Language, culture, and image-driven interpretations in translation: A case for the university translation classroom in Ukraine

In this paper, we develop a theory of image-driven interpretations for the translation studies domain. Interpretations make the core of translation and are explained in terms of mental images. An image-driven interpretation gives a meaning to a source-language word and finds in the target language the word to capture this meaning, which is a creative act and a cross-cultural transfer. An interpretation is ‘drawing’ images in the human mind by the powers of the mind’s representational content. Our theory proposes a role for etymological insight in boosting translation students’ interpretive skills via exposed inner word forms. These archaic archetypal images contain culture-specific information transmitted through human generations with the help of language. Inner word forms are non-trivial triggers in cultural exposure that raise students’ awareness of the native and foreign cultures and add an in-depth dimension to regular vocabulary work and other good practices in the translation classroom. We pin down some of the influences that native Ukrainian words and borrowings have had on the Ukrainians’ interpretive mind.

INTERPRETATION OF CHORAL WORK AS A CREATIVE COMPONENT IN THE SYSTEM OF FACTORS OF PERFORMANCE SKILLS OF THE FUTURE TEACHER - MUSICIAN

The article considers the issues of training a future music teacher, substantiates the importance of musical performance in his professional development. The views of scientists on the interpretation of the concepts of "performance", "performing skills" are analyzed. The components that determine the performance skills are highlighted. The meaning of the concepts "creation" and "creativity" is specified, their differences are defined. The phenomenon of interpretation as a type of creative activity is analyzed. Different approaches of music teachers and scholars to the interpretation of the term "interpretive skills", which are manifested in analytical work with musical text, technical and performing skills, artistic taste, the performer's own attitude to the figurative content of a musical work and reflect the level of his creative abilities. The key provisions of the theory and practice of interpretive activity of the future music teacher are indicated. The stages of creation of interpretation of a choral work are singled out and the range of tasks of each stage is defined. Analysis of a musical work is considered as one of the components of interpretation. The focus is on the formation of interpretation skills during individual lessons in the class of choral conducting. Methods and forms of work are proposed to activate the creative thinking of students to expand the musical horizons. It was found that the state of creative search deepens the performer's knowledge of the musical image, forms the skills and abilities of full-fledged work on interpretation. Emphasis is placed on the peculiarities of reading the musical text, on the development of skills and abilities in the independent analysis of a musical work. The role of personal qualities of the student and own experience in creative process is defined. The peculiarities of the formation of interpretive abilities are characterized, in particular, the sketch study of works as one of the forms of analytical-synthetic activity of the student is singled out. It was found that musical interpretation is a key aspect of the performing activity of a future musician teacher.

The theoretical-praxiological warm-up model (PPAT) for entertainer singers

The following article presents physical exercises and the theoretical-praxiological model for singers’ warm-up. The purpose of this paper is to streamline the warm-up for entertainer singers by using PPAT means. The development of technical and interpretive skills, implementation of PPAT relevant to the field and their improvement throughout the activity are some of the most important concerns of each entertainer singer. The complex method of physical and vocal training includes body gymnastics exercises, exercises of the muscular systems that participate in the emission of sound and vocal exercises. Complex exercises are recommended for maintaining mental and physical qualities, improving general motor skills and phono-articulatory movements. These are basic not just for the development of sound emission, but also for the prevention of the so-called professional diseases. The creative development of PPAT for future specialists has a benefic effect on intellectual, emotional-volitional and practical activity. The means, methods and forms of PAPT are aimed at optimally meeting the requirements of the educational, professional, social and daily life spheres of vocalists. PPAT, as a training factor for singers, includes the following: the greater the motor experience and perceptions of the vocalist are, the more perfect the coordination of movements determines a good physical training, the faster the new action is developed, because man can previously create a preliminary model of any motor act in his mind and reproduce it quickly. The essence of PPAT is the optimal use of resources, methods and forms of physical training, in order to achieve and maintain mental and physical qualities. The artistic activity of a vocalist has possibilities to integrate the influence on his spiritual growth and, in particular, on the improvement of his personality. It is important that the specialist in the field acts with interest, with a sufficient degree of independence, in other words creative, and the creative approach to actions is the basis of education.

Book review: Llegir la Imatge. Il·lustrar la Paraula. Reflexions al voltant del llibre il·lustrat i el còmic.

Llegir la imatge. Il·lustrar la paraula. Reflexions al voltant del llibre il·lustrat i el còmic (Reading the image. Drawing the word. Reflections on comic books and illustrated literature, in English), edited by Julia Haba-Osca and Robert Martínez-Carrasco (2020), is a compendium of short articles written in Catalan. The book is the resulting outcome of a series of conferences, International Symposium of Innovation about Illustrated Literature, celebrated at the Universitat de València. Each of these articles acts as an individual chapter within the book, which compiles a total of fourteen of these. Speakers from different professional backgrounds and fields of knowledge related to the role of the printed image as a means of communication were invited to participate in the symposia and the subsequent compendium. This variety is reflected in the different thoughts, ideas, and views on the role of image in literature that encourage the reader to analyse and consider other perspectives. The book champions the view of illustrated literature as a graphic and visual literary genre in its own right. The book aims to open the reader’s critical eye towards the use of illustrated literature to convey meaning and stimulate the reader’s interpretive skills.

Thinking the Ramayana Tradition through Performance

This introductory chapter explores the role of performance in questioning, transforming, and subverting the Ramayana narrative tradition. Calling attention to diverse modes of enactment in which the story of the Ramayana gets interpreted through specific performative circumstances and techniques of psychophysical embodiment, it provides a dense vocabulary of different categories of performance in Indian languages in relation to acting, presenting, feeling, showing, exhibiting, transforming, and doing. Not only do these diverse epistemologies of performance shape the retelling of Ramayana at a structural level, they also contribute to the affective and spiritual dimensions of experiencing Ramayana at the level of the senses. Beyond enactment, the essay also provides a few examples of what happens to the Ramayana narrative when it gets performed outside the limits of the stage in the cultures of everyday life, where the politicization of the Ramayana places new demands on the agency and interpretive skills of actors.

Inclusion and agency in the undergraduate theory core

As the field continues to imagine ways to increase representation in the music theory curriculum, this article offers one possible solution: a modular curriculum based on musical and critical thinking skills rather than a particular repertoire. In this design, students share a common grounding in music theory rooted in common practice, which cultivates notational fluency, aural awareness, and writing skills, before choosing upper-division music theory electives. The electives have the same skill-based learning objectives, which are general enough to be applied to various repertoires. A skill-centered music theory curriculum, as opposed to one that is repertoire-centered, grants students agency to practice analytical and interpretive skills in repertoires of their choosing, while creating a common academic experience for all music majors. This modular approach to the music theory core opens the curriculum to greater musical representation, without relying on tokenistic nods to diverse repertoires, and empowers students to make decisions about their education.

Pedagogical conditions for the development of future Music teachers’ interpretative skills in the process of choral and conductorial training

The article analyses the essence, content and specificity of future music teachers’ interpretive skills. The purpose of the article is to substantiate pedagogical conditions favourable for effective development of future music teachers’ interpretive skills in the process of their choral and conductorial training. These methods of theoretical research are used: analysis, generalisation, synthesis, extrapolation, deduction, systematisation. Interpretation is seen as the basis and the necessary condition for understanding a piece of music, the subjective (personal) attitude and creative imagination of a teacher of music being of great importance. The essence of interpretation in the context of the activity of the Musical Arts teacher lies in the interpretation of an artistic text which reflects the content of the author's message in key note symbols. In the activity of the Musical Arts teacher, there are two forms of interpretation: performing and verbal-pedagogical. The interpretation of the choral work is considered in the article as an artistic-performing conception of the conductor which is based on his/her artistic and imaginative ideas, knowledge; it is realised in his/her creative interaction with the choral team. The list of specific interpretive skills to be demonstrated by the future Music teachers in the context of choral and conductorial training has been clarified. A system of interrelated pedagogical conditions has been offered, it includes these constituents: increase of future specialists’ motivation for the choral and conductorial activities through realisation of the axiological potential of choral music; the implementation of the coaching pedagogical technologies into the choral and conductorial training intended for the future Music teachers; a systematic widening of future specialists’ thesaurus of artistic and imaginative ideas. Further research involves the development of a step-by-step methodology for the development of future Music teachers’ interpretative skills in the process of their choral training.

POTENTIAL OF THE MOVIE COMICS IN THE SPACE OF EDUCATION

In the presented article, the authors introduce the meaning of comics as a cultural, educational and social medium. The aim of the conducted research was to check how students of pedagogy perceive the movies in the aspect of its educational values. Particular attention has been paid to the interpretive skills of the protagonists 'and anti- heroes' behavior patterns.