Falla (y Matheu), Manuel de (1876–1946)

Author(s):  
Alyson Payne

Spanish composer Falla was the central figure of his generation, eclipsing composers such as Joaquín Turina and Joaquín Rodrigo. He blended Spanish musical nationalism, cultivated by Felipe Pedrell, Isaac Albéniz and Enrique Granados, with modernist techniques to create a style heralded as both universal and Spanish. After his death, he became a legendary national figure. Later Spanish composers, such as Cristóbal Halffter and Luis de Pablo, cite Falla as having the most profound effect on their esthetics. Falla received his early musical training from his mother, who taught him piano in addition to the basics of music. As a boy, Falla had literary aspirations, creating several short-lived magazines with friends, such as El Burlón (1889) and El Cascabel (1890). His talent for writing would serve him well as he later authored articles on music and fashioned his own libretti. He eventually turned his creative energies toward music and, in 1896, Falla began taking trips to Madrid to study piano with José Tragó, who also taught the young composer Joaquín Turina. The two composers would eventually meet and form a mutually beneficial friendship. Taking up residence in Madrid, Falla enrolled in the Madrid Conservatory and graduated in 1899. He also began premiering piano compositions and works for small chamber groups.

2017 ◽  
Vol 6 (2) ◽  
pp. 306
Author(s):  
Silvana Panza

The focus of this study concerns a deep analysis on the innovative educational method utilized by Jane Addams (1860-1935) at Hull House. She was a philosopher, but first of all we can consider this woman as a sociologist, because of her careful survey on society, Addams’s activities also implied a new educational project based on the social care of poor workers and their families. She chose for her extraordinary experience one of the most slummy suburbs in Chicago, where with her friend Ellen Gates Starr founded in 1889 this settlement. The main intention of the sociologist was to give immigrants lots of opportunities to understand Chicago’s social and political context. It was important to create a place where immigrant families could socialize, learning more about their rights and possibilities. For this reason Addams suggested that it needed to start from education, taking a particular care of children who lived in that area. It was necessary to promote a reform on the different culture learning to support immigrants in their integration, people who came there hoping to find a job into factories. In 1889 when the settlement was founded, there were about four hundred social houses around the States. Addams’ s important social and political idea was to develop a democratic society, where each person could recognize himself/herself as a part of it, avoiding marginalization and segregation. The sociologist was a central figure at Hull House for about twenty years.


2019 ◽  
Author(s):  
Светлана Сергеевна Титова ◽  
Татьяна Юрьевна Шубина ◽  
Олеся Петровна Морозова

Данная работа посвящена рассмотрению особенностей реализации программ художественной направленности по музыкальной подготовке среди комплекса программ на базе МБУ ДО «ДЮЦ» ДЦР «Синтай». Рассмотрены реализуемые программы музыкальной подготовки: «Эклектика», «Музыка»: «Сольфеджио», «Фортепиано», «Медиа-контент и мульти-медиа технологии». This publication is devoted to the consideration of the features of the implementation of artistic programs for musical training among a set of programs on the basis of the Municipal Budgetary Educational Institution «Children’s Youth Center» of the Children’s Development Center «Xingtai». Implemented musical training programs: «Eclectica», «Music»: «Solfeggio», «Piano», «Media Content and Multi-Media Technologies are considered».


Author(s):  
Г.К. Рысбаева ◽  
Ш.Б. Бәйнеш

Аннотация: Бул макалада араб, перси, түрк тилдеринен кабыл алынган кудай («алла», «теңир») темасына байланыштуу когнитивдик фразеологизмдери иликтѳѳгѳ алынган. Учурда жалпы адамзаттык деңгээлде дүйнѳ таанууга тиешелүү дүйнонүн тилдик элеси маселеси жана филологиялык түшүнүктѳрдүн катарына кирет. «Тил –ойлоо –дүйнѳ» триядасында «Дүйнѳнүн тилдик элеси, дүйнѳнүн концептуалдык элеси» маселелерин изилдѳѳ азыркы тил илиминдеги актуалдуу маселелердин алкагына кирет. Дүйнөнүн тилдик элеси –тил маселесинде борбордук орунду ээлеген адамга тиешелүү тилдик формада жана структурада реалдуу болмуштун ѳзгѳчѳ ыкмада чагылдырылышы, элестелиши макалада кеңири сөз болот. Түйүндүү сѳздѳр: антропонимдер, тотемизм, анимизм, семантика, адам аттары,дүйнѳнүн образы, культтук сѳздѳр. Аннотация: В статье рассматриваются антропонимы арабско-персидского происхождения, посвящённые культу Бога («Құдай», «Алла», «Тәңірі»), а также связанные с ними когнитивные фразеологизмы в тюркских языках. В настоящее время рассмотрение языковой картины мира в общечеловеческих понятиях познания мира, являются философским и филологическим понятиями. Исследование «Языковой картины мира» и «Концептуальной картины мира» в триединстве «Язык-мышление-мир» является одной из актуальных проблем современного языкознания. Языковая картина мира - специфический для данного языка способ отражения и представления действительности в языковых формах и структурах в ее отношении с человеком, который является центральной фигурой языка. Ключевые слова: антропонимы, тотемизм, анимизм, семантика, имена людей, образ мира, культовое слово. ABSTRACT: The article deals with anthroponomy of the Arab-Persian origin that are devoted to the cults of the God, and related to them cognitive phraseologies in Turkic languages. The main cognitive concepts that are reflected in the national Turkic in verbal parasitological units from lingo-cultural and ethno linguistic aspects are analyzed. Now consider the language picture of the world in general human cognition in the unity of the world model, and with the same conceptual view of the world is a philosophical and philological concept. The study «Language world» and «Linguistic Map of the World» in the trinity «Language-thought-world» is one of the urgent problems of modern linguistics. Language world - a specific method for the language of reflection and representation of reality in language forms and structures in its relation with the person who is the central figure of the language. Keywords: anthroponyms, totemism, animism, semantics, names of people, image of the world, cult word.


1962 ◽  
Vol 3 (1) ◽  
pp. 6-10 ◽  
Author(s):  
Edna M. Smith
Keyword(s):  

2017 ◽  
Vol 75 (268) ◽  
Author(s):  
Susana TOBOSO ONTORIA ◽  
Inmaculada TELLO DÍAZ-MAROTO ◽  
Francisco José ÁLVAREZ GARCÍA

Author(s):  
Robert J. Fogelin

Against charges that Pyrrhonism is unlivable, critics both ancient and modern have responded. Hume read, and frequently echoes, Pierre-Daniel Huet, a central figure in the Pyrrhonian-fideist movement. Though Hume often borrows Pyrrhonian-style arguments in the Dialogues to serve his purposes, unlike the French fideists he does not invoke them in the service of a religious faith. Contemporary scholars have claimed Hume as a fideist; this book, and the work of Don Garrett, disprove this view. Hume was not a Pyrrhonian skeptic; he has Philo reject Cleanthes’ arguments on Cleanthes’ own terms, rejecting them on empirical grounds.


Author(s):  
Joanne Haroutounian

Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.


2021 ◽  
Vol 11 (4) ◽  
pp. 451
Author(s):  
Miriam Gade ◽  
Kathrin Schlemmer

Cognitive flexibility enables the rapid change in goals humans want to attain in everyday life as well as in professional contexts, e.g., as musicians. In the laboratory, cognitive flexibility is usually assessed using the task-switching paradigm. In this paradigm participants are given at least two classification tasks and are asked to switch between them based on valid cues or memorized task sequences. The mechanisms enabling cognitive flexibility are investigated through two empirical markers, namely switch costs and n-2 repetition costs. In this study, we assessed both effects in a pre-instructed task-sequence paradigm. Our aim was to assess the transfer of musical training to non-musical stimuli and tasks. To this end, we collected the data of 49 participants that differed in musical training assessed using the Goldsmiths Musical Sophistication Index. We found switch costs that were not significantly influenced by the degree of musical training. N-2 repetition costs were small for all levels of musical training and not significant. Musical training did not influence performance to a remarkable degree and did not affect markers of mechanisms underlying cognitive flexibility, adding to the discrepancies of findings on the impact of musical training in non-music-specific tasks.


2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.


Author(s):  
L Ceravolo ◽  
S Schaerlaeken ◽  
S Frühholz ◽  
D Glowinski ◽  
D Grandjean

Abstract Integrating and predicting the intentions and actions of others are critical components of social interactions, but the behavioral and neural bases of such mechanisms under altered perceptual conditions are poorly understood. In the present study, we recruited expert violinists and age-matched controls with no musical training and asked them to evaluate simplified dynamic stimuli of violinists playing in a piano or forte communicative intent while undergoing functional magnetic resonance imaging. We show that expertise is needed to successfully understand and evaluate communicative intentions in spatially and temporally altered visual representations of musical performance. Frontoparietal regions—such as the dorsolateral prefrontal cortex and the inferior parietal lobule and sulcus—and various subregions of the cerebellum—such as cerebellar lobules I-IV, V, VI, VIIb, VIIIa, X—are recruited in the process. Functional connectivity between these brain areas reveals widespread organization, particularly in the dorsolateral prefrontal cortex, inferior frontal gyrus, inferior parietal sulcus and in the cerebellum. This network may be essential to successfully assess communicative intent in ambiguous or complex visual scenes.


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