We are excited to announce the launch of CDASH 2.0!
Project leads Kathryn Evans, Roger Malina, and Eun Ah Lee are pleased to announce the re-launch of our 2012 project studying Curriculum Development in the Arts, Sciences, and Humanities at cdash.atec.io.
Leonardo Executive Editor Roger Malina and UT Dallas faculty member Kathryn Evans are inventorying examples of courses and curricula that are in the art-science–humanities field such as courses on art and biology, music and mathematics, art and chemistry, dance and environmental sciences, etc. The re-launched CDASH inventory includes over 120 courses. We are seeking courses at the graduate, undergraduate and primary/secondary level.
Individuals who have taught an art-science-humanities course at the university or secondary-school level, in formal or informal settings, are invited to submit their course on our new CDASH website.
After you log in or register, you may submit you course through an easy-to-complete form. Those who submit syllabi will have access to the Cloud Curriculum portion of the site, where they can access other syllabi and resource material.
We are interested in the broad range of curriculum that combines the performing and visual arts (music, dance, theatre, film, visual arts and new media) and the sciences. We are looking for submissions of in-person, on-line and hybrid blended courses.
Our new website allows you to easily enter your course and all the relevant details. Please log in or register before you submit your course. You may also access the other areas of the site. Those who submit syllabi will be admitted to the Cloud Curriculum, where you can download other syllabi and resources.
This project is co-sponsored by The ArtSciLab at the University of Texas at Dallas (UTD), the UTD School of Arts, Technology, and Emerging Communication , and The UTD Center for Teaching and Learning.
For more information, contact us at firstname.lastname@example.org.
Students and faculty from the ArtSciLab gave a number of talks in the fall 2016 semester, making appearances at symposiums and conferences to discuss the launch and future directions of ARTECA.
Roger Malina, the Director of the ArtSciLab, has agreed to serve on the Editorial Board for the new journal On_Culture: Open Journal for the Study of Culture, published from the International Graduate Centre for the Study of Culture (GCSC) in Giessen, Germany.
On_Culture is an open access e-journal, with a focus on transparency and openness as well as reflexivity and processes of metaization in dealing with concepts in the study of culture.The “open” aspect of On_Culture refers to a particular publishing mode, but the goal of the journal will be to develop alternative visions of how culture can be understood, studied, and promoted using new research methodologies that draw on emerging sciences. The journal will host a wide range of formats and modes of presentation, including peer-reviewed scholarly articles and review essays as well as artistic and experimental contributions.
On_Culture is presenting a call for abstracts for the first issue, which will offer perspectives on Emergence/Emergency as concepts in the study of culture.
On Emergence/Emergency, from On_Culture:
Emergence is a key term in the study of culture. It is both a structuring principle of academic research and an object of study. It serves as a conceptual nucleus of knowledge cultures and academic approaches that call mono-causal, reductionist explanations and determinstic accounts of complex phenomena and practices into question. With its connotations of creative energies being set free through emergent processes and phenomena, emergence is a marker of novelty, unpredictability and irreducibility.
Emergency indicates a state, or degree of severity, requiring immediate attention and intervention. States of emergency are often emergent phenomena, and their roots can lie far into the historical, ecological, financial, social and cultural pasts. Many emerging topics in the study of culture (e.g., migration, climate change, demographic change, financial crisis, rightwing/left-wing politics, digitization, globalization, social injustice, precarious working conditions) address ‘emergent emergencies.’
We have paired the concepts of emergence/emergency to highlight the degree of urgency with which much research on the phenomenon of emergence and emergent phenomena is conducted. Both terms call for self-reflexivity and cautious intervention in the cultural analysis of processes of transformation. Instances of the interfacing of emergence and emergency are urgent tasks that scholars in the study of culture need to tackle with the help of new approaches.
Possible questions to be reflected upon:
– Why is a specific object of study an emergent phenomenon? How can it be
explained with the help of a particular theory, or theories, of emergence?
– How has emergence been theorized within a specific discipline and/or across
– How have concepts of emergence evolved over time? What cultural and
historical circumstances have affected their expression?
More details can be found on the On_Culture call for abstracts.
If you are interested in having a peer reviewed academic article featured in the pilot issue, please submit an abstract of 200 words with the article title and a short biographical note to email@example.com no later than 30 September 2015 with the subject line “Abstract Submission.” You will be notified by 15 October 2015 whether your paper proposal has been accepted. The deadline for submitting the final paper is 15 January 2016.
Please note: On_Culture also features a section devoted to shorter, creative pieces pertaining to each issue topic. These can be interviews, essays, opinion pieces, reviews of exhibitions, analyses of cultural artifacts and events, photo galleries, videos, works of art, and more. These contributions are uploaded on a rolling basis.
The 2015 Google Scholar Metrics released last Thursday, June 25 revealed Leonardo to be ranked #4 in the Visual Arts category–a great showing.
The Scholar Metrics are an easy way to quickly gauge the visibility and influence of articles in scholarly publications. The current metrics are based on article citations that were indexed in Google Scholar as of mid-June 2015, and covers articles released in 2010-2014.
The top 20 publications are ordered by their five-year h-index and h-median metrics, which are respectively based on a journal’s most cited papers and the number of citations it has received in other publications, and the median of the h-index citation counts. Leonardo shows to have an h5-index of 11 and a median of 13. The next highest journal, Studies in Art Education, has an index of 12 and a median of 15, while Art Education, ranked #1, has metrics of 16 and 21.
The article with the most citations in Leonardo turned out to be Zombie Media: Circuit Bending Media Archaeology into an Art Method by Garnet Hertz and Jussi Parikka, published in the Oct 2012 Journal, Vol. 45, No. 5.
Good work to Leonardo scholars!
Analogy and Conceptual Blending are Part of a Visualization Toolkit for Artists and Scientists: Introducing the Cognitive Space Transfer, an ArtSciLab paper by Jack Ox, was presented at the IEEE VIS 2014 Arts Program, VISAP’14: Art+Interpretation in Paris, France, held November 9th-14th 2014.
Below is an abstract:
Jack Ox, University of New Mexico
This paper demonstrates knowledge representation mapping techniques common in both the domains of art and science. Analogical mapping systems take information from a source domain and map that data to a target domain located in another perceptual mode. I also explain conceptual blending, in which information from different sources combine into a new emergent structure. The theories that describe these visualization processes are conceptual metaphor theory (CMT) and conceptual blending theory (BT), which were orginally created by George Lakoff, Mark Johnson , Gilles Fauconnier and Mark Turner  more than thirty years ago. My own work of visualizing music also began in the late seventies, coincidentally during the same period of time that CMT and BT were being conceptualized and written down. I will illustrate the use of analogy as a basic visualization tool through describing visualizations of extant music, including the twentieth-century, intermedia masterpiece––the Ursonate by Kurt Schwitters. The cognitive space transfer is an important part of this process; it is a type of conceptual blend. I developed this method while creating art works, but predict that it can also contribute a rich, qualitative dimension to scientific visualization that adds in a substantial way to the story told by the information.
Analogy, cognitive space, conceptual blend, metaphor, knowledge representation, model, visualization.
Even the most austerely ‘scientific’ models operate through analogy and metaphor. The Rutherford-Bohr model depicts a hydrogen atom as a miniature solar system. Darwin’s concept of ‘natural selection’ is analogous to the ‘artificial selection’ process practiced by animal breeders .
Beginning in the seventeenth-century and continuing through to the present, science has developed strong analogical processes in order to create new knowledge and make concrete, originally abstract concepts. Scientific models are analogies [5, 11]. The mode of re-expression, or representation, is usually other than linguistic, for example visual and/ or sonic. A model is always a partial mapping; part of creating a successful model is the knowledge of what to filter out from the mapping process. It must be limited because including all information would be an uninteresting duplication of the original . By looking at data in a new mode or domain, researchers are able to see it in different ways, sometimes bringing about a conceptual change that is dramatic enough to cause a frame shift.
 T. L. Brown, Making Truth; metaphor in science, Urbana and Chicago: U. of Illinois Press, 2003.
 G. Fauconnier, and M. Turner, The Way We Think; Conceptual Blending and the Mind’s Hidden Complexities, NY, NY: Basic Books, 2003.
 D. Gentner, and M. Jeziorski, “The shift from metaphor to analogy in Western science,” Metaphor and Thought, A. Ortony, ed., pp. 447-480, Cambridge: Cambridge University Press, 1993.
 R. Harré, J. L. Aronson, and E. C. Way, “Apparatus as Models of Nature,” Metaphor and Analogy in the Sciences, F. Hallyn, ed., pp. 1-16, Dordrecht: Kluwer Academic Publishers, 2000.
 G. Lakoff, and M. Johnson, Metaphors We Live By, Chicago, Ill.: University of Chicago, 1980.