scholarly journals Belgium, one point.

2021 ◽  
Vol 34 (1) ◽  
pp. 33-54
Author(s):  
Pertti Grönholm

Kirjoittaja tutkii artikkelissaan kahta Belgian Eurovision laulukilpailuun lähettämää kappaletta, osallistujaa ja esitystä. Telex-yhtyeen ”Euro-Vision” (Haag 1980) ja Pas de deux -ryhmän ”Rendezvous” (München 1983) olivat omana aikanaan poikkeuksellisen hämmentäviä, ironisoivia ja provosoivia esityksiä. Kumpikin jäi finaalissa kolmanneksi viimeiseksi.Telex ja Pas de deux pyrkivät haastamaan sekä Euroviisujen audiovisuaalisia ja musiikillisia konventioita että kilpailun arvoja ja ihanteita. Kummassakin esityksessä oli myös kansallinen kontekstinsa, sillä Belgian euroviisumenestys oli jäänyt heikohkoksi koko kilpailun olemassaolon ajan, mikä ilmeni rohkeina kokeiluina 1980-luvun alussa. Yhtyeet rakensivat esityksensä elektronisten rytmien, äänten ja soitinten varaan. Telex esitti kappaleensa taustanauhan ja taustalaulajien kera, Pas de deux väritti sointiaan Eurovisio-orkesterin muusikoiden kanssa sekä tavattomaksi koetulla koreografiallaan. Molemmat yhtyeet toivat lavalle joukon elektronisia soittimia.Kirjoittaja analysoi kilpailukappaleita ja esityksiä osana 1980-luvun alussa tapahtunutta elektronisten soundien ja soittimien nousua populaarimusiikin valtavirtaan ja sitä, miten musiikillisista marginaaleista ponnistaneet yhtyeet tietoisesti pyrkivät koettelemaan kilpailun rajoja ja euroviisuyleisön vastaanottokykyä. Elektroniset soittimet ja niistä kumpuava äänellinen, visuaalinen ja rakenteellinen estetiikka olivat aikanaan radikaaleja irtiottoja Euroviisujen kaltaisen televisiospektaakkelin loihtimista tunnelmista ja mielikuvista. Huolimatta heikosta menestyksestä kumpikin esitys on saanut myöhemmin huomattavasti enemmän arvostusta osakseen.Avainsanat: Eurovision laulukilpailu, Telex, Pas de Deux, elektroninen musiikki, musiikkiteknologiat, Belgia   Belgium, one point. Synthesizers, irony, and provocation in Eurovision Song Contest in 1980 and 1983In his article, the author examines two songs, participants and performances submitted by Belgium to the Eurovision Song Contest. In the early 1980s, Telex’s “Euro-Vision” (The Hague 1980) and Pas de Deux’s “Rendezvous” (Munich 1983) were both exceptionally confusing, ironical, and provocative performances. They both finished third last in the finals.These unusual performances sought to challenge the audio-visual and musical conventions of the ESC and even the values and ideals of the competition. Both songs also had their own national context, as the success of Belgium in the ESC had remained rather weak throughout the existence of the competition. The bad experiences turned into bold experiments in the early 1980s. Telex and Pas de deux built their performances on electronic rhythms, sounds and instruments. Telex performed their song with a backing tape and backing vocals, but Pas de Deux coloured their sound with the musicians of the Eurovision Orchestra and an unconventional choreography. Both groups brought a number of electronic instruments on the stage.The author analyses the songs and the performances in connection with the rise of electronic sounds and instruments into the mainstream of pop in the early 1980s and asks how the bands emerging from the musical margins consciously sought to test the limits of the competition and the receptivity of the Eurovision audience. At their time, the electronic instruments and the resulting aural, visual, and structural aesthetics were radical detachments from the moods and imaginations conjured up by a television spectacle like the ESC. Despite their poor success, these performances have since then received much more appreciation.Keywords: Eurovision Song Contest, Telex, Pas de Deux, electronic music, music technology, Belgium

2016 ◽  
Vol 21 (1) ◽  
pp. 61-71
Author(s):  
Eliot Britton

This article applies a genre level approach to the tangled discourse surrounding the points of convergence between avant-garde electronica and electroacoustic music. More specifically the article addresses related experimental practices in these distinct yet related fields of electronic music-making. The democratisation of music technology continues to expand into an increasingly diverse set of musical fields, destabilising established power dynamics. A flexible, structured approach to the analysis of these relationships facilitates the navigation of crumbling boundaries and shifting relationships. Contemporary electronic music’s overlapping networks encompass varying forms of capital, aesthetics, technology, ideology, tools and techniques. These areas offer interesting points of convergence. As the discourse surrounding electronic music expands, so must the vocabulary and conceptual models used to describe and discuss new areas of converging artistic practice. Genre level diagrams selectively collapse, expand and arrange artistic fields, facilitating concrete, coherent arguments and the examination of patterns and relationships. Through the genre level diagram’s establishment of distinct yet flexible boundaries, electronic music’s sprawling discourse can be cordoned off, expanded or contracted to suit structured analyses. In this way, this approach clarifies scope and facilitates simultaneous examination from a variety of perspectives.


2017 ◽  
pp. 281-335
Author(s):  
David Miles Huber ◽  
Robert E. Runstein

2021 ◽  
pp. 226-231
Author(s):  
Will Kuhn ◽  
Ethan Hein

A central difficulty of building a curriculum around current popular music styles is the rapid evolution of those styles. In this chapter, we give strategies for maintaining a music technology program’s cultural relevance over longer time spans, without rewriting every lesson plan every year. Rather than trying to respond to every new development in popular culture, we propose that teachers follow the hip-hop ethos of maintaining freshness. And rather than chasing novelty, we suggest that teachers look for common threads across popular styles and trends, and teach to those commonalities. We also propose identifying out-of-date styles that have become appealingly retro, since these can become a long-lasting feature of the curriculum without losing freshness. We also give strategies for maintaining cultural continuity as student cohorts graduate, and how the same set of technical skills can underlie a wide variety of genre-based projects. Finally, we address broader problems like adapting to new teaching formats and the ramifications of committing to a software platform.


Tempo ◽  
2016 ◽  
Vol 70 (276) ◽  
pp. 43-55 ◽  
Author(s):  
Jennifer Iverson

AbstractGottfried Michael Koenig (b. 1926) is a seminal figure in the history of electronic music. He contributed important technical and musical ideas at WDR studio in Cologne from 1954 to 1964. He was then the director of the Institute of Sonology in Utrecht, Netherlands until 1986. Since 1986, Koenig has continued to compose, to develop complex computer systems, and to edit, translate, and publish his extensive corpus of theoretical writings.1 This conversation, which aims to foster further English-language scholarship on Koenig and his music,2 took place in English in May 2015 at the Institute of Sonology, now located in The Hague, Netherlands.


2018 ◽  
Vol 23 (2) ◽  
pp. 195-207
Author(s):  
Jøran Rudi

Knut Wiggen (1927–2016) is not a household name in music technology, despite the fact that he developed cutting-edge technology during the 1960s and early 1970s in Stockholm, as leader of both the concert organisation Fylkingen and the Electronic Music Studio (EMS). In the international literature on computer music, this development has only been mentioned in passing, if at all. However, EMS and the general development has been discussed in Scandinavian texts,1 but the links between Knut Wiggen’s technical achievements and his far-reaching ambitions for the music of the future, and how this vision aligned with philosophy and research at the time, have not been the focus. Hartenstein (2011) provides insights into Wiggen’s personal intentions and philosophy, and does not go much into technical detail, Groth (2010) focuses principally on the politics and aesthetic differences and subsequent conflicts at EMS, and although an overview of the EMS technology is provided, it is not always made clear how innovative it was. In Broman (2007), the broader lines of electroacoustic musical development are in focus.Wiggen combined social and political concerns with technical insight, and his overarching conviction of how a new art was necessary as a counterweight to mute consumerism is unique in computer music. The aim of this article is to describe and explain the coherency of Wiggen’s achievements, his philosophy, his use of current technological advances and research and his development of a new method for composing the music of the future. In order to support this focus, mainly primary sources have been used,2 however, the literature mentioned above has been consulted due to its use of interview data and other personal communication not commonly available. A degree of duplication of information has been required for the narrative not to suffer.The article will show that Wiggen was a visionary pioneer who has a natural place among such computer music luminaries as Max Mathews, Jean-Claude Risset, John Chowning, Iannis Xenakis, Peter Zinovieff and others from the same generation.


Author(s):  
Will Kuhn ◽  
Ethan Hein

This book is a practical blueprint for teachers who want to begin teaching project-based music technology, production, and songwriting to secondary and college-age students. It aims to inspire teachers to expand beyond the usual ensemble offerings and to create a culture of unique creativity at their schools. The approach primarily draws upon the authors’ experiences developing and implementing the music technology program at Lebanon (Ohio) High School, one of the nation’s largest secondary-level programs, and courses at New York University and Montclair State University. While the lesson templates can be used with any hardware and software setup, the popular digital audio workstation Ableton Live is used for specific examples and screenshots.


2003 ◽  
Vol 8 (3) ◽  
pp. 249-255 ◽  
Author(s):  
MARC BATTIER

As the techniques used in creating audio art and electronic music become more diversified and increasingly use some sort of computer-oriented notation, the question of analysis of this wide repertoire is revisited. While there are still many obstacles in its study, this topic attracts more attention today than in the recent past. In this article, I emphasise the need to consider that, when analysing audio art and electronic music, technology, technique and musical style are to be taken in account. To this end, I introduce concepts put forth by the Russian Constructivists as a basis for reflection.


2004 ◽  
Vol 9 (2) ◽  
pp. 199-206 ◽  
Author(s):  
HELEN METZELAAR

The field of electroacoustic improvisation in the Netherlands is largely male dominated. Flutist, improviser and composer Anne La Berge signalled this and other problems related to gender in ‘Kraakgeluiden’, a Dutch venue for improvisation in electroacoustic music. Four possible factors contributing to gender discrimination are proposed: the stereotypical gendered concept of an improviser, differences in communicative styles, the dominance of male networks, and music technology itself. This is followed by a consideration of gendered differences in music improvisation. It is posited that male improvisers often seek to establish a hierarchy among themselves, while women performers tend to project themselves less to the forefront. Women improvisers may traditionally have a different sense of autonomy, in adherence to gender norms. While music education might offer a means to change behaviour patterns, it appears that these gender norms are internalised at a surprisingly young age. While concentrating on electroacoustic improvisation, this essay also includes relevant experiences of other improvisers. Gender discrimination in electroacoustic music improvisation is a complex issue deserving more research.


2021 ◽  
pp. 19-26
Author(s):  
Will Kuhn ◽  
Ethan Hein

This chapter discusses the behind-the-scenes process of persuading school leaders to approve a music technology offering. The key administrators involved in making these decisions include the guidance department and curriculum leaders, and the text covers how to communicate most effectively with them. While educational philosophy is important to individual teachers, school leaders are more concerned with practical matters, so the chapter discusses how a new electronic music course will affect day-to-day operations in a school. The chapter includes strategies and experiences for pitching a new course and for seeking funding, and it offers advice to teachers who are about to embark on class creation. The chapter also presents suggestions for communicating with other stakeholders and advocacy arguments, such as the broader demographic reach of music technology classes. Finally, the text suggests effective responses to the critical opposition often faced by nontraditional music classes.


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