scholarly journals Experiencing Folk Music in Children

2020 ◽  
Vol 22 ◽  
Author(s):  
Konstanca Zalar
Keyword(s):  
Folk Music ◽  
Social Role ◽  
Symbolic Play ◽  
Musical Language ◽  
Musical Culture ◽  
Music Making ◽  
Slovene Language ◽  
Social Competences ◽  
Phenomenological Case Study

Through everyday exposure to language and music, individuals within a nation become sensitive to the melodic and rhythmical structure of their folk musical culture. It represents improvisational abilities of individuals and groups as well. Despite all changes, it indisputably maintains all characteristic of music parameters as inheritance of past ages. Due to its social role, it appears throughout everyones life and it also represents an important part of childrens life. In the study that was carried out with two groups of children between six and nine years of age, we were interested in determining how do children experience music making with elements of folk music and how it is possible to create the circumstances which can provide the spontaneity of folk music within the structured environment (like primary school). The research was designed as a phenomenological case study. This method allowed us to gather data which provided a deeper insight into the ways in which participants are able to play using elements of folk music and the way they feel while using such material. The results show that, contrary to the basic fact of spontaneity in folk music, 6 and 7 year old participants were not able to use music parameters to play with and had yet to learn how does the symbolic play on the basis of communication in musical language work out. The most natural way to bridge the gap between learning songs and experiencing individual musical expression in a manner of folk music in children seems to be a creative work with lyrics in Slovene language. We also found that children develop social competences of a great value, when they are involved in a symbolic play with folk music elements in the improvisational mode. Key words: folk music; improvisation; music language; music making

scholarly journals Analysis of the Opera Kerem by Akhmet Adnan Saygun

2021 ◽  
Vol 4 (1) ◽  
pp. 11-20
Author(s):  
Aysel Asadova
Keyword(s):  
Folk Music ◽  
Structure Characteristic ◽  
Theoretical Problem ◽  
Musical Language ◽  
Musical Drama ◽  
Musical Culture ◽  
National Values ◽  
Characteristic Features ◽  
First Time ◽  
The Way

The article analyzes the musical language of the opera Kerem by A. Adnan Saygun. Ahmet Adnan Saygun was born during the Ottoman period and lived in the newly created Republic of Turkey. Saygun is one of the founders of the Turkish School of Composing, as well as one of the founders of the Turkish Five. The composer paid great attention to folk art and national values. You can always see folk music and folklore in his works. The purpose of the research is to analyze Sufi motives in the scenes of the opera. Mainly, the attention is paid to musical drama and harmonic aspects of the opera, which directly reflect Turkish folklore and musical culture in general. The research methodology lies in solving a scientific and theoretical problem. A number of theoretical and analytical methods have been applied, highlighting the principle of using a literary text in musical scenes that contain phrases that reflect “reunification with the Creator” in Sufism. The use of characteristic rhythmic patterns in mystical scenes, when searching for information, the methods of the axiological concept of culture were used, which made it possible to highlight the characteristic features of Turkish music. The scientific novelty of the research lies in the fact that for the first time the reflection of religious characteristics based on folk music, in particular, based on modal structures and maqams, analysis of the mystical motives of the opera, in combination with modern musical techniques is considered. Conclusions. Saigun’s opera Kerem is one of the rare works based on Sufi philosophy. A clear reflection of the main thought of Sufi philosophy was noted in Kerem, according to which the suffering of the seeker of truth is marked by a return to it. The way of light is the way of Allah. The composer, to show the unique colour and character of Anatolia, the life and customs of people, used the fret and rhythmic structure characteristic of Turkish music. As a result of the study, we see how in Kerem the author enthusiastically and passionately works on national values in all aspects of the opera.

scholarly journals Problems of variability of the musical genre reng in the mugham performing arts of youth

2021 ◽  
pp. 68-74
Author(s):  
Fidan Ildyrymly
Keyword(s):  
Folk Music ◽  
Instrumental Music ◽  
Performing Arts ◽  
Musical Language ◽  
Musical Culture ◽  
Sheet Music ◽  
Sound Recordings ◽  
Musical Genre ◽  
Further Development ◽  
Musical Heritage

Consideration of the variability of the musical genre of rang in mugam performing arts showed that ranks arose and developed in the art of mugam as a form of vocal-instrumental music. Their melodic structure is directly related to the sections of mugam. There are numerous varieties of this relationship. Based on the analysis of the musical notation of the ranks, it was determined that in practice of performing mugam the ranks are directly related to the vocal-instrumental mugam, and this is especially important for their compositional structure. In this regard, in almost every version of mugham destgahs there is a set of different ranks, including tesnifs. The analysis of various musical records of the ranks in the musical performing arts helps to identify the features of the manifestation of this form of folk music in mugam, as well as the further development of this musical genre and musical culture as a whole. We consider it appropriate to study, primarily, the vocal-instrumental interpretation of mugham when studying mugam destgyahs and the melodic interconnections of rangs and tesnifs with sections (shobe) of mugam. After analyzing various musical notations of mugam dastgahs, we were able to trace how rengi relate to mugam shobe. It can be noted that many rengi are used in the recordings of these works associated with various performances in relation to various shobe of mugams. This feature is inherent in various mugham dastgahs – "Shur", "Segah", "Chahargah", "Bayati-Shiraz", "Shushter", "Humayun", etc. All this can be traced in musical notations, as well as in live mugham singing and sound recordings, which helps to determine the numerous variants of rengs related to these mugams. Within the framework of each mugham, dozens of rengs were created and included in musical practice. Part of this rich musical heritage is captured and preserved in sound recordings and sheet music. We believe that it is advisable to study rengi, grouping them into mugham families in order to analyze their musical language and reveal their inherent variability.

Creating and Performing Contemporary Music as a Way of Learning

2020 ◽  
Vol 22 ◽  
Author(s):  
Barbara Sicherl Kafol ◽  
Olga Denac
Keyword(s):  
Sense Of Community ◽  
Creative Process ◽  
Cultural Awareness ◽  
Contemporary Music ◽  
Musical Experience ◽  
Musical Language ◽  
Cultural Institutions ◽  
Self Identity ◽  
Social Competences

The article analyses the results of a case study on a workshop for contemporary music which represents an excellent example of arts partnership in Slovenia. The aim of the workshop was to stimulate creative use of contemporary musical language in connection with the development of the lifelong cultural awareness and expression competence. The results of the interviews with 17 participants of the workshop pointed out the complex occurrence of various indicators, which, at the level of personal, social and intellectual competences, determined the nature of musical expression through contemporary music and indirectly influenced the development of the lifelong cultural awareness and expression competence. Through the creative process, participants expressed motivation and sensitivity for contemporary music and developed their musical abilities as well as their sense of community and self-identity. The identified challenges included students lack of musical experience with contemporary music, the low priority given to contemporary music in schools as well as teachers lack of professional knowledge in this field. Key words: contemporary musical language; educational and cultural institutions; lifelong culture awareness and expression competence; personal and social competences

Examining the Intersections of Music Making and Teaching for Four String Teachers

2014 ◽  
Vol 62 (2) ◽  
pp. 128-147 ◽  
Author(s):  
Kristen Pellegrino
Keyword(s):  
Focus Group ◽  
Content Knowledge ◽  
Focus Group Interview ◽  
Group Interview ◽  
Classroom Observations ◽  
Music Making ◽  
String Teachers ◽  
Phenomenological Case Study ◽  
Model Technique

The purpose of this phenomenological case study was to examine the intersections of music making and teaching for four string teachers. Data included background surveys, three interviews per participant, videotaped classroom observations (jointly viewed during the second interview), and a focus group interview that included music making. Findings revealed that the meanings participants attributed to their past music-making experiences mirrored their beliefs about why their students make music and informed their content knowledge. Music making outside the classroom had personal and professional benefits; participants described music making as something that provided renewed excitement and inspiration, increased compassion toward students as musical learners, was a catalyst for solving pedagogical problems, and maintained their ability to model for their students. Participants’ music making inside the classroom helped them to be more present in their teaching. They also used music making to inspire their students and themselves, to bring students’ attention to the teacher and the music, to gain credibility, to model technique and musicality, and to create a culture based on the love of making music.

Music of Tragedy

2017 ◽  
Author(s):  
Naomi A. Weiss
Keyword(s):  
Cultural Context ◽  
Musical Language ◽  
New Approach ◽  
Late Work ◽  
Music Making ◽  
Dramatic Action ◽  
Instrumental Accompaniment ◽  
And Performance

The Music of Tragedy offers a new approach to the study of classical Greek theater by examining the use of musical language, imagery, and performance in the late work of Euripides. Drawing on the ancient conception of mousikē, in which words, song, dance, and instrumental accompaniment were closely linked, Naomi Weiss emphasizes the interplay of performance and imagination—the connection between the chorus’s own live singing and dancing in the theater and the images of music-making that frequently appear in their songs. Through detailed readings of four plays, she argues that the mousikē referred to and imagined in these plays is central to the progression of the dramatic action and to ancient audiences’ experiences of tragedy itself. She situates Euripides’s experimentation with the dramaturgical effects of mousikē within a broader cultural context, and in doing so, she shows how he both continues the practices of his tragic predecessors and also departs from them, reinventing traditional lyric styles and motifs for the tragic stage.

Bartók and Scarlatti: A study of motives and influence

2009 ◽  
Vol 50 (1-2) ◽  
pp. 3-27
Author(s):  
Balázs Mikusi
Keyword(s):  
Folk Music ◽  
Structural Model ◽  
Musical Style ◽  
Clear Cut ◽  
Short Overview ◽  
Historical Figure ◽  
Human Emotions

The long-held notion that Bartók’s style represents a unique synthesis of features derived from folk music, from the works of his best contemporaries, as well as from the great classical masters has resulted in a certain asymmetry in Bartók studies. This article provides a short overview of the debate concerning the “Bartókian synthesis,” and presents a case study to illuminate how an ostensibly “lesser” historical figure like Domenico Scarlatti could have proved important for Bartók in several respects. I suggest that it must almost certainly have been Sándor Kovács who called Scarlatti’s music to Bartók’s attention around 1910, and so Kovács’s 1912 essay on the Italian composer may tell us much about Bartók’s Scarlatti reception as well. I argue that, while Scarlatti’s musical style may indeed have appealed to Bartók in more respects than one, he may also have identified with Scarlatti the man, who (in Kovács’s interpretation) developed a thoroughly ironic style in response to the unavoidable loneliness that results from the impossibility of communicating human emotions (an idea that must have intrigued Bartók right around the time he composed his Duke Bluebeard’s Castle ). In conclusion I propose that Scarlatti’s Sonata in E major (L21/K162), which Bartók performed on stage and also edited for an instructive publication, may have inspired the curious structural model that found its most clear-cut realization in Bartók’s Third Quartet.

THE CLASSIC GENRE OF THE ORAL TRADITION OF AZERBAIJAN IS "MUGHAM"

2020 ◽  
pp. 6-10
Author(s):  
Mammadov R.
Keyword(s):  
Folk Music ◽  
Oral Tradition ◽  
Single System ◽  
Musical Culture ◽  
Musical Tradition

This article is dedicated to the classical mugham genre. It analyzes the main genres of musical culture in Azerbaijan. The author studies the process of emergence of this genre, as well as its main types. Studies folk and national musical art, analyzes the classification of all genres of the oral musical tradition and combines them into a single system of genres of Azerbaijani folk music.

Punk as Folk: Continuities and Tensions in the UK and Beyond

2020 ◽  
Author(s):  
Pete Dale
Keyword(s):  
Folk Music ◽  
Music Making ◽  
Collective Creativity ◽  
Living Tradition ◽  
Wide Range ◽  
The Us ◽  
The Common ◽  
The Individual ◽  
The Uk

Numerous claims have been made by a wide range of commentators that punk is somehow “a folk music” of some kind. Doubtless there are several continuities. Indeed, both tend to encourage amateur music-making, both often have affiliations with the Left, and both emerge at least partly from a collective/anti-competitive approach to music-making. However, there are also significant tensions between punk and folk as ideas/ideals and as applied in practice. Most obviously, punk makes claims to a “year zero” creativity (despite inevitably offering re-presentation of at least some existing elements in every instance), whereas folk music is supposed to carry forward a tradition (which, thankfully, is more recognized in recent decades as a subject-to-change “living tradition” than was the case in folk’s more purist periods). Politically, meanwhile, postwar folk has tended more toward a socialist and/or Marxist orientation, both in the US and UK, whereas punk has at least rhetorically claimed to be in favor of “anarchy” (in the UK, in particular). Collective creativity and competitive tendencies also differ between the two (perceived) genre areas. Although the folk scene’s “floor singer” tradition offers a dispersal of expressive opportunity comparable in some ways to the “anyone can do it” idea that gets associated with punk, the creative expectation of the individual within the group differs between the two. Punk has some similarities to folk, then, but there are tensions, too, and these are well worth examining if one is serious about testing out the common claim, in both folk and punk, that “anyone can do it.”

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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