RHEME

Abstract

Literally a rheme (project title) defines a clause that gives information about the theme, but does not follow from the theme: e.g. it provides new information. In this project, we have let a selection of emoticons from Isak Wisløff’s project DOPAMINING (on KHiODA) several such clauses, or rhemes. A total selection of 18 from 1565 paintings commissioned from China in that project. They were displayed in the Vitrine gallery in KHiO’s reception, 1 for each day of the week. By multiplying the rhemes, in this way, we created a lineup. A lineup is a concept used both in fashion and in crime investigations. In this project it is a contribution to investigative aesthetics. RHEME is a project seeking criticality, that is to hatch ways of well founded political action in a situation in which the school becomes part of the precariat. Definition: « Precariat is a word for a social class formed by people suffering from precarity, which means existing without predictability or security, affecting material or psychological welfare. The term is a portmanteau merging precarious with proletariat.» In the week of the display (week 44, 2022) the lineup was integrated into a learning theatre: learning in performance and in full public view. The attached leaflets documents the learning theatre. The first leaflet was circulated during week 44. The last leaflet—with recommendations to the school—was circulated the week after. The RHEME project is an experimental attempt at implementing what the law of universities and colleges in Norway, is enjoining us to do (our transl.): « The purpose of universities and colleges is to […] disseminate knowledge about its activities and contribute to the common understanding of the principle of professional freedom and the application of scientific and artistic methods and results, both in the teaching of students, in the school’s activity and otherwise in public administration, the cultural and corporate sectors. »

See Lovdata § 1-1: https://lovdata.no/dokument/NL/lov/2005-04-01-15 _____ Theodor Barth’s contributions to the collaborative project is from his research at the National Library and his involvement there in the Norwegian Oil Adventure.