Badlands and the Music of Temporal Immanence

As an eccentric outlaw crime film, Terrence Malick’s Badlands employs expressive sensory immersion, eccentric humor, and a concern for the relationship between history and human experience. The past, in Badlands, is a complex ontological ground for the characters’ (and audiences’) senses of being in the world, a temporalized film world akin to a field of pure immanence within the uncanny strangeness of material reality. A film set in the fifties, but far more concerned with transhistorical philosophical questions, Badlands uses the musical soundtrack to explore these existential concerns. Within this musically heterogeneous film, the two most important sources of compiled non-diegetic classical music (the pedagogical music of Carl Orff and Gunild Keetman and the early compositions of Erik Satie) function as active philosophical agents, cultivating embodied states of play and melancholy that strive, albeit ambiguously and inconclusively, to create meaning from the raw immediacy of experience.

C. Orff. stage cantata «Carmina Burana»: grotesque as a means of creating an artistic image of the Fried Swan

The purpose of the article is to analyze the image of the Fried Swan from the stage cantata of Carl Orff "Carmina Burana" through the category of grotesque - the worldview principle in the culture of the Middle Ages and one of the leading types of artistic imagery in art nouveau. The paper reviews literary and musicological research on the grotesque as an aesthetic category and its application as a method of revealing the artistic image. What is being analyzed: the aesthetics of vagrant poetry, which is the basis of the libretto of Karl Orff's stage cantata; traditions of interpretation of the image of a swan in mythology, folk culture, folklore of different peoples of Europe, Christianity, literature of the Middle Ages, the Renaissance and the New Age, in particular in Romanticism, as well as in the fine arts; features of Latin poetry in general and "Swan Song" from the poetry of vagrants in particular; application of alliteration; a variant of translation into Ukrainian is provided, which is intended for a more accurate understanding of the essence of the image, reveals its new facets and is addressed to the performers of the Fried Swan part in the preparatory period of work on the image, as well as listeners. The image of the Fried Swan is the embodiment of "grotesque realism" (A. Gurevich) of the Middle Ages. The methodology is based on the application of a holistic musicological analysis, which includes philosophical-aesthetic, literary-linguistic and musical-theoretical levels. The scientific novelty of the work lies in the application of the grotesque as a philosophical and aesthetic category for studying, in particular, one of the most original images of K. Orff's work and the concept of modern musical theater in general. Therefore, the artistic and aesthetic interpretation of the figurative sphere of the cantata is considered relevant, and this work is the first such attempt in Ukrainian musicology. Conclusions. The image of the Fried Swan embodies the grotesque, in which the high and the low, the believable and the unreal, the tragic and the comic, coexist. It reflects the mentality of the Middle Ages as a unity of antinomies and at the same time possesses the characteristic features of the culture of art nouveau, where the grotesque is a typical tool for perceiving reality. The image of the Fried Swan can be considered as a kind of "key" for understanding two "artistic mentality" at once - of the Middle Ages and of the Art Nouveau.

Análise musical: a Idade Média em Carmina Burana de Carl Orff

Carmina Burana é uma obra musical até hoje interpretada por várias orquestras e coros, e também apreciada por vários músicos e estudantes de música. Entender quais ferramentas da Idade Média se faz presente dentro dessa obra moderna é indispensável para compreender a composição de Carl Orff. Com o objetivo de esclarecer essa questão, foi realizada uma análise de caráter explicativo abordando contexto histórico e musical. Por meio de pesquisa em livros, documentos, artigos e sites, além da referência gráfica da partitura de Carmina Burana Cantiones Profanae, ed 2877, da editora Sott- Ehamc, foi estruturada uma, dentre outras possibilidades, interpretação analítica desta obra. Este artigo pretende contribuir musicologicamente com análise musical além de informações documentais.

Countercultural Listening in Malick’s Badlands (1973)

Terrence Malick’s Badlands has long been appreciated as an important contribution to New Hollywood filmmaking. Its disaffected characters and unconventional narrative structure challenged classical studio filmmaking paradigms and quickly garnered Malick a reputation as a countercultural or auteur filmmaker. For all the scholarship that this film has generated, however, comparatively very little has been said about the film’s equally transgressive soundtrack. Malick engaged the services of a composer but severely limited his duties, choosing instead to score most of the film himself with pre-existing recordings. Where nostalgic films from the period like American Graffiti and The Last Picture Show used compilations of rock and popular, Malick used a strikingly eclectic compilation of pop and classical music, from Nat King Cole to Carl Orff and Erik Satie. Although this range of styles is at odds with the 1950s world of the film, the soundtrack closely reflects the radical changes happening to listening practices among counterculture youth in the late 1960s.

The Role of Orff Approach to Music Education

The German-born music educator and composer, Carl Orff began to develop his own music education system in the 1920s and 1930s. This paper gives a concise review of the Orff concept from historical, educational theoretical, and methodological aspects based on available literature. Topics include the Orff instrumentation as the defining methodological element of the Orff concept, the internationalization of the Orff concept in America, as well as the training of current Orff educators. Keywords: Orff Schulwerk, music education, alternative music pedagogy

ELEMENTARY MUSIC IN THE SOVIET UNION: PREREQUISITES FOR IMPLEMENTATION IN THE TRAINING AND EDUCATIONAL SPACE

The purpose of the work is to study historical aspects of the development in the USSR of Elementary Music Education, created by a German teacher, musician and composer Carl Orff. The article substantiates the value of this pedagogical system and the prospects for its use in the training and educational process. The initial stage of the introduction of Elementary Music Method in the Soviet Union and the organization of the Carl Orff Pedagogical Society are considered. As a result of applying theoretical scientific research methods, the main factors that influence the process of introducing a new direction in music education are established. The significance of the unified system of music and movement education created by Carl Orff is defined. The system developed by Russian and Soviet enlightener, music theorist, teacher, performer and public figure Boleslav Leopoldovich Yavorsky correlates with German teacher's system. The author analyzes the reasons for which the system developed by B. L. Yavorsky is not widespread in our country. The significance of the activities of the musicologist, historian and publicist Oksana Timofeevna Leontyeva, an active promoter of the Elementary Music System and the first researcher of Orff-composer and Orff-children's music teacher, is determined. The article stresses the first contacts between Soviet musicians and their German colleagues during the visit to the Carl Orff Institute in Salzburg. Emphasis is placed on the importance of publishing literature describing the content, methods and principles of Elementary Music for Soviet teachers interested in new areas of music education and upbringing. Educational institutions are indicated, in which attempts are made to use C. Orff's methods in classrooms. The author reveals the optimization of processes of introducing domestic musicians to the methods of music and movement education, caused by the arrival in the USSR of foreign experts in the field of musical pedagogics. The role of Lev Vyacheslavovich Vinogradov, one of the first followers of new directions in music education, is priceless, as is the importance of his pedagogical activity and his contribution to the popularization and implementation of the method combining music and movement education.

EDUCAÇÃO MUSICAL NA PERSPECTIVA METODOLÓGICA DE APRENDIZAGEM INTERDISCIPLINAR

A educação musical oportuniza ao indivíduo acesso à arte, enquanto música, e ao conhecimento. O presente trabalho tem o objetivo de trazer para o campo da reflexão, a necessidade de educar em Arte/música de forma interdisciplinar adotando as metodologias dos educadores musicais: Emile Jacques Dalcroze; Zoltán Kodály; Carl Orff; Shinichi Suzuki e Keith Swanwick, associadas à abordagem “Triangular” de Ana Mae Barbosa, proposta nos Parâmetros Curriculares Nacionais, (BRASIL, 1997). Essa proposta consiste em ensinar arte considerando o ‘fazer’, o ‘fruir’ e o ‘contextualizar’ o objeto artístico. Esta metodologia de aprendizagem é de cunho qualitativo por se tratar de análises subjetivas do quanto o aprendiz aprende. Como resultado dessa associação de abordagens metodológicas, agregar sentidos ao processo educativo e, ao mesmo tempo, instrumentalizar o ensino de Arte/música com significados de outras linguagens artísticas, como da dança e das artes visuais. Além disso, expandir os sentidos dos conteúdos com vistas a uma educação musical assentada metodologicamente em aprendizagens significativas.