Linking and sharing data in the humanities and creative arts: building the HuNI Virtual Laboratory

The Humanities Networked Infrastructure (HuNI) is one of the national Virtual Laboratories that are being developed as part of the Australian government's National e-Research Collaboration Tools and Resources (NeCTAR) programme. This paper examines the methodologies and technical architecture being deployed by HuNI to link and share Australian data in the humanities and creative arts.

Philanthropy and the arts

Philanthropy and the Arts documents an emerging model of philanthropy that moves beyond the fundraising process to capture the essence of philanthropy in the intrinsic values held by donors, benefactors and philanthropic leaders. These values are the same as those that the arts bring to society, so the act of philanthropy itself embodies a commitment to ensuring the arts deliver for Australia a better community in which to live. Philanthropy and the Arts contains stories of successful philanthropy in the arts and acknowledges the relevant research in fundraising and philanthropy, translating this into the tools required for effective practice. While focusing on The Australian Ballet in particular, it has application across all art forms and arts companies and the non-profit sector more broadly.

Democratic corporealities of love : the architectural cinema and eroticized publics of Pauline Kael

The American film critic Pauline Kael’s career interestingly parallels the Cold War period but nobody has explored this yet. Filling that gap, this essay constructs Kael’s writings and critic’s persona as a contribution to a discourse of international democracy. Kael was part of a generation of American critics who took seriously the importance of art to politics. However, she goes further than her contemporaries by energizing this relationship through her emphasis on corporeality—both on screen and off screen—and on the eroticized body. A discernible philosophical lineage runs from Plato’s version of love as described by Socrates in The Symposium to Kael’s writings and bodily habits. In this lineage, love is figured as relational and desiring. A second line of relationship between Plato and Kael is in the way they each connected erotic discourses to the very similar architectures of the andrôn (men’s quarters), for Plato, and the modern American cinema or screening room, for Kael. Plato and Kael draw out the inherent spatial energy of these places (which is most evident at the borders of andrôn and cinema) through the interactions they construct of images and talk with the erotic, love-based relationality of bodies. They thereby maximize the bodily powers of these architectures as places where a public of differences and (inevitably) “loose” democracy might form. Kael’s advocacy doesn’t suggest a formal political program so much as a more feminine democracy of erotic discourses allied to an energizing architecture suitable to the accumulation of plural, participatory corporealities.

'Creative destruction': knowledge economy policy and the future of arts and humanities in the academy

Policy conceptualizations of the global knowledge economy have led to the channelling of much Higher Education and Research and Development funding into the priority areas of science and technology. Among other things, this diversion of funding calls into question the future of traditional humanities and creative arts faculties. How these faculties, and the disciplines within them, might reconfigure themselves for the knowledge economy is, therefore, a question of great importance, although one that as yet has not been adequately answered. This paper explores some of the reasons for this by looking at how innovation in the knowledge economy is typically theorized. It takes one policy trajectory informing Australia's key innovation statement as an example. It argues that, insofar as the formation of this knowledge economy policy has been informed by a techno-economic paradigm, it works to preclude many humanities and creative arts disciplines. This paper, therefore, looks at how an alternative theorization of the knowledge economy might offer a more robust framework from within which to develop humanities and creative arts Higher Education and Research policy in the knowledge economy, both in Australia and internationally.
1 This article draws on the Australian Research Council project, Knowledge/economy/society: a sociological study of an education policy discourse in Australia in globalising circumstances, being conducted by Jane Kenway, Elizabeth Bullen and Simon Robb. This 3-year project looks at how understandings of the knowledge economy and knowledge society inform current education policy and, in turn, how this policy translates into educational practice. The methodology includes policy analysis, interviews with policy makers in government, and supranational organizations. It also includes cameo studies of innovative educational practice, two of which we draw on here.

Being and becoming : children as audiences

In this article, Katya Johanson and Hilary Glow examine the ways in which performing arts companies and arts policy institutions perceive the needs of children as audiences. Historically, children have been promoted as arts audiences. Some of these represent an attempt to fashion the adults of the future – as audiences, citizens of a nation, or members of a specific community. Other rationales focus on the needs or rights of the child, such as educational goals or the provision of an antidote to the perceived corrupting effect of electronic entertainment. Drawing on interviews with performing arts practitioners, the authors explore some of these themes through case studies of three children's theatre companies, identifying the development of policy rationales for the support of practices directed at children which are primarily based on pedagogical principles. The case studies reveal a shift away from educational goals for children's theatre, and identify a new emphasis on the importance of valuing children's aesthetic choices, examining how these trends are enacted within the case-study organizations, and the implications of these trends for company programming. Hilary Glow is Senior Lecturer and Director of the Arts Management Program at Deakin University, Victoria. She has published articles on cultural policy and the audience experience in various journals, and in a monograph on Australian political theatre (2007). Katya Johanson lectures and researches in the School of Communication and Creative Arts at Deakin University. She has published on Australian cultural policy and on the relationship between art, politics and national identity. With Glow she is the author of a monograph on Australian indigenous performing arts (2009).

Mapping the ill disciplined? Spatial analyses and historical change in the post-war film industry

As part of a broad disciplinary shift, from a focus on measuring the value and meaning of cultural artefacts to understanding the import of cultural flows, humanities researchers are increasingly turning to other disciplines and disciplinary practices to inform their research. For film scholars, rather than providing a reading of specific media texts and their qualities there is an increasing focus on the contextual events that shape and formulate cinema practice. This chapter is an example of how cross-disciplinary relationships, for example between Cinema Studies, Geospatial Science, Statistics and the Creative Arts can uncover new research questions and test methodologies across uncharted disciplinary terrain. It also offers an opportunity to reflect on some of the key assumptions around collaborative research, through its reorganization of academic spaces and “sites” of knowledge.

Sugar and spice: the golden age of the Hindi movie vamps, 1960s-70s

How do we define the globalized cinema and media cultures of Bollywood in an age when it has become part of the cultural diplomacy of an emerging superpower? Is it still an 'other' industry in a world dominated by Hollywood? Bollywood and Its Other(s) aims to compensate for the lack of scholarly literature on Indian film by opening up hitherto unexplored sites or sites that are in formation. It focuses on the aesthetic-philosophical questions of the other, Indian diaspora's negotiations with national identity, alternative reading strategies/research methods, marginal genres (sci-fi, horror), marginal characters (flaneuse, vamps), marginal gender (non-normative sexualities), marginal cinema (Hindi avant-garde), marginal language (Hinglish), and marginal regions (the Kashmir valley). It intends to address film scholars, South Asian studies researchers, cinephiles and lay readers alike.

Surf and turf: music education riding the wave and/or planted firmly in teacher education arts courses across two Australian universities

Tertiary Arts educators are exhorted to offer The Australian Curriculum: The Arts (Dance, Drama, Media Arts, Music and Visual Arts) in their teacher education programs. This paper situates itself across two interstate universities (Deakin in Victoria and Griffith in Queensland) where both authors are music educators at these institutions. They discuss the two different ways that primary Arts education is offered at their universities by focusing on the Bachelor of Primary course (program/degree). The focus at Griffith University is on integrating the Arts whereas at Deakin University, the Arts are taught as a discipline within the unit (subject). Across both universities two teaching units for primary Arts education is core within the four-year program. Drawing on the author’s narrative reflection, observation, student questionnaire data, anecdotal feedback and student end of semester evaluations we discuss two different methods of delivery, assessment and challenges the units present to the authors and students. Though tertiary Arts educators are challenged to be inclusive of a rich and diverse arts curriculum as music educators we question whether the students are merely surfing the crest of the wave or being firmly planted in the ground to effectively implement music education in their future primary classrooms. We invite dialogue with other music educators who face similar situations where the delivery of music education is not located within the Arts and is dependent on staffing, resourcing and time limits and in some situations is almost drowning.

Gilles Deleuze and early cinema: The modernity of the emancipated time

Although the transition from the movement-image to the time-image is among the most commented-upon Deleuzian problems, Gilles Deleuze neglected the previous transition from ‘images in movement’ to the first regime of the movement-images. As my approach will be transhistorical, focusing especially on early silent movies and recently expanded cinema through early moving images (Lumière Brothers) and 1970s structural films (Malcolm Le Grice), I will reflect on how we can think time and moving images outside of this closed Deleuzian movement-image/time-image conceptual framework. In other words, we can ask: how can we expand this conceptual framework? Drawing on David Martin-Jones’ ‘attraction-image’, my aim is to explore the role of early cinema and the reasons for Gilles Deleuze’s own historical and technical (mis)judgement of early silent cinema. In this sense, the emergent studies on the history of early silent movies, and the growing field of Deleuzian studies on film, together have an important role on the philosophical and historiographical analysis of film’s expression of time and modernity.