Saturday, October 5, 2013

Digital Peeps - Part Two: Robots, Automata, and Androids in Popular Art

The second of three posts that offer some key moments and images in the history of non-human humanoid entities: artificial intelligence, androids, robots, cyborgs . . . We'll talk about these as begin to discuss Metropolis, but they're posted here now to encourage ideas for your "My Frankenstein" project.


Hephaestos, the Greek god of the workshop--the artificer--
was lame--like Rotwang and Dr. Strangelove




Talos, the living bronze statue of Greek mythology,
as imagined by Ray Harryhausen in his 1953 film,
Jason and the Argonauts 




The Golem (1926)
We'll see this big fella again when we consider
the Frankenstein theme in film


Perkowitz emphasizes that the Creature in Mary Shelley's novel serves as a projection of our concerns about our own humanity:
1) Frankenstein as a myth for a post-theological age -- as one stage version
of the novel had it, "Life Without Soul"
2) Science as Modern Sorcery - Electricity as Magic
3) the fantasy of utter alienation -- psychologically the condition of
coming into being without a Mother
We might add particularly: 4) the psychosexual basis for the fantasy of the creation of life without procreation
5) a deep concern about mortality and immortality


The first robot? A scene from the original production of Karel Capek’s R.U.R.



R.U.R.





More about her later 
 







Elektro and his robot dog Sparko


Pinocchio’s now a boy
Who wants to turn back into a toy . . .
-Rufus Wainwright




Forbidden Planet: Robby the Robot with his creator Morbius




The Day the Earth Stood Still: Gort, the robot from outer space,
sent to enforce worldwide peace with the threat of
total annihilation 



Audio-animatronic Abraham Lincoln at Disneyland




Star Wars: C3PO and R2-D2 

HAL 9000 in 2001: A Space Odyssey. Nothing more 
than a light and a very creepy voice.


Blade Runner: Rachael, a replicant



RoboCop


RoboCop: The ED-209



The Terminator: A human face



The Terminator: The machine beneath the skin



Star Trek: The Next Generation: Data, a fully functional android with a positronic brain

Digital Peeps - Part One: Before Modern Artificial Intelligence

The first of three posts that offer some key moments and images in the history of non-human humanoid entities: artificial intelligence, androids, robots, cyborgs . . . We can discuss these as we begin to discuss Metropolis, but they're posted here now to encourage ideas for your "My Frankenstein" project.


The human body is a machine which winds its own springs. It is the living image of perpetual movement.
-Julien Offroy de La Mettrie (1709-1751), Man a Machine Jacques de Vaucanson (1709-1782)

Vaucanson’s duck



When first presented to the Franklin Institute in Philadelphia in 1928, the automaton was of unknown origin. Once restored to working order, the automaton itself provided the answer when it penned the words "written by the automaton of Maillardet". – Wikipedia


The Turk – not an automaton but a hoax: a man hidden inside played chess

Babbage’s Difference Engine was not constructed during his lifetime but replicas were later made. It's also the subject of a collaborative novel by the cyberpunk pioneers William Gibson and Bruce Sterling.
Ada Lovelace (1815-1852), “the first programmer”
Alan Turing (1912-1954), who proposed the “Turing test” for artificial intelligence, and the man behind the Enigma machine, which is said to have won World War II. 


Soon to be a major motion picture! Benedict Cumberbatch as Alan Turing.

Monday, September 9, 2013

La Jetee - PLEASE POST A RESPONSE IN THE COMMENTS SECTION FOR OUR CLASS ON SEPT 16


La Jetée: Critical Analysis and Formulating a Thesis 

1) Prepare a one-paragraph statement that answers this question:How does La Jetée convey a message about the impact of technology on humanity?

When you’ve completed the paragraph: 
2) Summarize its point in a one-sentence thesis answering the question.
3) Post the paragraph, followed by the thesis, to the blog, before 9 am Monday, September 16 so we all have a chance to read them.

It will help to consider:
What is the story really about?
How does the plot present the story?
What role do science and technology play in the plot?
What makes this film unusual?
What do these unusual formal and stylistic features contribute?


Please do not consult any resources--criticism, reviews, fan pages, etc.--available online or in print before you write. Rely on your own analysis and ideas.
You can find a copy of La Jetée to review here at the class blog and on DVD on reserve in the Corcoran library

A helpful guide to How to Write a Thesis Statement is available at Indiana University WTS.

New York Times critic A. O. Scott introduces Chris Marker's La Jetee



AS2000B Humanities I - Children of Frankenstein (3 cr) - Fall 2013                          
The Corcoran College of Art and Design
Dept. of Arts and Humanities
                                                
      

The Humanities Course at the Corcoran is a required two-semester survey of works of literature, philosophy, and social theory, and of the ideas that give them enduring value. The goal of this course is to provide thoughtful training in the methods of the humanities that you'll employ in all college work and in your personal investigation of ideas, books, and art:
§     close reading and interpreta­tion of texts
§     independent and collaborative research
§     exchange of ideas in discussion
§     persuasive critical writing.
As befits a college of art and design, we emphasize the development of innovative and original ideas and perspectives as much as rigor in academic research, reasoning, and presentation.

The two-semester Humanities sequence is intended to enhance students’ skills in:
§ Comparative historical study of world cultural traditions through examination of defining issues
§ Interpretation of texts according to genre, cultural context, and solid reasoning
§ Asking critical questions about texts and about the methods and assumptions of the humanities
§ Dialectical exchange of ideas in a collaborative learning community, cultivating a healthy practice of self- and peer-assessment
§ Development of arguments that test significant ideas and find support in meaningful evidence
§ Research enabled by library and internet resources
§ Writing with personal integrity according to the standards of contemporary academic discourse,  incorporating a process of prewriting, self-assessment, and revision
§ Analysis of contemporary media as historically evolving means for dissemination of ideas
§ The cultivation of personal values, perspective, and life goals through consideration of outstanding examples of thought and literature from other times and places

Our topic this semester is: Children of Frankenstein - Myth and Meme in Modern Culture. The rapid development of new industrial and post-industrial technologies is the pre-eminent characteristic of the modern era. It has transformed our essential relation to nature, to work, and to society and the state. As we are now said to inhabit a technosphere—bounded by our relation to technology rather than to nature—even our fundamental definitions of humanity have shifted, and we have re-imagined ourselves as robots, androids, and cyborgs.
  Our central text, written by a young woman the age of most sophomore college students, embodies in narrative form the crucial idea that new technologies may one day overwhelm humanity entirely. Frankenstein’s monster, which has long since escaped from the boundaries of Mary Shelley’s novel to haunt the imagery and ideologies of modern culture, has proved a lasting and focal means for expressing concern about the limits of human knowledge and power. It’s in this sense that we explore the operation of the Frankenstein theme as both a myth—a powerful, popularly transmitted narrative condensation of a central problem for a culture—and a meme—a cultural unit that spreads and endures because it seems to help make some shared sense of our condition. But even this does not exhaust the possibilities of Frankenstein: feminist, psychoanalytic, and political readings, along with creative adaptations in a variety of media, show how enduring works can be refreshed reinterpreted in the attempt to understand changes in society and culture.



Texts are available by order through the college e-campus system at www.ecampus.com/corcoran:

-Frankenstein: A Norton Critical Edition, by Mary Shelley. J. Paul Hunter, ed. – 2nd edition. (The 1818 version.) W. W. Norton, 2012. (Please use this edition, so we can count on all having the same text.)
-Digital People: From Bionic Humans to Androids, by Sidney Perkowitz. Joseph Henry Press, 2004.

All other readings listed on the schedule will be available online at the course Blackboard site at: https://corcoran.blackboard.com,  along with the syllabus, assignments, and other important and useful information. We can also use the Blackboard page to submit assignments, share resources, and send notices or comments to the whole group.