Chapter I. The Voice of Allegory

Keyword(s):  
Author(s):  
Colleen M. Conway

Chapter 10 is based on responses from applied music faculty around the country as well as responses from undergraduate students regarding applied lesson study. Quotes from both applied faculty and undergraduate students are included throughout the chapter. I have tried to represent the voice of the applied teacher in this chapter as a way of honoring the very specific culture that is created in each unique applied studio. Issues presented include scheduling logistics, pianists, choosing repertoire and materials, juries and auditions, practicing and motivation. Stories written by applied faculty as well as students from around the country are used to illustrate the characteristics of successful applied teachers.


Author(s):  
Jennifer Solheim

In this chapter I conceptualize the citational hook, a term I use to describe within a cinematic or theatrical narrative, the interpretation of a popular song that imbues the lyrics with new and subversive or transgressive meaning), which is introduced through sing-along performances to Anglophone rock songs in Marjane Satrapi’s film Persepolis (2007) and Wajdi Mouawad’s play Incendies (2003). Working with Judith Butler’s concept of citation, Roland Barthes’s essay ‘The Grain of the Voice,’ and Michel Chion’s analysis of cinematic syncresis, I demonstrate how the performances in Mouawad’s and Satrapi’s respective works can be heard as subversions of French universalist stereotypes of Middle Eastern femininity and masculinity that are linked to the symbols of the veil and the gun. I contextualize the performances through the universalist representations of immigrant men and women in France that have led to strictures on Arab women’s dress and the social marginalization of Arab men. The sing-along performances demonstrate that it is imperative to look beyond received symbols of Middle Eastern women’s oppression and the stereotype of Middle Eastern men as inherently violent and to allow for a broad range of possibilities for how masculinity and femininity are expressed within Middle Eastern ethnic identities.


2021 ◽  
Author(s):  
◽  
Jasna Brackovic

<p>Rusalka, the protagonist of Antonín Dvořák’s eponymous opera, is probably one of the most unique operatic heroines. Rusalka’s burning desire to become human in order to be with one and have a soul takes her on an interesting, yet tragic journey. From water nymph to human to will-o-the-wisp, Rusalka goes through three different states and two metamorphoses that leave her desire unfulfilled and cause her to suffer continuously. The two metamorphoses cause Rusalka to remain between the natural and human worlds, both of which reject her. This in turn leads to her eternal suffering. Her tragic fate and constant agony portray her as a victim. And yet Rusalka is also a powerful character who is in command of her own story: as the opera’s sole protagonist, we are encouraged to identify with her perspective. She is constantly present throughout the opera. Even in the scenes that do not require her presence, she communicates with us through absence and through other characters that are, like us, influenced by her presence. And when Rusalka is silent, she connects with us through the language of orchestral music; her mute exterior on stage eludes us and seeks our understanding and sympathy. Thus, her powerful presence and the complexity of her nature draw us as the readers/listeners/spectators to experience Rusalka’s story through her subjective perspective. In order to reveal the nature of the character and how it affects us as readers/listeners/spectators, I will use various approaches, with an emphasis on psychological concepts that will provide a new insight into Rusalka and the opera as a whole. My research will also suggest the impact of fin-desiècle misogyny on Rusalka and specifically her silence, which is the perhaps the most intriguing aspect of the opera and its protagonist. The thesis will follow Rusalka’s journey, from the time and culture of its creation to modern times, as portrayed in some of the more recent dramatic productions that resituate these themes in light of more current perspectives. I will expose in turn the layers in Rusalka: from the libretto and the music, to the use of voice, and finally the playing with meaning in a few representative stage productions. In the second and third chapters, focusing on the libretto and music respectively, I discuss the ways Rusalka articulates her nature, using the Freudian structural model of the psyche for the analysis of the narrative and repetition in the libretto and music. The analysis of music also points toward repetition as a key method, and I suggest connections with the psychological concept of repetition, linked with desire and the death drive, as observed by Slavoj Žižek and Renata Salecl. In the fourth chapter, I focus on the voice, more specifically the cry, in order to explore the ways in which we experience the voice, which I believe is the central element that causes a painful enjoyment (jouissance) in some of us, and in turn is key to our sympathetic empathy with Rusalka. Finally, with Rusalka on stage, I explore the ways in which we, as audience, relate to Rusalka’s suffering, focusing mainly on her silent state. With the addition of the layer of the gaze, I focus on the spectators’ reaction to mute Rusalka and how, in a way, they participate in these moments of suffering precisely through the gaze. Throughout the thesis, I demonstrate how Rusalka communicates with us through the opera’s layers and how in return we respond to them, either by sympathising or identifying with the protagonist.</p>


Author(s):  
Marcelo Bergman

This chapter studies the performance of Latin American criminal courts and prosecutor offices in fighting crime and instilling deterrence and systematically analyzes one of the critical and understudied topics in the region: Impunity. It analyzes criminal justice statistics and inmate survey data. In this chapter I argue that while numerous penal reforms in the region welcomed strong protections of individual rights they had limited success in developing effective prosecution and administration of justice to curtail criminality. This chapter uses information from 6,000 inmates, the “voice” of the indicted, to document the court and prosecutorial processes and contrasts this perspective to the “official voice” of the courts of law.


2021 ◽  
Author(s):  
◽  
Jasna Brackovic

<p>Rusalka, the protagonist of Antonín Dvořák’s eponymous opera, is probably one of the most unique operatic heroines. Rusalka’s burning desire to become human in order to be with one and have a soul takes her on an interesting, yet tragic journey. From water nymph to human to will-o-the-wisp, Rusalka goes through three different states and two metamorphoses that leave her desire unfulfilled and cause her to suffer continuously. The two metamorphoses cause Rusalka to remain between the natural and human worlds, both of which reject her. This in turn leads to her eternal suffering. Her tragic fate and constant agony portray her as a victim. And yet Rusalka is also a powerful character who is in command of her own story: as the opera’s sole protagonist, we are encouraged to identify with her perspective. She is constantly present throughout the opera. Even in the scenes that do not require her presence, she communicates with us through absence and through other characters that are, like us, influenced by her presence. And when Rusalka is silent, she connects with us through the language of orchestral music; her mute exterior on stage eludes us and seeks our understanding and sympathy. Thus, her powerful presence and the complexity of her nature draw us as the readers/listeners/spectators to experience Rusalka’s story through her subjective perspective. In order to reveal the nature of the character and how it affects us as readers/listeners/spectators, I will use various approaches, with an emphasis on psychological concepts that will provide a new insight into Rusalka and the opera as a whole. My research will also suggest the impact of fin-desiècle misogyny on Rusalka and specifically her silence, which is the perhaps the most intriguing aspect of the opera and its protagonist. The thesis will follow Rusalka’s journey, from the time and culture of its creation to modern times, as portrayed in some of the more recent dramatic productions that resituate these themes in light of more current perspectives. I will expose in turn the layers in Rusalka: from the libretto and the music, to the use of voice, and finally the playing with meaning in a few representative stage productions. In the second and third chapters, focusing on the libretto and music respectively, I discuss the ways Rusalka articulates her nature, using the Freudian structural model of the psyche for the analysis of the narrative and repetition in the libretto and music. The analysis of music also points toward repetition as a key method, and I suggest connections with the psychological concept of repetition, linked with desire and the death drive, as observed by Slavoj Žižek and Renata Salecl. In the fourth chapter, I focus on the voice, more specifically the cry, in order to explore the ways in which we experience the voice, which I believe is the central element that causes a painful enjoyment (jouissance) in some of us, and in turn is key to our sympathetic empathy with Rusalka. Finally, with Rusalka on stage, I explore the ways in which we, as audience, relate to Rusalka’s suffering, focusing mainly on her silent state. With the addition of the layer of the gaze, I focus on the spectators’ reaction to mute Rusalka and how, in a way, they participate in these moments of suffering precisely through the gaze. Throughout the thesis, I demonstrate how Rusalka communicates with us through the opera’s layers and how in return we respond to them, either by sympathising or identifying with the protagonist.</p>


2012 ◽  
Vol 20 (3) ◽  
pp. 593-613 ◽  
Author(s):  
Alessandro Capone

In this chapter I deal with indirect reports in terms of language games. I try to make connections between the theory of language games and the theory of indirect reports, in the light of the issue of clues and cues. Indirect reports are based on an interplay of voices. The voice of the reporter must allow hearers to ‘reconstruct’ the voice of the reported speaker. Ideally, it must be possible to separate the reporter’s voice from that of the reported speaker. When we analyze the language game of indirect reporting, we ideally want to establish which parts belong to the primary voice (the reported speaker’s voice) and which parts belong to the reporter’s voice. In this paper I apply considerations on language games by Dascal et al. (1996) and I explore the dialectics between abstract pragmatics principles and considerations about situated uses that are sensitive to cues and clues.


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