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Cinema and Intermediality: The Passion for the In-Between
Author: Ágnes Pethő
Date Of Publication: May 2011
Isbn13: 978-1-4438-2879-6
Isbn: 1-4438-2879-3
Within the last two decades “intermediality” has emerged as one of the most challenging concepts in media theory with no shortage of various taxonomies and definitions. What prompted the writing of the essays gathered in this volume, however, was not a desire for more classifications applied to the world of moving pictures, but a strong urge to investigate what the “inter-” implied by the idea of “intermediality” stands for, and what it actually entails in the cinema. The book offers in each of the individual chapters a cross-section view of specific instances in which cinema seems to consciously position itself “in-between” media and arts, employing techniques that tap into the multimedial complexity of cinema, and bring into play the tensions generated by media differences. The introductory theoretical writings deal with the historiography of approaching intermedial phenomena in cinema presenting at the same time some of the possible “gateways” that can open up the cinematic image towards the perceptual frames of other media and arts. The book also contains essays that examine more closely specific paradigms in the poetics of cinematic intermediality, like the allure of painting in Hitchcock’s films, the exquisite ways of framing and un-framing haptical imagery in Antonioni’s works, the narrative allegories of media differences, the word and image plays and ekphrastic techniques in Jean-Luc Godard’s “total” cinema, the flâneuristic intermedial gallery of moving images created by José Luis Guerín, or the types of intermedial metalepses in Agnès Varda’s “cinécriture.” From a theoretical vantage point these essays break with the tradition of thinking of intermediality in analogy with intertextuality and attempt a phenomenological (re)definition of intermedial relations. Moreover, some of the analyses target films that expose the coexistence of the hypermediated experience of intermediality and the illusion of reality, connecting the questions of intermediality both to the indexical nature of cinematic representation and to the specific ideological and cultural context of the films, thus offering insights into a few questions regarding the “politics” of intermediality as well.
Ágnes Pethő is Associate Professor at the Sapientia Hungarian University of Transylvania in Cluj-Napoca, Romania, where she is currently head of the Department of Film, Photography, and Media. She has published a volume in Hungarian on cinematic self-reflexivity and edited several books on intermediality both in her native Hungarian and in English. She is also the executive editor of the English language journal of the Sapientia University, Acta Universitatis Sapientiae: Film and Media Studies.
Price Uk Gbp: 54.99
Price Us Usd: 82.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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