Please use this identifier to cite or link to this item:
Fusion Factors for Constructing Understanding Visual Images
Aesthetic understanding;Fuse;Interactive reading;Generic and non-paradigm reading
|Issue Date: ||2013-12-03T03:18:00Z
|Publisher: ||國立彰化師範大學 |
Assumptions of making meaning from a visual text has been varied, with each of it laying emphasis on different thoughts. These assumptions can be divided into two main categories. First, meaning is constructed through viewing text itself, viewing author's intention, and viewing the reader, the so-called roles. Second, meaning is described through the historical background of the viewing activities, i.e., we discuss the temporal and spatial elements of the text, author, and reader. In addition to the above macro-perspectives, this paper also attempts to discuss, from micro-perspectives, what really happens and what aesthetic feeling has been experienced during the viewing process. This paper first analyzes the differences of various reader’s-response theories, then deconstructs reader as the primary character of readership through the characteristics of viewing, and finally seeks to establish a more harmonious viewing structure through the activities of viewing process. After the exploration, I discover that viewing of every time produces different aesthetic activity and experience, but whatever category there is, viewing seeks to interweave the viewer, qualities of the visual images, the emporal-spatial background, life and mindset-called "the other"-during viewing. This paper broaches three basic aspects of discussing viewing activities: Elements, roles, and modes. The conclusion of this study is that all viewing must experience viewing activities which can or cannot be categorized. In the viewing process, only through interweaving background elements, viewing mindset and motives can one begin to understand art works and make meaning from them.
|Relation: ||國立彰化師範大學文學院學報, 7: 183-204|
|Appears in Collections:||[美術學系] 期刊論文|
Files in This Item:
All items in NCUEIR are protected by copyright, with all rights reserved.