Stephen Greer. Queer Exceptions: Solo Performance in Neoliberal Times. Manchester: Manchester UP, 2019, ix + 222 pp., £80.00 (hardback), £20.00 (paperback), £20.00 (ebook).

2021 ◽  
Vol 9 (2) ◽  
pp. 379-383
Author(s):  
Maurya Wickstrom
Keyword(s):  
2018 ◽  
Vol 19 (1) ◽  
pp. 3-19
Author(s):  
Drew Bird ◽  
Katy Tozer

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.


2021 ◽  
Vol 65 (3) ◽  
pp. 143-149
Author(s):  
Yarden Stern

In her solo performance, Knot in My Name, Ita Segev utilizes transaesthetic strategies and technology to elucidate her mutually dependent investments in gender and nation and the urgent personal and political stakes of the ongoing Israeli occupation for the performer and her American audience alike.


2016 ◽  
Vol 45 (4) ◽  
pp. 600-608 ◽  
Author(s):  
Carolina Labbé ◽  
Donald Glowinski ◽  
Didier Grandjean

Scherer and Zentner (2001) propose that affective experiences might be the product of a multiplicative function between structural, performance, listener, and contextual related features. Yet research on the effects of structure, and particularly texture, has mostly focused on perceived emotions. We therefore sought to test the effects of structural features on subjective musical experiences in a listening study by manipulating the performance, solo versus ensemble, of five segments of a piece for string quartet, while also exploring the impact of listener features such as musical training, listening habits and stable dispositions such as empathy. We found that participants ( N = 144, 78% female; Mage = 22.74 years, SD = 5.13) felt like moving more (ME) and perceived their physiological rhythms change more (VE) during ensemble compared to solo conditions. Moreover, ME significantly predicted positive emotions, such as Wonder and Power, while VE significantly predicted both positive and negative emotions, such as Tension and Nostalgia. We also found direct main and interaction effects of both segment and performance factors on all four emotion models. We believe these results support Scherer and Zentner’s model and show the importance of considering the interaction between compositional and instrumental texture when studying music-induced emotions.


2018 ◽  
Vol 66 (1) ◽  
pp. 92-110 ◽  
Author(s):  
D. Gregory Springer ◽  
Brian A. Silvey

The purpose of this study was to examine the effect of accompaniment quality on the evaluation of solo instrumental performance. Undergraduate instrumental music education majors ( N = 71) listened to and evaluated the accuracy and expressivity of six excerpts of Haydn’s Concerto for Trumpet in E-Flat Major, which we created by synchronizing recordings of good and bad performances of a trumpet soloist with good and bad performances of a piano accompaniment (as well as a no-accompaniment condition). Participants also chose one “best aspect of the performance” and one “aspect needing most improvement” for each excerpt. Significant main effects for accompaniment condition (good, bad, or none) and solo condition (good or bad) were found, in addition to interaction effects. Results of a Solo × Accompaniment interaction signified that participants’ ratings were not independent of accompaniment condition, and this effect was moderated by the performance quality of the trumpet soloist. Additionally, participants noted different “best aspects” and “aspects needing most improvement” based on both solo performance quality and accompaniment condition.


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