At the Doors of Kranichstein: Maderna's ‘Fantasia’ for 2 Pianos

Tempo ◽  
1987 ◽  
pp. 14-20
Author(s):  
Raymond Fearn

THE TIME will almost certainly arrive when historians of the music of the present century will speak of the ‘Darmstadt School’ of composers—that group of musicians many of whose earlier works were first heard at the Summer School in that city. Indeed, the phrase has already gained some ground, even if it has not yet entered general parlance. When the term ‘Second Viennese School’ was invented, some years after the ‘school’ had in fact broken up for its vacation, there may have seemed to be some justification for giving it such a name, since it had at least consisted of a teacher and his pupils; only now, perhaps, are we able to see that the ‘classes’ were somewhat unruly ones, and neither the pupils nor their most un-academic teacher had managed to invent even the most elementary ‘syllabus’ or even ‘ethos’ for the establishment. If we dare to speak of a ‘Darmstadt School’, then we shall certainly search in vain for its more than temporary guiding spirit, or for an ethos which was universally accepted.

Author(s):  
Venn Edward

Hugh Wood is one of the leading British composers of his generation. In his contributions to all of the major musical genres (with the sole exception of opera), he has focused on the renewal rather than the rejection of tradition. He has taught at Morley College and the Royal Academy of Music, and at Glasgow and Liverpool Universities, and he joined the Music faculty of Cambridge University in 1976. A year later, he was appointed lecturer in Music and Fellow of Churchill College; he retired in 1999. Hugh Wood was born in 1932 into a music-loving family and, though he ultimately studied Modern History at Oxford, music remained central to his extra-curricular activities both at school and at university. Formal music study commenced in 1954 with lessons from William Lloyd Webber; later, Wood studied with Iain Hamilton, Anthony Milner, and Mátyás Seiber. The Bryanston (later Dartington) Summer School provided numerous opportunities to engage with early- and mid-twentieth century music: above all, the experience of hearing the music of the Second Viennese School proved pivotal. Wood first responded to this encounter in chamber works written in the late 1950s and early 1960s, and labelled his Variations for viola and piano (1957–58) his Op. 1 in recognition that he had discovered his own voice. The presence in this work of a quotation from Beethoven is significant, revealing the extent to which his engagement with twentieth-century modernism was informed by broader musical traditions.


2018 ◽  
Vol 19 (38) ◽  
pp. 53-60
Author(s):  
Steven Hunt ◽  
Clive Letchford ◽  
Mair Lloyd ◽  
Laura Manning ◽  
Rachel Plummer

The Council of University Classics Departments surveys of 1995 (CUCD, 1995) and 2012 (CUCD, 2012) demonstrated a restricted set of approaches to Latin teaching in UK universities with little evidence of activity outside grammar-translation and graded reading. Despite this, in the 2012 survey, some United Kingdom university tutors made claims for the benefits of experiencing more varied pedagogy, including communicative Latin, in their own previous study and in Summer School Immersion events (Lloyd, 2016a). In schools, a number of challenges continue to provide motivation to move away from current norms of provision (Forrest, 1996; Lister, 2007; Hunt, 2016). Meanwhile, in America, changes in curriculum and methods are being proposed and implemented to meet the challenges of falling enrolment on Latin and other Classics courses.


2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.


2008 ◽  
Vol 39 (3) ◽  
pp. 141-150 ◽  
Author(s):  
Rainer Reisenzein ◽  
Irina Mchitarjan

According to Heider, some of his ideas about common-sense psychology presented in The Psychology of Interpersonal Relations ( Heider, 1958 ) originally came from his academic teacher, Alexius Meinong. However, Heider makes no reference to Meinong in his book. To clarify Meinong’s influence on Heider, we compare Heider’s explication of common-sense psychology with Meinong’s writings, in particular those on ethics. Our results confirm that Heider’s common-sense psychology is informed by Meinong’s psychological analyses in several respects: Heider adopts aspects of Meinong’s theory of emotion, his theory of value, and his theory of responsibility attribution. In addition, Heider more or less continues Meinong’s method of psychological inquiry. Thus, even without Meinong’s name attached, many aspects of Meinong’s psychology found their way into today’s social psychology via Heider. Unknowingly, some of us have been Meinongians all along.


PsycCRITIQUES ◽  
2013 ◽  
Vol 58 (14) ◽  
Author(s):  
James Fadiman ◽  
Peter H. Addy
Keyword(s):  

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