scholarly journals In Search of a Consolatory Past

2021 ◽  
pp. 198-252
Author(s):  
Jillian C. Rogers

This chapter investigates how interwar French musicians understood music making as an embodied memorial practice. Using archival sources such as soliders’ and musicians’ diaries and correspondence, concert programs, and journals like the Gazette des Classes du Conservatoire, this chapter demonstrates that Maurice Ravel, Marguerite Long, Nadia Boulanger, and Darius Milhaud were among the many French musicians who understood musical practices such as composing, listening, and performing as crucial sites for maintaining connections with lost loved ones. By situating these sources within the context of popular fin-de-siècle theories of corporeal memory posited by Henri Bergson and Marcel Proust, as well as spiritist and French Catholic memorial practices, this chapter shows how making music facilitated mourning by permitting musicians to recall corporeally the feeling of being in the presence of those they mourned.

Music ◽  
2020 ◽  
Author(s):  
Louis K. Epstein

Germaine Tailleferre (b. 1892–d. 1983) was a prolific composer of symphonic, chamber, film, and radio music who participated actively in French and international musical life for more than six decades. Tailleferre is most commonly remembered as the sole female member of Les Six, but her association with that group was relatively brief in the broader context of her career. Displaying early brilliance as a student at the Paris Conservatoire, Tailleferre won all the major prizes in her disciplines—Premier Prix in Harmony, Counterpoint, and Accompaniment—but never had the opportunity to compete for the Premier Prix in composition due to the suspension of the competition during the First World War. After leaving the Conservatoire, she studied with Charles Koechlin and Maurice Ravel. The latter in particular inspired her early efforts to imbue her music with neo-Baroque and neoclassical qualities. Tailleferre’s devotion to Ravel in the early 1920s, and her independence from the more capricious, experimental aesthetics pursued by Darius Milhaud, Francis Poulenc, and Georges Auric, led her away from the sphere of Jean Cocteau and Erik Satie, who had helped usher Les Six into existence. In her first full-length ballet, Le Marchand d’oiseaux, composed for the Ballets Suédois in 1923, and in her Concerto for Piano commissioned by the Princesse de Polignac in 1924, Tailleferre demonstrated a propensity for pastiche and emulation, combining allusions to J. S. Bach, Chopin, Poulenc, and Stravinsky. From the beginning through the end of her career, many works reveal her attachment to perpetuum mobile rhythms and Bachian counterpoint. Although her music was widely performed in the 1920s and 1930s, and although she continued to earn accolades throughout her life, including one of the first state commissions from the French government (1938), the Prix de l’Académie des Beaux Arts (1973), and the Grand Prix Musical de la Ville de Paris (1978), her writings and her friends’ reminiscences reveal Tailleferre to have been extraordinarily modest. Due in part to her modesty, Tailleferre left behind far less music criticism and autobiographical writing than most other members of Les Six. Indeed, after Louis Durey, who left Les Six in 1921, Tailleferre is the next most meagerly documented member of Les Six, as a comparison between this article and those of her peers will attest. (See the separate Oxford Bibliographies articles “Arthur Honegger”, “Francis Poulenc”, and “Darius Milhaud”.) And those sources that do treat her output focus disproportionately on her interwar works to the exclusion of the many works she produced later in life, including Paris-Magie (1948) and Concerto de la fidelité (1981). But numerous sources touch on her contributions to French music and on her relationships with artists, composers, patrons, impresarios, and others.


Author(s):  
Jonathan Evans

The Many Voices of Lydia Davis shows how translation, rewriting and intertextuality are central to the work of Lydia Davis, a major American writer, translator and essayist. Winner of the Man Booker International Prize 2013, Davis writes innovative short stories that question the boundaries of the genre. She is also an important translator of French writers such as Maurice Blanchot, Michel Leiris, Marcel Proust and Gustave Flaubert. Translation and writing go hand-in-hand in Davis’s work. Through a series of readings of Davis’s major translations and her own writing, this book investigates how Davis’s translations and stories relate to each other, finding that they are inextricably interlinked. It explores how Davis uses translation - either as a compositional tool or a plot device - and other instances of rewriting in her stories, demonstrating that translation is central for understanding her prose. Understanding how Davis’s work complicates divisions between translating and other forms of writing highlights the role of translation in literary production, questioning the received perception that translation is less creative than other forms of writing.


Vamping the Stage is the first book-length historical and comparative examination of women, modernity, and popular music in Asia. This book documents the many ways that women performers have supported, challenged, and undermined representations of existing gendered norms in the entertainment industries of China, Japan, India, Indonesia, Iran, Korea, Malaysia, and the Philippines. The case studies in this volume address colonial, post-colonial, as well as late modern conditions of culture as they relate to women’s musical practices and their changing social and cultural identities throughout Asia. Female entertainers were artistic pioneers of new music, new cinema, new forms of dance and theater, and new behavior and morals. Their voices, mediated through new technologies of film, radio, and the phonograph, changed the soundscape of global popular music and resonate today in all spheres of modern life. These female performers were not merely symbols of times that were rapidly changing. They were active agents in the creation of local performance cultures and the rise of a region-wide and globally oriented entertainment industry. Placing women’s voices in social and historical contexts, the authors critically analyze salient discourses, representations, meanings, and politics of “voice” in Asian popular music of the 20th century to the present day.


Author(s):  
Lauren Kapalka Richerme

Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.


2020 ◽  
pp. 189-198
Author(s):  
Klisala Harrison

This book has examined human rights, and the development of capability—the “power to do something”—in musical practices. It has explored if (popular) music-making can enhance human rights and capabilities of the poorest of the poor, such as homeless and street-involved people, who feel that music is a “thing” that can never be taken away from them. This conclusion points out how the book defined capabilities in a novel and useful way. When synthesizing the book’s main findings, it describes a causal relationship between developing human capabilities, and strengthening human rights which operate in complex ways musical and cultural moments. Specific human capabilities can be nurtured so as to develop specific human rights. The chapter reflects and elaborates on critiques of human rights pertinent to music in and as culture. With attention to socioeconomic inequality, it offers inspiration for making, and thinking about, musical and cultural efforts to promote human rights and capabilities.


Author(s):  
David J. Elliott

This article presents an overview of Section 2 of the Oxford Handbook of Music Education, Volume 2. It considers John Dewey's (1927) thoughts on the relationship between the “goods” (values, benefits) of some kind of activity and the nature of “community.” It argues that it is highly unlikely that there will never be a fixed concept or “how-to” of community music. For however and wherever community music is conceived and practiced, this elusive phenomenon continues to evolve and diversify locally and internationally to meet the changing needs of the people it serves today and those it will serve tomorrow. It reinvents itself continuously in relation to the musics and technologies its practitioners and clients desire and appropriate; and, of course, community music matures constantly as community music facilitators deploy their creativity to reframe, adjust, combine, integrate, and overlap existing ways of empowering people to make music for the realization of its many “goods” and the many ways that music making, musical sharing, and musical caring creates “community.”


2019 ◽  
Vol 100 (2) ◽  
pp. 302-334 ◽  
Author(s):  
Rebecca Dowd Geoffroy-Schwinden

Abstract This microhistory situates the musical activities of Nancy Macdonald, a French student at Madame Campan’s National Institute for Young Women and Napoleon Bonaparte’s school for daughters of Legion of Honour Recipients, in broader discourses about women and music in Napoleonic France. Drawing on Pierre Bourdieu’s theories of capital, it eschews a simplistic assessment of music as either constraining or liberating young women, by arguing instead that performance operated as a kind of ‘feminine capital’, accrued and then circulated to achieve tangible socio-economic ends. A feminine-capital framework exposes the paradoxes inherent in female music-making and reveals how values about music were enculturated from girlhood to womanhood in France. This approach contributes to recent scholarship that challenges the rigid binaries previously defining women’s musical labour during the Classical era and inserts France into historiographies of women’s musical practices in the early nineteenth century.


Author(s):  
Birch P. Browning

This chapter describes the many possible definitions of the term curriculum, including the series of courses needed to complete a program or the educational materials for a topic of study. From a wider perspective, curriculum encompasses all the decisions about the goals, content, and methods and materials of instruction that are directly related to the intentional outcomes of instruction. The decisions about what is included reflect the values and philosophy of education held by those who make curricular decisions. The programs and methods of the well-known childhood music educators Dalcroze, Kodály, Orff, Suzuki, and Gordon are discussed. The author also covers the Comprehensive Musicianship Through Performance (CMP) series for secondary students in depth and discusses various scholars’ visions for music curriculum. Effective music curriculum must prepare students for musical independence via authentic music-making: listening, performing, composing, and improvising.


2020 ◽  
Vol 38 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Catherine Grant ◽  
Charulatha Mani ◽  
Vanessa Tomlinson

Music higher education institutions are increasingly recognising the educational value of intercultural learning experiences. Delivering such learning experiences in a way that provides music students with a rich cultural and musical learning experience, rather than a superficial one, can be a challenging task, particularly in the case of short-term ‘mobility’ or ‘study-abroad’ programmes. This article explores ways to address this challenge by reflecting on student learnings from a suite of international study experiences, or ‘global mobility programmes’, at one Australian tertiary music institution, run in collaboration with community partners, universities and nongovernmental organisations in the Asia Pacific. Focusing on how intercultural music-making in the context can enhance students’ musical practices and identities, we first outline the sociocultural contexts of our music global mobility programmes in Cambodia, China and India, and explore the different modes of music-making these experiences afforded. We then draw on Coessens’ ‘web of artistic practice’ to explore site-specific examples of the ways in which global mobility programmes can enhance students’ musical practices and identities. These findings hold particular relevance for music educators and higher education institutions in justifying, designing and carrying out such intercultural experiences to maximise student learning and success.


2020 ◽  
Vol 4 (1) ◽  
pp. 39-58
Author(s):  
Sumitra Ranganathan

The ephemerality of music is a consuming philosophical problem; it is also a practical dilemma for archivists and researchers. For oral traditions such as Indian classical music, notations, recordings and transcriptions fail to capture much of what is communicated in musical performance, which problematizes the creation and function of archives. This article explores an approach to archiving musical practices in relation to constitutive processes of emplacement, a complex I denote by the term ‘thick sound’. Using a rich and historic Dhrupad tradition as a case study, I discuss how I used documentary, material, aural, embodied and sensory performance data to construct my archive. I investigate the ways in which such documentation captures ecologies of music-making and the challenges posed for the analysis of histories of (thick) sound. I conclude by discussing the implications for theorizing archival work as active intervention, mediating relationships of past, present and future.


Sign in / Sign up

Export Citation Format

Share Document