scholarly journals Under the sign of playing: C. M. Weber’s Piano Quartet

Author(s):  
D.V. Kutluieva

Background. A play principle is one of the essential properties of the artistic worldview and creative thinking of C. M. Weber. Declaring itself in works of different genres, it takes on many different shades, speaking in the form of comic, ironic, characteristic and carnival. In the instrumental opuses by the composer, the play aspect appears in complex of texture, articulation, intonation and thematic, dynamic and formative techniques that lead to immediate visual and theatrical associations. Expression of play principles in this genre sphere can be considered, on the one hand, as various types of ensemble dialogue, and on the other hand, as virtuosity, producing aesthetic pleasure and sincere joy. The Piano Quartet by the composer, a typical example of the instrumental and play beginnings in the work by C. M. Weber, is a part of repertoires of many ensembles, but it has not yet become an object of serious scientific interest. The question of the historical and stylistic affiliation of C. M. Weber is debatable, as evidenced by significant differences in the views of scientists on this issue. Some of them, as La Mara (1886), R. Teryokhin (1983), R. Mizitova (1999), see him as the custodian of the Viennese classical tradition, focusing on “mozartianism” of C. M. Weber, others, as J. Warrack (1976) and B. Smallman (1994), considered him as one of the pioneers of romanticism. The former notes the improvisational nature of the emergence of the quartet cycle, the latter ‒ the elegance of writing and the unusual form of the last part, which served as a model for creating the finale of instrumental opuses for subsequent romantic composers. The pianistic texture by C. M. Weber as reflection of the virtuosoromantic direction is described in the works of N. Kashkadamova (2006) and O. Skorbyaschenskaya (1993). The aforementioned works also note the unusual form-making of the composer and the fantasy nature of his Minuets-Scherzo, that anticipate the experiments of F. Mendelssohn and other romantic composers. I. Karachevtseva (2015: 24) takes a special position toward the work by C. M. Weber acknowledging it as “the quintessence of a new artistic and stylistic quality that defines the boundary between two historical eras”. Objectives. The purpose of this article is to identify the genre, dramatic and the shaping characteristics of the Piano Quartet by C. M. Weber as a manifestation of play logic. Results. The play principle is manifested at all levels of the text of Weber’s work: genre, compositional, dramatic, thematic. C. M. Weber does not resort to the typical of classical piano ensembles three-part cycle, but to the four-part, placing Minuet between Adagio and the Finale. In our opinion, the inclusion of the Minuet in the sonata cycle is due to the theatrical and playful mindset of C. M. Weber. This assumption is corroborated by the nature of the dramatic logic of the Piano Quartet cycle, where in each part the listener (including the performer) something unusual, captivating and witty lies in wait. Playful interest in the movement’s intrigue extends even to Adagio, which by its nature is less likely to surprise. The entire first section of this part is built of short statements, changes in the types of movement, rhythmic pulsation, contradicting dynamic shades, and ultimately figurative details, as a result of which instead of a holistic meditative theme, a dynamic, instrumental “mise-en-scene” arises. Equally fractional is the main part of the sonata Allegro, where the delicate phrase of the solo piano is suddenly interrupted by the irritated intonation of the sf and ff trills, and the exhorting statement of the string trio makes the piano to have second thoughts. We observe the play logic of the event canvas as the piano and string trio are endowed with their own thematicism, “personified”. The Minuet is unexpected in a minor modus (g-moll) in the context of a major composition (B-dur), the rapid change of textural-thematic units, and the simplicity of the trio theme ‒ in the spirit of rural German dances, contrasting the blasting extreme parts. The final rondo (Presto) plunges into a whirlpool of refrains and episodes, creating the impression of carnival fuss and kindling the listener’s “interest in continuation”, and the multipart composition turns into a comparison of musical “scenes”, anticipating the principles of constructing miniature cycles of R. Schumann. Conclusions. The thematic plethora of the Piano Quartet by C. M. Weber, a totally dynamic character, the violation of the classical linearity and predictability of the plot provide the author with a gargantuan opportunity of ensemble dispositions. The composer follows to the parity of communicants achieved by W. A. Mozart in his piano quartets, grouping them into various combinations. Among them, there are a dialogue of the piano and string trio, a melodic communication of the strings against the background of the figured movement of the piano, the solo of the string instrument against the background of keyboard chords, as well as the pianos’ solo in the context of dialogue at the composition level. Thus, assigning primary importance to the play principle, C. M. Weber signifies a universal factor in creating stylistic harmony, which covers figurativelythematic, compositional, ensemble spheres. In structuring of the cycle and its individual parts, in the course of the music-event process, in the art of ensemble writing, the composer showed his mastery creating the “second reality” that merges with play in its intrinsic value.

Author(s):  
Dimitrios Zbainos ◽  
Todd Lubart

Creativity refers to the ability to produce original work that is meaningful and valuable within its context. Paul J. Guilford, at the American Psychological Association conference in 1950, devoted his presidential address to creativity and stressed its importance for future generations. Guilford conceptualized creativity as a factor within a general theory of intelligence, and in this regard, creativity was an individual ability involving divergent thinking that could be developed through interaction between individuals and their environments. Since then, creative thinking processes have been extensively studied, the initial conceptions have been modified, and new perspectives are being provided; for instance, neuroscientists are examining creative thinking processes using different methods and tools than those used in traditional cognitive psychology. Nevertheless, great creations have not always been the products of one person. On the contrary, many great creative achievements have involved the collaboration of several people, not as the sum of individual creativities but as the product of the whole group. Furthermore, both individual and group creativity, as any other psychological construct, cannot be studied isolated from the context within which it occurs. Even Guilford’s emphasis on creativity was the product of the sociopolitical and cultural conditions of the time (the Cold War, post–World War II intellectual malaise, and the dawning of the space race). Creative processes and acts are not solely an expression of individual abilities; they are also social, embodied, and temporal and should be studied as such. In recent decades the world is characterized by rapid change; the economic and the sociocultural conditions in a globalized economy have led creativity to be a highly socially valued ability. People consume creative products at a higher rate than any other time in history, including artistic creations such as films, music, fine arts, or countless technological innovations, which in turn raises the demand for more creative productions. Education has an important role to play to prepare students for a creativity-thirsty society. In Vygoskian terms it mediates the elements that help children to master their environments. Modern curricula stress the need for the development of students’ creativity so that they are equipped with the necessary skills for the society of tomorrow. It is possible to consider the different facets of creativity through a 7 Cs approach. These Cs provide a framework for examining creativity in terms of creators (creative people), creating (the act of producing new work), collaborations (interactions with close others during creation), context (the physical and social environment), creation (the new production and its characteristics), consumption (the uptake and adoption of creative work), and curricula (teaching and developing creativity through education). Research on creativity, across the 7 Cs, provides numerous avenues for the educational development of creativity.


Author(s):  
Dar’ia Kutluieva

Background. The article provides an analysis of L. Beethoven’s piano quartets through the prism of the ensemble writing and composition experience by W. A. Mozart. The disclosure of the successive ties between the two great Viennese classics in the field of chamber instrumental music contributes to the scientific understanding of the history of this genre, which is not sufficiently covered in musicology. The analysis revealed that the four piano quartets of L. Beethoven are focused on Mozart’s prototypes, or rather, on sonatas for violin and piano. It was found that the formative principles of Beethoven’s piano quartets grow from the above-mentioned compositions by W. A. Mozart, but the content and the ensemble-dramatic solution reflect the independence and originality of the young composer’s thinking, revealing the sprouts of a future mature style. The purpose of this article is to disclose the ways of rethinking the prototypes of Mozart in the piano quartets of L. Beethoven. The piano quartets of the latter serve as the musical material of the article: No. 1 Es-dur, No. 2 D-dur, No. 3 C-dur WoO 36, and No. 4 Es-dur op. 16. Results. L. Beethoven changes the algorithm of ensemble events contained in Mozart’s opuses, where the theme is presented in turn by piano, violin, followed by the conversation of the two. The composer immediately includes all members of the quartet in the presentation of the leading material, which specifies this genre, revealing its “intermediateness” between the intimacy of the trio and the “representativeness” of the concerto. Since the genetic origins of the genre of the piano quartet are the trio sonata, the string quartet and the clavier concerto with the accompaniment of a string ensemble, these genres influenced the type of Beethoven’s piano quartets. Thus, Beethoven’s Bonn quartets resemble in their writing a string quartet; and the piano quartet Es-dur op. 16 resembles a clavier concerto with orchestra. These compositions are related to the first of the above mentioned prototypes by the consistent application of the trio principle, which is expressed in various combinations of ensemble voices. In the timbre refraction, the trio-principle underlies the pairing of stringed instruments, where the bowed instruments form a strictly homophonic vertical with the traditional functional relationship according to the “upper voice ‒ bass ‒ middle” model. Another dimension of the trio principle arises when one of the string parts of the piano is displaced, as a result of which a multi-timbre sound field is formed. There is an obvious desire of the composer for the equality of four voices in the piano quartet. At the same time, the timbre uniqueness of the piano and the virtuosity of its part make it possible to recognize in it the leader of the ensemble union. Conclusion. The leading role of the piano in L. Beethoven’s piano quartets brings this genre closer to a piano concerto. At the same time, the piano has a variety of role functions: it can act as an equal partner, being one of the voices of the quartet score; as a concert instrument demonstrating its virtuoso capabilities; as a leader of an ensemble, a kind of conductor, giving impetus to performance, initiative in ensemble play. Similar functions can be observed in W. A. Mozart’s sonatas for violin and piano, which L. Beethoven was guided by.


Author(s):  
Takuma Saito ◽  
Toshihiro Takizawa

Cells and tissues live on a number of dynamic metabolic pathways, which are made up of sequential enzymatic cascades.Recent biochemical and physiological studies of vision research showed the importance of cGMP metabolism in the rod outer segment of visual cell, indicat ing that the photon activated rhodopsin exerts activation effect on the GTP binding protein, transducin, and this act ivated transducin further activates phosphodiesterase (PDEase) to result in a rapid drop in cGMP concentration in the cytoplasm of rod outer segment. This rapid drop of cGMP concentration exerts to close the ion channel on the plasma membrane and to stop of inward current brings hyperpolarization and evokes an action potential.These sequential change of enzyme activities, known as cGMP cascade, proceeds quite rapidly within msec order. Such a rapid change of enzyme activities, such as PDEase in rod outer segment, was not a matter of conventional histochemical invest igations.


2014 ◽  
Vol 23 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Elisabeth M. Weiss ◽  
Bianca Gschaidbauer ◽  
Liane Kaufmann ◽  
Ilona Papousek ◽  
Andreas Fink
Keyword(s):  

Das Ziel der vorliegenden Studie war die systematische Erfassung der Kreativitätsleistung bei 5- bis 14-jährigen Jungen mit Asperger Syndrom im Vergleich mit einer gesunden Kontrollgruppe (je n=24). Untersucht wurden sowohl quantitative Kreativitätsaspekte (Ideenflüssigkeit, Ideenflexibilität) als auch qualitative Kreativitätsaspekte (Originalität) bei zwei Altersgruppen (jüngere Kinder: 5 – 9 Jahre, ältere Kinder/Jugendliche: 10 – 14 Jahre). Die Ergebnisse zeigen, dass bei Kindern/Jugendlichen mit Asperger Syndrom primär die quantitativen Aspekte der Kreativität beeinträchtigt sind (Ideenflüssigkeit und -flexibilität bei gleichbleibenden Items aus dem 5-Punkte Test), während die Kreativitätsleistung bei den abwechslungsreicheren Bildergänzungsaufgaben des Torrance Test of Creative Thinking, bei denen die Qualität/Originalität im Vordergrund steht, unbeeinträchtigt ist. In unserer Stichproben waren die Alterseffekte signifikant (jüngere Kinder zeigten schlechtere Leistungen), aber über die Gruppen vergleichbar (d. h. die Interaktionseffekte waren nicht signifikant). Im Sinne einer ressourcenorientierten Diagnostik, die für eine maßgeschneiderte Interventionsplanung unerlässlich ist, sollten also zusätzlich zu den quantitativen auch die qualitativen Aspekte kreativer und exekutiver Denkleistungen erfasst werden.


1999 ◽  
Author(s):  
J. M. McIntosh ◽  
C. A. Woodward ◽  
C. E. Cunningham ◽  
J. A. Brown ◽  
H. Shannon ◽  
...  
Keyword(s):  

2010 ◽  
Author(s):  
Holly A. White ◽  
Erin C. Mahoney ◽  
Priti Shah
Keyword(s):  

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