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Grammar school students' opinions on the art curriculum
Tomaž Zupančič, Annely Köster, Teresa Torres de Eça, 2015, original scientific article

Abstract: The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students’ interests. The study is based on the descriptive and causal non-experimental method, with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.
Keywords: arts education, fine arts, contemporary art, curriculum, grammar school, motivation, students' interest
Published: 13.07.2017; Views: 1039; Downloads: 82
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Disorientation and disillusionment in Post-9/11 poetry
Kristina Kočan, 2016, original scientific article

Abstract: The paper examines the immediate responses that emerged in American poetry after the terrorist attacks on 11 September, 2001. The aim of the paper is not to summarize the tragic events of 9/11, but to show how poets reacted to the terrorist attacks. In response to 9/11, a great deal of poetry emerged that expresses the poetic and completely personal, intimate side of the crisis, and many printed publications appeared in which poets addressed 9/11. Although one can find a range of features in American poetry after the attacks, there are notable similarities among the poetry being produced. The post-9/11 poetry can be divided into thematic clusters. This paper is, however, limited to responses that deal only with feelings of disorientation, loss and despair after 9/11. Furthermore, the paper presents poetic reactions that involve a sense of disillusionment and the idea that everything changed after the attacks. Each thematic cluster offers examples of 9/11 poetry that are interpreted with the help of close reading.
Keywords: American literature, contemporary American poetry, events of 9/1, responses, close reading, trauma, thematic criticism
Published: 16.05.2017; Views: 536; Downloads: 76
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Post-9/11 America: Poetic and Cultural Responses
Kristina Kočan Šalamon, 2016, doctoral dissertation

Abstract: The doctoral dissertation with the title “Post-9/11 America: Poetic and Cultural Responses” examines the immediate responses that emerged in American media and poetry after the terrorist attacks on 11 September, 2001 in New York City and Washington, D.C. The research proceeds from the analysis of responses to 9/11 in several American printed media, to the reading of poetic works by contemporary American poets. Using the resources of the editorials in four major daily American newspapers (USA Today, The New York Times, The Washington Post, and The Washington Times) and two leading weekly American magazines (The New Yorker and The Weekly Standard), the research employs the theoretical approach of content analysis to examine the rhetoric used. This method enables textual data analysis in selected editorials associated with the language of 9/11 to confirm the first variable of the thesis; i.e. that the media reproduced the manner of the rhetoric of the then current government administration. Seeking to explain the rhetoric of the politicians and the media after 9/11, the analysis explores several parameters. This kind of rhetoric addressed the issues connected to 9/11, and employed a great deal of patriotism-related words as well as a language that could help instigate fear and paranoia in Americans and their culture. After the first hypothesis of the thesis has been established, the study turns towards the primary argument of the thesis. The main crux of the study is to show that the majority of the poets deviated from the prevalent rhetoric of the time, and did not resort to the language of fear and intense patriotism. This in-depth study of contemporary American poetry that came into existence as a response to the events of 9/11 focuses on poems published in several anthologies (Poetry after 9/11: An Anthology of New York Poets; September 11, 2001 American Writers Respond; An Eye for an Eye Makes the Whole World Blind; September 11: West Coast Writers Approach Ground Zero; 110 Stories), prominent American journals (such as The New Yorker and Michigan Quarterly Review), and poetry collections. Focusing on portraying the manifold poetic responses to 9/11, this study leans on thematic criticism as a comparative approach for creating a collectivity of poems that differ in metrics, style, tropes and figures of speech. Thematic criticism provides a foundation for organizing the poems into thematic clusters, not by determining unique thematic features of a specific poem, but by establishing attributes that unite several poems into a thematic cluster. The thesis divides the 9/11 poems into eight thematic clusters, which are then analyzed in detail. Additionally, the study uses another method to analyze individual poetic responses to 9/11, which is the formalist theoretical approach, New Criticism. This interpretive method of close reading enables an interpretation of a poem by analyzing its formal elements based on internal evidence. With the combination of the interpretive and comparative approach, the thesis has confirmed the main postulate and has established that most post-9/11 American poetry eschewed the prevalent patriotic rhetoric of the then current U.S. media. The study has shown that post-9/11 poetry is a marginal genre in comparison to the 9/11 novel when it comes to the critical examination of the post-9/11 literary responses. Hence, this study is novel in providing a substantial scholarly examination of post-9/11 poetry written by American poets. Chapter 2 investigates fear, patriotism and language issues in politics and the media after 9/11.Chapter 3 establishes the prevailing rhetoric in the immediate post 9/11 response of U.S. media with the help of the theoretical framework of content analysis. The pre-existing scholarly work on literary responses to 9/11 and the problems with representation of 9/11 in American culture occupy Chapter 4, while Chapter 5 sets out the selected methodology (Thematic Criticism and New Criticism) for studying post-9/11 American poetry. Chapter 6 deals extensively with thematic representations in post-9/11 American poetry.
Keywords: events of 9/11, contemporary American poetry, responses, media, politics, culture, trauma, crisis, content analysis, New Criticism, close reading, thematic criticism
Published: 05.10.2016; Views: 1499; Downloads: 110
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Updating Romance: Women in Traditional Romance Fiction Vs Women in Contemporary Romance Fiction
Nina Košir, 2016, undergraduate thesis

Abstract: Romance fiction is one of the popular fiction genres. It focuses on the romantic relationship of two characters and it must have a satisfactory ending, the ‘happily-ever-after’. While the genre follows the familiar plot line, it has also depicted the current society and social norms. The graduation thesis is an insight on the historical development of romance fiction, the emergence of its subgenres, its popularity with readers and gradual acceptance by the critics. Considering that it is a genre mainly written for and by women, the thesis focuses on women readers and women characters. In order to present the similarities and difference between a Traditional Romance novel and a Contemporary Romance novel, Pride and Prejudice by Jane Austen and the Austen Addicts series by Victoria Connelly are compared.
Keywords: romance fiction, subgenres, love story, Traditional Romance fiction, Contemporary Romance fiction, Jane Austen, Victoria Connelly
Published: 15.02.2016; Views: 781; Downloads: 101
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Cristina Stoianova, 2014, undergraduate thesis

Abstract: The thesis Teenage Slang In The Contemporary British Novel Angus, Thongs and Perfect Snogging by Louise Rennison presents the novel of a teenage girl’s life in the British culture nowadays, and was published in 1999. The novel is based on a fictional character Georgia Nicolson, writing a diary about the things she deals with. Slang used in this novel is the main focus of the thesis. The paper begins with some basic definitions (such as that of slang, etc.), and continues with the description and characteristics of teenagers with the emphasis on the language they use. Certain explanations, specific examples and data about the novel are added at the end of the first part. The second part, the main part of the thesis, focuses on three hypotheses as the key research areas of the thesis. These are as follows: identifying an area of early teen slang distinct from other groups’ slang usage; exploring whether teens use slang as code, as image or as rebellion; and establishing a select glossary of slang terms. The third part of the thesis is the conclusion, summing up the main points of my research. The practical part is presented as an appendix at the end. It involves a short collection of slang words used in the novel and the explanation of each word, given the specific context obtained from the novel.
Keywords: Angus, Thongs and Perfect Snogging, contemporary British novel, teenage slang, glossary of selected slang terms.
Published: 16.12.2014; Views: 1337; Downloads: 92
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The communicative possibilities of contemporary art within the frame of art education
Matjaž Duh, Tomaž Zupančič, 2009, original scientific article

Abstract: This article introduces the communicative possibilities that contemporary art offers within art education. The introduction deals with the relevant theoretical starting points and goes on to develop and explain the term "communicational paradox of contemporary art". The continuation of the article presents some possibilities for transcending this paradox. We then present some of our findings, based on a methodologically examined empirical follow up to this problem. We concentrated on the peripheral characteristics of contemporary art work that allow quality communication with the pupils. We emphasized visually interesting characteristics; united incompatibilities and used objects in an unusual way and with interesting ideas (concepts).
Keywords: education, art education, communication, communication paradox, postmodernism, contemporary art
Published: 07.06.2012; Views: 1246; Downloads: 27
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Understanding student's artworks according to the Scot Lash's post-modern Regime of signification
Tomaž Zupančič, 2011, published scientific conference contribution

Abstract: Something peculiar has happened at the 2005 semestrial students' exhibition at the department of Fine Art - Art Education program - at the University in Maribor. One of the artworks made by a group of students on the exhibition, which tried to refer to the late Asiatic tsunami disaster (The 2004 Indian Ocean earthquake), was demolished by spontaneous art diversion performed by another group of students. Scandal emerged, demands for prosecutions followed. Some of the professors (a minority of us) tried to advocate the spontaneous students' artistic action. This paper starts with a short introduction of both students' artworks involved, presents the students' statement on their art diversion as well as includes a DVD (4 minutes) of the action. What is more, the theoretical bases for support of the students' art diversion are developed. We make use of the event to establish some basic aspects of contemporary art education. The modern and postmodern approaches toward cultural objects are compared, referring to the Scott Lash postmodern "Regime of signification" (1992). Than we refer to the bases of postmodern curriculum, to the ideas of Manfred Blohm (1995). The pedagogical necessity for stimulating spontaneous artistic responding among students is stressed. The simple response to the spontaneous artistic action of the students - to what we, the professors at the department where the event happened were obliged - became a strong advocacy and branched out to a theoretically based lecture which helps students to understand the contemporary art and to become more sensible of their own artistic and educational work.
Keywords: art education, postmodernism, contemporary art, visual art didactics
Published: 07.06.2012; Views: 1494; Downloads: 23
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Bridge over troubled water : (a bit on contemporary art, a lot on art education and maybe something on society)
Tomaž Zupančič, 2012, published scientific conference contribution (invited lecture)

Abstract: Who should be blamed for the gap between contemporary visual art and the society? Certainly this is not art, irrespective of how strange could be at the first sight. Contemporary art education should build the bridge over troubled water of incomprehension between contemporary visual culture and the society. According to Arthur Efland the main purpose of art education in a post-modern era is to widen and deepen our understanding of the cultural landscape we inhabit. Today's art education involves contemporary art into classroom by using the same methods, attitudes, principles that determine and are characteristic for contemporary art. It stresses teacher's descending the pedestal, the diversity of comprehending, reading artworks and other principles. An artist who is critical of Society sees as a creator, not a destroyer. Contemporary art education tries to do its best and step toward contemporary art, enjoy it and permit it to mirror and reflect the other, sometimes the dark side of ourselves.
Keywords: art education, contemporary art, society
Published: 07.06.2012; Views: 1786; Downloads: 26
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