Կոմիտասի գրադարանը

Կոմիտասից պահպանված գրականությունն ընդգրկում է 300-ից ավելի գիրք, որը չի կազմում նրա գրքացանկի ամբողջական թիվը։ Կոմիտասի գրքերն ուղեկցել են նրան իր կյանքի և գործունեության տարբեր ժամանակահատվածներում, ունեցել են տարբեր գործառույթներ և ծառայել են տարբեր նպատակների՝ կրթությունից մինչև մասնագիտական հետազոտություններ։ Հոդվածում դասակարգված է Կոմիտասի գրականությունը՝ ըստ մասնագիտական, գեղարվեստական և այլ ոլորտների, ներկայացված են տեղեկություններ որոշ գրքերի մասին, ինչպես նաև Կոմիտասի կրթության և գործունեության ճանապարհին այդ գրքերի դերն ու նշանակությունը։ Կոմիտասի գրադարանում ծավալուն տեղ են զբաղեցնում երաժշտական գրքերը՝ ներառյալ հոդվածներ, կլավիրներ, պարտիտուրներ, օպերաների լիբրետոներ և այլն։Կոմիտասի հիմնավոր երաժշտական կրթությունը, տարբեր երկրների և ժամանակների երաժշտության պատմության մասին աշխատությունները, հայ եկեղեցական և հոգևոր երաժշտության մասին մեծ թվով գիտական (ներառյալ խազաբանական) հետազոտությունները, կոմպոզիտորական, խմբավարական, կատարողական գործունեությունը առիթ են եղել բազմաբնույթ գրքերի ձեռքբերմանը։ Հարուստ և բազմատեսակ գրականության ձեռքբերմանը նպաստել են նաև Կոմիտասի մի քանի լեզուների իմացությունը, հետաքրքրությունը հայ և արտասահմանյան գեղարվեստական գրականության, արվեստի և գիտության այլ ճյուղերի հանդեպ։ Կոմիտասի երաժշտական գրականությունն ընդգրկում է երաժշտատեսական, պատմական, գեղագիտական, միջնադարագիտական, ֆոլկլորագիտական, կոմպոզիտորական, կատարողական, մանկավարժական-մեթոդաբանական գրքեր։ The preserved literature that we have received from Komitas includes more than 300 books, which is not the complete number of books on his list. Komitas's books accompanied him in different periods of his life and activities. They had different functions and served different purposes, from education to professional research. In this article, Komitas’s literature is classified according to professional, artistic, and other spheres. Their role and significance in Komitas’s education and activities is presented. Information about special books is also presented. Music books occupy a large place in Komitas's library, including articles, pianos, scores, librettos of operas, etc. Komitas's thorough musical education, works on the history of music of different countries, times, numerous scientific (including “Khaz”) studies on Armenian church music, composing, conducting, and performing activities have been the occasion for acquiring various books. The acquisition of rich and diverse literature was also facilitated by Komitas's knowledge of several languages, his interest in Armenian and foreign fiction, art, and other branches of science. Komitas's musical literature includes music theory, historical, aesthetic, medieval, folklore, composition, performance, and pedagogical-methodological books.

The Evaluation of Music Department Students of Institut Seni Indonesia Yogyakarta in Modes Identification

Modes in Modality concept is a musical thinking that was used before 1600s. After 1600s (Baroque Era), the concept of modes changed into a contrast concept called Tonality (major-minor) and still exist today, in our era. Musical knowledge will evolve along with technological advances, but in fact there are so many composers today using the concept of modes to give another nuance and interpretation in their musical works. As academic musicians, surely the students of Music Department of ISI Yogyakarta got the concept of modes in several subject such as music theory, music structure and style, music analysis, and etc. However, the tonality concept that always used by common academic musicians today makes the concept of Modality become so hard to identify if they are heard a musical work that contains modes. This research will show us how many students of Music Department of ISI Yogyakarta who can’t identify a musical work that contains modes.

Specifics of Professional Training of Teachers for Teaching Music Culture

Professional training is part of the professional development and lifelong learning process of an individual. The teacher in the classroom has very complex tasks and great responsibility in the upbringing and education of future generations in every society, and lifelong professional development is especially important. Therefore, the research aims to determine the level of teachers' self-assessment of professional development for teaching music culture, ie in the field of music theory and pedagogy. A sample of 365 teachers from the territory of Bosnia and Herzegovina used the Likert-type scale, within which the respondents expressed their assessments of the forms, areas, and reasons for professional development for teaching music culture. The research results indicate that teachers highly prefer various forms of professional development. They express the need for professional development in the fields of playing and creativity, and the most pronounced reasons for professional development are the need to maintain musical competencies that are lost over time. Based on the research findings, the authors give recommendations regarding possible directions and ways of professional development of teachers in the field of music theory and pedagogy, ie. for teaching music culture.

The Recorded Brahms Corpus (RBC): A Dataset of Performative Parameters in Recordings of Brahms's Cello Sonatas

This report describes the open-source Recorded Brahms Corpus (RBC) dataset, as well as the methods employed to extract and process the data. The dataset contains (micro)timing and dynamic data from 21 recordings of Brahms's Cello Sonatas, Opp. 38 and 99, focusing on note and beat onsets and duration, tempo fluctuations, and dynamic variations. Consistent manual annotation of the corpus in Sonic Visualiser was necessary prior to automatic extraction. Data for each recording and measurement unit are given as TXT files. Scores in various digital formats, the original SV files and diamond-shaped scape plots visualizations of the data are offered too. Expansion of the corpus with further movements of the sonatas, further recordings thereof and other compositions by Brahms is planned. The study of the data may contribute to performance studies and music theory alike.

The Oxford Handbook of Time in Music

As the art that calls most attention to temporality, music provides us with profound insight into the nature of time, and time equally offers us one of the richest lenses through which to interrogate musical practice and thought. In this volume, musical time, arrayed across a spectrum of genres and performance/compositional contexts is explored from a multiplicity of perspectives. The contributions to the volume all register the centrality of time to our understanding of music and music-making and offer perspectives on time in music, particularly though not exclusively attending to contemporary forms of musical work. In sharing insights drawn from philosophy, music theory, ethnomusicology, psychology of performance and cultural studies, the book articulates a range of understandings on the metrics, politics and socialities woven into musical time.

Applied corpus linguistics for language acquisition, pedagogy, and beyond

This plenary speech provides an overview of applications of corpus research in several core areas of applied linguistics, including second language acquisition and language assessment. It does this by showcasing a number of recent studies carried out by or with involvement of the author. These studies all focus on phraseological aspects of language and demonstrate the importance of studying its patterned nature. The studies also illustrate how corpora and corpus-analytic techniques can allow us as applied linguists to contribute to solving problems in other disciplines (such as legal scholarship or music theory) and hope to thereby encourage more interdisciplinary research collaborations between corpus linguists and scholars from other fields.