PROBLEMS OF STYLE IN 20TH-CENTURY CZECH MUSIC

1965 ◽  
Vol LI (1) ◽  
pp. 191-204
Author(s):  
JAN RACEK ◽  
JIŘÍ VYSLOUŽIL
Keyword(s):  
Tempo ◽  
2000 ◽  
pp. 23-25
Author(s):  
Eugene Gates ◽  
Karla Hartl

It was with enormous pride in the achievements of his 23-year-old protégé Vítězslava Kaprálová that Bohuslav Martinů wrote the following in his review of the 1938 International Society for Contemporary Music (ISCM) Festival, held in London:The very first item on the programme of the Festival was Military Sinfouictta by Vitězslava Kaprálová – an opening with great promise for both the festival and the composer. Her performance was awaited with interest as well as some curiosity – a girl with a baton is quite an unusual phenomenon – and when our ‘little girl conductor’ (as the English newspapers called her) appeared before the orchestra, she was welcomed by a supportive audience. She stood before the orchestra with great courage and both her composition and performance earned her respect and applause from the excellent BBC orchestra, the audience, and the critics. … Kaprálová's international debut is a success, promising and encouraging.


2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  

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