Expression And Expressiveness In Art

The concept of expression in the arts is Janus-faced. On the one hand expression is an author-centered notion: many Romantic poets, painters, and musicians thought of themselves as pouring our or ex-pressing their own emotions in their artworks. And on the other hand, expression is an audience-centered notion, the communication of what is expressed by an author to members of an audience. Typically the word “expression” is used for the author-centered aspect of expression as a whole, and the word “expressiveness” is used for the audience-centered aspect, and I shall keep to this usage. In this paper I shall argue that although expression is closely related to expressiveness, the two concepts are distinct and, in particular, expressiveness cannot be analyzed in terms of expression, as has been recently suggested by Stephen Davies and Jerrold Levinson. Nonetheless, the richest examples of expression in the arts involve both expression and expressiveness

Health, education, and social care provision after diagnosis of childhood visual disability

Aim: To investigate the health, education, and social care provision for children newly diagnosed with visual disability.Method: This was a national prospective study, the British Childhood Visual Impairment and Blindness Study 2 (BCVIS2), ascertaining new diagnoses of visual impairment or severe visual impairment and blindness (SVIBL), or equivalent vi-sion. Data collection was performed by managing clinicians up to 1-year follow-up, and included health and developmental needs, and health, education, and social care provision.Results: BCVIS2 identified 784 children newly diagnosed with visual impairment/SVIBL (313 with visual impairment, 471 with SVIBL). Most children had associated systemic disorders (559 [71%], 167 [54%] with visual impairment, and 392 [84%] with SVIBL). Care from multidisciplinary teams was provided for 549 children (70%). Two-thirds (515) had not received an Education, Health, and Care Plan (EHCP). Fewer children with visual impairment had seen a specialist teacher (SVIBL 35%, visual impairment 28%, χ2p < 0.001), or had an EHCP (11% vs 7%, χ2p < 0 . 01).Interpretation: Families need additional support from managing clinicians to access recommended complex interventions such as the use of multidisciplinary teams and educational support. This need is pressing, as the population of children with visual impairment/SVIBL is expected to grow in size and complexity.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited

Can Music Function as a Metaphor of Emotional Life?

On distinguera les métaphores descriptives des métaphores «structurelles» qui organisent l'ensemble de la composition. Ainsi, on peut écouter un quatuor de Haydn comme s 'il était une conversation : cette métaphore explique la structure ou la forme du quatuor, mais elle révèle aussi les qualités expressives du quatuor : son «esprit», sa «bonhomie. » Ces métaphores «structurelles» font le pont entre le «musical» et l' « extra-musical » — c' est-à-dire, la vie.Robinson Jenefer. Can Music Function as a Metaphor of Emotional Life?. In: Revue Française d'Etudes Américaines, N°86, octobre 2000. Aspects de l'esthétique américaine. pp. 77-89

L'émotion, puissance de la littérature

Riche de l'émergence d'un savoir nouveau et interdisciplinaire des affects, ce volume vise à réfléchir aux mécanismes complexes de l'immersion fictionnelle et du transfert affectif, aux processus de mise en commun collective des émotions individuelles, ou encore aux interactions entre l'ordre esthétique et poétique, d'une part, et la logique des émotions, de l'autre. Car il est impossible de penser la réception, les genres, les valeurs et l'idée même de littérature sans s'intéresser à l'histoire des sensibilités et de leurs manifestations sociales. Existe-t-il des émotions propres à l'expérience littéraire ? Comment penser l'émotion fictionnelle, ses limites et ses débordements ? Comment prendre en compte la puissance d'affection des savoirs produits ou des exemples instanciés par la littérature ? Ce sont les questions auxquelles se proposent de répondre, à partir de prémisses et sur des objets divers, les douze articles de ce volume. Contributions de Sandrine Darsel, Maria O'Sullivan, Anne Vincent-Buffault, Jean-Pierre Martin, Martine Boyer-Weinmann, Frédérique Leichter-Flack, Jenefer Robinson, Michel Collot, Élisabeth Rallo Ditche, Maryline Heck, Élisabeth Cardonne-Arlyck, Frédérique Toudoire- Surlapierre