Wednesday, 12 February 2020

Metz, Christian (1974/1991) Film language: A semiotics of cinema. (Tr.) Michael Taylor. Chicago: University of Chicago Press.

4. Some points in the semiotics of cinema

Cinematographic language: To study the orderings and functionings of the main signifying units used in the filmic message. - 92

Cinema and narrativity

Is the corpus to be made of feature films?

What one wants to study? The cinema possesses various "dialects" and each one these dialects can be a subject of a specific analysis.

But, there is an hierarchy of concern.

Social function of cinematic machine:

1. Whether it was means of preservation or crating archive.
2. Whether it was auxiliary technology for research and teaching in sciences.
3. Whether it was a new form of journalism and or an instrument of sentimental journalism.

Over all these possibilities, cinema emerged as a machine that tells stories. In the realm of cinema, the nonnarrative genres like documentary or technical films are marginalized and realm gets identified with Feature Films. -94

Nonnarrative films are distinguished from "real" films by their social purpose and by their content much more than by their "language processes." -94

Basic figures in the semiotics of cinema: Montage; Camera movement; Scale of the shots; Relationships between the image and speech; Sequences

In filmosemiological exercise, narrative films are priority, not exclusivity; because most of so-called filmic procedure is in fact filmic narrative.

Studies of denotation and studies of connotation in the semiotics of the cinema

The semiotics of cinema can be conceived of either as the Semiotics of denotation or the Semiotics of connotation.

The study of connotation brings us closer to the notion of cinema as an Art. - 96

The art of film is located on the same semiological "plane" as literary art: The properly aesthetic orderings and constraints - versification, composition, and tropes in the first case; framing, camera movements, and light "effects" in the second - serve as a connoted instance, which is superimposed  over the denoted meaning. - 96

As for connotation, which plays a major role in all aesthetic languages, its significate is the literary or cinematographic "styles," "genre" (the epic, the western, etc.), "symbol" (philosophical, humanitarian, ideological, and so on), or "poetic atmosphere" - and its signifier is the whole denotated semiological material, whether signified or signifying. 96-97

through its procedure of denotation, the cinema is a specific language. - 97

The concept of diegesis is as important for the film semiologist as the idea of art; the concept, derived from Greek, means "narration" and was used particularly to designate one of the obligatory parts of the judiciary discourse, the recital of facts.

How does the cinema indicate successivity, precession, temporal breaks, causality, adversative relationships, consequence, spatial proximity, or distance, etc.? These are central questions of the semiotics of the cinema. - 98

"Cinematographic language" is first of all, literalness of the plot. - 99

Paradigmatic and syntagmatic categories

An example: The alternating syntagm

Other problems

Film contains nothing corresponding to purely distinctive units of the second articulation; all of its units - even the simplest, like the dissolve and the wipe - are directly significant. The commutations and other manipulations by which the semiotics of the cinema proceeds therefore affect the large significatory units. The "laws" of cinematographic language call for statements within a narrative, and not monemes within a statement, and still less phonemes within a moneme. - 105

If the shot is not the smallest unit of filmic signification (for a single shot may convey several informational elements), it is at least the smallest unit of filmic chain. - 106















Tuesday, 11 February 2020

Bucchi, Massimiano (2002/2004) Science in society: An introduction to the social studies of science. (Tr.) Adrian Belton. London & NY: Routledge Taylor & Francis Group

Chapter 3: Is Mathematics socially shaped?: The 'strong programme'

1. The planet that could only be seen from France
2. Is even mathematics 'social'?

His main intention, as he recalls today, ‘was to show to philosophers of science that in the light of a wide range of studies, mainly carried out in the history of science, it was not possible anymore to hold a vision of science as exempt from social influences’.
#DavidBloor

3. The weaknesses of the strong programme

Externalism: the context is able to determine the content of scientific research. (Bloor 1991)"

a. Moderate or weak externalism: Knowledge is socially conditioned
a1. Local: The scientific community influences the work of its members.
a2. Global: Society as a whole influences the work of individual scientists.

b. Radical or strong externalism: Knowledge is social.
b1. Local: The scientific community constructs the scientific ideas.
b2. Global: Society as a whole constructs scientific ideas.

"it is theoretical predispositions or proto-ideas that guide observation or the conduct of experiments, not the other way round." -56 (with reference to Bloor)

"Doesn’t the strong programme say that knowledge is purely social? . . . No. The strong programme says that the social component is always present and always constitutive of knowledge. It does not say that it is the only component, or that it is the component that must necessarily be located as the trigger of any and every change: it can be a background condition. Apparent exceptions of covariance and causality may be merely the result of the operation of other natural causes apart from social ones. (Bloor, 1991: 166, italics in the original)" -56



 


Thursday, 6 February 2020

Russell, Bertrand (1932/2010) Education and the social order. London & NY: Routledge Classics.

3. Education and heredity


  • Science (Geneticists) emphasizes heredity in adult human character.
  • Psychologists emphasize on the environment in adult human character.
  • Coservatives and Imperialists emphasize on heredity because they belong to white race.
  • Radicals lay stress on education because it is potential democratic and it ignores the difference of color.


Wednesday, 5 February 2020

Hall, Stuart (2007) This means this; this means that. London: Laurence King Publishing Ltd.

CHAPTER 4: VISUAL STRUCTURES

All objects, images and texts are composed of two dimensions: Time and space.

Space: The spatial aspect of any composition has two factors: Placement and Presence

Placement: 

At the top: Idealization & divine
At the bottom: down-to-earth & realistic 
At the left: Something assumed
At the Right: Something new
At the center: Shows centrality with reference to marginal aspects in the picture.
Foregrounding: Giving importance

Presence:

Proximity: Together/Apart
Balance: Symmetry/Symmetry
Number: Many/Few
Size: Large/Small
Color: Bright/Dull
Contrast: High/Low
Detail: Fine/Course
Tone: Light/Dark
Shape: Regular/Irregular
Texture: Rough/Smooth
Time: Static/Moving
Arrangement: Organized/Unorganized

Time: The temporal dimension of composition has two factors: Placement and Presence

Temporal Placement:

Before/After

Temporal Presence:

Whether something is shown in Present, Past or Future.
Fast/Slow

Key Concepts: Viewer & Image, Ideal & Real, Given & New, Center & Margin, Foreground & Background, Proximity & Presence, Before & After, Past-Present-Future, Fast & Slow.

In case of simplified images, there may be differing interpretations, based on what and how you see them. The notional position of a viewer matters in interpretation(s).

"there is a clue in the picture itself. More important than this, though, there is the standard convention that reading the image from left to right is simply correct."

"it seems true to say that the information placed on one side of a composition is usually "given" or assumed, while the information on the other side tends to be "new" or unexpected."

Often we group things together because of their proximity. Things that are placed near one another are tend to be grouped together. On the other hand, things that are placed apart from one another we tend to think of as separate.



Tuesday, 4 February 2020

Noakes, Susan (1993) "Gracious words: Luke's Jesus and the reading of sacred poetry at the beginning of the Christian era" in The ethnography of reading (ed.) Jonathan Boyanin: 38-57. California: University of California Press



​The regional and/or social linguistic variety serves as an "erasure" to the problem the films raise. The problem is very much there, but the use of unidentified code will put a veil on it for the audience. Audience does see the problem but cannot associate itself with it due to the code. Thus, presented problem remains absent for the target.

Every text, at the same time, a complete as well as incomplete text. Incomplete text is completed by the authoritative reader who 'knows' everything. While complete texts invites the ordinary reader to study it; here, the reader is incomplete.​