SLIDE 1IS246 - SPRING 2003 Lecture 03: Semiotics IS246 Multimedia Information (FILM 240, Section 4) Prof. Marc Davis UC Berkeley SIMS Monday and Wednesday 2:00 pm – 3:30 pm Spring

SLIDE 2IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 3IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 4IS246 - SPRING 2003 What and How Do We Communicate? What “gifts” do we give each other? What do we do with these gifts? How does this gift exchange bring us together (or not)?

SLIDE 5IS246 - SPRING 2003 Beyond the Conduit Metaphor Reddy –Identification of the Conduit Metaphor –Suggestion of alternate Toolmakers’ Paradigm Iser –The reading process as a primary example of the Toolmakers’ Paradigm –Phenomenology of the reading process Barthes –New conceptions of “author” and “text”

SLIDE 6IS246 - SPRING 2003 The Conduit Metaphor Language functions like a conduit, transferring thoughts bodily from one person to another In writing and speaking, people insert their thoughts or feelings in the words Words accomplish the transfer by containing the thoughts or feelings and conveying them to others In listening or reading, people extract the thoughts and feelings once again from the words

SLIDE 7IS246 - SPRING 2003 Toolmakers’ Paradigm

SLIDE 8IS246 - SPRING 2003 Semantic Pathology –“Whenever two or more incompatible senses capable of figuring meaningfully in the same context develop around the same name” Example –“This text is confusing.” Text(1) = The layout/font of the text is confusing. Text(2) = The argument of the text is confusing. Question: Where is Text(2)?

SLIDE 9IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 10IS246 - SPRING 2003 Iser on the Literary Work Literary work has two poles –Artistic Text created by the author (Reddy’s signals) –Esthetic Realization accomplished by the reader (Reddy’s Repertoire Members) Literary work comes to life in the interaction between text and reader –Virtual dimension –Gaps

SLIDE 11IS246 - SPRING 2003 Iser on the Reading Process Phenomenology of reading process similar to phenomenology of perception –Anticipation –Retrospection –Gestalt –Illusion-building/Illusion-breaking Interaction with repertoire (familiar) Alien associations (unfamiliar) Text(1) and Text(2)

SLIDE 12IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 13IS246 - SPRING 2003 Roland Barthes Death of the Author –Who is the “I” that writes? –The reader constructs the author by means of the text From Work to Text –Method: “The text is experienced only in an activity of production.” –Plurality: “The text is plural.” –Filiation: The author returns to his/her text as a guest –Text is a social space which coincides only with a practice of writing

SLIDE 14IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 15IS246 - SPRING 2003 Foundations of Semiotics Ferdinand de Saussure Course in General Linguistics ( ) One of the founders of modern linguistics –Established the structural study of language, emphasizing the arbitrary relationship of the signifier to signified and the diacritical nature of signs –Distinguished synchronic linguistics (studying language at a given moment) from diachronic linguistics (studying the changing state of a language over time) Creation of “semiology” the study of sign systems Hugely influential on modern literary and media theory

SLIDE 16IS246 - SPRING 2003 Sign, Signified, Signifier –The linguistic sign is the unity of the signifier (a sound-image) and the signified (a concept) Linguistic Sign Concept Sound-Image

SLIDE 17IS246 - SPRING 2003 Linguistic Sign “The linguistic sign unites, not a thing and a name, but a concept and a sound- image. The latter is not the material sound, a purely physical thing, but the psychological imprint of the sound, the impression that it makes on our senses. The sound-image is sensory, and if I happen to call it "material," it is only in that sense, and by way of opposing it to the other term of the association, the concept, which is generally more abstract.” (p. 66)

SLIDE 18IS246 - SPRING 2003 Linguistic Signs and Language The sign is arbitrary A multiplicity of signs is necessary to form any language The system of signs in language is over- complex Language exhibits a collective inertia toward innovation

SLIDE 19IS246 - SPRING 2003 From Signification to Values “[...] to consider a term as simply the union of a certain sound with a certain concept is grossly misleading. To define it in this way would isolate the term from its system; it would mean assuming that one can start from the terms and construct the system by adding them together when, on the contrary, it is from the interdependent whole that one must start and through analysis obtain its elements.” (p. 113). “Language is a system of interdependent terms in which the value of each term results solely from the simultaneous presence of the others [...].” (p. 114)

SLIDE 20IS246 - SPRING 2003 Linguistic Values Values are composed of –A dissimilar thing that can be exchanged for the thing of which the value is to be determined –Similar things that can be compared with the thing of which the value is to be determined Signified Signifier Signified Signifier Signified Signifier

SLIDE 21IS246 - SPRING 2003 Differences “Everything that has been said up to this point boils down to this: in language there are only differences. Even more important: a difference generally implies positive terms between which the difference is set up; but in language there are only differences without positive terms.” (p. 120). “In reality the idea evokes not a form but a whole latent system that makes possible the oppositions necessary for the formation of the sign. By itself the sign would have no signification.” (p. 130).

SLIDE 22IS246 - SPRING 2003 Syntagmatic and Associative Relations “In discourse, on the one hand, words acquire relations based on the linear nature of language because they are chained together. [...] Combinations supported by linearity are syntagms. The syntagm is always composed of two or more consecutive units [...]. In the syntagm a term acquires its value only because it stands in opposition to everything that precedes or follows it, or to both. Outside discourse, on the other hand, words acquire relations of a different kind. Those that have something in common are associated in memory, resulting groups are marked by diverse relations. [...] We see that the co-ordinations formed outside discourse differ strikingly from those formed inside discourse. Those formed outside discourse are not supported by linearity. Their seat is in the brain; they are a part of the inner storehouse that makes up the language of each speaker. They are associative relations.” (p. 123).

SLIDE 23IS246 - SPRING 2003 Syntagmatic and Associative Relations

SLIDE 24IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 25IS246 - SPRING 2003 Discussion Questions Iser “The Reading Process” –Mary Hodder –Mahad Ibrahim Barthes “The Death of the Author” and “From Work to Text” –David Warthen –Angel Gonzalez Saussure “Course in General Linguistics” –Risto Sarvas –Behrang Mohrit

SLIDE 26IS246 - SPRING 2003 Discussion Questions (Iser) Iser “The Reading Process” (Mahad Ibrahim) –Does the reading process as described in the reading apply only to literary works as is implied or can this process be generalized to the reading of other types of texts? –Is “anticipation” necessary for the reader to develop “illusion”? –Does the esthetic nature of a work only apply to the reader of that work? Does a group of readers of a particular work create a different esthetic nature as they interact in the world outside of that imagined in the book?

SLIDE 27IS246 - SPRING 2003 Discussion Questions (Saussure) Saussure “Course in General Linguistics” (Risto Sarvas) –How does the linguistic theory relate to Reddy's writing about the conduit metaphor inherent in the English language? The linguistic theory occasionally uses phrases like "meanings attached to words". Is the "sound-image" the same as the "text(1)", both a physical part of a larger concept? –Does the relation between the signifier and the signified vary among individuals? The linguistic theory describes language as a social institution assimilated by individuals. How does the theory take individual variations into account?

SLIDE 28IS246 - SPRING 2003 Discussion Questions (Saussure) Saussure “Course in General Linguistics” (Risto Sarvas) –The linguistic theory states "Language always appears as a heritage of the preceding period". How does this comment relate to artificial languages like Esperanto? What about programming languages? Where do these languages fit in this theory? –The linguistic theory mentions that there is "no science of semiology.” What about today? Still no semiology? What is the difference between semiotics, semiology, and semantics? –What was the relevance of this writing to multimedia information?

SLIDE 29IS246 - SPRING 2003 Discussion Questions (Saussure) Saussure “Course in General Linguistics” (Behrang Mohrit) –One main question which was raised for me from reading the Saussure's text was his division of the Vocal(Spoken) Communication and Language. He uses the terminology "sound-image and concepts" vs. spoken language. This point also was mentioned briefly in our last lecture and reading (Reddy). It seems to me that spoken language is separated by a clear border line from the concept. For me, the spoken language and the actual audio information that I get at the time of learning a new concept (for example in a lecture hall) is part of that concept. There are some concepts that I have learned after coming to America for college and I'm almost unable to explain them in my native language (Farsi). And in some way, I feel the way that I explain those concepts in English is very similar to the way that I heard from the first speaker of those concept. So it seems that the audio and spoken part of the concept is accompanying the concept in my mind and is not just a coding medium for the concept but has become part of the concept.

SLIDE 30IS246 - SPRING 2003 Discussion Questions (Saussure) Saussure “Course in General Linguistics” (Prof. Davis) –How could signs (which are not positive units) be represented and manipulated computationally? –How might Saussure’s ideas about linguistic signs apply to media such as video, photography, and music?

SLIDE 31IS246 - SPRING 2003 Today’s Agenda Review of Last Time –Towards a New Understanding of Communication –Iser on The Reading Process –Barthes on “Author” and “Text” Foundations of Semiotics Discussion Action Items for Next Time

SLIDE 32IS246 - SPRING 2003 Readings for Next Week Monday 02/03 –Textbook David Bordwell and Kristin Thompson: Film Art: An Introduction. Pages: –Course Reader Lev Kuleshov: “The Principles of Montage” Lev Kuleshov: “Americanitis” John Preston Isenhour: “The Effects of Context and Order in Film Editing” Wednesday 02/05 –Textbook David Bordwell and Kristin Thompson: Film Art: An Introduction. Pages: