Born To Die. Interscope Records, 2012. Macfarlane, K. "The Monstrous House of Gaga." The Gothic in Contemporary Literature and Popular Culture. Ed. Justin Edwards and A. Monnet. New York: Routledge, 2012. 114-134. Mestrovic, Stjepan. Postemotional Society. London: Sage, 1997. Mulvey, Laura. Visual and other Pleasures. New York: Palgrave Macmillan, 2009. National Anthem. Dir. Anthony Mandler. Perf. Lana Del Rey. Interscope Records, 2012. Paglia, Camille. Lady Gaga and the Death of Sex. 12 Sep. 2010. 2 June 2014 ‹http://www.thesundaytimes.co.uk/sto/public/magazine/article389697.ece›. Piatti-Farnell, Lorna. "Introduction: a Place for Contemporary Gothic." Aeternum: the Journal of Contemporary Gothic Studies 1.1 (2014): i-iv. Spooner, Catherine, and Emma McEvoy. The Routledge Companion to Gothic. New York: Routledge, 2007. Summertime Sadness. Dir. Chris Sweeney. Perf. Lana Del Rey. Interscope Records, 2013. Swirski, Peter. American Utopia and Social Engineering in Literature, Social Thought, and Political History. New York: Routledge, 2011. Tacey, David. The Jung Reader. New York: Routledge, 2012. Van Elferen, Isabella. "Spectural Liturgy, Transgression, Ritual and Music in Gothic." The Gothic in Contemporary Literature and Popular Culture. Eds. Justin Edwards and A. Monnet. New York: Routledge, 2012. 135-147. Vigier, Catherine. "The Meaning of Lana Del Rey." Zeteo: The Journal of Interdisciplinary Writing Fall (2012): 1-16. Yeo, David. "Gothic Paranoia in David Fincher's Seven, The Game and Fight Club." Aeternum: The Journal Of Contemporary Gothic Studies 1.1 (2014): 16-25. Young and Beautiful. Dir. Chris Sweeney. Perf. Lana Del Rey. Interscope Records, 2013.