GRAPHIC SCORES AND VISUALISATION OF MUSIC: EXPERIENCE FROM CZECH DIFFERENT HEARING CREATIVE PROGRAMME

Author(s):  
Gabriela Vsetickova
Author(s):  
Nikolas Martelaro ◽  
Sarah Mennicken ◽  
Jennifer Thom ◽  
Henriette Cramer ◽  
Wendy Ju
Keyword(s):  

2009 ◽  
Vol 46 (4) ◽  
pp. 339-358 ◽  
Author(s):  
P. D. Werner ◽  
A. J. Swope ◽  
F. J. Heide
Keyword(s):  

Popular Music ◽  
1988 ◽  
Vol 7 (3) ◽  
pp. 247-266 ◽  
Author(s):  
Will Straw

Writing on music video has had two distinctive moments in its brief history. The first wave of treatments tended to come from the culture surrounding rock music and from those who were primarily interested in music video as something which produced effects on that music. Here, two claims were most common, and generally expressed in the terms and the contexts of rock journalism:(1) that music video had made ‘image’ more important than the experience of music itself, with effects which were to be feared (for example, the potential difficulties for artists with poor ‘images’, the risk that theatricality and spectacle would take precedence over intrinsically ‘musical’ values, etc.);(2) that music video would result in a diminishing of the interpretative liberty of the individual music listener, who would now have visual or narrative interpretations of song lyrics imposed on him/her, in what would amount to a semantic and affective impoverishment of the popular music experience.


Author(s):  
Shiori Ito ◽  
Shuhei Komatsu ◽  
Moeka Saida ◽  
Ayako Kobayashi ◽  
Takeshi Hashimoto

2020 ◽  
Vol 29 ◽  
pp. 137-145
Author(s):  
Helena Orieščiková

Personally engaging musical experiences can be a driving moment, a motivating force in the development of the student. Their use in education and prevention can be of great importance. The emergence of music philetics theoretically makes it possible to anchor the issue of music experience in connection with music creation and to use inspiration from music therapy in the educational process, focus music experiences on the personal and social development of students and offer practical solutions for the implementation of music experience methods developing and enriching personalities of particular individuals. The concept of music philetics is not yet clearly defined and practically used. Further development will show its need in society and viability.


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