ISBN 9042001909 (paperback) NLG 45.00 From the contents: On representation in concrete and semiotic poetry (Claus Cluever). - L'image pensee (Aron Kibedi Varga).- Seeing and believing in the early Middle Ages: a preliminary investigation (Giselle de Nie).- Visual literature and semiotic conventions (Eric Vos).- The assertion of heterodoxy in Kyoden's verbal-visual texts (Fumiko Togasaki).

Christianity proclaims Christ and the incarnate word of God; the Bible is described as the Word of God in both Jewish and Christian tradition. Are these usages merely homonymous, or would the ancients have recognized a more intimate relation between the word incarnate and the word proclaimed? This book investigates the concept of logos in pagan, Jewish and Christian thought, with a view to elucidating the polyphonic functions which the word acquired when used in theological discourse. Edwards presents a survey of theological applications of the term Logos in Greek, Jewish and Christian thought from Plato to Augustine and Proclus. Special focus is placed on: the relation of words to images in representation of divine realm, the relation between the logos within (reason) and the logos without (speech) both in linguistics and in Christology, the relation between the incarnate Word and the written text, and the place of reason in the interpretation of revelation. Bringing together materials which are rarely synthesized in modern study, this book shows how Greek and biblical thought part company in their appraisal of the capacity of reason to grasp the nature of God, and how in consequence verbal revelation plays a more significant role in biblical teaching. Edwards shows how this entailed the rejection of images in Jewish and Christian thought, and how the manifestation in flesh of Christ as the living word of God compelled the church to reconsider both the relation of word to image and the interplay between the logos within and the written logos in the formulation of Christian doctrine.

Based on papers presented at the Fifth Triennial Conference of the International Association of Word and Image Studies (IAWIS/AERTI) held in 2002 in Hamburg, the twenty-two essays in this volume cover a wide array of intermedial relations and a great variety of media, from medieval architecture to interactive digital art. They have been arranged in sections labeled "History and Identity," "Cultural Memory," "Texts and Photographs: Cultural Anthropology and Cultural Memory," "Mixed-Media Texts: Cartography in Contemporary Art and Fiction," "Mixed-Media Texts: 'Yellow-Cover Books', Artists' Books, and Comics," "Intermedia Texts: Logotypes," and "Space, Spatialization, Virtual Space." Displaying a range of methods and interests, these contributions by scholars from Europe, the United States, and South America working in different disciplines confirm the impression voiced by IAWIS president Charlotte Schoell-Glass in her introduction that "the influence of Visual and Cultural Studies has changed the outlook of many who study the interactions of texts and images".

The artists’ books made in Russia between 1910 and 1915 are like no others. Unique in their fusion of the verbal, visual, and sonic, these books are meant to be read, looked at, and listened to. Painters and poets—including Natalia Goncharova, Velimir Khlebnikov, Mikhail Larionov, Kazimir Malevich, and Vladimir Mayakovsky— collaborated to fabricate hand-lithographed books, for which they invented a new language called zaum (a neologism meaning “beyond the mind”), which was distinctive in its emphasis on “sound as such” and its rejection of definite logical meaning. At the heart of this volume are close analyses of two of the most significant and experimental futurist books: Mirskontsa (Worldbackwards) and Vzorval’ (Explodity). In addition, Nancy Perloff examines the profound differences between the Russian avant-garde and Western art movements, including futurism, and she uncovers a wide-ranging legacy in the midcentury global movement of sound and concrete poetry (the Brazilian Noigandres group, Ian Hamilton Finlay, and Henri Chopin), contemporary Western conceptual art, and the artist’s book. Sound recordings of zaum poems featured in the book are available at www.getty.edu.

Engagement with the image has played a decisive role in the formulation of the very idea of philosophy since Plato. Identifying pivotal moments in the history of philosophy, Dennis J. Schmidt develops the question of philosophy's regard of the image in thinking by considering painting—where the image most clearly calls attention to itself as an image. Focusing on Heidegger and the work of Paul Klee, Schmidt pursues larger issues in the relationship between word, image, and truth. As he investigates alternative ways of thinking about truth through word and image, Schmidt shows how the form of art can indeed possess the capacity to change its viewers.

In this practical guide to teaching beginning language learners of all ages, Calhoun encourages us to begin where the learners begin--with their developed listening and speaking vocabularies and other accumulated knowledge about the world. Engage students in shaking words out of a picture--words from their speaking vocabularies--to begin the process of building their reading and writing skills. Use the picture word inductive model (PWIM) to teach several skills simultaneously, beginning with the mechanics of forming letters to hearing and identifying the phonetic components of language, to classifying words and sentences, through forming paragraphs and stories based on observation. Built into the PWIM is the structure required to assess the needs and understandings of your students immediately, adjust the lesson in response, and to use explicit instruction and inductive activities. Individual, small-group, and large-group activities are inherent to the model and flow naturally as the teacher arranges instruction according to the 10 steps of the PWIM. Students and teachers move through the model and work on developing skills and abilities in reading, writing, listening, and comprehension as tools for thinking, learning, and sharing ideas.

"[The Book of Kells' contains almost 2000 decorated initials, the majority of which are formed by human figures, beasts, birds and fish. This title offers an in-depth examination of the smaller decorated initials, script layout, and marginalia of this book]"--Jacket cover.