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Doctoral Thesis / Dissertation from the year 2008 in the subject
Art - Photography and Film, grade: cum laude, University of
Edinburgh, language: English, abstract: Photomontage has more to do
with film than with any other art form - they have in common the
technique of montage. (Sergei Tretyakov) By considering that
photomontage and film use the technique of cutting and gluing as
dominant artistic device, and that montage, a technique unifying
art and technology for the first time, emerged as a dominant
artistic feature of the avant-garde, this thesis will explore the
ideological and perceptual implications of its advent in
avant-garde art and film. The technological advances of the
beginning of the twentieth century, and particularly the advent of
photography, allowed avant-garde artists to break free from
traditional concepts of artistic production - they dispensed with
the old criteria of uniqueness, originality, handicraft and
personal style. At a time when many avant-garde artists abruptly
ceased to paint, photomontage emerged as the privileged locus for a
caesura with traditional art forms. Photomontage envisioned film
aesthetics insofar as it combines and juxtaposes images of various
perspectival planes and angles (Raoul Hausmann described his early
photomontages as "motionless moving pictures"). A corresponding
observation can be made on the use of montage in cinema, a
technique which crucially underpins the illusion of movement
created through the succession of photographic stills. The present
thesis will investigate photomontage and film in order to examine
the effect technological reproduction played in revolutionising
artistic production, perception and ideology - where the technique
and philosophy of montage was key.
This book offers a collection of original papers showing how Higher
education institutions have coped with changing the language of
instruction. It points out that Higher education institutions have
undergone radical change in the past decades; of which the shift to
English-medium instruction, as well as bi- or plurilingual
programmes, is one notable example. The papers comprise new
research on teaching and learning through an additional language,
and its impact on professional development for university teachers,
programme and course development, as well as quality assurance. The
articles span different international contexts, and provide
education developers, university teachers, educational
administrators, language experts, and others, with global
perspectives on the professional practices of university teachers.
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