Relational Aesthetics and the Western Canon of Increasingly Historical Works
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The Pomegranate Cycle
The Pomegranate Cycle: Reconfiguring opera through performance, technology & composition By Eve Elizabeth Klein Bachelor of Arts Honours (Music), Macquarie University, Sydney A PhD Submission for the Department of Music and Sound Faculty of Creative Industries Queensland University of Technology Brisbane, Australia 2011 ______________ Keywords Music. Opera. Women. Feminism. Composition. Technology. Sound Recording. Music Technology. Voice. Opera Singing. Vocal Pedagogy. The Pomegranate Cycle. Postmodernism. Classical Music. Musical Works. Virtual Orchestras. Persephone. Demeter. The Rape of Persephone. Nineteenth Century Music. Musical Canons. Repertory Opera. Opera & Violence. Opera & Rape. Opera & Death. Operatic Narratives. Postclassical Music. Electronica Opera. Popular Music & Opera. Experimental Opera. Feminist Musicology. Women & Composition. Contemporary Opera. Multimedia Opera. DIY. DIY & Music. DIY & Opera. Author’s Note Part of Chapter 7 has been previously published in: Klein, E., 2010. "Self-made CD: Texture and Narrative in Small-Run DIY CD Production". In Ø. Vågnes & A. Grønstad, eds. Coverscaping: Discovering Album Aesthetics. Museum Tusculanum Press. 2 Abstract The Pomegranate Cycle is a practice-led enquiry consisting of a creative work and an exegesis. This project investigates the potential of self-directed, technologically mediated composition as a means of reconfiguring gender stereotypes within the operatic tradition. This practice confronts two primary stereotypes: the positioning of female performing bodies within narratives of violence and the absence of women from authorial roles that construct and regulate the operatic tradition. The Pomegranate Cycle redresses these stereotypes by presenting a new narrative trajectory of healing for its central character, and by placing the singer inside the role of composer and producer. During the twentieth and early twenty-first century, operatic and classical music institutions have resisted incorporating works of living composers into their repertory. -
AS.450 ( Liberal Arts) 1
AS.450 ( Liberal Arts) 1 AS.450.605. Art Since 1960. 3 Credits. AS.450 ( LIBERAL ARTS) What is contemporary art, and what are the factors that shaped it? This course will attempt to answer those questions through a chronological AS.450.082. MLA Capstone: Portfolio. and thematic investigation of some of the most influential artworks, The MLA Portfolio is a zero-credit Capstone option. Students who select movements, and theories of the past 60 years. Beginning with a close the Portfolio option will take 10 courses in the program (one core course look at mid-century modernism, we will move into a consideration of Pop, and 9 electives), and register for the zero-credit portfolio in their final Minimalism, conceptual art, land art, performance art, postmodernism, semester. The portfolio will be completed within the same semester as AIDS activism, and relational aesthetics. Along the way, we will also the 10th course. The portfolio consists of a sampling of the best papers consider the relevance of feminist and phenomenological theory and of and projects written over the course of the student's graduate career, institutional critique and globalization; at the same time, we will explore and it is designed to highlight the intellectual points of convergence in ways in which art of our own time constitutes both an extension of, and each student's course of study, presenting the student's reflections on reaction against, some of the historical ideas we encounter. Throughout, knowledge gained and lessons learned. students will have a chance to read and discuss both primary and AS.450.600. -
Department of Philosophy
Kent State University Catalog 2021-2022 1 DEPARTMENT OF Philosophy (PHIL) PHIL 11001 INTRODUCTION TO PHILOSOPHY (DIVG) (KHUM) 3 PHILOSOPHY Credit Hours An introduction to the diverse methods and subject matters in College of Arts and Sciences philosophy. Topics may include: What are the arguments for the existence Department of Philosophy of God? Do humans have free will? Can we know anything with certainty, 320 Bowman Hall and how do we know anything at all? Is what we see real, or might it Kent Campus be only an illusion? What makes a person a person - their mind, or their 330-672-2315 physical attributes? Is the mind the brain, or is it something else? [email protected] Prerequisite: None. www.kent.edu/philosophy Schedule Type: Lecture Contact Hours: 3 lecture Grade Mode: Standard Letter Attributes: Diversity Global, Kent Core Humanities, TAG Arts and Undergraduate Programs Humanities, Transfer Module Humanities • Philosophy - B.A. PHIL 11009 CRITICAL THINKING (KADL) 3 Credit Hours Critical thinking is essential to every aspect of life, whether reading a Minors news report or editorial, examining a contract or other legal document, or • Health Care Ethics entering into a debate. This course teaches the strategies of “cognitive self-defense” that allow students to see past false claims and avoid being • Philosophy deceived by misleading rhetorical strategies. The course also examines the role of argument in reasoning, including types of arguments and the Graduate Programs ways in which mistakes in reasoning can lead us astray. Examples from • Philosophy - M.A. everyday life illustrate the sorts of complex reasoning that are a crucial part of practical decision-making. -
A History of the School of Music
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1952 History of the School of Music, Montana State University (1895-1952) John Roswell Cowan The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Cowan, John Roswell, "History of the School of Music, Montana State University (1895-1952)" (1952). Graduate Student Theses, Dissertations, & Professional Papers. 2574. https://scholarworks.umt.edu/etd/2574 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. NOTE TO USERS Page(s) missing in number only; text follows. The manuscript was microfilmed as received. This reproduction is the best copy available. UMI A KCSTOHY OF THE SCHOOL OP MUSIC MONTANA STATE UNIVERSITY (1895-1952) by JOHN H. gOWAN, JR. B.M., Montana State University, 1951 Presented In partial fulfillment of the requirements for tiie degree of Master of Music Education MONTANA STATE UNIVERSITY 1952 UMI Number EP34848 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction Is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, If material had to be removed, a note will Indicate the deletion. -
What Is the Western Canon Good For?
What is the Western Canon Good For? Adam Kotsko AM IN THE MIDST OF MY SIXTH YEAR OF TEACHING AT SHIMER COLLEGE, A SMALL LIBERAL arts school in the Great Books tradition. This tradition, which began in the I early 20th century in response to the perception that higher education was becoming too specialised, starts from the premise that every college student should engage with primary texts of enduring importance. A Great Books education is a broadly humanistic one, aimed at inducting students into the ‘Great Conversation’. In many ways, it is a very optimistic pedagogical model, throwing students into the deep end without textbooks or background lectures, on the assumption that nothing human is foreign to them. Hence they will be able to make at least some productive headway with exemplary products of human thought. It has also tended to be a deeply conservative pedagogical model, reifying the ‘canon’ of the Western Tradition—the intellectual trajectory that postcolonial theorists have lampooned as stretching ‘from Plato to NATO’. The best-known Great Books school is St. John’s College, where students read great texts from the Greeks forward, in chronological order, meaning that they do not encounter a single text by a woman until late in their career. A colleague of mine calls Shimer’s program ‘Reformed Great Books’, meaning that we make room for more contemporary and diverse texts in our curriculum. © Australian Humanities Review 60 (November 2016). ISSN: 1325 8338 157-61 158 Adam Kotsko / What is the Western Canon Good For? Unlike the St. John’s program, the Shimer curriculum is divided into three broad disciplines—Humanities, Natural Sciences, and Social Sciences—and does not necessarily proceed in chronological order, even within a single course. -
Music and Cultural Opposition
ANDREA F. BOHLMAN – PETER MOTYČKA – MARCUS ZAGORSKI – VLADIMÍR ZVARA Music and Cultural Opposition Introduction Music has always been both an aesthetic and a political phenomenon, but its political character seems especially pronounced during the period of Social- ism in Europe and in the Cold War more generally. Although it was politi- cized and used for political purposes on both sides of the Iron Curtain, music was more obviously controlled, censored, and even forbidden in totalitarian states. This overt control did much to lend certain kinds of music the status of oppositional culture, for citizens’ involvement with that which was banned or monitored by the authorities could constitute, in itself, a form of dissent. Any introduction to music during the socialist period in Eastern Europe must foreground the difficulty of summarizing the topic. This difficulty stems from three broad factors: the diversity of music in the period; the diversity of approaches to studying the music of the period; and, finally, the lack of uni- formity among different regions, including differences among the various po- litical regimes’ relations to culture, and changes over time even within indi- vidual countries. This introduction considers these factors in more detail and then outlines the main genres of music in the period. The two case studies that follow—on classical music in Poland and on jazz and alternative culture in Czechoslovakia—illustrate the diversity noted in this introduction and dispel some common myths about the period.1 Existing research on this period has favored specific genres and styles: classical music and jazz have been studied extensively in relation to Cold War cultural policies, and rock music and other alternative forms of youth music have been examined from sociological or ethnological perspectives that place them within distinct subcultures.2 Indeed, it is these very genres—classical music, jazz, and related alternative cultures—that constitute the case studies that follow in this chapter. -
Philharmonic Kids
PHILHARMONIC KIDS November 1–2, 2017 9:30 am and 11:00 am Pikes Peak Center for the Performing Arts TABLE OF CONTENTS 4 Welcome 5 What you’ll See and Hear 6 Meet the Performers 7 Meet the Composers 8 Instruments of the Orchestra 10 Classroom Activities 14 Historical Intersections 15 Colorado Education Standards PHILHARMONIC KIDS SPONSORS Deluxe Corporation Foundation Giddings Foundation Kinder Morgan Foundation P. Bruce and Virgina C. Benson Foundation USAA Foundation Griffis/Blessing US Bank Foundation Pikes Peak Kiwanis Club Moniker Foundation Rotary Club of Colorado Springs The Myron Stratton Home 3 Welcome to Philharmonic Kids! On November 1–2, voyage through history Preparing for the Field Trip with the Colorado Springs Philharmonic to this helpful guide to learn more hear all kinds of great music from the past, Browse about the music and musicians you will hear present, and future as we travel Bach to the at the concert. to some recordings Future. Listen of each piece before your visit to the In our time machine, we’ll journey back to concert hall - having some familiarity with the Baroque period of J.S. Bach and discover the music will make the live experience what, exactly, is a fugue. Jumping forward much more exciting! in time, we will hear many styles of music by some of history’s greatest composers. With When You Arrive at the Pikes Peak Center sounds, themes, and ideas introduced by Pikes Peak Center staff will be outside different instruments of the orchestra, Buses: to direct you where to drop off and park. -
The Religious Foundations of Western Law
Catholic University Law Review Volume 24 Issue 3 Spring 1975 Article 4 1975 The Religious Foundations of Western Law Harold J. Berman Follow this and additional works at: https://scholarship.law.edu/lawreview Recommended Citation Harold J. Berman, The Religious Foundations of Western Law, 24 Cath. U. L. Rev. 490 (1975). Available at: https://scholarship.law.edu/lawreview/vol24/iss3/4 This Article is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Catholic University Law Review by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. THE RELIGIOUS FOUNDATIONS OF WESTERN LAWt Harold 1. Berman* I. THE WESTERN LEGAL TRADITION The Western legal tradition, like Western civilization as a whole, is under- going in the 20th century a crisis greater than any other in its history, since it is a crisis generated not only from within Western experience but also from without. From within, social, economic, and political transformations of un- precedented magnitude have put a tremendous strain upon traditional legal institutions and legal values in virtually all countries of the West. Yet there have been other periods of revolutionary upheaval in previous centuries, and we have somehow survived them. What is new is the confrontation with non- Western civilizations and non-Western philosophies. In the past, Western man has confidently carried his law with him throughout the world. The world today, however, is more suspicious than ever before of Western "legal- ism." Eastern man and Southern man offer other alternatives. -
LITR) 1 Comparative Literature (LITR)
Comparative Literature (LITR) 1 Comparative Literature (LITR) * LITR 022a, Music and Literature Candace Skorupa This seminar explores the rivalry between music and literature, the attraction and repulsion between these two art forms, and the dialogue between writers and composers. In select fiction and poetry spanning a variety of cultures and times, we look at the aesthetic challenges of conveying music in words; in select music from the same periods, we study the use of literary themes and narrative. How does music inhabit literature, and literature influence music? We read fiction describing music and borrowing musical forms; we study symphonies and opera inspired by literature; we look at films that bring together these two arts. Students examine theoretical approaches and learn comparative methods useful for literature and culture courses. Though not required, musical experience and/or interest is welcomed for the seminar, which may be taken simultaneously with gateway courses in the humanities. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program. WR, HU * LITR 026a, The Literature of Sports Robyn Creswell Writers on sport examine ideas of beauty and human divinity; virtuosic performance; group identity; questions of race, class, and gender; global realities of migration; and the ubiquity of spectacle. Topics include origins and essence of play; and case studies in the literature of sports, including the Olympic games of classical Greece, bull fighting, Muhammad Ali, cricket and colonialism, and the globalization of soccer. Readings by Pindar, Hemingway, Huizinga, CLR James, Mailer, Delillo, Foster-Wallace, and Ben Fountain. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program. -
The Politics of Musical Knowledge in the Soviet Union and Beyond (1930S−1980S)1
Introduction to Special Issue: The Politics of Musical Knowledge in the Soviet Union and Beyond (1930s−1980s)1 OLGA PANTELEEVA AND DANIIL ZAVLUNOV In the conversation about how to best move on from the exclusionary musicological canon, Marina Frolova-Walker’s “An Inclusive History for a Divided World?” and Alejandro Madrid’s “Diversity, Tokenism, Non-Canonical Musics, and the Crisis of the Humanities in US Academia” fall on the opposite sides of the spectrum. We could label their approaches assimilationist and abolitionist, respectively. Whereas Frolova-Walker maintains that those repertories (Soviet music, in this case) that have been unfairly left out from the master narrative of Western European music should be included in textbooks and histories as a part of the same research frameworks that animate research on Western modernisms, Madrid argues that exclusion is the canon’s raison d’être and that including marginalized repertories (Ibero-American music, in this case) would go against its purpose. The solution, according to him, is to reduce the disciplinary space disproportionately occupied by the Anglo-American version of the classical canon, thus freeing up space to study the other 99% of music on its own terms.2 Our project resides in that 99%. Even though the music mentioned on the pages of this issue predominantly belongs to the same Western European repertory (this was, after all, the repertory that concerned Soviet music scholarship), our point is that the shape of that canon was different in the Soviet Union. As Pauline Fairclough and Marina Raku have shown, the Soviet version of the canon was constructed by musicologists during the 1930s in an effort to claim the Western European classics for domestic consumption—by inventing new revolutionary meanings to interpret the classics.3 Some works lent themselves to such appropriation more easily than others. -
The Story of Music from Antiquity to the Present
Maria Lord with John Snelson THE STORY OF MUSIC FROM ANTIQUITY TO THE PRESENT © 2008 Tandem Verlag GmbH h.f.ullmann is an imprint of Tandem Verlag GmbH Editor: Ritu Malhotra Design: Mallika Das DTP: Neeraj Aggarwal Project coordination: Daniel Fischer Cover design: e.fritz buchgestaltung & grafik, Berlin Printed in China ISBN 978-3-8331-4836-1 10 9 8 7 6 5 4 3 2 1 X IX VIII VII VI V IV III II I www.ullmann-publishing.com music_001-003_US.indd 3 2/13/08 4:39:594:38:48 PM ANCieNT MUsiC RITUAL TRADITIONS (UP TO 800 AD) Since the beginning of human presence on PREHISTORY earth it is thought that people have made music, either through singing or playing instruments. Little evidence remains of very earliest music- Music has played a part in almost all the important making in western Europe, and what there is stages of human life, from adolescence to comes either from iconography (for example, cave marriage, childbirth and death. It has accompanied paintings) or archaeological finds. The contexts religious rituals, work, dance and entertainment. in which music was performed are a matter of The sound itself has been produced by the voice or conjecture, although it is likely that they would have by any one of a number of idiophones (instruments included life-cycle rituals and religious settings, that produce the sound from their own body, and it is suspected that many artifacts have been usually by being struck, shaken or scraped), lost through the decay of organic materials. The Painting in the tomb of Inherkha, membranophones (drums with skins), aerophones Lower Paleolithic (c. -
Negotiating Cultural Allies: American Music in Darmstadt, 1946-1956 Author(S): Amy C
American Musicological Society Negotiating Cultural Allies: American Music in Darmstadt, 1946-1956 Author(s): Amy C. Beal Source: Journal of the American Musicological Society, Vol. 53, No. 1 (Spring, 2000), pp. 105- 139 Published by: University of California Press on behalf of the American Musicological Society Stable URL: http://www.jstor.org/stable/831871 Accessed: 22/11/2010 15:41 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucal. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press and American Musicological Society are collaborating with JSTOR to digitize, preserve and extend access to Journal of the American Musicological Society.