1St PROGRESS REPORT Scheme : “Safeguarding the Intangible
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Musical Explorers Is Made Available to a Nationwide Audience Through Carnegie Hall’S Weill Music Institute
Weill Music Institute Teacher Musical Guide Explorers My City, My Song A Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2 2016 | 2017 Weill Music Institute Teacher Musical Guide Explorers My City, My Song A Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2 2016 | 2017 WEILL MUSIC INSTITUTE Joanna Massey, Director, School Programs Amy Mereson, Assistant Director, Elementary School Programs Rigdzin Pema Collins, Coordinator, Elementary School Programs Tom Werring, Administrative Assistant, School Programs ADDITIONAL CONTRIBUTERS Michael Daves Qian Yi Alsarah Nahid Abunama-Elgadi Etienne Charles Teni Apelian Yeraz Markarian Anaïs Tekerian Reph Starr Patty Dukes Shanna Lesniak Savannah Music Festival PUBLISHING AND CREATIVE SERVICES Carol Ann Cheung, Senior Editor Eric Lubarsky, Senior Editor Raphael Davison, Senior Graphic Designer ILLUSTRATIONS Sophie Hogarth AUDIO PRODUCTION Jeff Cook Weill Music Institute at Carnegie Hall 881 Seventh Avenue | New York, NY 10019 Phone: 212-903-9670 | Fax: 212-903-0758 [email protected] carnegiehall.org/MusicalExplorers Musical Explorers is made available to a nationwide audience through Carnegie Hall’s Weill Music Institute. Lead funding for Musical Explorers has been provided by Ralph W. and Leona Kern. Major funding for Musical Explorers has been provided by the E.H.A. Foundation and The Walt Disney Company. © Additional support has been provided by the Ella Fitzgerald Charitable Foundation, The Lanie & Ethel Foundation, and -
The Charismatic Authority of Sankardeva and Routinization of His Charisma: a Weberian Analysis
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 03, MARCH 2020 ISSN 2277-8616 The Charismatic Authority Of Sankardeva And Routinization Of His Charisma: A Weberian Analysis Bedanta Bikash Bora Abstract: The theory of authority is at the heart of the sociology of Max Weber where he focusses on the historical shifts in the exercise of power. The third type of authority explained by Weber is the theory of charismatic authority where he talks about the charismatic powers of different personalities like prophets, heroes in wars, religious leaders etc; by dint of which they are considered superior to the ordinary people. This paper attempts to experiment this celebrated theory in the life and legacy of Sankardeva, a 15th century polymath who founded the vaishnavism in Assam and propounded a reformed version of Hinduism. His eternal charisma on the Assamese society in many ways corresponds to the theory of Weber. The notion of the recognition of validity of charisma, the concept of felt duty, the emancipator and revolutionary spirit of charisma and repudiation of the past- can be very easily attributed to the charismatic personality of Sankardeva. Weber also talks about the routinization of charismatic personality i.e. the demands placed on the charismatic personality while settling the crisis of succession, validation of the positions of authority, social status and the economic priviledges of the subjects, and the demand of giving it an administrative apparatus; which clearly corresponds to the routinization of charisma of Sankardeva after his death in the form of shifting of the authority to his favourite disciple Madhavdeva and in increasing bureaucratization of the Sattra institutes. -
Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
Assamese Children Literature: an Introductory Study
PSYCHOLOGY AND EDUCATION (2021) 58(4): 91-97 Article Received: 08th October, 2020; Article Revised: 15th February, 2021; Article Accepted: 20th March, 2021 Assamese Children Literature: An Introductory Study Dalimi Pathak Assistant Professor Sonapur College, Sonapur, Assam, India _________________________________________________________________ INTRODUCTION : Out of these, she has again shown the children Among the different branches of literature, literature of ancient Assam by dividing it into children literature is a remarkable one. Literature different parts, such as : written in this category for the purpose of the (A) Ancient Assam's Children Literature : children's well being, helps them to raise their (a) Folk literature level children literature mental health, intellectual, emotional, social and (b) Vaishnav Era's children literature moral feelings. Not just only the children's but a real (c) Shankar literature of the later period children's literature touches everyone's heart and (d) Pre-Independence period children literature gives immense happiness. Composing child's Based on the views of both the above literature is a complicated task. This class of mentioned researchers Assamese children literature exist in different languages all over the literature can be broadly divided into three major world. In our Assamese language too multiple levels : numbers of children literature are composed. (A) Assamese Children Literature of the Oral Era. While aiming towards the infant mind and mixing (B) Assamese Children Literature of the Vaishnav the mental intelligence of those kids with their Era. wisdom instinct, imagination and feelings, (C) Assamese Children Literature of the Modern literature in this category will also find a place on Era. the mind of the infants. -
Final Senior Fellowship Report
FINAL SENIOR FELLOWSHIP REPORT NAME OF THE FIELD: DANCE AND DANCE MUSIC SUB FIELD: MANIPURI FILE NO : CCRT/SF – 3/106/2015 A COMPARATIVE STUDY OF TWO VAISHNAVISM INFLUENCED CLASSICAL DANCE FORM, SATRIYA AND MANIPURI, FROM THE NORTH EAST INDIA NAME : REKHA TALUKDAR KALITA VILL – SARPARA. PO – SARPARA. PS- PALASBARI (MIRZA) DIST – KAMRUP (ASSAM) PIN NO _ 781122 MOBILE NO – 9854491051 0 HISTORY OF SATRIYA AND MANIPURI DANCE Satrya Dance: To know the history of Satriya dance firstly we have to mention that it is a unique and completely self creation of the great Guru Mahapurusha Shri Shankardeva. Shri Shankardeva was a polymath, a saint, scholar, great poet, play Wright, social-religious reformer and a figure of importance in cultural and religious history of Assam and India. In the 15th and 16th century, the founder of Nava Vaishnavism Mahapurusha Shri Shankardeva created the beautiful dance form which is used in the act called the Ankiya Bhaona. 1 Today it is recognised as a prime Indian classical dance like the Bharatnatyam, Odishi, and Kathak etc. According to the Natya Shastra, and Abhinaya Darpan it is found that before Shankardeva's time i.e. in the 2nd century BC. Some traditional dances were performed in ancient Assam. Again in the Kalika Purana, which was written in the 11th century, we found that in that time also there were uses of songs, musical instruments and dance along with Mudras of 108 types. Those Mudras are used in the Ojha Pali dance and Satriya dance later as the “Nritya“ and “Nritya hasta”. Besides, we found proof that in the temples of ancient Assam, there were use of “Nati” and “Devadashi Nritya” to please God. -
A Study of Sanchipat Manuscripts Found in Assam: Techniques Adopted for Preventive Conservation of Manuscripts by Different Institutes of This Region
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln March 2021 A Study Of Sanchipat Manuscripts Found In Assam: Techniques Adopted For Preventive Conservation Of Manuscripts By Different Institutes Of This Region Prarthana Borthakur [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Borthakur, Prarthana, "A Study Of Sanchipat Manuscripts Found In Assam: Techniques Adopted For Preventive Conservation Of Manuscripts By Different Institutes Of This Region" (2021). Library Philosophy and Practice (e-journal). 5081. https://digitalcommons.unl.edu/libphilprac/5081 A Study Of Sanchipat Manuscripts Found In Assam: Techniques Adopted For Preventive Conservation Of Manuscripts By Different Institutes Of This Region Prarthana Borthakur Moranhat, Assam [email protected] ABSTRACT Purpose: The present study is made to document old and rare Sanchipat manuscripts found in different parts of Assam and to highlight the role institutions of this region are playing in creating awareness among the local people regarding its significance. Methodology: For the present study, information is collected through a personal interview with the management authority of The Research institutes and Museum. Secondary sources (Books, e-journals, Newspapers) are also been consulted for obtaining secondary information. Findings: reveals that numerous important manuscripts are lying untouched and in a deteriorating condition which needs to be taken care of to preserve it for generations to come. Various techniques adopted to conserve and preserve manuscripts by various institutes (Research Centers, Museums, Special Libraries, and Archives). Institutes operating locally are working towards it but still a lot more to go. -
Renaissance in Assamese Literature
International Journal of Humanities and Social Science Invention ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org Volume 3 Issue 9 ǁ September. 2014 ǁ PP.45-47 Renaissance in Assamese Literature Dr. Chandana Goswami Associate Professor Dept. of History D.H.S.K. College Dibrugarh, Assam, India ABSTRACT : The paper entitled “Renaissance in Assamese Literature” attempts to highlight the growing sense of consciousness in the minds of the Assamese people. From 1813 to 1854, the year of Wood’s Despatch, this was the period when Assam was experiencing the beginning of a new phase of national life, being thrown into contact with the west. It was trade that had already brought the British salt merchants into Assam. When finally the British took over Assam it had been suffering for a long period from internal disturbances which were closely followed by the Burmese invasions. Education in the country in the early years of British rule was in a retrograde state. In 1837 when Bengali replaced the Assamese as the language of the court, the missionaries had just arrived in Assam. They took up cudgels against the imposition of the Bengali language. The near total darkness shrouding Assam from the outside world was gradually removed with the entry of the British who gradually broke Assam’s isolation by establishing new routes of communication. The educated elite of the time contributed largely towards the development of Assamese literature. I. INTRODUCTION : The term “renaissance” was first used in a specific European context, to describe the great era from about the fourteenth to the sixteenth centuries, when the entire socio-cultural atmosphere of Europe underwent a spectacular transformation. -
Transcription and Analysis of Ravi Shankar's Morning Love For
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Transcription and analysis of Ravi Shankar's Morning Love for Western flute, sitar, tabla and tanpura Bethany Padgett Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Padgett, Bethany, "Transcription and analysis of Ravi Shankar's Morning Love for Western flute, sitar, tabla and tanpura" (2013). LSU Doctoral Dissertations. 511. https://digitalcommons.lsu.edu/gradschool_dissertations/511 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. TRANSCRIPTION AND ANALYSIS OF RAVI SHANKAR’S MORNING LOVE FOR WESTERN FLUTE, SITAR, TABLA AND TANPURA A Written Document Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in The School of Music by Bethany Padgett B.M., Western Michigan University, 2007 M.M., Illinois State University, 2010 August 2013 ACKNOWLEDGEMENTS I am entirely indebted to many individuals who have encouraged my musical endeavors and research and made this project and my degree possible. I would first and foremost like to thank Dr. Katherine Kemler, professor of flute at Louisiana State University. She has been more than I could have ever hoped for in an advisor and mentor for the past three years. -
Detecting T¯Ala Computationally in Polyphonic Context - a Novel Approach
Detecting t¯ala Computationally in Polyphonic Context - A Novel Approach Susmita Bhaduri1, Anirban Bhaduri2, Dipak Ghosh3 1;2;3Deepa Ghosh Research Foundation, Kolkata-700031,India [email protected] [email protected] [email protected] Abstract the left-tabl¯a strokes, which, after matching with the grammar of t¯ala-system, determines the t¯ala and tempo of the composition. A large number of In North-Indian-Music-System(NIMS),tabl¯a is polyphonic(vocal+tabl¯a+other-instruments) com- mostly used as percussive accompaniment for positions has been analyzed with the methodology vocal-music in polyphonic-compositions. The hu- and the result clearly reveals the effectiveness of man auditory system uses perceptual grouping of proposed techniques. musical-elements and easily filters the tabl¯a compo- Keywords:Left-tabl¯a drum , T¯ala detection, nent, thereby decoding prominent rhythmic features Tempo detection, Polyphonic composition, Cyclic like t¯ala, tempo from a polyphonic-composition. For pattern, North Indian Music System Western music, lots of work have been reported for automated drum analysis of polyphonic-composition. However, attempts at computational analysis of t¯ala 1 Introduction by separating the tabl¯a-signal from mixed sig- nal in NIMS have not been successful. Tabl¯a is Current research in Music-Information- played with two components - right and left. The Retrieval(MIR) is largely limited to Western right-hand component has frequency overlap with music cultures and it does not address the North- voice and other instruments. So, t¯ala analysis of Indian-Music-System hereafter NIMS, cultures in polyphonic-composition, by accurately separating general. -
PSR-I400 Data List Voice List
DIGITAL KEYBOARD Data List Contents Voice List ..........................................................2 Drum Kit List.....................................................9 Style List .........................................................16 Riyaz List ........................................................17 Song List .........................................................18 Arpeggio List ..................................................19 Music Database List.......................................20 Effect Type List...............................................22 Harmony Types.............................................22 Reverb Types................................................22 Chorus Types................................................22 EN Voice List Maximum Polyphony The instrument has 48-note maximum polyphony. This means that it NOTE can play a maximum of up to 48 notes at once, regardless of what • The Voice List includes MIDI program change numbers functions are used. Auto accompaniment uses a number of the for each voice. Use these program change numbers available notes, so when auto accompaniment is used the total number when playing the instrument via MIDI from an external of available notes for playing on the keyboard is correspondingly device. reduced. The same applies to the Split Voice and Song functions. If the • Program change numbers are often specified as maximum polyphony is exceeded, earlier played notes will be cut off and numbers “0–127.” Since this list uses a “1–128” the most recent notes have -
Performing Arts (91 – 95)
PERFORMING ARTS (91 – 95) Aims: 5. To develop a co-operative attitude through the organisation and participation associated with 1. To develop a perceptive, sensitive and critical music, dance and drama. response to music, dance and drama in its historical and cultural contexts. 6. To provide an appropriate body of knowledge with understanding, and to develop appropriate 2. To stimulate and develop an appreciation and skills as a basis for further study or leisure or enjoyment of music, dance and drama through both. active involvement. One of the following five syllabuses may be offered: 3. To balance the demands of disciplined skills and challenging standards in an environment of Hindustani Music (91) emotional, aesthetic, imaginative and creative Carnatic Music (92) development. Western Music (93) 4. To develop performing skills, and so encourage a participation in the wide range of performance Indian Dance (94) activities likely to be found in the school and Drama (95) community. HINDUSTANI MUSIC (91) CLASS IX There will be one paper of two hours carrying (b) Detailed topics: Swara (Shuddha and 100 marks and Internal Assessment of 100 marks. VikritSwars), Jati (Odava, Shadava, The syllabus is divided into three sections: Sampoorna), Laya (Vilambit, Madhya, Section A - Vocal Music Drut), Varna (Sthai, Arohi, Avarohi, Sanchari), Forms of Geet – Swaramalika, Section B - Instrumental Music Lakshangeet, Khayal (BadaKhayal and Section C - Tabla ChotaKhayal), Dhrupad. Candidates will be required to attempt five questions 2. Description of the five ragas mentioned under in all, two questions from Section A and either three ‘practical’ – their Thaat, Jati, Vadi-Samvadi, questions from Section B or three questions from Swaras (Varjit and Vikrit), Aroha-Avaroha, Section C. -
A Set of Performance Practice Instructions for a Western Flautist Presenting Japanese and Indian Inspired Works
Edith Cowan University Research Online Theses : Honours Theses 2007 Blowing east : A set of performance practice instructions for a western flautist presenting Japanese and Indian inspired works Asha Henfry Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses_hons Part of the Music Practice Commons Recommended Citation Henfry, A. (2007). Blowing east : A set of performance practice instructions for a western flautist presenting Japanese and Indian inspired works. https://ro.ecu.edu.au/theses_hons/1301 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses_hons/1301 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form.