Relevant bibliographies by topics / Elemental imagination

Academic literature on the topic 'Elemental imagination'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Elemental imagination"

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de Roo, Ludo. "Elemental Imagination and Film Experience." Projections 13, no. 2 (June 1, 2019): 58–79. http://dx.doi.org/10.3167/proj.2019.130204.

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In an age of ecological disasters and increasing environmental crisis, the experience of any cinematic fiction has an intrinsic ethical potential to reorient the spectator’s awareness of the ecological environment. The main argument is that the spectator’s sensory-affective and emphatically involving experience of cinema is essentially rooted in what I call “elemental imagination.” This is to say, first, that the spectator becomes phenomenologically immersed with the projected filmworld by a cinematic expression of the elemental world, and second, much like there is no filmworld without landscapes, the foundational aspect of elements are revealed as preceding and sustaining the narrative and symbolic layers of film experience. While suggesting the existential-ethical potential of this fundamental process of film experience, the second aim of this article is to show that this form of elemental imagination complements more mainstream “environmentalist” films, such as climate change documentaries and blockbuster apocalyptic genre films.
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Estok, Simon C. "The Slimic Imagination and Elemental Eco-Horror." Zeitschrift für Anglistik und Amerikanistik 70, no. 1 (March 1, 2022): 59–74. http://dx.doi.org/10.1515/zaa-2022-2049.

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Abstract Slime—elemental to life and to eco-horror—is conceptually entangled with many things, some very unsavory. It is an utterly indifferent element, but for millennia in the popular imagination, it has been an elemental intruder, a border-crosser, an agent with bad intentions. Raced, classed, and gendered, slime is unpredictable and uncontainable. Its very elementality is ambivalent. Scholars have grappled usefully with slime as a theoretical concept, but little has appeared linking specific examples of the raced, classed, and gendered slimic imagination with eco-horror. “The Slimic Imagination and Elemental Eco-horror” begins such a discussion, based on specific literary and filmic examples from a range of historical periods, to show that slime is elementally transmorphous, is liminal in many senses, and that it moves freely across the borders of the living and the dead, the solid and the liquid, the dangerous and the necessary, evoking responses as varied as terror and horror, on the one hand, and joy and excitement on the other. Slime appears in variously devious forms in texts from Dickens to Swift, from Brontë to Stevenson, from Roth to Machen, and from Kenneth Branagh to Ridley Scott—never in the same way, but always in ways that demand political engagement.
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Freydberg, Bernard. "Mathematical and Elemental Coordinates: The Role of Imagination." Research in Phenomenology 44, no. 2 (July 31, 2014): 161–69. http://dx.doi.org/10.1163/15691640-12341283.

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Both in Force of Imagination: The Sense of the Elemental (2000) and in his very recent Logic of Imagination: The Expanse of the Elemental (2012), John Sallis enacts a reconfiguration of the relationship of geometry to elementology, which might be regarded more generally as a rethinking of the relation of mathematics to philosophy. The paper will trace this reconfiguration in two ways: (1) as it lies present but concealed in the history of philosophy, for example, in Descartes’ so-called “dualism” and in Kant’s pure productive imagination, and (2) in its present creative evolution in fractal geometry, as Sallis interprets it. Sallis draws together the mathematical affinity with a fundamental aesthetic drive, likening mathematical patterns to choreographic ones. I conclude by following this strain as it points to specific dance companies, and to my own sense of aesthetic homecoming as presented in my Imagination in Kant’s Critique of Practical Reason.
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Freydberg, Bernard. "Force of Imagination: The Sense of the Elemental (review)." Journal of Nietzsche Studies 23, no. 1 (2002): 97–99. http://dx.doi.org/10.1353/nie.2002.0004.

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Krell, David Farrell. "The force and logic of imagination: on elemental self-showing." Continental Philosophy Review 47, no. 2 (January 7, 2014): 217–31. http://dx.doi.org/10.1007/s11007-013-9282-9.

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Nikiel, Julia. "Airing The Jade Cabinet: Aerial Imagination in Rikki Ducornet’s Fourth Elemental Novel." Roczniki Humanistyczne 67, no. 11 (2019): 109–20. http://dx.doi.org/10.18290/rh.2019.67.11-9.

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Masson, Robert. "Rahner's Primordial Words and Bernstein's Metaphorical Leaps: The Affinity of Art with Religion and Theology." Horizons 33, no. 2 (2006): 276–97. http://dx.doi.org/10.1017/s0360966900003431.

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ABSTRACTKarl Rahner's notion of primordial words and Leonard Bernstein's conception of music as intrinsically metaphorical are engaged to suggest that there is a fundamental affinity between artistic and religious imagination. The affinity is grounded, in part at least, in metaphoric process—an elemental cognitive act in which the human spirit is stretched so that its expressions can address what lies beyond them.
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Bnin-Bninski, Anđelka, and Maja Dragišić. "Scale on paper between technique and imagination: Example of Constant's drawing hypothesis." SAJ - Serbian Architectural Journal 8, no. 3 (2016): 322–39. http://dx.doi.org/10.5937/saj1603322b.

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The procedure of scaling is one of the elemental routines in architectural drawing. Along with paper as a fundamental drawing material, scale is the architectural convention that follows the emergence of drawing in architecture from the Renaissance. This analysis is questioning the scaling procedure through the position of drawing in the conception process. Current theoretical researches on architectural drawing are underlining the paradigm change that occurred as a sudden switch from handmade to computer generated drawing. This change consequently influenced notions of drawing materiality, relations to scale and geometry. Developing the argument of scaling as a dual action, technical and imaginative, Constant's New Babylon drawing work is taken as an example to problematize the architect-project-object relational chain.
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Schiller, Britt-Marie. "The Primitive Edge of Creativity: Destruction and Reparation in Louise Bourgeois’s Art." Journal of the American Psychoanalytic Association 65, no. 2 (April 2017): 221–50. http://dx.doi.org/10.1177/0003065116687081.

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Viewed within the psychic geography of Thomas Ogden’s modes of generating and organizing experience, in particular the autistic-contiguous mode, Louise Bourgeois’s creative imagination can be seen as originating on what Ogden (1989) has called the primitive edge of experience. This mode, dominated by the sensory, is characterized by chaos, fragmentation, and a loss of boundaries. In dynamic movements between the depressive and the autistic-contiguous positions, between destructive and reparative impulses, Bourgeois transforms experiences of chaos, as well as destructive aggression, into aesthetic order and form, into works of art. She is able to delve into the most elemental and presymbolic modes of psychic experience and artistically harness raw feelings and sensations on what can be called the primitive edge of creativity.
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Tamburini, Dyer, Davit, Aceto, Turina, Borla, Vandenbeusch, and Gulmini. "Compositional and Micro-Morphological Characterisation of Red Colourants in Archaeological Textiles from Pharaonic Egypt." Molecules 24, no. 20 (October 18, 2019): 3761. http://dx.doi.org/10.3390/molecules24203761.

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When the imagination conjures up an image of an Egyptian mummy, it is normally one of a human body wrapped with undyed linen bandages. However, the reality was much more colourful, as shown by the set of red mummy shrouds and textile fragments from Pharaonic Egypt considered in this work. The textiles were subjected to scientific investigation with the main aim of shedding light on the sources of red colour and on the possible reasons for the different levels of colour fading. The red colourants were investigated using various non-invasive and micro-invasive approaches. The results pointed towards the presence of three sources of red colour, which, in increasing order of lightfastness, are safflower (Carthamus tinctorius), madder (Rubia spp.), and red ochre. Micro-morphological observations and elemental analyses also enabled some hypotheses to be formulated regarding the application of these colourants to the textiles. The results not only deepen our knowledge of dyeing technologies in ancient Egypt and shed new light on the function of red shrouds and textiles as part of the funerary practices of Pharaonic Egypt, but are also essential in planning the display and future preservation of these mummies and their associated textiles.
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Dissertations / Theses on the topic "Elemental imagination"

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Menon, Nimi. "Schooling the imagination : an experiment in arts-based education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79797.

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This classroom-based interpretive inquiry investigates how the teaching strategies used in a grade-three classroom in a small, private, arts-based primary school implement the arts mission of the school. Further, it explores the relationship between art subjects [music, visual arts, theater, and dance] taught in art ateliers and academic subjects taught in the classroom. The art teachers' practices and the classroom teacher's practices are conceptualized within a Vygotskian socio-cultural framework. Further theoretical background is provided by the literature from art-based curriculum studies, developmental psychology, philosophy of education, and theories of qualitative research. This inquiry challenges the traditional view of arts reflected in most North American classroom practices. The chief research participants were the classroom teacher, the arts teachers, the school's founder, and the school's Principal. The children in the school also participated in focus groups. Data collected and analyzed include 40 hours of classroom-based observations in one class over a three-month period, 12 hours of interviews with the research participants over 16 months, and documents such as course handouts and small brochures describing the school's mission. Findings indicate that the arts instructors and classroom teacher collaborate closely to develop the yearly "theme unificateur" or unifying theme. Attitudes and strategies revealed in the study fit the constructivist model of classroom instruction. Despite growing pains experienced by the school's current expansion, findings suggest that the arts instructors and the classroom instructor are not only filling the academic mission of the school, but are also (a) creating strong relationships with their students, (b) promoting self-esteem and emotional intelligence, and (c) creating artistic and cultural literacy.
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Bell, Marcia Anne. "Courting the elements, Jane Urquhart's novels and the material imagination." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0016/NQ27278.pdf.

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Henderson, James M. "Architecture for the Imagination: A Study of an Elementary Educational Environment." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33298.

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This thesis seeks to create an environment that encourages the learning process by addressing issues of emotional and physical well-being. The concept implies that success in learning can be linked to the environment of an elementary school. The building does not have to teach by itself, but merely facilitate the learning process through the making of a comfortable environment. Designing an elementary school demands that the architect look at the world through the eyes of a child. If the architect considers the scale of the building, both in terms of size and perception, the school becomes an oasis of security for the child that inspires intellectual growth. By integrating environmental design issues that are traditionally ignored in contemporary schools, like natural ventilation or daylighting, the school becomes less of an institution and more like a home.
Master of Architecture
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N'heri, Touhami. "La poétique des éléments dans le théâtre de Jean Racine." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST0004.

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Embree, Lisa. "A study of the impact of Imagination Library participation on kindergarten reading achievement." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/713.

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Very little research has been conducted on the impact of the Imagination Library, a Tennessee based reading program, on student reading achievement. Therefore, the purpose of this cross-sectional explanatory study was to test whether Imagination Library program participation had an impact on reading achievement for kindergarten students from 3 rural elementary schools. The theoretical basis for this study was Vygotsky's sociocultural theory, the process of scaffolding, and language learning models. ANOVA was used to test the hypothesis that reading achievement for participants was significantly different from nonparticipants and was also used to test the hypotheses of relationships between reading achievement and gender and socioeconomic status. Spearman correlation was used to test whether a relationship exists between the reported frequency of read-aloud sessions and achievement as well as a relationship between the length of time in the program and achievement. Findings from this study supported an achievement gap by socioeconomic status. However, findings failed to support a gender achievement gap and that program participation, length of participation, or the reported frequency of read-aloud sessions significantly impacted reading achievement among kindergarten students. A conclusion from this research is that just sending free books to children is not enough. Recommendations for action include registering more lower-income households, enriching the program with supplemental information or materials, and providing opportunities for parent education workshops. The implications for social change include greater awareness of early intervention strategies for reducing the achievement gap and enhancing literacy at an early age.
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Gauweiler, Cher N. "Imagination in action a phenomenological case study of simulations in two fifth-grade teachers classrooms /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001315.

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Kamenou, Sophie. "Promoting drama activities in outdoor environments for elementary school children." Thesis, Linköping University, Department of Arts, Craft and Design, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7011.

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This study was undertaken among teachers in different schools of Sweden and among several teachers with experience in teaching drama during February and March 2006. The aim was to explore what the beneficial aspects of working with drama outdoors are and simultaneously to examine any problems that may appear and what kind of activities the teachers believe are more conducive to outdoor settings.

Qualitative research methods were used for this study. An open questionnaire was sent to eight drama teachers for their opinion on doing drama activities in outdoor environments. Also, activities recommended for using in outdoor settings were prepared and send to several teachers, some of whom had previous experience working outdoors. They were asked later in an open questionnaire to evaluate the relative success of the activities they managed to do and the positive aspects and problems they encountered in doing the activities in outdoor settings. Additionally, some unstructured observations of two different groups took place in two elementary schools.

The research reveals that in general terms, the teachers encountered many beneficial outcomes of using drama activities in outdoor environments and they encountered some problems as well.

This study demonstrates the relative success and benefits of drama activities in outdoor environments and addresses some common problems that may appear. It contains a variety of drama activities that can be useful to teachers who are interested in working with drama in the outdoors. The discussion includes some recommendations for teachers.

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Rau, Man-Lin. "Creative, imaginative English-as-a-foreign-language using storytelling and drama." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2693.

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With a view to improve English teaching, this project provides creative teaching methods for English teachers of elementary schools in Taiwan. Storytelling, creative writing, and creative drama are interesting and lively activities that are used to motivate students to learn English.
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Prates, Admilson Eustáquio. "Imaginação material e mística: traços dos quatro elementos naturais presentes na obra Castelo Interior de Santa Teresa d’Ávila." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19092.

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Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-27T19:33:58Z No. of bitstreams: 1 Admilson Eustáquio Prates.pdf: 1506138 bytes, checksum: 8968db22fb2f3c53ee3d7d629376d949 (MD5)
Made available in DSpace on 2016-09-27T19:33:59Z (GMT). No. of bitstreams: 1 Admilson Eustáquio Prates.pdf: 1506138 bytes, checksum: 8968db22fb2f3c53ee3d7d629376d949 (MD5) Previous issue date: 2016-06-01
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The research focuses on a classic work of Spanish Christianity of the Sixteenth Century, whose purpose is to study the Material and Mystical Imagination: traces of the four natural elements present in the work Interior Castle of St. Teresa d'Ávila. The object of research is composed of two aspects, one material or general and other formal or specific. The material aspect is the work Interior Castle of St. Teresa of Jesus. The formal aspect of the object is to identify traces of the four symbolic natural elements present in the mystical narrative. For that, we turn to the theoretical Gaston Bachelard in order to identify the four natural elements in the work. The ways, methodological procedures, which intended to follow to the resolution of the problem of this research are theoretical. In the theoretical field, will be developed a literature search (presented the authors / researchers in justification and bibliography) that approximates the question of religiosity, spirituality and mystic with the question of culture. First, we will do an approximatively reading to familiarize with the text, from the lens of the four natural elements, that is, imagination material in Gaston Bachelard. Then we will perform the collection of the Castle Interior work passages that indicate the presence of the four natural elements, that is, the material imagination. Thus, will be held the book report of the work and explored the passages according to the prospect of symbolic hermeneutics based on Gaston Bachelard. The third, final step in this process, is to apply the interpretation methodology, that is, the symbolic hermeneutic. That way, we will use for this research the symbolic hermeneutics in the work Interior Castle, from studies about material imagination in Gaston Bachelard
A pesquisa focaliza uma obra clássica do Cristianismo espanhol do século XVI, cuja finalidade é estudar a Imaginação Material e Mística: traços dos quatro elementos naturais presentes na obra Castelo Interior de Santa Teresa d'Ávila. O objeto da pesquisa é composto por dois aspectos, um material ou geral e outro formal ou específico. O aspecto material é a obra Castelo Interior, de Santa Teresa de Jesus. O aspecto formal do objeto é identificar traços dos quatro elementos naturais simbólicos presentes na narrativa mística. Para tanto, recorreremos ao teórico Gaston Bachelard a fim de identificar os quatro elementos naturais na obra. Os caminhos, procedimentos metodológicos, que se pretendem seguir para a resolução do problema desta pesquisa são teóricos. No campo teórico, desenvolver-se-á uma pesquisa bibliográfica (apresentados os autores / pesquisadores na justificativa e na bibliografia) que aproxime a questão da religiosidade, espiritualidade e mística com a questão da cultura. Primeiro, faremos uma leitura aproximativa para familiarizar com o texto, a partir da lente dos quatro elementos naturais, ou seja, imaginação material em Gaston Bachelard. Em seguida, realizaremos a coleta dos trechos da obra Castelo Interior que indiquem a presença dos quatro elementos naturais, ou seja, a imaginação material. Dessa forma, será realizado o fichamento da obra e explorados os trechos conforme a perspectiva da hermenêutica simbólica baseada em Gaston Bachelard. O terceiro, último passo nesse processo, é aplicar a metodologia de interpretação, isto é, a hermenêutico simbólica. Dessa maneira, utilizaremos para essa pesquisa a hermenêutico simbólica na obra Castelo Interior a partir dos estudos sobre a imaginação material em Gaston Bachelard
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Bargo, Julia Robinson. "FOSTERING IMAGINATIVE EXPRESSION IN ELEMENTARY ART STUDENTS: A DESCRIPTIVE STUDY OF TEACHER STRATEGIES." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1627.

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Books on the topic "Elemental imagination"

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Sallis, John. Logic of imagination: The expanse of the elemental. Bloomington, Ind: Indiana University Press, 2012.

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History and imagination: Reenactments for elementary social studies. Lanham: R&L Education, 2012.

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Jones, Beau Fly. Imagination or invention?: [teacher edition]. Columbus, Ohio: Zaner-Bloser, 1990.

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Jones, Beau Fly. Imagination or invention?: [student edition]. Columbus, Ohio: Zaner-Bloser, 1990.

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The statistical imagination: Elementary statistics for the social sciences. 2nd ed. Boston: McGraw Hill, 2008.

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The statistical imagination: Elementary statistics for the social sciences. Boston, Mass: McGraw-Hill, 2000.

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Jordan, Sherryl. Matthew's monsters. Auckland, N.Z: Ashton Scholastic, 1986.

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1946-, Fleming Gerald J., ed. Keys to creative writing: Activities to unlock imagination in the classroom. Boston: Allyn and Bacon, 1991.

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Larson, Joy Nelson. Music in kindergarten: Teaching with imagination, teaching for understanding. Norman, Okla: A, B, C's of Music Literacy Press, 2004.

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Teaching literacy: Engaging the imagination of new readers and writers. Thousand Oaks, Calif: Corwin Press, 2006.

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Book chapters on the topic "Elemental imagination"

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Balzer, Carmen. "Creative Imagination and Dream." In The Elemental Dialectic of Light and Darkness, 363–75. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-3296-3_23.

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Mickey, Sam. "Elemental Imagination: Deconstructive Phenomenology and the Sense of Environmental Ethics." In Ecopsychology, Phenomenology, and the Environment, 159–75. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9619-9_10.

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Randles, Beverly Schlack. "Virginia Woolf’s Poetic Imagination: Patterns of Light and Darkness in To the Lighthouse." In The Elemental Dialectic of Light and Darkness, 193–205. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-3296-3_13.

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Smith, Jadwiga S. "Longinus’ on the Sublime and the Role of the Creative Imagination." In The Elemental Passions of the Soul Poetics of the Elements in the Human Condition: Part 3, 225–31. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2335-5_7.

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Padial-Guerchoux, Anita. "Elemental Substances and their Drama in the Mayan Imagination as Perceived in Popol Vuh." In The Elemental Passions of the Soul Poetics of the Elements in the Human Condition: Part 3, 477–82. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2335-5_24.

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Toadvine, Ted. "Apocalyptic Imagination and the Silence of the Elements." In Ecopsychology, Phenomenology, and the Environment, 211–21. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9619-9_13.

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Ross, Bruce. "Fusing with Nature and the Cosmos: Shamanic Elements in the Art of Akiko and Pablo Cesar Amaringo." In The Cosmos and the Creative Imagination, 335–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21792-5_24.

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Jilin, Li. "Borrowing Ancient Ideas to Summarize the Core Elements: Truth, Beauty, Emotion, and Imagination." In Constructing a Paradigm for Children’s Contextualized Learning, 149–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55612-2_15.

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Kronegger, Marlies. "“Poetics at the Creative Crucibles” Offering New Guidelines for Literary Interpretation." In Poetics of the Elements in the Human Condition: Part 2 The Airy Elements in Poetic Imagination, 3–5. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2841-1_1.

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Cloutier-Wojciechowska, Cécile. "Le Thème de L’air Dans la Poésie de Paul-Marie Lapointe." In Poetics of the Elements in the Human Condition: Part 2 The Airy Elements in Poetic Imagination, 159–64. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2841-1_10.

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Conference papers on the topic "Elemental imagination"

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Alqattan, Amenah. "QUALITATIVE STUDY ON THE DEVELOPMENT OF IMAGINATION IN ELEMENTARY SCHOOLS IN KUWAIT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1763.

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Deiri, Youmna. "Decolonizing Our Imaginations: Community Gardens, Living Mathematx, and Dialogic Spirals in an Elementary Mathematics Methods Course." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585524.

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Pérez, Doris, José Varela-Aldás, Jorge Buele, and Guillermo Palacios-Navarro. "Design Computer Application for Memory Rehabilitation Using the Method of Loci." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001184.

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Memory rehabilitation involves the processes of memory assessment and training. Nowadays, with the help of technology, customized applications can be designed, but they require an efficient prior design. This paper presents the design of an application for memory rehabilitation using the method of Loci. In the development of the methodology three stages are included, where the first phase contemplates the design of breathing exercises that relax the patient and promote the use of imagination. In the second stage, two cognitive exercise activities are designed, one with element matching and the other with the assignment of elements in four places in a home. The last stage is for evaluation and measures the user's performance, using response times and scores obtained as metrics. The application is designed through screens at different levels, orienting the system to be implemented on a computer, but without limiting the implementation to other types of devices. The results show the final design sketches, evidencing the characteristics of the proposed application. Finally, the proposed design is analyzed concerning recent literature, concluding with its advantages and disadvantages.
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Bulycheva, E. "“MYTHOLOGICAL” AND “POETIC”: ON THE PROBLEM OF MYTHOPOETICS IN THE FINE ARTS OF THE 20TH CENTURY." In Aesthetics and Hermeneutics. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2563.978-5-317-06726-7/134-137.

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The multidimensionality of the visual arts of the twentieth century due to the radicalism of manifestations can be studied more reliably through the current field of interdisciplinary approaches including the analytics of mythopoetics. As a theoretical model for studying the mythopoetic work basis appears tobe a point of intersection of related cultural codes. Fine art while relying on the structural units of myth does not copy them directly,but translates them into the language of plastic images and enriches them with its specific stable elements. In this context they are equivalent tothe elements of the structure of the myth. The “poetic” in the free flight of imagination plays with the metaphorical nature of images tearing them away from reality. The “mythological” for all the whimsical and metaphorical images is experienced and perceived by the subject as an absolute reliable reality. The main feature of the mythopoetics of the visual arts of the 20th century is that the range of this interaction in the allegorical nature of images predetermines the variability and plurality of mythopoetic models that are used by artists.
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Nuriman, Harry, Nia Kurniasih, Setiawan Sabana, Intan R. Mutiaz, and Rikrik K. Andryanto. "From Verbal to Three-dimensional Digital Visual Texts: A Construction of a Javanese Prince." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.13-2.

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Visualizations of the body of the famous Javanese Prince Diponegoro appears in various media, ranging across sketches, paintings, sculptures, banknotes and coins, shadow puppets, stamps, theatrical performances and electronic devices. All these visualizations mostly follow previous visualizations influenced by artist imaginations. This research seeks to present Prince Diponegoro in three-dimensional animated visualization using a motion capture technique. To complete this, the project draws from authentic manuscript research from the autobiography of Babad Diponegoro. Further, the project employs intertextuality as a method with which to interpolate the data, and hence to obtain a satisfactory overall visualization. The physical features, gestures and paralinguistic elements contained in the verbal text of Babad Diponegoro have been employed using motion capture data based on events written in the Babad Diponegoro. Many existing representations of the prince exist. However, this study attempts to rethink these existing visualizations, so as to produce a much more accurate, if not completely new, icon, thus differing to existing representations.
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Kuroda, Koji, and Hiroyuki Hamada. "Proposal of Future-Applied Conventional Technology." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67390.

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Japan is geopolitically blessed with natural grace such as beautiful four seasons, abundant forest, fruitful earth and fresh water. And it seems that it has induced the deep trust between nature and human and has cultivated the Japanese unique culture which harmonizes nature with human sensibility. The origin of handmade technology in Japan dates back to the Jomon period more than 10,000 years ago. The Jomon potteries excavated were made by utilizing the technologies of kneading clay with water and sintering by fire, and some of them were discovered to have the lacquer coatings on their surfaces extracted from plants. The conventional technology would be created by our predecessors who had the sophisticated sensitivity and the excellent imagination cultivated with the careful observation of nature behavior. The technology was handed down to today through various historical changes in response to the diverse values of the individual era. It can be considered that the Japanese conventional technology is the nature friendly cultural asset co-created by nature and human through the long-term environmental changes more than 10000 years. Future-applied conventional technology is the most reliable technology study to develop the future and to hand over the advanced value to the next generation.In this study, we scrutinized the related theme studied by Future-Applied Conventional Technology Center in Kyoto Institute of Technology, in order to extract the engineering element inherent in the conventional technologies and classify into common elements and specific elements for each technology. From the view point of nature and human relation, engineering elements were extracted comprehensively about the main materials, the auxiliary materials, the human sensibility, the hand tools and the human skills. The main materials and the auxiliary materials were classified into “wood, fire, earth, metal, water” according to the old Eastern thought “the five elements theory” which constitute nature, and animal-derived materials in addition. The human sensibility elements were extracted about the material evaluation, the dynamic process observation and the finished degree evaluation and classified into five senses “visual, auditory, tactile, taste, smell”, and the other sense such as fitness feeling with clothes or accessories. The hand tools were listed such as brush, trowel, spatula, scissors and hammer with the features of usage. The human skills were extracted about each material manipulating process comprehensively and classified into common elements and specific elements, by considering the features respectively. With applying this study as a guideline for the innovation of the future technology harmonized with nature and human, it would be expected to promote variety of researches of the conventional technology and to develop the future technology for the modern cutting-edge field, by feeling the importance of the engineering elements and their relationship study inherent in the conventional technology.
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Taibi, Giacinto, Rita Valenti, Mariangela Liuzzo, and Tiziana Patanè. "The Cultural Duality between Coastal Fortifications and the Sea." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11531.

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Sicily’s coasts are studded with fortifications, a few which are still intact and serve as a testimony of the island’s thousand year old history. Their original function of defence and control was closely linked to aspects of formality and strategic positioning in the Mediterranean. For this reason, they once constituted strong holds on the territory and represented important elements of symbolic connotations. They have been transformed through the centuries, by man’s actions as well as natural occurrences, and have therefore lost their original significance. Regardless of this fact, they are still capable of giving a strong sense of identity to the topos and of recognition to the collective imagination. The fortifications’ emerging masses seem tightly linked to the cliff and the sweeping expanse of the sea which have the duty, still today, of evoking the identifying character of the area. The grandeur of the fortified walls speaks to the vastness of the sea and the depths of the abysses. The material and chromatic aspects of the stones, in contrast with the transparency of the water, tend to melt, taking on qualities of agility and sculptural composition. These aspects take on an identity of their own to the point of affecting the surfaces of the walls, highlighting the more rugged and uneven edges while softening those that are smoother. The three castles of Syracuse, Catania, and Aci are clear examples of unique systems that are environmentally integrated and interrelated with each other because of their peculiarity.
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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
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Toso, M., A. Baz, and D. Pines. "Active Vibration Control of Periodic Rotating Shafts." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61514.

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The propagation of transverse waves in periodic rotating shafts is controlled actively by using piezoelectric inserts which are placed periodically along these shafts. The control strategies aim at tuning the unique filtering characteristis of the periodic shafts in such manner that prevent the propagation of the waves within specific frequency bands called “stop bands.” The spectral characteristics of these “stop bands” are controlled in response to the shaft vibration. A finite element model is developed for this class of actively controlled periodic shafts which is then used to generate the “transfer matrix” for the unit cell of these shafts. The eigenvalues of the resulting transfer matrix are utilized to predict the characteristics of the stop and the pass bands of the rotating shaft as function of the shaft geometry, rotation speed, and control gains of the active inserts. The obtained characteristics are validated experimentally using shafts driven via gearbox assembly which subject the shafts to broadband excitations. The obtained results are also compared with the characteristics of passive shafts with stepped periodic geometries. Such a comparison aims at demonstrating the effectiveness of the active periodic shafts in redistributing the energy spectrum by confining the propagation to specific frequency bands. Particular emphasis is placed on studying the effect of the active control strategies on the vibration damping characteristics of the shafts. The proposed class of active periodic shafts can be useful in numerous critical applications such as the drive shafts of helicopters where transmitted vibrations can have detrimental effect on the performance of the tail rotor. Other applications are only limited by our imagination.
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Zhang, Andy S. J. "Teaching Computer Aided Product Design With Aesthetic Considerations." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85531.

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This paper presents a study on how to utilize the computer based 3-dimensional parametric solid modeling software to integrate aesthetics into the lectures of product design related courses of a mechanical engineering curriculum to improve teaching and learning. The study indicates that when aesthetics were properly introduced into the classrooms of product design related courses; it created an environment that stimulated students’ imagination and creativity therefore enhancing their learning experience. When teaching product design courses, instruction tends to be focused on the underlying engineering requirements related to the product. Little is taught in the classroom about the aesthetic aspects of the product. As a result, the products created from the student’s design projects are mostly functional but not necessarily visually appealing. To address this issue, in teaching design-related courses, students were told to play the roles of both designers and consumers. After learning the basics of aesthetics, students were encouraged to inject their own aesthetic evaluations, considering themselves as customers, into the design process. This allowed the students to put more attention on the human elements (aesthetics) of their design. As a result, the students’ design projects have dramatically improved in content and in forms. The advances in computer based 3D parametric modeling software has made the integration of aesthetics into the engineering design curriculum possible. Both AutoDesk’s Inventor and PTC’s Pro Engineer Wildfire software packages were used in the classrooms. With the software’s enhanced spline and surface features, students were able to try different forms or shapes to generate the desired aesthetic effects that they weren’t able to create in the past.
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Reports on the topic "Elemental imagination"

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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Eschen, Andrea. Community-based AIDS prevention and care in Africa: Workshop report. Population Council, 1993. http://dx.doi.org/10.31899/hiv1993.1000.

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Representatives from community-based AIDS prevention and care programs in five sub-Saharan African countries spoke about their programs’ strengths, shortcomings, and hopes for the future at a meeting organized by the Population Council that took place on June 5, 1993, in Berlin just prior to the IXth International Conference on AIDS. Participants’ experiences and insights demonstrated the ingenuity and imagination that communities have generated to prevent the spread of HIV and AIDS and how they have taken action where government activities have fallen short. The workshop brought representatives of these programs together with staff of governmental and nongovernmental organizations, funding institutions, technical assistance agencies, and national and international AIDS-prevention programs to present their experiences. Discussion focused on strategies to strengthen community-based AIDS prevention and care in Africa. The meeting was the culmination of the first year of a three-year project established by the Population Council as part of the Positive Action Program’s Developing Country Initiative. This report notes that the aim was to identify successful elements of community-based AIDS prevention and care programs and promote a global exchange of expertise.
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