LANDSCAPE AND MOTION

 

1) WEBSITES OF FAMOUS GARDENS: WINDING LINES

Description : A study of landscape gardens websites in the light of aesthetic theories

Question: Study the websites mentioned in the 'Links' section, and look for evidence of the 'serpentine line', of oblique views, and of design meant to cause surprise.

Expected fomat : a slideshow with references

References: http://www.stowe.co.uk

search for the website of the National Trust and look at Stourhead

 

 

2) BRIDGE MOTIFS IN LANDSCAPE PAINTINGS

Description: Searching picture gallery databases

Question: Search the website of the Tate Gallery for paintings by Gainsborough containing a stream and a bridge as a compositional element.

Expected format : a slideshow with references

References :

http://www.tate.org.uk

3) THE LINK BETWEEN 'POSSIBLE WORLDS' AND THE 'CIRCUIT OF THE EYE'

Description: An interpretation of visual motifs in landscapes

Question: In the 'Possible worlds' section of the CATI website, study the page 'Theatre of icons' and comment on the links given.

Expected format : word-processed text with references

References : http://www.cati.paris4.sorbonne.fr  Cours et Séminaires  - Maîtrise – MAN 404 Ressources : Virtual Spaces ; in  'Table of contents : Ideal landscapes' select 'Possible worlds'

 

 

4) THE PERCEPTION OF THE LANDSCAPE AND WEB INTERACTIVE EFFECTS

Description : A study of the sections in the CATI website on the relations between spatial perception and web interactivity.

Questions:

Expected format: a text file with references

References:

search for texts by Espen Aarseth

http://www.cati.paris4.sorbonne.fr Cours et Séminaires - Maîtrise– MAN 404 Ressources : Virtual Spaces  ; 'Table of contents : Ideal landscapes'

 

 

5) A COMPARISON WITH MYTHOLOGICAL POEMS

Description: a text/image comparison

Question: Return to the mythological poems studied previously, and compare the oxymoron of the statue in tears with the visual paradox of the statue covered with flowing drops

Expected format: a text

References: see course