The Lady Composer Takes Her First Steps

2020 ◽  
pp. 17-53
Author(s):  
Wanda Brister ◽  
Jay Rosenblatt
Keyword(s):  
World War Ii ◽  
Royal College ◽  
Formal Education ◽  
Roman Catholic ◽  
Point Of View ◽  
Teenage Girl ◽  
World War ◽  
Musical Style ◽  
Musical Education ◽  
Radio Broadcast

Dring’s musical education took place at the Royal College of Music, beginning in the Junior Department at the same time as her formal education in Roman Catholic grade schools. Her mentors included Percy Buck and Angela Bull, who together directed the Department. Dring also benefited from the encouragement of the directors of the RCM, Hugh Allen and George Dyson. Principal teachers included Betty Barne and Freda Dinn for violin, Jewel Evans and Lilian Gaskell for piano, and Stanley Wolff and Leslie Fly for composition. Important first performances of her music took place on the BBC radio broadcast of the “Children’s Hour” and at a concert at Lambeth County Hall. As an actor, Dring’s participation in the yearly Christmas play is documented, and as an example of her musical style, her Fantasy Sonata (In one movement) is examined in detail. The effect of the beginning of World War II is considered from Dring’s point of view, specifically in the way it affected a teenage girl at the Royal College of Music.

Madeleine Dring

2020 ◽  
Author(s):  
Wanda Brister ◽  
Jay Rosenblatt
Keyword(s):  
World War Ii ◽  
Royal College ◽  
Personal Experience ◽  
Art Songs ◽  
Early Years ◽  
Full Time ◽  
World War ◽  
Musical Style ◽  
Piano Students ◽  
Television Shows

This book is the first scholarly biography of Madeleine Dring (1923–1977). Using diaries, letters, and extensive archival research, the narrative examines her career and explores her music. The story of Dring’s life begins with her formal training at the Royal College of Music, first in the Junior Department and then as a full-time student, a period that also covers her personal experience of events both leading up to and during the early years of World War II. Her career is traced in detail through radio and television shows and West End revues, all productions for which she wrote music, as well as her work as an actor. Dring’s most important contemporaries are briefly discussed in relation to her life, including her teachers at the Royal College of Music, professional connections such as Felicity Gray and Laurier Lister, and her husband Roger Lord. Her musical compositions are surveyed, from the earliest works she wrote as a student to the art songs she wrote in her last years, along with various popular numbers for revues and numerous piano pieces for beginning piano students as well as those suitable for the concert hall. Each chapter singles out one or more of these works for detailed description and analysis, with attention to the qualities that characterize her distinctive musical style.

The Lady Composer Learns Her Craft

2020 ◽  
pp. 85-114
Author(s):  
Wanda Brister ◽  
Jay Rosenblatt
Keyword(s):  
World War Ii ◽  
Royal College ◽  
Full Time ◽  
Ralph Vaughan Williams ◽  
World War ◽  
Musical Style ◽  
Full Time Student ◽  
Vaughan Williams

The period of Dring’s life as a full-time student at the Royal College of Music overlapped with the concluding years of World War II. The director of the RCM, George Dyson, decided to keep the school open, and Dring’s diaries provide a picture of her life during the first years of the war. Principal teachers included W.H. Reed in violin, Lilian Gaskell in piano, Topliss Green in voice, and Margaret Rubel in “dramatic.” Dring continued to be active as a performer, earning her ARCM certificate in piano, and she performed in many plays and scenes as part of the dramatic class. She also had the opportunity to produce, direct, and write the music for The Emperor and the Nightingale, the annual Christmas play for the Junior Department. Her most important instructor was Herbert Howells in composition, with whom she studied for her entire four years as a full-time student, and she also took occasional lessons with Ralph Vaughan Williams. Her musical style is discussed through an examination of “Under the Greenwood Tree,” the first of her Three Shakespeare Songs, written and first performed during these years.

scholarly journals Roma locuta, causa finita?

2019 ◽  
Vol 77 (3) ◽  
pp. 253-268
Author(s):  
Frans-Jos Verdoodt
Keyword(s):  
Catholic Church ◽  
Roman Catholic ◽  
Point Of View ◽  
Roman Catholic Church ◽  
World War ◽  
Holy See ◽  
The First World War ◽  
Poor Treatment ◽  
First World ◽  
Broad Understanding

De Heilige Stoel, d.w.z. het hoogste bestuurslichaam van de Rooms-Katholieke Kerk, toonde tijdens de Eerste Wereldoorlog in ruime mate begrip voor de verzuchtingen van de Vlaamse beweging. In de ogen van ‘Rome’ waren die verzuchtingen terecht: op grond van hun miskenning in het verleden, verdienden de Vlamingen, na de afloop van de oorlog, een tegemoetkomende houding vanwege de burgerlijke en kerkelijke overheid. Dat de katholieke aartsbisschop Désiré Mercier (1851-1926) die tegemoetkoming radicaal bleef afwijzen, stuitte in Rome nauwelijks op begrip. En dat de kardinaal-aartsbisschop zich daarenboven steeds meer profileerde als het symbool van het verzet tegen de Duitse bezetter versterkte het ongenoegen bij sommige leden van de Romeinse Curie.De Heilige Stoel mocht dan wel oordelen dat de Vlaamse Kwestie na de oorlog moest worden beslecht, zolang die oorlog woedde, wenste men een pragmatisch standpunt in te nemen: de bezetting was beslist een kwaad, maar daarom diende men nog niet op te roepen tot een burgeroorlog.__________ Roma locuta, causa finita? The Holy See, that is to say, the highest administrative body of the Roman Catholic Church, demonstrated a broad understanding for the aspirations of the Flemish Movement during the First World War. In the eyes of ‘Rome’ these aspirations were just: on account of the poor treatment that they had received in the past, the Flemings deserved an accommodating attitude from the civil and ecclesiastical authorities after the end of the war. The fact that Catholic archbishop Désiré Mercier (1851-1926) remained radically opposed to this accommodation was met with bewilderment in Rome. What’s more, the fact that the Cardinal-Archbishop also began to present himself more and more as the symbol of resistance to the German occupier strengthened the displeasure among some members of the Roman Curia.The Holy See could certainly proclaim that the Flemish Question needed to be settled after the war; so long as the war raged they wanted to take a pragmatic point of view: the occupation was certainly wicked, but still, one did not have to call for a civil war on its account.

Voices of Angels

2020 ◽  
pp. 153-174
Author(s):  
Stephanie Vander Wel
Keyword(s):  
World War Ii ◽  
Working Class ◽  
Single Mother ◽  
Country Music ◽  
World War ◽  
Musical Style ◽  
Musical Discourse ◽  
Working Class Women ◽  
And Gender ◽  
Representations Of Women

Chapter 6 traces the musical and lyrical developments of honky-tonk in the late 1930s and 1940s with Al Dexter, Ernest Tubb, and Hank Williams and remained a predominant mode of country music after World War II, right when Kitty Wells, Goldie Hill, and Jean Shepard contributed to the musical discourse. These female artists, taking over male-defined and often parodic representations of women, developed narratives that articulated class-specific voices couched in the metaphors of sexual and material desire, heartache, and loss juxtaposed with 1950s ideals of domesticity. Examining the particulars of musical style and vocal expression, this chapter argues that female artists in their various enactments of the honky-tonk angel, the angry, jilted housewife, the single mother, and the forsaken lover disclosed the paradoxes of class and gender and helped to lift the cloak of invisibility shrouding working-class women.

Making Learning Meaningful

2013 ◽  
Author(s):  
Janet Allen ◽  
Christine Landaker
Keyword(s):  
World War Ii ◽  
Social Studies ◽  
Point Of View ◽  
Independent Learning ◽  
World War ◽  
Social Studies Teacher ◽  
New Students ◽  
Historical Expertise ◽  
Bias Point

When encouraging readers of history, we have several broad goals for our students as readers and as learners. We want them to leave their reading with some knowledge of content and to be able to discriminate among ideas for significance, bias, point of view, and perspective. We would like them to think about what they learned and how they learned it, acknowledging the value of talk and others’ opinions and ideas when they are forming their own opinions. We would also hope the study we’ve done would prompt them to ask new questions that lead them to further reading and study. At this stage in their lives, these readers have assumed the reader role of “Text Critic” as they analyze, synthesize, apply, and extend their learning into independent learning and historical expertise. Many of us have enjoyed students who see themselves as historical experts. On Christine’s first day as a social studies teacher, before the bell had rung to allow students to enter class, she encountered her first expert in her new students, Stephen:… “So, you’re going to be my U.S. History teacher. What do you know about Patton?” “Do you mean George Patton from World War II?” “Yes. If you’re going to expect me to learn from you, you better know your World War II stuff. And, you’re going to have to have seen the movie. Have you seen it?” “Well, no. But if you have it . . . “I have it right here with me. Watch it tonight and we can talk about it tomorrow.”… Christine had found her first expert—and her first ally. This is the kind of student we hope we foster as we are planning curriculum and instruction throughout the year. In Ways That Work: Putting Social Studies Standards into Practice, Tarry Lindquist expects these outcomes and plans for them at the beginning of the unit. “Whenever I plan a unit, I first brainstorm ways my students can acquire knowledge, manipulate data, practice skills, and apply their understanding through group activities” (1997, 101). As a result of the time Christine and her students spend working on questioning, thoughtful and careful reading, exposure to multiple texts, and sharing ideas with others, the satisfaction of those goals is evident in her classroom.

Everyday Peace on the Battlefield

2021 ◽  
pp. 136-160
Author(s):  
Roger Mac Ginty
Keyword(s):  
World War Ii ◽  
World War I ◽  
The State ◽  
Point Of View ◽  
Violent Conflict ◽  
World War ◽  
National Mood ◽  
Hard Cases

This chapter examines informal truces and acts of humanity and reciprocity during violent conflict. It is interested in the ‘hard cases’ of all-out warfare and draws on World War I and World War II personal diaries and memoirs. The chapter demonstrates that in some circumstances, everyday peace—or at least everyday tolerance and civility—has been possible during warfare. It contains multiple examples of ‘ordinary’ combatants showing humanity, compassion, and generosity to their supposed opponents. These cases are particularly interesting from the point of view of this book as they often occurred ‘under the radar’ or outside the surveillance of the state and others. Indeed, in many cases, they were expressly forbidden by military organisations and were contrary to the prevailing national mood of antagonism towards the enemy. They show individual and group initiative, as well as resistance to a national or wider group.

“Our City, Our Hearths, Our Families“: Local Loyalties and Private Life in Soviet World War II Propaganda

Slavic Review ◽  
2000 ◽  
Vol 59 (4) ◽  
pp. 825-847 ◽  
Author(s):  
Lisa A. Kirschenbaum
Keyword(s):  
World War Ii ◽  
The State ◽  
Private Life ◽  
Point Of View ◽  
Narrow Sense ◽  
World War ◽  
Party Discipline ◽  
Counter Narrative ◽  
National Symbols ◽  
The Family

During World War II, images of mothers constituted one of the most striking—and lasting—additions to Soviet propaganda. The appearance of “Mother Russia” has been understood as a manifestation of the Soviet state's wartime renunciation of appeals to Marxism-Leninism and its embrace of nationalism. Yet “Mother Russia” (rodina-mat', more literally, the “motherland mother“) was an ambiguous national figure. The word rodina, from the verb rodit', to give birth, can mean birthplace both in the narrow sense of hometown and in the broad sense of “motherland,” and it suggests the centrality of the private and the local in wartime conceptions of public duty. Mothers functioned in Soviet propaganda both as national symbols and as the constantly reworked and reimagined nexus between home and nation, between love for the family and devotion to the state. From this point of view, the new prominence of mothers in wartime propaganda can be understood as part of what Jeffrey Brooks has identified as the “counter-narrative” of individual initiative and private motives, as opposed to party discipline, that dominated the centrally controlled press's coverage of the first years of the war.

David Jones’ In Parenthesis as an Intercultural Space

Tekstualia ◽  
2017 ◽  
Vol 4 (51) ◽  
pp. 63-74
Author(s):  
Jean Ward
Keyword(s):  
World War Ii ◽  
World War I ◽  
Roman Catholic ◽  
First World War ◽  
World War ◽  
The First World War ◽  
Visual Artist ◽  
In Parenthesis ◽  
First World ◽  
Poetic Work

In the epic poetic work In Parenthesis, published just before the outbreak of World War II, the forgotten British modernist David Jones, better known as a visual artist, presented a semi-fi ctional account of his experiences as a rank-and-fi le soldier in the London- Welsh Battalion of the British army during World War I. The author, like one of the heroes of his work, was at the front from December 1915 to July 2016, when he was wounded on the fi rst day of the long offensive on the Somme. By origin Jones was half- -Londoner and half-Welsh – and both of these „halves”, which were refl ected in the composition of his battalion, were important to him. He was also by upbringing an Anglican but by choice a Roman Catholic. The offi ces of the Catholic chaplain and the faith of the ordinary Catholics to which he was witness as a soldier played a considerable part in his conversion. He strove to embody in words the particular character of the speech and culture of all the members of the battalion, regardless of their origin or religious affi liation. He also showed respect and tenderness not only towards the culture of the country in which the battles were fought – France – but also even towards „the enemy front-fi ghters”, to whom, along with his friends from the British side, he dedicated In Parenthesis. Under his hand, the trenches of the First World War become a truly intercultural space.

Niemcy w Warszawie po raz pierwszy. Nowsze opracowania na temat niemieckiej okupacji 1915–1918

2019 ◽  
Vol 63 (1 (464)) ◽  
pp. 129-140
Author(s):  
Maciej Górny
Keyword(s):  
World War Ii ◽  
World War I ◽  
Social Life ◽  
Social Groups ◽  
Point Of View ◽  
World War ◽  
Proper Place ◽  
The Many ◽  
Almost All ◽  
The Great War

The article describes the newer works devoted to the occupation of Polish lands, especially of Warsaw during World War I. Recently, this subject, so far neglected, has drown the attention of numerous scientists, both from Poland and from abroad. Their point of view is different not only from the older perspectives, but also from the perspectives of slightly newer works on the other occupied areas and emphasizing the connection between the experience of the Great War and genocide during World War II. In the most precious fragments, the new historiography gives a very wide image of social life, in which the proper place is taken by previously marginalised social groups. Differently from the older works, the policy of the occupants on the Polish lands is not treated only as a unilateral dictate, but rather as a dynamic process of negotiation, in which the strength and position of each of the (many) sides has been changed. And, this change is accompanied by the new arrangements concerning almost all aspects of the German policy and the conditions of living during World War I.

The House and the Federal Role: A Computer Simulation of Roll-Call Voting

1968 ◽  
Vol 62 (2) ◽  
pp. 494-517 ◽  
Author(s):  
Michael J. Shapiro
Keyword(s):  
World War Ii ◽  
New Deal ◽  
Republican Party ◽  
Point Of View ◽  
World War ◽  
White House ◽  
The Great Depression ◽  
Short Run ◽  
Post War ◽  
The New Deal

Much of the business of the U.S. Congress in the post war period has involved issues concerning the size and scope of activities of the federal government. The legislation in this area can be traced, for the most part, to measures which originated during the period of the New Deal in response to the Great Depression and to measures enacted during World War II to meet the short-run exigencies attendant to rapid economic and social mobilization. From the point of view of the expansion of the federal role, the Eisenhower years are of some moment. While they marked a lull in the expansionist trend witnessed under the Democratic presidencies of Roosevelt and Truman, their significance lies in the fact that despite the change in adminsitrations, there was no reversal of the policies begun during the Roosevelt years. While most of the Republican legislators were on record in opposition to the expansion of the federal role, the failure of the Republican Party to introduce and enact legislation to reverse the trend of federal expansion resulted in a new plateau of federal activity from which the congressional dialogue was to proceed during the Kennedy and Johnson Administrations.While the 87th Congress, meeting during Kennedy's first two years in the White House, did not enact the quantity of legislation expanding the federal role that Kennedy had called for in his inaugural, In the 88th Congress both parties supported a larger federal role to a greater extent than they had previously. In fact the first sessions of the 88th Congress as it bears on the federal role has been summed up as follows: “At no time did the majority of both parties reject a larger federal role.” (Congressional Quarterly Almanac, 1963, p. 724) With two exceptions, the statement holds true for the second session in 1964.

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