Electronic Music

Author(s):  
Joanna Demers

This essay contends that the primary philosophical question posed by electronic music has been one of ontology. Musicians and listeners derive theories about electronic music and its ontology, rendering electronic music an especially self-reflexive art form. Philosophical and aesthetic treatments have attempted to identify that which distinguishes electronic from non-electronic music. It argues that the philosophy of electronic music needs to be updated to reflect new realities in electronic music as well as music at large. Examples drawn from drone music, Scott Walker and Sunn O))), and psychedelic rock group Acid Mothers Temple demonstrate that the distinctions between electronic music and non-electronic music have been blurred, if not effaced altogether. In this new soundscape, the updated ontological questions will have to do with listening, history, and genre.

2020 ◽  
Vol 18 (1) ◽  
pp. 73-89 ◽  
Author(s):  
Willard G. Van De Bogart

Electronic music is advancing not only in the way it is being used in performance but also in the technological sense, due to software developers advancing the ability of the synthesizer to enable the composer to create newer sounds. The introduction of the amino acid and protein synthesizers from MIT is one such example, along with sampling sounds from interstellar bodies through the process of sonification in order to create presets as additional source material for the composer’s palette. The creative process used in creating electronic music on a tablet computer introduces a new musical instrument to be used in live music performances. The fluidity and immediacy of how electronic sounds can be created with tablet computer synthesizers affords the composer to have a new behavioural sense of using them as a musical instrument that can be played intuitively. Exploring this new interface of musical composition is a subject this article will address as well as the psychological aspects pertaining to how an audience can relate to electronic music as an emerging art form removed from the classical music tradition. It will also discuss how the composer of electronic music can affect the listener’s ability to envision new conceptual landscapes, leading to experiencing new ideas and subjective fields of visionary understandings. The composer’s ability to use conceptual models, which influence the way sounds are made and how those sounds influence the listener’s experience, is an important focus of this article.


Author(s):  
Fiona Sampson

Today, poetry and art music occupy similar cultural positions: each has a tendency to be regarded as problematic, ‘difficult’, and therefore ‘elitist’. Despite this, the audiences and numbers of participants for each are substantial: yet they tend not to overlap. This is odd, because the forms share early history in song and saga, and have some striking similarities, often summed up in the word ‘lyric’? These similarities include much that is most significant to the experience of each, and so of most interest to practitioners and audiences. They encompass, at the very least: the way each art-form is aural, and takes place in time; a shared reliance on temporal, rather than spatial, forms; an engagement with sensory experience and pleasure; availability for both shared public performance and private reading, sight-reading, and hearing in memory; and scope for non-denotative meaning. In other words, looking at these elements in music is a way to look at them in poetry, and vice versa. This is a study of these two formal craft traditions that is concerned with the similarities in their roles, structures, projects, and capacities.


2016 ◽  
Vol 25 (1) ◽  
pp. 96-109
Author(s):  
Kristen Marangoni

The enigmatic setting of Beckett's novel Watt has been compared to places as diverse as an insane asylum, a boarding school, a womb, and a concentration camp. Watt's experience at Knott's house does seem suggestive of all of these, and yet it may more readily conform to the setting of a monastery. The novel is filled with chants, meditations, choral arrangements, hierarchical classifications, and even silence, all highly evocative of a monastic lifestyle. Some of Watt's dialogue (such as his requests for forgiveness or reflections on the nature of mankind) further echoes various Catholic liturgies. Watt finds little solace in these activities, however. He feels that they are largely rote and purposeless as they are focused on Knott, a figure who in many ways defies linguistic description and physical know-ability. Watt's meditations and rituals become, then, empty catechisms without answers, something that is reflected in the extreme difficulty that Watt has communicating. In the face of linguistic and liturgical instability, the Watt notebooks present a counter reading that can be found in the thousand plus doodles that line its pages. The drawings reinforce as well as subvert their textual counterpart, and they function in many ways as the images in medieval illuminated manuscripts. The doodles in Watt often take the form of decorative letters, elaborate marginal drawings, and depictions of a variety of people and animals, and many of its doodles offer uncanny resemblances in form or theme to those in illuminated manuscripts like The Book of Kells. Doodles of saints, monks, crosses, and scribes even give an occasional pictorial nod to the monastic setting in which illuminated manuscripts were usually produced (and remind us of the monastic conditions in which Beckett found himself writing much of Watt). Beckett's doodles not only channel this medium of illuminated manuscripts, they also modernize its application. Instead of neat geometric shapes extending down the page, his geometric doodle sequences are often abstracted, fragmented, and nonlinear. Beckett also occasionally modernized the content of illuminated manuscripts: instead of the traditional sacramental communion table filled with candles, bread and wine, Beckett doodles a science lab table where Bunsen burners replaces candles and wine glasses function as beakers. It is through these modernized images that Watt attempts to draw contemporary relevance from a classic art form and to restore (at least partial) meaning to rote traditions.


1950 ◽  
Vol 5 (2) ◽  
pp. 153-163
Author(s):  
Rudy Bretz
Keyword(s):  

Author(s):  
Sevinç GÜLSEÇEN

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.


Author(s):  
Damon J. Phillips

There are over a million jazz recordings, but only a few hundred tunes have been recorded repeatedly. Why did a minority of songs become jazz standards? Why do some songs—and not others—get re-recorded by many musicians? This book answers this question and more, exploring the underappreciated yet crucial roles played by initial production and markets—in particular, organizations and geography—in the development of early twentieth-century jazz. The book considers why places like New York played more important roles as engines of diffusion than as the sources of standards. It demonstrates why and when certain geographical references in tune and group titles were considered more desirable. It also explains why a place like Berlin, which produced jazz abundantly from the 1920s to early 1930s, is now on jazz's historical sidelines. The book shows the key influences of firms in the recording industry, including how record labels and their executives affected what music was recorded, and why major companies would re-release recordings under artistic pseudonyms. It indicates how a recording's appeal was related to the narrative around its creation, and how the identities of its firm and musicians influenced the tune's long-run popularity. Applying fascinating ideas about market emergence to a music's commercialization, the book offers a unique look at the origins of a groundbreaking art form.


2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.


2010 ◽  
Vol 1 (1) ◽  
pp. 11-32
Author(s):  
Jacques Aumont
Keyword(s):  
Art Form ◽  

"The cinema is, as a photographic medium, an art form of light. But the mastery of lightning and the 'dark' side of his rhizomatic, interactive net have led very early to the configuration of shade and shadow and refer, ergo, to something which is perpetually related to all forms of figurative art. To film, 'night' means, however, something different, as it brings the configuration of the skies in a state of darkness with it. This is in disagreement with his usual depiction. It entails embarking on a singular figurative project, which approximates a contradiction in itself. This project demonstrates the autonomy of the configuration process precisely through this contradiction."


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