"Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. Google Scholar helps you find relevant work across the world of scholarly research."
Fig.1 Uploaded by Google on 6 Jan 2012
"Much current scholarship in the field of Elizabethan and Jacobean drama, including my own, focuses on the actual performance of plays in their own or later periods, regarding the texts that survive as, in different ways, blueprints for performance, and exploring them in the context of their performance spaces, actors and theatre-practice and of other agencies such as audiences that impact upon those texts in performance. My own research in these areas is largely conducted through practice.
But let me just sketch a brief background. In 1998, a sea-change occurred in the lives of arts (as opposed to humanities) researchers in the UK, with the creation of the Arts & Humanities Research Board (now Council) which, for the first time, funded practice-led research in the creative arts. I cannot stress too heavily the impact this had on the landscape of research in the performing arts.
That's not to say, of course, that research through practice had not been conducted before then. If I take my own department at Bristol as an example, scholars such as Glynne Wickham, Richard Southern and Neville Denny were experimenting from the early 1950s by staging medieval and early modern plays, and using their findings in their published work.
But the arrival of the AHRB not only provided funding for practice-led research in the academy, but in so doing, confirmed it as being as valid and - not to be underestimated - as respectable as research conducted through more traditional or conventional means. And - a point to which I shall return - it opened up debates not only on how such research might most profitably be conducted, but how it might be disseminated in forms other than the books or journal articles that had predominated - and be disseminated, in fact, through the practice/performance itself."
"An abstract is a short summary of your completed research. If done well, it makes the reader want to learn more about your research.
These are the basic components of an abstract in any discipline:
1) Motivation/problem statement: Why do we care about the problem? What practical, scientific, theoretical or artistic gap is your research filling?
2) Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students)
3) Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create?
4) Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified in step 1?
However, it's important to note that the weight accorded to the different components can vary by discipline. For models, try to find abstracts of research that is similar to your research."
(UC Berkeley, 2004)
"Reconstructive postmodernism proposes an alternative to a mechanistic interpretation of the world. The mechanistic model, which assumes that the world consists of discrete objects, has led to a ‘disenchanted’ interpretation of nature. In contrast to this objectification, the reconstructive model interprets nature as being primarily constituted of interacting events.
Since the 1960s ecological artists have developed strategies of representing this reenchanted view of nature through its phenomena or events. A number of these artists have sought to use photography to represent this view. However when such works are presented in photographic form I argue that the use of a camera tends to objectify the event.
In order to avoid the objectifying tendency of photography a number of contemporary artists have developed photographic methods of image-making which dispense with the camera. Bioglyphs, the creative practice of this current research, have been linked to the work of this group because of a shared approach to the use of photographic materials. However, if we assess the role of icon and index within photography, we can see that this approach may not always be sympathetic to the project of these artists.
Three key outcomes are identified. The first is the clarification of the concepts icon and index as applied to photography. Photographic images are shown to be primarily iconic rather than indexical. The thesis argues that iconic images tend to objectify the world whereas indexical images tend to represent the world as being constituted by events. Iconic photographic images therefore contribute to a disenchanted view of the world.
The second is that this reassessment of icon and index highlights a clear distinction between bioglyphs and most of the other camera-less images with which they are associated. In contrast to the iconicity of camera-less photographs bioglyphs are shown to be radically indexical. The third outcome is to show that, methodologically and interpretationally, bioglyphs have more affiliation with other artworks that are primarily indexical. This realignment of bioglyphs with other indexical art proposes a new category of art practice. This new category of indexical art, which foregrounds nature’s events, suggests a method of art practice that is more supportive of reconstructive postmodern ideas."
(Daro Montag, 2000)
Montag, D. "Bioglyphs: generating images in collaboration with nature's events". PhD, University of Hertfordshire, 2000.
"this blog is nina wenhart's collection of resources on the various histories of new media art. it consists mainly of non or very little edited material i found flaneuring on the net, sometimes with my own annotations and comments, sometimes it's also textparts i retyped from books that are out of print.
it is also meant to be an additional resource of information and recommended reading for my students of the prehystories of new media class that i teach at the school of the art institute of chicago in fall 2008.
the focus is on the time period from the beginning of the 20th century up to today."
(Nina Wenhart, 26/06/2008)