美国戴维斯出版公司《探索艺术》(1—6年级)综合性学习的分析与研究

一、《探索艺术》的综合性学习内容(一)什么是综合性学习与综合性学习相关的术语主要有:多学科(Multidisciplinary)、跨学科(Interdisciplinary)、交叉学科(Cross-disciplinary)、超学科(Transdisciplinary)。但是,它们之间有着不同的含义。从定义上看,多学科是指吸取了两个或更多学科的见解。然而,它只是将这些见解并置,并没有将它们整合在一起,也不太可能批判性地评估所学见解。朗特瑞(Rowntree)将跨学科定义为:'一种将两个或两个以上的学科结合在一起的方法,旨在使这些学科相互作用,并对彼此的观点产生一定的影响'[1]。超学科则是整合各个学科的知识结构,创造出一种新的解释工具,诸如新的方法论、理论、范式、概念。

Deterritorializing the Nation： Deleuzian Time, Space and Narrative in the Video Art of Lia Lapithi Shukuroglou

The purpose of this paper is to engage with Gilles Deleuze＇s work on time and space in cinema as a theoretical trajectory for exploring the video art of Lia Lapithi Shukuroglou. In Cinema 2： The Time-Image （1989）, Deleuze argues that post-Second World War cinema has been shaped by a historical transformation compelling it to create new signs and images. Centering on the post-war landscape of Cyprus in 1974, the moment of ＂historical transformation＂ in Deleuze is transposed to this national context; examining Lapithi＇s response to the crisis of historical time in its relation to physical spaces. It negotiates a contextualized reading of three videos and argues that they manifest Deleuzian ＂time-images＂. These texts react to the territorialization of real spaces by deterritorializing official national history. Using Martin Jones＇ study, Deleuze, cinema and national identity： Narrative time in national contexts （2006） Lapithi＇s time-images are interpreted as ＂unruly＂ as they resist a linear narrative and destabilize public time. Contrary to Martin Jones＇s view that time-images constitute a temporary deviation from flowing national time, the author argues that Lapithi excavates alternative temporalities in perpetuity; whilst proposing that in the context of Cyprus the deterritorialization of space by time postpones the nation＇s identity.

环球舞讯

皮娜·鲍希获终生成就奖；美国芭蕾舞学校星光闪烁；SIWIC项目挑战编导;“面包店”老板烹制当代芭蕾;