• The Journal of Art Theory & Practice
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• no.9
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• pp.33-57
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• 2010

Focused on the performance of interactivity in the appreciation of media art, this study is associated with the continually changed art texts and a participator's physical reactions to savor the art. Digital works of art emphasizing interactivity usually decentralize and disperse the responsibility and the central role for creating and producing the art works. Proper procedure of the work is generated by actions such as clicking the mouse, controlling the joy stick or actual movement of anticipators' bodies. The art works are influenced by participators' interactivity, which makes the leading roles and the responsibility for creating art scattered and divided. These features are similar with those of the 'Rhizome' which Gilles Deleuze(1925~1995) and Felix Guattari(1930~1992) have discussed. In their argument, 'Rhizome' is an interval or being 'between', which keeps changing. 'Rhizome' is a state in which the individual and the work of art never reach the conclusion, only a phenomenon of eternally altering. Like 'Rhizome', this sort of art work has the decentralized system, opens for several directions, and activates the system which is changeable as linked items increased or decreased. These works stimulate the individual to perform and act while appreciating the art piece. In terms of processing and preceeding, interactivity is the important equipment and catalyzer. Through these procedures, the pieces can be the 'floating work of art' combined and condensed with the whole participators' reactions. The 'floating work of art' is neither the expression of an individual nor that of one particular group. Multidimensional influence of the web is the web which is constantly reorganizing and producing in its connective state. This connective state is activated by interactivity. The Rhizomatic system embodies the floating work of art process. Due to each individual perceiving art in individualistic terms, there is no dominating powers or central points. I regard this art works possessing above traits as the work of art with Rhizomatic system. The work of art with the Rhizomatic system is embodied through interactivity and because physical action activates the process of appreciation, a participator can actually experience and practice the philosophy. Ultimately the Rhizomatic speculation occurs during the interactivity of appreciating the Rhizomatic art pieces. The Rhizomatic system penetrates into the intuitive area beyond our recognition and thoughts, as we are engaged in the connective process. With the methods and manners of interactive art, we can possibly reconsider the system as a tool in which the participator is directly able to link experience and theory to the philosophies of Deleuze and Guattari.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.1-13
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• 2022

This study aimed to explore 'Becoming Science Teachers' seen in pre-service elementary teachers' inquiry into the features and roles of tree stems, based on Deleuze's Theory of Becoming. As research subjects, this study selected 30 pre-service elementary teachers and made them carry out textbook activities and advanced activities for about a month. Based on the results of these activities, they kept reflective inquiry diaries, and this study analyzed them and found out how far they attained according to Deleuze's mechanism of generating differences. Interestingly, it was found out that most of them attained the phase of escape and even the phase of deterritorialization and showed the highest frequency of establishing various know-hows about inquiries needed to teach students in the future. However, it was also analyzed that over 60% of the diaries still remained in phases prior to the phase of deterritorialization through escape. When analyzing rhizomatic thought that helped attain deterritorialization through escape, this study found out that all the 6 types were seen and functioned to attain deterritorialization. Therefore, it is necessary to provide challenging inquiry environments that pre-service elementary teachers have never experienced before so that they can go through a phased process for overcoming striated space in inquiry and attain reterritorialization.