罗马·英加登的电影艺术概念:层次、声音、景观

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rob Luzecky
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引用次数: 0

摘要

在本文中,我建议修改英加登对声音同步电影艺术作品的分析的某些方面。论证通过两个阶段进行:(1)我澄清因加登的主张,即艺术作品是一种分层的结构,在这种结构中,不同的方面呈现出客观性;(2)我阐明并批判性地评价了因加登的建议,即电影艺术作品与其他类型的艺术作品(绘画和文学作品)相比是一个边缘案例。在这里,我发现了inggarden关于声音在具体的电影作品中呈现其虚拟世界的功能的主张的一个问题。因加登认为电影艺术作品所呈现的世界是一种现实的习惯,但因加登似乎奇怪地与他的习惯概念相矛盾。我认为,这源于英加登对电影艺术作品的概念化,即在无声电影和声音同步电影中,电影艺术作品主要由被表征的“可见方面”层组成,以及他对语音内容在后者中的作用的限制。我认为,如果我们重新概念化声音同步化电影中听觉呈现的语音内容的作用,我们就能更好地理解电影是如何具有一种神奇的能力来吸引我们的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ROMAN INGARDEN’S CONCEPT OF THE FILMIC WORK OF ART: STRATA, SOUND, SPECTACLE
In the present paper, I suggest a modification to some aspects of Ingarden’s analyses of the sound-synchronized filmic work of art. The argument progresses through two stages: (1) I clarify Ingarden’s claim that the work of art is a stratified formation in which the various aspects present objectivities; (2) I elucidate and critically assess Ingarden’s suggestion that the filmic work of art is a borderline case in respect to other types of works of art—paintings and literary works. Here, I identify a problem with Ingarden’s claims about the function of sound in the concretized filmic work’s presentation of its fictive world. Ingarden identifies the presented universe of the filmic work of art as a habitus of reality, but Ingarden seems oddly conflicted with respect to his notion of habitus. I argue that this stems from Ingarden’s conceptualization of the filmic work of art as primarily composed of the stratum of represented “visible aspects” in both the cases of the silent film and the sound-synchronized film, and his restriction of the role of phonetic content in the latter. I suggest that were we to reconceptualise the role of aurally presented phonetic content in the concretized sound-synchronized film, we could better understand how film has the seeming magical capacity to transfix us.
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来源期刊
On the Horizon
On the Horizon EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
6.20%
发文量
20
期刊介绍: On the Horizon provides an insight into how the changing face of technology is making it possible for educational institutions to form new relationships across geographic and cultural boundaries.
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