Music in the bulgarian school at the end of the 19th and the beginning of the 20th century. Author: Rositsa Draganova. Sofia, Institute of Art Studies – BAS, 2020, 211 p. ISBN: 978-954-8594-00-4

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Zornitsa Dimitrova ◽  

In her monograph Rositsa Draganova introduces new data and facts in the unique process of the creation and performance of bulgarian educational system particularly in its sector dealing with musical teaching. In the first three chapters of this survey the author analyzes in details the normative documents, the pedagogic practice, the philosophic and pedagogical concepts, the published during the surveyed period textbooks, guide books and training materials, as well as discussions between the musical pedagogues. The last chapter of this book presents historic information on Bulgarian musical professionals who are of particular importance for the development of musical pedagogy in our country. This book presents great interest not only for the researchers in the musical pedagogy sphere and for the professionals focused on the history of Bulgarian musical culture, but also for the teachers in music at the secondary schools. It could be used as basic reference in the training of future musical pedagogues.

Author(s):  
A. Drutsé

The modern world popularity of the nai — a traditional Romanian instrument — has identified interest in writing this article. This problematic constitutes the circle of our research interest as a doctoral candidate, but also as a concert performer, a graduate of the Academy of Music, Theater and Fine Arts. One of the most interesting aspects of the study of nai is its technical improvement since 60s of the 20th century, which led to the acquisition of a number of new, innovative skills and performance skills. In this article we have identified some pages of the modern history of the manufacture of this ancient instrument associated with these processes.


2019 ◽  
Vol 16 (2) ◽  
pp. 171-182
Author(s):  
Galina A. Eremenko

The specialists note and highly appreciate the openness to creative dialogue with different European and regional cultures in their works about the artistic history of France. In the introductory section, the article is focused on the importance of the opposite trend, developed in the 19th — early 20th century in all spheres of art. The purpose of the new movement is “national revival”, interest in the ori­gins of the great heritage of the French masters of past epochs. The author concentrates on the peculiarities of interaction between leading composers, musicians-performers and teachers with the traditions of music professionalism of the French compo­ser school. Furthermore, she explains the main reason of “back to the past” addiction by desire to preserve the unique distinction of artistic thinking in the terms of intensive cultural influences in Italy, Germany and Russia. The article provides the facts of creative activity of the leaders of “national renewal”. There are presented some journalistic statements of the leading French composers to confirm their unanimous recognition of the actual value of national classics to the future of French culture. There is explicated the pa­norama of creative experiments (C. Franck, C. Saint-Saëns, E. Satie, impressionists and composers of the “young generation”) on reconstruction of national traditions of distant epochs. The coverage of events and display of artistic phenomena of musical and cultural life of France allowed the author to form a context to consider the problem of aesthetic and stylistic character: new understanding of the phenomenon of “artistic tradition” and “dialogue with tradition” in the epoch of modernism. The comparison of diffe­rent forms of “dialogue with the past” in the Russian culture of the beginning of the 20th century and in creative works of the leader of European retrospectivisme I.F. Stravinsky gave grounds to use the concept of “passeism” to characterize the special French type of inheritance of the “lessons” of the predecessors. Introducing the concept of “passeism” in contrast to the accepted in Russian musicology “musical neoclassicism” and giving reasons of the effectiveness of its application, the author seeks to identify the idea of preser­ving soil foundations of tradition as a way of national self-identity (prosody, rhetoric, form) pertaining to the French composer school.


Via Latgalica ◽  
2017 ◽  
pp. 104
Author(s):  
Sigita Kušnere

Latgalian literature has received relatively little attention in most studies of Latvian literature, regardless of the time or the type of the studies made, be they studies of individual or collaborative nature. In the late 19th century and early 20th century, it was largely caused by prohibition of Latgalian publications printed in the Latin alphabet. In the following periods Latgalian literature was overlooked because of lack of awareness, sometimes, also by deliberate ignorance, which was dictated by the political situation. Exploration of the current situation is the goal of this study, namely, to present a summary of what has already been accomplished and to indicate the directions where new studies are urgently needed, ideally – through joint examination of Latvian and Latgalian literatures. The summary is based on the analysis of the regularities and main issues found in the works on the history of Latgalian literature. Careful analysis of the literary processes, authors and significant literary works of the late 19th and early 20th centuries, as well as their exposure in the studies of the history of Latvian literature reveals that a short insight in publishing of Latgalian books and periodicals was given, for instance, by Teodors Zeiferts in his fundamental study ‘History of Latvian Literature, Part 2 and 3’ (Latviešu rakstniecības vēsture, 1923, 1925), and Jānis Niedre in ‘Latvian Literature. Part 2’ (Latviešu literatūra, 1953); small essays were also included in the volumes of the collaborative study developed under Ludis Bērziņš’ chief editing ‘History of Latvian Literature’ (Latviešu literatūras vēsture, 1935–1937). However, Latgalian literature was hardly mentioned in the textbooks for the secondary schools (Vilis Plūdons ‘History of Latvian literature for secondary schools, Part 1 and 2’ (Latvju literatūras vēsture vidusskolām, 1927, 1928); Roberts Klaustiņš ‘History of Latvian Literature’ (Latviešu rakstniecības vēsture, 1907)). Neither was it paid any attention by Andrejs Upīts in his ‘History of Contemporary Latvian Literature’ (Latviešu jaunākās rakstniecības vēsture, 1885–1910 (1911)). This leads to a conclusion that the attitude towards the literature written in Latgalian was ambiguous in the first half of the 20th century as it was not fully incorporated in the conceptual analysis of the development processes of Latvian literature. The voluminous ‘History of Latvian Literature’ (Latviešu literatūras vēsture, Volume 1–6, 1956–1963), which was developed during the Soviet period, included depiction of several Latgalian writers: such as Andrivs Jūrdžs and Pīters Miglinīks (Volume 2, 1963); nevertheless they did not provide a sufficient overview of the singularity and development of Latgalian literature and its comparability with the history of Latvian literature. In the editions of the history of Latvian literature, which were written after regain of the national independence, Latgalian literature has not received any focused attention either by the authors of the 3-volume ‘History of Latvian Literature’ (Latviešu literatūras vēsture, 1998–2001) or by, for instance, Guntis Berelis in his monograph study ‘History of Latvian Literature, from the First Writings to 1999’. Having gained no wide coverage in the historical studies of Latvian literature, Latgalian literature has been fundamentally researched in several monographic works of Miķelis Bukšs, Francis Kemps, Janīna Kursīte, Valentīns Lukaševičs, Ilona Salceviča, Alberts Sprūdžs, Anna Stafecka, Vitolds Valeinis and other researchers at various time periods. Nonetheless, the question still stands: whether and how to compare and synchronise Latgalian literature with periodisation and trends of Latvian literature in order to include it in the comprehensive overview of the literature history.


2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Kurniawati Kurniawati

The aim of this article is to find out what philosophy behind the education curriculum in Germany,its system and structure especially on history curriculum to be compared with Indonesia”s experience.Traditionally the German educational system is strongly influenced by the tradition of naturalistichumanism - specifically those of the Humbold philosophy regarding as Bildung. History Education is acompulsory subject that is given to students from grade 6-10 as much as two hours of lessons per week,while in grade 10-12 or 13 lessons, history is no longer a compulsory subject. In grade 6-9 curriculum isbased on chronological history revolves around the history of Western Civilization, in grade 10 historylessons relating to contemporary history in the 20th century, while in grade 11-12 / 13 history lessonfocused on the history of modern Europe and non- European history.


2017 ◽  
Vol 1 (2) ◽  
pp. 203
Author(s):  
Angélica Pall Oriani

O artigo analisa as avaliações das escolas isoladas contidas nos Annuários do ensino do estado de São Paulo (1907-1937) e nos Relatórios das delegacias regionais de ensino (1933-1944) para compreender a representação dessas instituições de ensino ao longo das décadas iniciais do século XX. Esses documentos continham os resultados das inspeções de diretores e delegados de ensino a respeito da criação, da manutenção e da atuação dos professores das escolas isoladas. A função desses documentos é perscrutada como um procedimento adotado concomitantemente à construção do sistema de ensino modelar paulista nas primeiras décadas republicanas, com o que é possível identificá-los como legitimadores, propagadores e defensores de um modelo de escola vinculado aos grupos escolares do qual as escolas isoladas se afastavam em razão de suas condições precárias. Com isso, considera-se que nos processos de avaliação e de atribuição de sentidos às instituições de ensino primário, que evidenciavam as conquistas dos grupos escolares e a provisoriedade das escolas isoladas, propagou-se a imagem destas instituições como um constante "vir a ser".A permanently provisional or provisionally permanent school? Evaluations of isolated schools of São Paulo in official documents (1907-1944). The article analyzes the evaluations of isolated schools in the Annuários do ensino do estado de São Paulo (1907-1937) and in the Relatórios das delegacias regionais de ensino (1933-1944) to understand the representation of these educational institutions throughout the first decades of the 20th century. These documents contained the results of inspections developed by school superintendents regarding the creation, maintenance and performance of teachers in isolated schools. The function of these documents is analyzed as a procedure that occurred simultaneously with the construction of the modeling teaching system of São Paulo in the first republican decades, which identify them as legitimators and advocates of a school model linked to the school groups from which isolated schools were far from due to their conditions. Therefore, it is considered that in the processes of evaluation and attribution of senses to primary education institutions, which evidenced the achievements of the school groups and the provision of isolated schools, the image of these institutions was propagated as a constant "become". Keywords: Isolated schools; São Paulo education; School groups; History of education.


2020 ◽  
Vol 43 (2) ◽  
pp. 197-203
Author(s):  
A. Raimkulova ◽  

The study is devoted to the periodization of the history of Kazakh music in the 20th century which is necessary for an objective reflection of all the complex musical and cultural processes of this time. Based on the existing approaches to periodization (U. Jumakova, M. Drozhzhina, V. Nedlina), as well as the methodology of V.R. Dulat-Aleyev, a universal basis for periodization was searched. Different approaches to the periodization of the musical culture of Kazakhstan in the 20th century one way or another take into account the aspect of the change of cultural paradigms, as a result of which the main time boundaries coincide. The reasons for periodization are the change of generations of composers (U. Jumakova), the interaction vectors of the center and periphery of culture (M. Drozhzhina), intercultural interaction (V. Nedlina). In this study, another, broader basis for periodization is proposed – a change in the paradigms of culture. It involves a semiotic interpretation of musical culture. The division of the recent history of Kazakh musical culture is consistent with the predominance of monomodality (until the 1920s), bimodality (1920-1970s) and polymodality (1980 – present). The paradigm of culture acts as a universal foundation and allows us to combine musical and cultural processes in different musical and creative forms (traditional music, composer creativity, mass art), and also take into account the wide Eurasian context of Kazakhstani music.


2020 ◽  
Vol 15 (3) ◽  
pp. 587-603
Author(s):  
Erdal Aslan ◽  
Oguz Serin

Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the “Canon for the Unity of Education and Training” in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the “science education for primary schools” For this purpose, both the last curriculum program for “Mekatib-i İbtidaiyye” (The primary schools in Ottoman Empire)and the latest curriculum program for “İlk Mektepler” (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that “science education in primary education” had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for “science education” in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on “science education” in the Era of the Empire and The Era of the Republic with this aspect.  Keywords: Science Education in Primary Schools, Science Education in the Ottoman Empire, the First Science Curriculum of the Republic, History of the Turkish Education. 


2011 ◽  
Vol 10 (2) ◽  
pp. 255-265 ◽  
Author(s):  
Douglas Kahn

This article investigates the increasingly prevalent discourse of ‘live cinema’ as the name of a concrete practice and conceptual aspiration within contemporary media aesthetics. The author argues that this oxymoronic conjunction encapsulates certain fundamental questions recurring throughout the history of 20th-century art in its increasingly important intersection with both media technology and performance. Contrasting contemporary digital ‘interfaces’ with classical musical instruments, he asks how traditional forms of embodiment and virtuosity have been transformed within contemporary audiovisual performance. Finally, he explores ideas of speed and the cut from Sergei Eisenstein’s film theory to explore Abigail Child’s 1983 film Mutiny as a work that, while not itself ‘Live Cinema’, sheds important light on what such a future aesthetic might conceivably entail.


Author(s):  
Jin Tao

Statement of the problem. The study of the process of development of the concert style of oboe performance is a relevant area of modern musicology, as evidenced, in particular, by the scientific activity of the International Double Reed Society (IDRS) and works of other researchers on the history of the instrument and its repertoire starting with the second half of the 20 century (Bate, 1975; Bartalozzi, 1967; Reeves & Hooper, 1985; Goossens & Roxburgh, 2001). The concept of “concert oboe” is actualized by V. Martynova (2018, 2019) on the basis of the performance art of the 19th – 20th centuries. As for works for oboe of the early 20th century, in particular by E. Goossens, there are a few studies devoted to the development of modern style of the concert oboe (Del Mar, 1984; Lopez-Pelaez-Casellas & Garcia-Herrera, 2019) and to E. Goossens’s Concerto (Woodworth, 2016). This determines the scientific novelty of this research, which involves genre-style and performance analysis of the Concerto. The purpose of this study is to identify typical genre-stylistic and performance characteristics of E. Goossens’s composition in the context of the development of the concert style of oboe performance. The research methodology is based, first, on the genre and style approach, which is traditional for musicology, in particular, on research on the code of reflexivity (Shapovalova, 2006), and pastoral genre in music (Shapovalova, Chernyavska, Govorukhina & Nikolaievska, 2021). Another methodological dimension is related to the positions of analytical interpretology and principles of performance analysis (Nikolaievska, 2020), which focus on such elements as form-creation, performance dramaturgy, performance poetics. Results and conclusions. The typical genre and stylistic features of E. Goossens’composition refer to the traditions of the romantic concerto (onemovement structure; the presence of a symphonic model of the genre; the use of initial intonation as the main sound symbol of the work; the absence of a single tonal centre; reflexivity; the involvement of pastoral colour as an established image of the instrument). From the viewpoint of performance poetics we have marked the overcoming of the formality of rondeau nature by the continuity of performance form-creation; the presence of such difficulties requiring high performance skills of an oboist as playing of whole-tone scale, high notes and extreme sounds of the registers, polyrhythmic structures, the abundance of virtuoso passages in the composition, the variety of articulation techniques, fast-frequency vibrato, etc., which is crucial in the process of development of the concert style of oboe performance in the early 20th century.


2019 ◽  
Vol 2019 (2) ◽  
pp. 45-47
Author(s):  
Марк Левитин ◽  
Mark Levitin

A.Kh. Sarkisov entered the history of science as the founder of veterinary mycology and mycotoxicology. Outstanding talent of the scientist was harmoniously combined in A. Kh. Sarkisov with the talent of a true teacher. For outstanding contribution to the development of biological science, the introduction of scientific achievements in the production and training of scientific personnel. A.Kh. Sarkisov was awarded the title of Hero of Socialist Labor. A. Kh. Sarkisov's scientific activity is a bright milestone in the history of science of the 20th century.


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