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Download Vasily Zhukovsky's Romanticism and the Emotional
Download Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF Book Download, PDF Download, Read PDF, Download PDF, Kindle Download Download Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF Download PDF File Download Kindle File Download ePub File Our website also provides Download Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF in many format, so don’t worry if readers want to download Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF Online that can’t be open through their device. Go and hurry up to download through our website. We guarantee that e-book in our website is the best and in high quality. Download Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF Bestselling Books Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF Download Free, The Last Mile (Amos Decker series), Memory Man... Vasily Zhukovsky's Romanticism and the Emotional History of Russia (Northwestern University Press Studies in Russian Literature and Theory) by Ilya Vinitsky (2015-05-31) PDF Free Download The benefit you get by reading this book is actually information inside .. -
Network Map of Knowledge And
Humphry Davy George Grosz Patrick Galvin August Wilhelm von Hofmann Mervyn Gotsman Peter Blake Willa Cather Norman Vincent Peale Hans Holbein the Elder David Bomberg Hans Lewy Mark Ryden Juan Gris Ian Stevenson Charles Coleman (English painter) Mauritz de Haas David Drake Donald E. Westlake John Morton Blum Yehuda Amichai Stephen Smale Bernd and Hilla Becher Vitsentzos Kornaros Maxfield Parrish L. Sprague de Camp Derek Jarman Baron Carl von Rokitansky John LaFarge Richard Francis Burton Jamie Hewlett George Sterling Sergei Winogradsky Federico Halbherr Jean-Léon Gérôme William M. Bass Roy Lichtenstein Jacob Isaakszoon van Ruisdael Tony Cliff Julia Margaret Cameron Arnold Sommerfeld Adrian Willaert Olga Arsenievna Oleinik LeMoine Fitzgerald Christian Krohg Wilfred Thesiger Jean-Joseph Benjamin-Constant Eva Hesse `Abd Allah ibn `Abbas Him Mark Lai Clark Ashton Smith Clint Eastwood Therkel Mathiassen Bettie Page Frank DuMond Peter Whittle Salvador Espriu Gaetano Fichera William Cubley Jean Tinguely Amado Nervo Sarat Chandra Chattopadhyay Ferdinand Hodler Françoise Sagan Dave Meltzer Anton Julius Carlson Bela Cikoš Sesija John Cleese Kan Nyunt Charlotte Lamb Benjamin Silliman Howard Hendricks Jim Russell (cartoonist) Kate Chopin Gary Becker Harvey Kurtzman Michel Tapié John C. Maxwell Stan Pitt Henry Lawson Gustave Boulanger Wayne Shorter Irshad Kamil Joseph Greenberg Dungeons & Dragons Serbian epic poetry Adrian Ludwig Richter Eliseu Visconti Albert Maignan Syed Nazeer Husain Hakushu Kitahara Lim Cheng Hoe David Brin Bernard Ogilvie Dodge Star Wars Karel Capek Hudson River School Alfred Hitchcock Vladimir Colin Robert Kroetsch Shah Abdul Latif Bhittai Stephen Sondheim Robert Ludlum Frank Frazetta Walter Tevis Sax Rohmer Rafael Sabatini Ralph Nader Manon Gropius Aristide Maillol Ed Roth Jonathan Dordick Abdur Razzaq (Professor) John W. -
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International Conference on Arts, Design and Contemporary Education (ICADCE 2016) Russianness in the Works of European Composers Liudmila Kazantseva Department of Theory and History of Music Astrakhan State Concervatoire Astrakhan, Russia E-mail: [email protected] Abstract—For the practice of composing a conscious Russianness is seen more as an exotic). As one more reproduction of native or non-native national style is question I’ll name the ways and means of capturing Russian traditional. As the object of attention of European composers origin. are constantly featured national specificity of Russian culture. At the same time the “hit accuracy” ranges here from a Not turning further on the fan of questions that determine maximum of accuracy (as a rule, when finding a composer in the development of the problems of Russian as other- his native national culture) to a very distant resemblance. The national, let’s focus on only one of them: the reasons which out musical and musical reasons for reference to the Russian encourage European composers in one form or another to culture they are considered in the article. Analysis shows that turn to Russian culture and to make it the subject of a Russiannes is quite attractive for a foreign musicians. However creative image. the European masters are rather motivated by a desire to show, to indicate, to declare the Russianness than to comprehend, to II. THE OUT MUSICAL REASONS FOR REFERENCE TO THE go deep and to get used to it. RUSSIAN CULTURE Keywords—Russian music; Russianness; Western European In general, the reasons can be grouped as follows: out composers; style; polystyle; stylization; citation musical and musical. -
The Education of Alexander and Nicholas Pavlovich Romanov The
Agata Strzelczyk DOI: 10.14746/bhw.2017.36.8 Department of History Adam Mickiewicz University in Poznań The education of Alexander and Nicholas Pavlovich Romanov Abstract This article concerns two very different ways and methods of upbringing of two Russian tsars – Alexander the First and Nicholas the First. Although they were brothers, one was born nearly twen- ty years before the second and that influenced their future. Alexander, born in 1777 was the first son of the successor to the throne and was raised from the beginning as the future ruler. The person who shaped his education the most was his grandmother, empress Catherine the Second. She appoint- ed the Swiss philosopher La Harpe as his teacher and wanted Alexander to become the enlightened monarch. Nicholas, on the other hand, was never meant to rule and was never prepared for it. He was born is 1796 as the ninth child and third son and by the will of his parents, Tsar Paul I and Tsarina Maria Fyodorovna he received education more suitable for a soldier than a tsar, but he eventually as- cended to the throne after Alexander died. One may ask how these differences influenced them and how they shaped their personalities as people and as rulers. Keywords: Romanov Children, Alexander I and Nicholas I, education, upbringing The education of Alexander and Nicholas Pavlovich Romanov Among the ten children of Tsar Paul I and Tsarina Maria Feodorovna, two sons – the oldest Alexander and Nicholas, the second youngest son – took the Russian throne. These two brothers and two rulers differed in many respects, from their characters, through poli- tics, views on Russia’s place in Europe, to circumstances surrounding their reign. -
Note on Transliteration I Am Using the Library of Congress System Without
2 Note on Transliteration I am using the Library of Congress system without diacritics, with the following exceptions: - In the main text I have chosen to spell names ending in “skii” as “sky” (as in Zhukovsky) - I will use the common spelling of the names of noted Russian authors, such as Tolstoy 3 Introduction This dissertation focuses on three Russian poets—Aleksandr Pushkin, Mikhail Lermontov, and Vasily Zhukovsky, and on the handling of rusalka figures in their work. I claim that all three poets used the rusalka characters in their works as a means of expressing their innermost fantasies, desires, hopes, and fears about females and that there is a direct correlation between the poets’ personal lives and their experiences with women and the rusalka characters in their works. Aleksandr Pushkin used the rusalka figure in two of his poems¾the short whimsical poem “Rusalka” written in 1819, and the longer more serious poetic drama “Rusalka” that he started in 1829 and never finished. The ways in which Pushkin uses the rusalka characters in these works represent his growth and development in terms of experiencing and understanding women’s complex internal worlds and women’s role in his personal and professional life. I claim that the 1819 poem “Rusalka” represents the ideas that Pushkin had early on in his life associated with a power struggle between men and women and his fears related to women, whom he viewed as simplistic, unpredictable, and irrational, with the potential of assuming control over men through their beauty and sexuality and potentially using that control to lead men to their downfall. -
Super-Heroes of the Orchestra
S u p e r - Heroes of the Orchestra TEACHER GUIDE THIS BELONGS TO: _________________________ 1 Dear Teachers: The Arkansas Symphony Orchestra is presenting SUPER-HEROES OF THE SYMPHONY this year to area students. These materials will help you integrate the concert experience into the classroom curriculum. Music communicates meaning just like literature, poetry, drama and works of art. Understanding increases when two or more of these media are combined, such as illustrations in books or poetry set to music ~~ because multiple senses are engaged. ABOUT ARTS INTEGRATION: As we prepare students for college and the workforce, it is critical that students are challenged to interpret a variety of ‘text’ that includes art, music and the written word. By doing so, they acquire a deeper understanding of important information ~~ moving it from short-term to long- term memory. Music and art are important entry points into mathematical and scientific understanding. Much of the math and science we teach in school are innate to art and music. That is why early scientists and mathematicians, such as Da Vinci, Michelangelo and Pythagoras, were also artists and musicians. This Guide has included literacy, math, science and social studies lesson planning guides in these materials that are tied to grade-level specific Arkansas State Curriculum Framework Standards. These lesson planning guides are designed for the regular classroom teacher and will increase student achievement of learning standards across all disciplines. The students become engaged in real-world applications of key knowledge and skills. (These materials are not just for the Music Teacher!) ABOUT THE CONTENT: The title of this concert, SUPER-HEROES OF THE SYMPHONY, suggests a focus on musicians/instruments/real and fictional people who do great deeds to help achieve a common goal. -
Freedom from Violence and Lies Essays on Russian Poetry and Music by Simon Karlinsky
Freedom From Violence and lies essays on russian Poetry and music by simon Karlinsky simon Karlinsky, early 1970s Photograph by Joseph Zimbrolt Ars Rossica Series Editor — David M. Bethea (University of Wisconsin-Madison) Freedom From Violence and lies essays on russian Poetry and music by simon Karlinsky edited by robert P. Hughes, Thomas a. Koster, richard Taruskin Boston 2013 Library of Congress Cataloging-in-Publication Data: A catalog record for this book as available from the Library of Congress. Copyright © 2013 Academic Studies Press All rights reserved ISBN 978-1-61811-158-6 On the cover: Heinrich Campendonk (1889–1957), Bayerische Landschaft mit Fuhrwerk (ca. 1918). Oil on panel. In Simon Karlinsky’s collection, 1946–2009. © 2012 Artists Rights Society (ARS), New York / VG Bild-Kunst, Bonn Published by Academic Studies Press in 2013. 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective December 12th, 2017, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. The open access publication of this volume is made possible by: This open access publication is part of a project supported by The Andrew W. Mellon Foundation Humanities Open Book initiative, which includes the open access release of several Academic Studies Press volumes. To view more titles available as free ebooks and to learn more about this project, please visit borderlinesfoundation.org/open. -
Schiller's Jungfrau, Euripides's Iphigenia Plays, and Joan of Arc on the Stage
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 Sisters in Sublime Sanctity: Schiller's Jungfrau, Euripides's Iphigenia Plays, and Joan of Arc on the Stage John Martin Pendergast Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1090 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SISTERS IN SUBLIME SANCTITY: Schiller’s Jungfrau, Euripides’s Iphigenia Plays, and Joan of Arc on the Stage by John Pendergast A Dissertation Submitted to the Graduate Faculty in Comparative Literature in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The City University of New York 2015 ii © 2015 JOHN PENDERGAST All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in Comparative Literature to satisfy the dissertation requirement for the degree of Doctor of Philosophy 21 May 2015 Dr. Paul Oppenheimer________________________ Date Chair of the Examining Committee 21 May 2015______________ Dr. Giancarlo Lombardi ______________________ Date Executive Officer Dr. Paul Oppenheimer Dr. Elizabeth Beaujour Dr. André Aciman Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iv Abstract Sisters in Sublime Sanctity: Schiller’s Jungfrau, Euripides’s Iphigenia Plays, and Joan of Arc on the Stage by John Pendergast Adviser: Professor Paul Oppenheimer At the dawn of the nineteenth century, Friedrich Schiller reinvented the image of Joan of Arc in his play, Die Jungfrau von Orleans, with consequences that affected theatrical representations of Joan for the rest of that century and well into the twentieth. -
Cultural Influences Upon Soviet-Era Programmatic Piano Music for Children
UNLV Theses, Dissertations, Professional Papers, and Capstones 5-1-2017 Cultural Influences upon Soviet-Era Programmatic Piano Music for Children Maria Pisarenko University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Education Commons, Fine Arts Commons, and the Theatre and Performance Studies Commons Repository Citation Pisarenko, Maria, "Cultural Influences upon Soviet-Era Programmatic Piano Music for Children" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3025. http://dx.doi.org/10.34917/10986115 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. CULTURAL INFLUENCES UPON SOVIET-ERA PROGRAMMATIC PIANO MUSIC FOR CHILDREN By Maria Pisarenko Associate of Arts – Music Education (Piano Pedagogy/Performance/Collaborative Piano) Irkutsk College of Music, City -
Poetry and Psychiatry
POETRY AND PSYCHIATRY Essays on Early Twentieth-Century Russian Symbolist Culture S t u d i e S i n S l av i c a n d R u ss i a n l i t e R at u R e S , c u lt u R e S , a n d H i S to Ry Series Editor: Lazar FLeishman (Stanford University) POETRY a n d PSYCHIATRY Essays on Early Twentieth-Century Russian Symbolist Culture Magnus L junggren Translated by Charles rougle Boston / 2014 Library of Congress Cataloging-in-Publication Data: A bibliographic record for this title is available from the Library of Congress. Copyright © 2014 Academic Studies Press All rights reserved. ISBN 978-1-61811-350-4 (cloth) ISBN 978-1-61811-361-0 (electronic) ISBN 978-1-61811-369-6 (paper) Book design by Ivan Grave On the cover: Sergey Solovyov and Andrey Bely, 1904. Published by Academic Studies Press in 2014 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective December 12th, 2017, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. The open access publication of this volume is made possible by: This open access publication is part of a project supported by The Andrew W. -
Bermudez, Masters of Arts, 2016
ABSTRACT Title of Thesis: FAILURE, DEATH, AND LEGACY IN THE LATE WORKS OF SHOSTAKOVICH Joshua Adam Bermudez, Masters of Arts, 2016 Thesis directed by: Dr. Olga Haldey, School of Music The years 1967-1975 were turbulent for Dmitri Shostakovich, who faced severe health problems and recurring doubts about his life’s work. This led to the development of a preoccupation with mortality during the final years of his life, a subject that was frequently represented in communications with friends, colleagues, and the public. It also became a recurring theme in his compositions written at this time, affecting his choice of texts for vocal works and elements of his musical style. The majority of the compositions from this period are unique in Shostakovich’s œuvre, featuring formal structures that often diverge radically from standard models, a harmonic language less tied to traditional tonality, and a frequent use of dodecaphony. The works of his final four years, though, largely dispense with these elements, pointing to a shift of focus from the tyranny of death to the redeeming quality of artistic legacy. FAILURE, DEATH, AND LEGACY IN THE LATE WORKS OF SHOSTAKOVICH by Joshua Adam Bermudez Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2016 Advisory Committee: Professor Olga Haldey, Chair Professor Richard King Professor Nicholas Tochka Professor Daniel Zimmerman © Copyright by Joshua Adam Bermudez 2016 Acknowledgements I would like to thank each member of my committee for their dedication and service to this project. -
Shostakovich Symphony No
SHOSTAKOVICH SYMPHONY NO. 6 SYMPHONY NO. 14 VLADIMIR JUROWSKI conductor TATIANA MONOGAROVA soprano SERGEI LEIFERKUS baritone LONDON PHILHARMONIC ORCHESTRA SHOSTAKOVICH SYMPHONY NO. 6 | SYMPHONY NO. 14 Shostakovich’s cycle of 15 symphonies includes some works march over string trills; and the recapitulation is severely that conform in outline to expectations of symphonic form, truncated, little more than a coda eventually fading into but others that make their point by confounding those silence. expectations. The Sixth Symphony, composed in 1939 as a sequel to the conventionally shaped and career-saving The pattern of disappointed expectations is repeated when Fifth, has regularly attracted criticism for its apparently this serious opening movement is followed by two slighter unbalanced and unsymphonic structure. The Fourteenth, and more light-hearted movements. The first of these written 30 years later at a time of greater artistic freedom is a scherzo, initially light-textured but becoming more in the Soviet Union, is even less traditional in conception, a strident, followed by a strongly accented trio section and a song-cycle for two voices and chamber orchestra on poems shortened and varied reprise of the scherzo, incorporating by several authors unified by the theme of death. elements of the trio, but at a restrained dynamic level. The finale is a lightweight and balletic rondo, with a The Sixth Symphony is in three movements, beginning contrasting central episode in quick waltz time, initially with the longest, a slow movement. This begins at high heavy and ponderous but later with shrill and insistent voltage with an even slower introduction, anticipating repeated figures in the high treble.