scholarly journals Adaptations in Conservatories and Music Schools in Spain during the COVID-19 Pandemic

2021 ◽  
Vol 14 (4) ◽  
pp. 451-462
Author(s):  
Diego Calderón-Garrido ◽  
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Josep Gustems-Carnicer ◽  
Adrien Faure-Carvallo ◽  
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2020 ◽  
pp. 118-123
Author(s):  
Т.И. Твердовская

В рецензируемом сборнике, изданном к юбилеям профессоров Санкт-Петербургской консерватории К.И.Южак и А.П.Милки Проблемы и методы изучения старинной музыки: сборник статей по материалам международной конференции 45 декабря 2014 года (Санкт-Петербургская государственная консерватория имени Н.А.Римского-Корсакова. Санкт-Петербург: Скифия-принт, 2019), музыкальные явления разных эпох освещаются в различных ракурсах, в новых, подчас неожиданных, аспектах, в меняющихся контекстах. Благодаря публикации работ самих юбиляров, их коллег, представляющих крупнейшие музыкальные вузы России и зарубежья, а также их учеников сборник во многом приобретает черты коллективной монографии, продолжающей традиции ленинградской-петербургской полифонической школы. In the reviewed collection published for the anniversaries of the professors of St. Petersburg Conservatory Kira I. Yuzhak and Anatoliy P. Milka (Problems and Methods of Ancient Music Studying: collection of articles by International Conference materials, 45 December 2014. St. Petersburg, 2019. In Russian) the musical phenomena of various epochs are dealt with new, sometimes surprising, aspects and changing contexts. Due to publication of Prof. Yuzhak and Milkas articles, as well as works of their colleagues who are presenting the largest music schools of Russia and abroad and their pupils, the collection acquires the features of a collective monograph which carries on the Leningrad-Petersburg polyphonic school tradition.


2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.


Author(s):  
Umid Rustamovich Baltayev ◽  
Keyword(s):  

This article provides information about the role and importance of the dutor in developing the moral aesthetic features of the students at specialized music schools through the use of dutor as makom instruments.


2006 ◽  
Vol 38 (1) ◽  
pp. 247-263 ◽  
Author(s):  
Blanka Bogunovic

In the context of individual musical instrument teaching, pedagogical abilities of a music teacher and the atmosphere he creates, result from his personality traits and can be of crucial importance for the initial and further progress of his students. The paper seeks to: describe the personality of a music instrument teacher, determine the differences in comparison to a group of non-musicians, and determine the position of personal characteristics in the structure of general and professional teacher profile. The sample comprised 60 individuals, teaching various musical instruments in five primary music schools. The research method is explorative and based on the use of the five-factor personality model (NEO PI-R was administered). The findings show that music teachers display a higher level of: openness, agreeableness and conscientiousness. The degree of congruence with the findings of other research is discussed and certain similarities were found, as well as differences stemming from professional and cultural specificities. Differences are proved to exist in relation to gender, musical instrument, working experience, degree of musical education and active public performance. Compared to non-musical population, it is confirmed that teachers of instrument in musical education represent a distinctive group. There are also differences between teachers who are oriented to pedagogic work only and those who, in addition, actively perform in public. Selection of teachers, according to characteristics which may be connected to students? accomplishment, is a practical implication relevant for the music education.


2021 ◽  
pp. 81-85
Author(s):  
Ke Wang

Problem statement and its relevance. One of the pioneers of Chinese contemporary piano art, whose creative activity certainly contributed to its formation, further rapid rise and recognition of creative achievements on the world art horizon, is a prominent pianist — Liu Shikun, who today has received complete recognition as a brilliant performer, composer and teacher thus marked the beginning of the so­called piano boom in China, and with it — the gradual formation and confident rise of the Chinese piano school. If various aspects of contemporary Chinese performing arts have repeatedly been subjected to musicological discourse in the scientific community, the direct and comprehensive coverage of Liu Shikun’s leading role in the process of forming the foundations of Chinese piano performing arts, as well as careful analysis and representation of his creative achievements and pedagogical fields are still relevant for basic musicological research. The purpose of this article is to highlight and analyze the main vectors of creative activity of the famous Chinese musician Liu Shikun in the context of the development of piano art in China in the second half of the XX — early XXI centuries. The methodology of the work focuses on the principles of historicism and source studies, which provides coverage of Liu Shikun’s musical work in a single context with cultural, historical and artistic phenomena and their interaction. In addition, methods of retrospective, structural­system analysis, interpretation of facts, argumentation and generalization are involved. The results obtained during the achievement of the goal of this work focus on the representation and characterization of Liu Shikun’s creative achievements in the field of concert performance, teaching and composition and the artist’s contribution to the development of Chinese piano culture. The topicality of the article lies in the first attempt in Ukrainian musicology to comprehensively cover the main directions of creative activity of the famous Chinese pianist Liu Shikun in the projection of his influence on the formation of the current state of Chinese piano art. The practical significance of the facts and analysis of the main vectors of Liu Shikun’s creative activity carried out in this work is the possibility of using this material in courses on the history and theory of modern piano art, in particular in sections on the Chinese piano school, as well as for further more thorough research of Liu Shikun’s musical creativity, systematization of scientific information on his contribution to the development of musical art of this country. Conclusions. Summarizing the above given material, it should be noted that the fruitful and multifaceted work of this artist directly influenced the development and professionalization of piano performance in China at that time. This influence was due to the comprehensive recognition of the artist’s creative achievements by the world music community, in particular through numerous concert performances in leading countries (especially in partnership with leading orchestras and outstanding musicians); creation of original samples of concert repertoire on the basis and with specificity of the Chinese traditional melody; organization of a dense network of author’s music schools (art centers) and formation of the foundations of the Chinese national piano pedagogy.


Author(s):  
Nina V. Pomorceva ◽  
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Tatyana I. Moroz ◽  

Describes a stage of formation and development of music in the Kemerovo region's infrastructure as a young industrial region of Russia. Due to interaction between socio-cultural and socio-economic aspects of development of the region, the musical life of the Kemerovo region was prepared in the pre-industrial period (until 1920), featuring the development of music performance within folk, Church, amateur music-making and unable to exit professional level due to lack of expertise in the region. After the October revolution in the conditions of intensive formation of the industrial structure in young cities region and the initial installation on massification of amateur (amateur) creativity, gradually formed the basis for the establishment of a fully fledged musical infrastructure. This phase was marked by the emergence and intensive development of musical performance mainly in the form of amateur music: choral and instrumental groups in constructed folk houses and clubs, performing cultural and educational functions among the working population. Parallel to the process of formation of the educational basis of musical infrastructure: opening of children's music schools, music schools, offices, children's creativity centres at clubs and houses of culture industry enterprises. During the great patriotic war, resulting in the evacuation and the arrival in the region of creative collectives and professional musicians going on formation of academic performance. Creating a pop concert Bureau (1943), subsequently converted in Kemerovo Oblast Philharmonic, translation of theatre of musical comedy (1945 g.) led to revitalize and strengthen the processes of professional music art items in Kemerovo oblast. With the opening of vocational educational institution-Kemerovo musical College (1944)-lay the Foundation for training new personnel in the sphere of musical culture of the region. With the advent of the professional segment in the cultural traditions of stabilization activities are envisaged with the totality of the prevailing musical infrastructure functioning in the context of the musical life of the region. Consequently, the period under review is an important link in the panorama of music art development in the industrial region, and determines subsequent lush flowering in 1970–1990.


2000 ◽  
Vol 15 (4) ◽  
pp. 155-160
Author(s):  
Nora Shields ◽  
Sara Dockrell

The purpose of this study was to determine the prevalence of injuries among pianists in music schools in Ireland. The main objectives of the study were to investigate the anatomical locations of these injuries, the most commonly reported symptoms, and possible risk factors for the development of playing-related injuries. A hand-delivered questionnaire was distributed to 182 students from seven participating music schools. The lifetime prevalence for a playing-related injury, which prevented piano playing for a period of 48 hours or longer, was 25.8%. The wrist was the most common location of injury (36.6%). Pain was the most commonly reported symptom among the respondents. No statistically significant difference in the rate of injury was found between the genders. It was concluded that further research is required into the prevalence of injury and to the predisposing factors of injury so that effective prevention programs can be put in place.


2021 ◽  
pp. 219-237
Author(s):  
Robin Moore

Music schools and conservatories in the United States and abroad focus primarily on training performers; one of the reasons ethnomusicologists have had such difficulty expanding their employment opportunities in such institutions is because they have not given enough thought to how they can productively contribute to performance curricula. The field of ethnomusicology has engaged creatively with many subdisciplines in the humanities and social sciences, of course. But while this focus has resulted in insightful publications, it has typically held little immediate relevance for performers. A surprising number of ethnomusicology programs do not encourage applied music-making of any sort as a required part of training in the discipline. In general, ethnomusicology does not dialogue sufficiently with applied music faculty or students. This chapter begins with reflection on what aspiring performers of the twenty-first century need to know in order to be professionally successful and continues with a consideration of how coursework offerings by ethnomusicologists can be retooled so as to contribute directly to the requirements of students in BM programs: to ear training, music theory, orchestration, junior and senior recitals, and so on. Lastly, the chapter covers an approach to teaching world music courses that focuses both on applied performance and on pressing contemporary issues (community outreach, social justice, financial exploitation, etc.) that link world traditions to other repertoires and make their relevance immediately apparent.


2020 ◽  
pp. 298-308
Author(s):  
Nicholas Baragwanath

The chapter provides a brief survey of alternative solmization systems, which arose largely as a result of Protestant attempts to break free from Roman oversight, followed by an account of the rise of French seven-note solfège and its role in the demise of the great tradition. Owing to its simplicity, this “natural way” to solfège turned out to be ideally suited to the needs of a rapidly expanding amateur market, which demanded readily performable sheet music and the ability to read it rather than onerous craft training. It also provided simplified teaching methods and classroom materials for the new public music schools that emerged from the upheavals of the Napoleonic era. The chapter ends with suggestions as to how the solfeggio tradition might once again find a place within a living culture of music making.


2020 ◽  
pp. 1321103X1987107 ◽  
Author(s):  
Gina Ryan

Relationship dynamics between students and teachers are an essential element of one-on-one teaching and learning in music schools. The purpose of this study was to investigate factors leading to student–teacher dyad dissolution in post-secondary music performance studios. A total of 30 students and 30 teachers were interviewed. Interview questionnaires contained closed-ended rating scales and open-ended questions. Unstructured responses were transcribed, coded by units that each represented a contributing factor to dyad dissolution, and then subjected to a frequency count to determine decisive factors leading to dyad dissolution. All factors were subjected to the Framework of Social Levels, which is based on four levels – Interpersonal, Self, Other, and Outside. The majority of students’ dissolution factors were attributed at the Interpersonal level, whereas the majority of teachers attributed dissolution to factors at the Student ( Other) level. Participants cited several factors leading to dyad dissolution including different expectations, different professional goals, poor communication, incompatible personalities, student commitment, teacher teaching abilities, lesson satisfaction, and lack of personal connection.


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