When Migration Ends, When Music Ceases PHILIP V
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Deutschlandlied, Nationalhymne Und Verfassungstreue Oder: Später Dank an Schulleitung Und Lehrerkollegium
Deutschlandlied, Nationalhymne und Verfassungstreue Oder: Später Dank an Schulleitung und Lehrerkollegium Kenner der damals handelnden Personen werden annehmen, der zweite Satz im Titel könne nur ironisch gemeint sein. In der Tat gehörte ich nicht zu den Schülern, an denen die Lehrer ungeteilte Freude hatten. Aber der Satz ist ernst gemeint. Der Vorfall, über den ich berichten will, verdient festgehalten zu werden, allein schon aus dem Grund, weil er meines Erachtens der damaligen Schulleitung zur Ehre gereicht. Es war Ende Oktober 1958, Landtagswahlkampf in Hessen, und der Vorsitzende der Deut- schen Partei (DP), Bundesverkehrsminister (im Kabinett Adenauer) Dr. Ing. Christoph See- bohm hatte sich gemeinsam mit dem Marburger Landtagskandidaten der DP, Landgerichts- direktor Dr. Friedrich Frohwein, zu einer „Großkundgebung“ in den Marburger Stadtsälen angesagt. Rolf Dehn, Christian Hauffe, Albrecht von Stosch und ich waren politisch interes- siert, Oberstufenschüler des Philippinums, und wir besuchten die Kundgebung. Es war kurz vor dem Wahlgang und Seebohm richtete scharfe Angriffe gegen die hessische Landesregierung, besonders auf dem Gebiet der Personal- und Kulturpolitik. Wir staunten nicht schlecht, als der Minister am Ende seiner Rede die Anwesenden aufforderte, das „Deutschlandlied“ zu singen, „und zwar von der ersten bis zur dritten Strophe“. Hierzu muss man wissen, dass es mit der Nationalhymne im geteilten Deutschland damals eine schwierige Sache war. In der DDR hatte man schnell eine neue Hymne zur National- hymne erklärt ( J. R. Bechers „Auferstanden aus Ruinen und der Zukunft zugewandt ...“). Im Westen hatte sich Bundespräsident Theodor Heuß in einem Kompromiss mit Bundeskanzler Dr. Konrad Adenauer im Mai 1952 dahingehend verständigt, dass das Deutschlandlied zwar Nationalhymne bleibt, jedoch nur die dritte Strophe („Einigkeit und Recht und Freiheit“ ...) gesungen wird. -
Cultural Acceptance of Digitalization and Growth of an Economy: a Comparison of East and West Germany Everett Benner Skidmore College
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Skidmore College: Creative Matter Skidmore College Creative Matter Economics Student Theses and Capstone Projects Economics 2017 Cultural Acceptance of Digitalization and Growth of an Economy: A Comparison of East and West Germany Everett Benner Skidmore College Follow this and additional works at: https://creativematter.skidmore.edu/econ_studt_schol Part of the Economics Commons Recommended Citation Benner, Everett, "Cultural Acceptance of Digitalization and Growth of an Economy: A Comparison of East and West Germany" (2017). Economics Student Theses and Capstone Projects. 53. https://creativematter.skidmore.edu/econ_studt_schol/53 This Thesis is brought to you for free and open access by the Economics at Creative Matter. It has been accepted for inclusion in Economics Student Theses and Capstone Projects by an authorized administrator of Creative Matter. For more information, please contact [email protected]. Brooks Benner Cultural Acceptance of Digitalization and Growth of an Economy: A Comparison of East and West Germany By Brooks Benner This thesis is submitted in partial fulfillment of the requirements for the course Senior Seminar (EC 375), during the Spring semester of 2017 Name: _______________________ Signature: ____________________ 1 Brooks Benner Abstract In the following paper aims to analyze the significance and relevance that change in cultural acceptance of digitalization has on the output gap (in terms of GDP) between East and West Germany based on the borders that existed between WWII and reunification in 1989. Culture will be measured by taking Google Trend data for the search term “Facebook,” broken down by State (16) between the years 2004 and 2014. -
“Folk Music in the Melting Pot” at the Sheldon Concert Hall
Education Program Handbook for Teachers WELCOME We look forward to welcoming you and your students to the Sheldon Concert Hall for one of our Education Programs. We hope that the perfect acoustics and intimacy of the hall will make this an important and memorable experience. ARRIVAL AND PARKING We urge you to arrive at The Sheldon Concert Hall 15 to 30 minutes prior to the program. This will allow you to be seated in time for the performance and will allow a little extra time in case you encounter traffic on the way. Seating will be on a first come-first serve basis as schools arrive. To accommodate school schedules, we will start on time. The Sheldon is located at 3648 Washington Boulevard, just around the corner from the Fox Theatre. Parking is free for school buses and cars and will be available on Washington near The Sheldon. Please enter by the steps leading up to the concert hall front door. If you have a disabled student, please call The Sheldon (314-533-9900) to make arrangement to use our street level entrance and elevator to the concert hall. CONCERT MANNERS Please coach your students on good concert manners before coming to The Sheldon Concert Hall. Good audiences love to listen to music and they love to show their appreciation with applause, usually at the end of an entire piece and occasionally after a good solo by one of the musicians. Urge your students to take in and enjoy the great music being performed. Food and drink are prohibited in The Sheldon Concert Hall. -
Introduction
Introduction Cornelius Torp and Sven Oliver Müller I What sort of structure was the German state of 1871? What sort of powers and phenomena dominated it? What sort of potential for development did it possess? What inheritance did it leave behind? How did it shape the future course of German history? These questions have been at the heart of numerous historical controversies, in the course of which our understanding of Imperial Germany has fundamentally changed. Modern historical research on the German Empire was shaped by two important developments.1 The first was the Fischer controversy at the beginning of the 1960s, which put the question of the continuity of an aggressive German foreign policy from the First to the Second World War onto the agenda, thus providing one of the key impulses for research into the period before 1918.2 The second was a complex upheaval at almost exactly the same time in the historiography of modern Germany in which a particular interpretation of German history before World War I played a central role. The advocates of this interpretation immediately referred to it as a “paradigm change,” a concept then in fashion.3 Indeed, surprisingly quickly, a group of young historians were able to establish across a broad front a new interpretation of modern German history, which broke in many respects with old traditions. In their methodology, the representatives of the so-called “historical social science” (Historische Sozialwissenschaft) turned with verve against the interpretation which had dominated mainstream historiography up till then, which saw the dominant, most important historical actions and actors in politics and the state. -
Unit Title: It's About Time – the Power of Folk Music
Colorado Teacher-Authored Instructional Unit Sample Music 7th Grade Unit Title: It’s About Time – The Power of Folk Music Non-Ensemble Based INSTRUCTIONAL UNIT AUTHORS Denver Public Schools Regina Dunda Metro State University of Denver Carla Aguilar, PhD BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Falcon School District Harriet G. Jarmon, PhD Center School District Kate Newmeyer Colorado’s District Sample Curriculum Project This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: MARCH 31, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Music Grade Level 7th Grade Course Name/Course Code General Music (Non-Ensemble Based) Standard Grade Level Expectations (GLE) GLE Code 1. Expression of Music 1. Perform music in three or more parts accurately and expressively at a minimal level of level 1 to 2 on the MU09-GR.7-S.1-GLE.1 difficulty rating scale 2. Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at MU09-GR.7-S.1-GLE.2 the first reading individually and as an ensemble member 3. Demonstrate understanding of modalities MU09-GR.7-S.1-GLE.3 2. Creation of Music 1. Sequence four to eight measures of music melodically and rhythmically MU09-GR.7-S.2-GLE.1 2. -
Situating German Multiculturalism in the New Europe
University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 6-1-2011 A Country of Immigration? Situating German Multiculturalism in the New Europe Julia Khrebtan-Hörhager University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the European Languages and Societies Commons, and the Film and Media Studies Commons Recommended Citation Khrebtan-Hörhager, Julia, "A Country of Immigration? Situating German Multiculturalism in the New Europe" (2011). Electronic Theses and Dissertations. 337. https://digitalcommons.du.edu/etd/337 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. A COUNTRY OF IMMIGRATION? SITUATING GERMAN MULTICULTURALISM IN THE NEW EUROPE __________ A Dissertation Presented to The Faculty of Social Sciences University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy __________ by Julia Khrebtan-Hörhager June 2011 Advisor: Dr. Kate Willink ©Copyright by Julia Khrebtan-Hörhager 2011 All Rights Reserved Author: Julia Khrebtan-Hörhager Title: A COUNTRY OF IMMIGRATION? SITUATING GERMAN MULTICULTURALISM IN THE NEW EUROPE Advisor: Dr. Kate Willink Degree Date: June 2011 Abstract This dissertation addresses a complex cultural and social phenomenon: German multiculturalism in the framework of the European Union in the century of globalization and global migration. I use selected cinematographic works by Fatih Akin, currently the most celebrated German and European filmmaker, as cultural texts. -
Music for the People: the Folk Music Revival
MUSIC FOR THE PEOPLE: THE FOLK MUSIC REVIVAL AND AMERICAN IDENTITY, 1930-1970 By Rachel Clare Donaldson Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2011 Nashville, Tennessee Approved Professor Gary Gerstle Professor Sarah Igo Professor David Carlton Professor Larry Isaac Professor Ronald D. Cohen Copyright© 2011 by Rachel Clare Donaldson All Rights Reserved For Mary, Laura, Gertrude, Elizabeth And Domenica ACKNOWLEDGEMENTS I would not have been able to complete this dissertation had not been for the support of many people. Historians David Carlton, Thomas Schwartz, William Caferro, and Yoshikuni Igarashi have helped me to grow academically since my first year of graduate school. From the beginning of my research through the final edits, Katherine Crawford and Sarah Igo have provided constant intellectual and professional support. Gary Gerstle has guided every stage of this project; the time and effort he devoted to reading and editing numerous drafts and his encouragement has made the project what it is today. Through his work and friendship, Ronald Cohen has been an inspiration. The intellectual and emotional help that he provided over dinners, phone calls, and email exchanges have been invaluable. I greatly appreciate Larry Isaac and Holly McCammon for their help with the sociological work in this project. I also thank Jane Anderson, Brenda Hummel, and Heidi Welch for all their help and patience over the years. I thank the staffs at the Smithsonian Center for Folklife and Cultural Heritage, the Kentucky Library and Museum, the Archives at the University of Indiana, and the American Folklife Center at the Library of Congress (particularly Todd Harvey) for their research assistance. -
UNIVERSITY of CALIFORNIA, SAN DIEGO Capitalism and The
UNIVERSITY OF CALIFORNIA, SAN DIEGO Capitalism and the Production of Realtime: Improvised Music in Post-unification Berlin A Thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Music by Philip Emmanuel Skaller Committee in Charge: Professor Jann Pasler, Chair Professor Anthony Burr Professor Anthony Davis 2009 The Thesis of Philip Emmanuel Skaller is approved and it is acceptable in quality and form for publication on microfilm and electronically: Chair University of California, San Diego 2009 iii DEDICATION I would like to thank my chair Jann Pasler for all her caring and knowledgeable feedback, for all the personal and emotional support that she has given me over the past year, and for being a constant source of positive inspiration and critical thinking! Jann, you are truly the best chair and mentor that a student could ever hope for. Thank you! I would also like to thank a sordid collection of cohorts in my program. Jeff Kaiser, who partook in countless discussions and gave me consistent insight into improvised music. Matt McGarvey, who told me what theoretical works I should read (or gave me many a contrite synopsis of books that I was thinking of reading). And Ben Power, who gave me readings and perspectives from the field of ethnomusicology and (tried) to make sure that I used my terminology clearly and consciously and also (tried) to help me avoid overstating or overgeneralizing my thesis. Lastly, I would like to dedicate this work to my partner Linda Williams, who quite literally convinced me not to abandon the project, and who's understanding of the contemporary zeitgeist, patient discussions, critical feedback, and related areas of research are what made this thesis ultimately realizable. -
Pynchon's Sound of Music
Pynchon’s Sound of Music Christian Hänggi Pynchon’s Sound of Music DIAPHANES PUBLISHED WITH SUPPORT BY THE SWISS NATIONAL SCIENCE FOUNDATION 1ST EDITION ISBN 978-3-0358-0233-7 10.4472/9783035802337 DIESES WERK IST LIZENZIERT UNTER EINER CREATIVE COMMONS NAMENSNENNUNG 3.0 SCHWEIZ LIZENZ. LAYOUT AND PREPRESS: 2EDIT, ZURICH WWW.DIAPHANES.NET Contents Preface 7 Introduction 9 1 The Job of Sorting It All Out 17 A Brief Biography in Music 17 An Inventory of Pynchon’s Musical Techniques and Strategies 26 Pynchon on Record, Vol. 4 51 2 Lessons in Organology 53 The Harmonica 56 The Kazoo 79 The Saxophone 93 3 The Sounds of Societies to Come 121 The Age of Representation 127 The Age of Repetition 149 The Age of Composition 165 4 Analyzing the Pynchon Playlist 183 Conclusion 227 Appendix 231 Index of Musical Instruments 233 The Pynchon Playlist 239 Bibliography 289 Index of Musicians 309 Acknowledgments 315 Preface When I first read Gravity’s Rainbow, back in the days before I started to study literature more systematically, I noticed the nov- el’s many references to saxophones. Having played the instru- ment for, then, almost two decades, I thought that a novelist would not, could not, feature specialty instruments such as the C-melody sax if he did not play the horn himself. Once the saxophone had caught my attention, I noticed all sorts of uncommon references that seemed to confirm my hunch that Thomas Pynchon himself played the instrument: McClintic Sphere’s 4½ reed, the contra- bass sax of Against the Day, Gravity’s Rainbow’s Charlie Parker passage. -
Europäische Nationalhymnen Als Ausdruck Nationaler Identitäten Unter Besonderer Berücksichtigung Der Länder Mittel-, Ost- Und Südosteuropas
Christiane Rothenpieler, Bakk. Phil. Europäische Nationalhymnen als Ausdruck nationaler Identitäten unter besonderer Berücksichtigung der Länder Mittel-, Ost- und Südosteuropas MASTERARBEIT Zur Erlangung des akademischen Grades Magistra der Philosophie Studium: Angewandte Kulturwissenschaft Alpen-Adria-Universität Klagenfurt Fakultät für Kulturwissenschaften Begutacher: Dr. habil. Wolfgang Geier Institut für Kultur-, Literatur- und Musikwissenschaft April 2012 II Ehrenwörtliche Erklärung Ich erkläre ehrenwörtlich, dass ich die vorliegende wissenschaftliche Arbeit selbständig angefertigt und die mit ihr unmittelbar verbundenen Tätigkeiten selbst erbracht habe. Ich erkläre weiters, dass ich keine anderen als die angegebenen Hilfsmittel benutzt habe. Alle aus gedruckten, ungedruckten oder im Internet im Wortlaut oder im wesentlichen Inhalt übernommenen Formulierungen und Konzepte sind gemäß den Regeln für wissenschaftliche Arbeiten zitiert und durch Fußnoten bzw. durch andere genaue Quellenangaben gekennzeichnet. Die während des Arbeitsvorganges gewährte Unterstützung einschließlich signifikanter Betreuungshinweise ist vollständig angegeben. Die wissenschaftliche Arbeit ist noch keiner anderen Prüfungsbehörde vorgelegt worden. Diese Arbeit wurde in gedruckter und elektronischer Form abgegeben. Ich bestätige, dass der Inhalt der digitalen Version vollständig mit dem der gedruckten Version übereinstimmt. Ich bin mir bewusst, dass eine falsche Erklärung rechtliche Folgen haben wird. Christiane Rothenpieler Klagenfurt, 26.04.2012 III Inhaltsverzeichnis -
Germany at Sxsw 2018 Guide
GUIDE GERMANY AT SXSW 2018 MARCH 9–18 AUSTIN, TEXAS CONTENTS WUNDERBAR 2018 INTRODUCTION 4 STATE OF MIND – STARTUP GERMANY 10 SMARTER CITIES & TECHNOLOGY 12 NEW TECHNOLOGIES & NEW INDUSTRIES 14 NEW MEDIA & NEW WORK 16 INTERNATIONAL CULTURE TECH DAY 18 WUNDERBAR – MULTIFACETED GERMAN MUSIC SCENE 20 BLOCKHAIN & THE MUSIC INDUSTRY 22 GERMAN ARTISTS AT SXSW 24 FESTIVALS & CONFERENCES 2018/19 30 EXHIBITORS & DELEGATES 41 PARTNERS 89 DETAILED INDEX 108 MAP OF AUSTIN 111 FIND OUT EVERYTHING ABOUT THE GERMAN DELEGATES, BANDS AND EVENTS GERMANY AT SXSW 2018 — WUNDERBAR 3 GREETINGS FROM PROFESSOR BRIGITTE ZYPRIES DIETER GORNY FEDERAL MINISTER FOR ECONOMIC AFFAIRS AND ENERGY CHAIRMAN OF THE INITIATIVE MUSIK ADVISORY BOARD The annual South by Southwest (SXSW) Welcome to WUNDERBAR! This year our festival in Austin has become one of the WUNDERBAR presentations at SXSW again most acclaimed gatherings of artists, cre- include impressive offerings from the wide ators, and startups. I am therefore pleased array of creative activities in the German digi- that Germany will be represented at SXSW tal, startup, film, and music industries. With 2018 with one of the largest international over one thousand conference participants delegations. This is proof of the strength of and musicians attending in 2018, Germany the German cultural and creative industries. is again ranked among the top five interna- tional participants at SXSW. We will greet The cultural and creative industries will you and other guests from around the world play an increasingly important role in the at our trade show stand and at German Haus, economy of the future. The boundaries of which is just five walking minutes away from traditional industries, such as automotive the Austin Convention Center. -
The AB MUSIC Working Group Report December 2015 - June 2016
The AB MUSIC Working Group Report December 2015 - June 2016 Creative The AB MUSIC Europe Working Group Report Table of content Foreword .............................................................................................................................................................................................................................................5 Music Working Group ...................................................................................................................................................................................................................7 Introduction ......................................................................................................................................................................................................................................8 Why should the European Union intervene to support the European music sector? ............................................................................8 What should and what can be done? .................................................................................................................................................................................8 What are the Commission’s plans for the short term?............................................................................................................................................8 A Successful brainstorming session ..................................................................................................................................................................................9