Towards convergence

2017 ◽  
Author(s):  
Celia Duffy ◽  
Joe Harrop
Keyword(s):  
Music Education ◽  
Performance Studies ◽  
Final Section ◽  
Music History ◽  
The Other ◽  
Musical Performance ◽  
Music Department ◽  
Academic Lectures ◽  
The One ◽  
Educational Thinking

This chapter concerns the interrelationship between music history and analysis—so-called academic studies—and musical performance, and it considers how such studies might affect or influence the student performer. Until recently, musical performance and academic studies were regarded as separate elements in music education, a separation that is now being challenged. The chapter begins by reviewing existing scholarship on performance studies and by exploring how the concerns of historically informed performance and practice as research can bring the questions underlying that scholarship into focus, even in undergraduate curricula. The discussion then turns to the higher education (HE) music environment and recent educational thinking seeking to unite distinct strands of musical study within a single curriculum. Two modules that attempt to integrate performance and scholarship—one from a university music department and one from a conservatoire—serve as exemplars. In the final section, opinions and observations solicited from musicians working in HE throw light on the issues from divergent perspectives. The overriding themes are duality and separation on the one hand and connections and convergence on the other—of ‘thinkers’ and ‘doers’, insight and analysis, formal and tacit knowledge, conservatoires and universities, and academic lectures and one-to-one performance tuition.

scholarly journals Williams on Ethics, Knowledge, and Reflection

Philosophy ◽  
2003 ◽  
Vol 78 (3) ◽  
pp. 337-354 ◽  
Author(s):  
A. W. Moore
Keyword(s):  
Moral Philosophy ◽  
Final Section ◽  
Point Of View ◽  
The Other ◽  
Ethical Knowledge ◽  
Ethical Point ◽  
The One

The author begins with an outline of Bernard William's moral philosophy, within which he locates William's notorious doctrine that reflection can destroy ethical knowledge. He then gives a partial defence of this doctrine, exploiting an analogy between ethical judgements and tensed judgements. The basic idea is that what the passage of time does for the latter, reflection can do for the former: namely, prevent the re-adoption of an abandoned point of view (an ethical point of view in the one case, a temporal point of view in the other). In the final section the author says a little about how reflection might do this.

scholarly journals Klubpædagogen mellem demokrati, frihed og markedsgørelse?

2020 ◽  
Vol 4 (2) ◽  
pp. 16
Author(s):  
Lea Ringskou ◽  
Christoffer Vengsgaard ◽  
Caroline Bach
Keyword(s):  
Professional Identity ◽  
Leisure Time ◽  
Final Section ◽  
The Other ◽  
Structured Interviews ◽  
Research Project ◽  
The One

ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet. AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?

scholarly journals 2. Achieving Harmony Through Music: A Comparison Between Ancient Greek and Chinese Thought

2020 ◽  
Vol 19 (1) ◽  
pp. 10-16
Author(s):  
Rossella Marisi
Keyword(s):  
Music Education ◽  
The State ◽  
The Other ◽  
Ancient Greek ◽  
Fundamental Component ◽  
Chinese Thought ◽  
The One ◽  
Heaven And Earth ◽  
Chinese Philosophers

AbstractAncient Greek and Chinese philosophers held music as a fundamental component of education and deemed it effective in guiding students at gaining harmony within themselves and with one another. A quality music education was thus considered relevant in the Bildung of individuals, the preservation of the state, and the maintenance of harmony between heaven and earth. This study makes a comparison between the thought of Plato and his Greek predecessors on one side, and the one of Confucianism on the other, identifying fascinating similarities which offer a source of inspiration to modern educators.

scholarly journals The Boundaries of Funniness and the Dilution of Audience Identity in the Musical-Dramatic Art

2021 ◽  
Vol 3 (3) ◽  
pp. 61-82
Author(s):  
Viktor L. Levchenko ◽  
Nina I. Kovalova
Keyword(s):  
The Other ◽  
Musical Performance ◽  
Museum Exhibits ◽  
The Status ◽  
History Of ◽  
European Theatre ◽  
The Aesthetic ◽  
The One

This paper sets out to examine the transformation of comedy in the history of European theatre. Musical performance extends the semiotic space of the original genre into a field of fluid and open meanings and signs incorporating and suggesting many interpretations, some of which are ironic. It is argued in contemporary aesthetics that, on the one hand, art cannot exist without a discourse interpreting it, while on the other, there exists the demand to avoid interpretation, which at once legitimizes the aesthetic effect and castrates the object of art. Provocation is used as an instrument for solving the problems of observing the object of art in a new way and understanding modern reality, and provocation is not complete without irony and self-irony. Wit, irony, and comicality are transformed as fitting into the style of the absurd and deconstructing the border between the funny and the serious. The purpose of such provocations is to put the viewer into a position of uncertainty and aesthetic shock, and this stupor inexorably leads the beholder to encounter the object of art and nurtures a new understanding of their own self. This clash of the spectator’s viewpoint created by provocative shows dispossesses theatre productions of the status of “museum exhibits”. This paper will examine the organicness of elements of the laughter culture and comic devices for musical and dramatic theatre.

Badiou’s Decision: To Give Up Leadership, Somewhat

2015 ◽  
Author(s):  
Nathan Coombs
Keyword(s):  
Mathematical Models ◽  
Arab Spring ◽  
Final Section ◽  
The Other ◽  
Public Intellectuals ◽  
Alain Badiou ◽  
The 1960S ◽  
The One ◽  
The Arab Spring

This chapter concerns a striking paradox: on the one hand, Alain Badiou has emerged as one of the most influential public intellectuals of recent decades; on the other, he is known for insisting that philosophy is subservient to truths produced by politics, science, art and love. The chapter argues that the paradox can be unravelled by attending to how the philosophical categories and choice of mathematical models in Being and Event aim to, and fall short of, imposing limits on theoretical authority. These difficulties highlight the problematic nature of Badiou’s attempt to revive Althusser’s rationalist programme of the 1960s while avoiding that project’s theoreticist excesses. The final section reflects on how these unresolved tensions can help make sense of the charges of Stalinism levelled against Badiou after the Arab Spring.

scholarly journals SCHEIBE’S MISTAKE: SUBLIME SIMPLICITY AND THE CRITERIA OF CLASSICISM

2008 ◽  
Vol 5 (2) ◽  
pp. 165-177 ◽  
Author(s):  
KEITH CHAPIN
Keyword(s):  
Seventeenth Century ◽  
Music History ◽  
The Other ◽  
Literary Aesthetics ◽  
History Of ◽  
The One ◽  
History Of Literature ◽  
French Model

ABSTRACTIt is as a classicist that Johann Adolph Scheibe has entered the annals of music history, either as a propagator of the principles of French literary classicism, or as a champion of a ‘galant’ style that later critics would view as a foundation for a German musical classicism. But if Scheibe insisted on a quality of striking simplicity, using words clearly indebted to those of Nicolas Boileau, the doyen of seventeenth-century French critics, he was no classicist according to the French model. While all classicists depend to a certain degree on the regulation of their material – for such regulation aids them in their quest for the perfect fit between parts and whole – they will differ in how they choose to balance the codification of technique and the regulation of style, on the one hand, with the evocation of emphatic or ‘sublime’ experiences, on the other. If Boileau sought the ‘marvellous’ quality that strikes like lightening, Scheibe wished for clarity. Drawing on scholarship in the history of literature, this article first examines the origins and point of French classicist literary aesthetics, then traces the fate of these aesthetics as they were transferred from France to Germany and from literature to music.

Postmodernism, Geography, and the Social Semiotics of Space

1993 ◽  
Vol 11 (3) ◽  
pp. 255-278 ◽  
Author(s):  
A P Lagopoulos
Keyword(s):  
Urban Design ◽  
Final Section ◽  
Social Processes ◽  
The Other ◽  
Social Semiotics ◽  
Humanistic Geography ◽  
The Social ◽  
Postmodern Philosophy ◽  
The Subject ◽  
The One

The nucleus of postmodern philosophy and theory is derived primarily from French neostructuralist writings. The ontological foundation of such literature is the idealist rejection of the possibility of knowing reality and, as a consequence, the enclosure of the subject within the signifying universe, which in turn results in the exaltation of the signifying processes as the only social processes. The same emphasis, but through nonverbal means, is demonstrated by postmodern architectural and urban design. In geography, however, postmodernism is interpreted differently. In two recent books (by Soja and by Harvey) the postmodern era in human geography is related to the heightened importance of space for social reality and theory. But the split of geography itself between Marxist geography on the one hand, and behavioural and humanistic geography on the other, shows the pertinence of the signifying dimension for the field of geography. In this paper, it is argued that the roles of space and meaning are equally important for geography, and it is proposed that an analysis of the signifying aspect of space may be achieved through semiotics, currently the most complete and sophisticated theory of meaning and culture. The main problem for geography, which is addressed in the final section of this paper, is the integration of a renewed version of the semiotics of space with an equally renewed Marxist geography, the most powerful explanatory approach to geography we have at our disposal.

scholarly journals Publikumsudvikling – strategier for inddragelse eller institutionel udvikling?

2014 ◽  
Vol 42 (118) ◽  
pp. 69-86
Author(s):  
Anja Mølle Lindelof
Keyword(s):  
Performance Studies ◽  
Cultural Policy ◽  
Cultural Practices ◽  
The Other ◽  
Cultural Participation ◽  
Audience Engagement ◽  
Policy Practice ◽  
Arts Marketing ◽  
Audience Development ◽  
The One

The term ‘audience development’ is currently employed in cultural policy and within art institutions in order to address questions concerning cultural participation. It centers on two parallel discussions: On the one hand it addresses participation as a democratic ideal, and on the other hand it frames specific forms of audience engagement and the inherent and diverging understandings of participation.  This article shows how the discourse developed about audience development reduces the discussion to either legitimizing existing cultural policy practice or to strategies for arts marketing, and it suggests that other important perspectives from e.g. performance studies are overlooked in the discussion of art institutions and their current dilemmas. The article presents a model that sums up four parallel discussions unfolding about audience development: cultural practices, aesthetic strategies for interaction, post performance reflections and everyday life. It is argued that all of these four perspectives need to be addressed for audience development to sincerely challenge the prevailing understanding of art institutions and their current dilemmas.

On ‘Listening’ in Music Education Brian Loane

1984 ◽  
Vol 1 (1) ◽  
pp. 27-36 ◽  
Author(s):  
Brian Loane
Keyword(s):  
Music Education ◽  
The Other ◽  
Musical Experience ◽  
Crucial Difference ◽  
Musical Activity ◽  
Supportive Role ◽  
Explicit Analysis ◽  
And Performance ◽  
The One ◽  
Musical Activities

The article suggests that ‘Composing / Performing / Listening’ may be an inadequate way to categorise musical activities, particularly because any musical activity is a sort of listening. There is a discussion of the educationally crucial difference between ‘audience-listening’ on the one hand, and ‘composition-listening’ and ‘performance-listening’ on the other. It is suggested that musical experience is itself thinking embodied in sound, and that explicit ‘analysis-of-listening’ plays a supportive role.In this light, the article proposes an alternative way to categorise musical activities, and indicates some possible conclusions for the curriculum and for assessment.

scholarly journals Edusemiotics of meaningful learning experience: Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 199-217 ◽  
Author(s):  
Jani Kukkola ◽  
Eetu Pikkarainen
Keyword(s):  
Educational Philosophy ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Educational Process ◽  
Point Of View ◽  
The Other ◽  
The One ◽  
Basic Philosophy ◽  
Educational Thinking

AbstractIn this article we examine the educational process and learning from the edusemiotic point of view in terms of meaningful experience and meaningful action. A conception of meaningful experience is central in many branches of educational thinking, from pragmatism to existentialism. We analyze this conception from two traditional and somewhat remote perspectives, utilizing some themes of Kant’s educational philosophy on the one hand and Greimas’ semiotics on the other. Kant’s views of human formative powers – Bildung – will be described as a basic philosophy of learning experience. Kant’s theory is then critiqued from the perspective of existentialist educational philosophy. Concepts of meaningful learning and experience are further clarified utilizing Greimas’ semiotic tools and, specifically, his semiotic square. Finally, the question of meaningful learning experience is related to Kant’s pedagogical paradox and the educator’s role in the pedagogical process.

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