Still others owe their beauty to human violence: the push toppling them from their pedestals or the iconoclast’s hammer has made them what they are. The classical work of art is thus infused with pathos: the mutilated gods have the air of martyrs. Sometimes, erosion of the elements and the brutality of man unite to create an unwonted appearance which belongs to no school or time: headless and armless, separated from her recently discovered hand, worn away by all the squalls of the Sporades, the Victory of Samothrace has become not so much a woman as pure sea-wind and sky.
[…]
A world of violence turns about these calm forms.
—Margeurite Yourcenar, title essay of That Might Sculptor, Time (FSG, 1992), translation by Walter Kaiser.
Showing posts with label time. Show all posts
Showing posts with label time. Show all posts
looking vs. seeing
What this exercise [spend a full 3 hours in front of a painting, recording your observations] shows students is that just because you have looked at something doesn’t mean that you have seen it. Just because something is available instantly to vision does not mean that it is available instantly to consciousness. Or, in slightly more general terms: access is not synonymous with learning. What turns access into learning is time and strategic patience.
The art historian David Joselit has described paintings as deep reservoirs of temporal experience—“time batteries”—“exorbitant stockpiles” of experience and information. I would suggest that the same holds true for anything a student might want to study at Harvard University—a star, a sonnet, a chromosome. There are infinite depths of information at any point in the students’ education. They just need to take the time to unlock that wealth.
—Jennifer L. Roberts, "The Power of Patience"
Teaching students the value of deceleration and immersive attention
The art historian David Joselit has described paintings as deep reservoirs of temporal experience—“time batteries”—“exorbitant stockpiles” of experience and information. I would suggest that the same holds true for anything a student might want to study at Harvard University—a star, a sonnet, a chromosome. There are infinite depths of information at any point in the students’ education. They just need to take the time to unlock that wealth.
—Jennifer L. Roberts, "The Power of Patience"
Teaching students the value of deceleration and immersive attention
partisan of truth
The poet looks over a broad terrain and over vast stretches of time. He makes observations on the problems of his own time, to be sure, but he is a partisan only in the sense that he is a partisan of the truth. He arouses doubts and uncertainties and brings everything into question.
—Zbigniew Herbert, quoted in “Objects Don’t Lie: Talk with a Polish Poet” by Stephen Stepanchev, The New Leader, Vol. 51, August 1968, No. 16.
—Zbigniew Herbert, quoted in “Objects Don’t Lie: Talk with a Polish Poet” by Stephen Stepanchev, The New Leader, Vol. 51, August 1968, No. 16.
time itself
Hegel said that art was a thing of the past. It pleases me to say: to the contrary, poetry is a question for the future, so much so that the future itself belongs to poetry, is poetry. Without poetry there will be no future. The time that would see poetry die will itself be just another death.
Poetry does not have a time: it is time.
—Adonis, "A language that exiles me," boundary 2, (Vol 26, No.1, Spring 1999) translated by Pierre Joris
Poetry does not have a time: it is time.
—Adonis, "A language that exiles me," boundary 2, (Vol 26, No.1, Spring 1999) translated by Pierre Joris
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