Character and Non-character in Art Song

<p><b>Whom is a singer portraying when performing? While this is a straightforward question in opera where there is usually a concrete character to play, it is not always obvious in art song. The persona that the singer portrays in art song is not always clearly delineated: they may be a familiar figure, a nameless wanderer, a detached narrator, or even a disembodied consciousness. The outburst of singing may be an act of soliloquy or an internal thought process. It could occur as part of a chronological sequence of events or perhaps fall outside of time entirely. These portrayals require different embodied instincts from those in operatic singing.</b></p> <p>My exegesis explores some of the different kinds of vocal personae one can portray in art song performance. I posit a framework within which I categorise my personal methods of performance, relating to how an audience member might perceive these personae in relation to themselves. With reference to four selected solo vocal works, I detail how my application of this framework informs my performance, resulting in a unique embodiment of these abstract personae.</p>

Character and Non-character in Art Song

<p><b>Whom is a singer portraying when performing? While this is a straightforward question in opera where there is usually a concrete character to play, it is not always obvious in art song. The persona that the singer portrays in art song is not always clearly delineated: they may be a familiar figure, a nameless wanderer, a detached narrator, or even a disembodied consciousness. The outburst of singing may be an act of soliloquy or an internal thought process. It could occur as part of a chronological sequence of events or perhaps fall outside of time entirely. These portrayals require different embodied instincts from those in operatic singing.</b></p> <p>My exegesis explores some of the different kinds of vocal personae one can portray in art song performance. I posit a framework within which I categorise my personal methods of performance, relating to how an audience member might perceive these personae in relation to themselves. With reference to four selected solo vocal works, I detail how my application of this framework informs my performance, resulting in a unique embodiment of these abstract personae.</p>

Student’s mathematical literacy in solving PISA model problems based on the reflective-impulsive cognitive style

Penelitian ini bertujuan mendeskripsikan literasi matematik siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif reflektif-impulsif. Indikator literasi matematik dinilai pada proses merumuskan, menerapkan, dan menafsirkan. Subjek penelitian adalah siswa kelas IX-C SMP AL Muslim Sidoarjo. Matching Familiar Figure Test digunakan untuk mengetahui gaya kognitif siswa. Subjek penelitian dipilih berdasarkan tes gaya kognitif (TGK) dan tes kemampuan matematika (TKM). Selanjutnya, dipilih subjek seorang siswa dengan gaya kognitif reflektif dan seorang siswa impulsif berkemampuan matematika setara. Subjek akan mengerjakan soal tes literasi matematik (TLM). Hasil penelitian menunjukkan bahwa siswa reflektif memenuhi semua indikator literasi matematik untuk soal perubahan dan hubungan serta ruang dan bentuk. Siswa impulsif memenuhi semua indikator literasi matematik untuk soal perubahan dan hubungan. Namun, siswa impulsif tidak memenuhi indikator literasi matematik pada soal dengan konten ruang dan bentuk. Oleh karena itu, guru disarankan lebih banyak memberikan latihan untuk mengembangkan literasi matematik siswa dalam menyelesaikan soal model PISA dengan konten yang beragam.

'Remember Aesi':

In this article I draw upon a definition of ‘dialogical memorial’ offered by Brad West to offer an experimental artist's brief that outlines the various ways that a contemporary monument to the colonial artist, Adelaide Eliza Scott Ironside (1831-1867), could ‘talk back’ to the nineteenth-century statues of her contemporaries, and ‘converse’ with more recent acts of history making. In contrast to the familiar figure of the individual hero, which we associate with the statuary of her age, I suggest a group monument that acknowledges the intimate intergenerational female network which shaped Aesi's life and also ‘re-presents’ – a term coined by the historian Greg Dening – several native born and convict women from the Georgian, Regency and Victorian eras who influenced her life. Instead of elevating Aesi upon a plinth, I recommend grounding this group monument on Gadigal country and planting around it many of the Australian Wildflowers she painted in ways that draw attention to the millennia-old Indigenous uses of the same plants. And finally, by situating Aesi’s monument in the Outer Domain (behind the New South Wales Art Gallery in Sydney’s Botanic Gardens and to the east of the Yurong Pennisula, near Woolloomooloo Bay), in an area where she once boldly assumed centre stage before a large male audience in a flamboyant moment of her own theatrical history-making, I argue that this memorial will have the capcity to speak for itself in ways that challenge the underepresentation of colonial women in Sydney's statuary, abd, as West suggests, do much to ‘alter the stage on which Sydney's colonial history 'is narrated and performed’. [i] Greg Dening, Performances, Melbourne University Press, Melbourne, 1992, p37.

Framing Lear’s fool in Indian films: ‘Doth any here know me?’

This article examines three Indian films based on King Lear through their reconfigured framing of the Fool: Gunasundari Katha (Tale of the Virtuous Woman, 1949, Telugu), Rui Ka Bojh (Weight of Cotton, 1997, Hindi), and Natsamrat (Actor King, 2016, Marathi). Though the nature and role of the Fool in the play is much debated, this essay argues that he is central and his treatment reflects the divergent views the films take on Shakespeare’s tragedy. The fact that the Fool is also a familiar figure in Indian drama, from the classical Sanskrit, medieval folk and modern plays, conditions the transpositions of the intercultural adaptations.

ABILITY OF STUDENTS WITH REFLECTIVE AND IMPULSIVE COGNITIVE STYLES IN WRITING A SCIENTIFIC ARTICLE

The present study focuses on making the students aware about various environmental issues by using case studies. The ability of students to reveal their findings about environmental issues has been developed through scientific literature, one of which was writing scientific articles. Each student has a different thinking style or cognitive style, so the possibilities in terms of scientific writing can be different. A cognitive style is shown in individuals receiving, processing and organizing information, and presenting the information based on the experiences they have had. This study aimed to describe the ability of the students who have a reflective or impulsive cognitive style to write a scientific article as a result of employing case studies on environmental issues. To achieve these objectives, the research involved the students of biology education UNIROW Tuban class of 2011. The ability to write scientific articles was analysed descriptively and included: title, credit lines, abstract, introduction, methods, results and discussion, conclusions and bibliography. To measure the reflective vs impulsive cognitive styles, the study used the MFFT (Matching Familiar Figure Test) instrument which was designed and developed by Warli (2010). The results showed that the ability of students who had a reflective cognitive style to write scientific articles tended to follow the rules, except when they were writing a bibliography. Therefore, there was a difference between students who write with a reflective cognitive style and students who write with an impulsive cognitive style in terms of their ability to write a scientific article as the result of case studies about environmental issues.

Script, Print and the Public–Private Divide

David Ochterlony is a familiar figure to historians of the East India Company, but the focus has been on the man at his peak rather than the shadow hanging over his death, the result of a posthumous information leak. This forgotten incident is re-examined for what it reveals about how information moved across media in colonial India. This chapter pieces together this brief yet explosive affair, using the documentary record produced by the Company’s investigation, in combination with newspapers, pamphlets and letters. The first section lays out the relevant details of Ochterlony’s time in Bharatpur and the controversy he provoked, then it reconstructs the governor-general-in-council’s investigation of the leaked documents. The second section reflects on what the investigation’s findings imply about the circulation of information in colonial India and the dynamics of concealment and revelation at work there. The incident is used as a jumping-off point for reassessing the relationship between manuscript and print, public and private correspondence, and personal and professional commitments in the early nineteenth century.

KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF

Abstrak — Kemampuan berpikir kritis adalah kecakapan memecahkan masalah yang dilakukan seseorang secara sistematis dan reflektif dalam mengolah informasi yang diperoleh ketika dihadapkan pada suatu masalah. Melalui berpikir kritis, siswa dapat mengambil keputusan secara tepat untuk memecahkan masalah tersebut. Akan tetapi dalam pembelajaran matematika, kemampuan berpikir kritis kurang mendapat perhatian karena seringkali siswa mendapatkan soal yang dalam proses mengerjakannya menggunakan prosedur rutin. Selain itu, juga perlu memperhatikan gaya kognitif siswa karena setiap siswa memiliki karateristik yang berbeda dalam waktu yang diperlukan untuk menjawab soal dan kesalahan jawaban yang dihasilkan. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate dalam memecahkan masalah matematika. Subjek dalam penelitian ini adalah siswa SMP kelas VIII yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate masing-masing sebanyak 1 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes gaya kognitif MFFT (matching familiar figure test), tes kemampuan matematika, tes pemecahan masalah matematika, dan wawancara. Teknik analisis data berdasarkan indikator kemampuan berpikir kritis yang meliputi klarifikasi, asesmen, inferensi, dan strategi pada setiap langkah pemecahan masalah. Hasil penelitian menunjukkan bahwa, siswa bergaya kognitif reflektif mampu melakukan klarifikasi, asesmen, dan inferensi. Siswa bergaya kognitif impulsif mampu melakukan strategi. Siswa bergaya kognitif fast accurate tidak mampu melakukan klarifikasi, asesmen, inferensi, dan strategi. Siswa bergaya kognitif slow inaccurate mampu melakukan asesmen.Kata kunci: Kemampuan Berpikir Kritis, Memecahkan Masalah, Gaya Kognitif Abstract — Critical thinking abilities is the ability to solve problems by someone systematically and reflectively in processing information obtained when faced with a problem. Through critical thinking, students can make appropriate decisions to solve these problems. However, in learning mathematics, critical thinking abilities receive less attention because students often get questions that in solved by using routine procedures. In addition to paying attention the critical thinking abilities, it is also necessary to pay attention to students' cognitive styles because each student has different characteristics in the time needed to answer questions and the resulting answer errors. This research is a qualitative descriptive study, which aims to describe the critical thinking abilities of junior high school students who have reflective, impulsive, fast accurate, and slow inaccurate cognitive styles in solving mathematical problems. The subjects in this study were eighth-grade junior high school students who had reflective, impulsive, fast accurate, and slow inaccurate cognitive styles of 1 student each. Data collection techniques in this study used the MFFT cognitive style test (matching familiar figure test), mathematics ability test, mathematical problems solving test and interviews. Data analysis techniques are based on indicators of critical thinking abilities that include clarification, assessment, inference, and strategy at each step of problems solving. The results showed that reflective cognitive style students were able to clarification, assessment, and inference. Impulsive cognitive style students can do the strategy. Fast accurate cognitive style students are not able to clarification, assessment, inference, and strategy. Slow inaccurate cognitive style students can do assessment.Keywords: Critical Thinking Abilities, Problem Solving, Cognitive Style

DEVELOPMENT OF STUDENTS' UNDERSTANDING OF EXPONENTIAL BASED ON COGNITIVE STYLE

Abstrak — Pemahaman adalah faktor penting dalam pembelajaran matematika. Salah satu teori tentang pemahaman adalah Teori Pirie-Kieren. Teori Pirie-Kieren menjelaskan tentang pertumbuhan pemahaman. Faktor internal yang mempengaruhi pemahaman siswa adalah gaya kognitif. Ada berbagai jenis gaya kognitif, salah satunya adalah gaya kognitif pemahaman konsep berbasis waktu, yaitu gaya kognitif Reflektif-Impulsif. Tujuan dari penelitian ini adalah untuk menggambarkan tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektif-impulsif. Penelitian ini menggunakan Matching Familiar Figure Test (MFFT), Tes Kemampuan Matematika (TKM) dan Tes Pemahaman Materi Perpangkatan (TPMP) dan juga pedoman wawancara untuk menggambarkan tingkat pemahaman siswa tentang Perpangkatan berdasarkan teori Pirie-Kieren. Subjek penelitian adalah siswa kelas dua. Berdasarkan hasil pemberian TPMP diperoleh 7 siswa dengan gaya kognitif reflektif dan 10 siswa dengan gaya kognitif impulsif. Berdasarkan hasil pemberian TKM, dari 7 siswa dengan gaya kognitif reflektif diperoleh 4 siswa dengan kemampuan matematika tinggi dan 2 siswa dengan kemampuan matematika rendah. Pada gaya kognitif impulsif, 10 siswa memperoleh 3 siswa dengan kemampuan matematika tinggi, seorang siswa dengan kemampuan matematika sedang dan 6 siswa dengan kemampuan matematika rendah. Selanjutnya, dengan mempertimbangkan nilai hasil TPMP dan kesukarelaan siswa, dipilih 4 subjek penelitian dengan kemampuan matematika tinggi, ada 2 subjek dengan gaya kognitif reflektif dan 2 subjek dengan gaya kognitif impulsif. Hasil penelitian menunjukkan bahwa tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektifimpulsif adalah, (1) siswa dengan gaya kognitif reflektif dapat mencapai tingkat observing padalevel pemahaman oleh Teori Pirie-Kieren dan (2) siswa dengan gaya kognitif impulsif juga mencapai level observing pada level pemahaman oleh Teori Pirie-Kieren.Kata kunci: Pemahaman, Perpangkatan, Teori Pirie-Kirien, Reflektif-Impulsif Abstract — Understanding is an important factor in mathematics teaching learning. One of theories about understanding is Pirie-Kieren’s Theory. Pirie-Kieren's theories explain about growth of understanding. Internal factors that influence students' understanding include cognitive style. There are various types of cognitive styles, one of which is a time-based cognitive style of concept understanding, namely the Reflective-Impulsive cognitive style. The purpose of this study is to describe the level of junior high school students' understanding of the exponential based on of Pirie-Kieren's theory and reflective-impulsive cognitive style. This research used Matching Familiar Figure Test (MFFT), Mathematics Ability Test (TKM) and Departure Material Understanding Test (TPMP) and also interview guidelines to describe the level of students' understanding of exponential based on Pirie-Kieren's theory. The subjects of the study were students in second grade. Based on the results of giving TPMP obtained 7 students with reflective cognitive style and 10 students with impulsive cognitive style. Based on the results of giving TKM, from 7 students with reflective cognitive styles obtained 4 students with high mathematical abilities and 2 students with low mathematical abilities. In impulsive cognitive style, 10 students obtained 3 students with high mathematical ability, a student with moderate mathematical ability and 6 students with low mathematical ability. Furthermore, taking into account the value of the results of TPMP and students' willingness to choose 4 subjects with high mathematical ability, there are 2 subjects with reflective cognitive style and 2 subjects with impulsive cognitive style. The results showed that the level of junior high school students' understanding of the material in terms of Pirie-Kieren's theory and reflective-impulsive cognitive style were, (1) students with reflective cognitive style could reach the observing level at the level of understanding of Pirie-Kieren's theory and (2) students with impulsive cognitive style can reach the level of observing at the level of understanding of the Pirie-Kieren theory.Keywords: Understanding, Exponential, Pirie-Kieren’s Theory, Reflective-Impulsive.

Profil Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika pada Materi SPLTV Ditinjau dari Gaya Kognitif Reflektif dan Impulsif

Penelitian ini bertujuan untuk mengetahui profil kemampuan berpikir kreatif siswa dalam memecahkan masalah matematika pada materi SPLTV ditinjau dari gaya kognitif reflektif dan impulsif. Penelitian ini merupakan jenis penelitian kualitatif deskriptif. Penelitian dilakukan di SMA Negeri 1 Juwana. Subjek penelitian adalah siswa kelas X MIPA 5. Subjek penelitian dipilih berdasarkan hasil tes gaya kognitif yaitu 1 siswa dengan gaya kognitif reflektif dan 1 siswa dengan gaya kognitif impulsif. Selain dari hasil tes gaya kognitif, subjek dipilih berdasarkan saran dari guru pengampu matematika dan siswa telah memperoleh materi-materi SPLTV. Instrumen yang digunakan dalam penelitian ini yaitu tes MFFT (Matching Familiar Figure Test), tes pemecahan masalah untuk memunculkan berpikir kreatif, dan pedoman wawancara. Keabsahan data menggunakan triangulasi sumber, artinya membandingkan hasil informasi yang diperoleh melalui sumber yang berbeda. Hasil tes dan wawancara yang dihasilkan antara lain 1) siswa dengan gaya kognitif reflektif memenuhi 3 indikator kemampuan berpikir kreatif yaitu kefasihan (fluency) yang ditandai dengan kemampuan memahami masalah dan dapat membuat rencana penyelesaian masalah, fleksibilitas (flexibility) ditandai dengan kemampuan melaksanakan penyelesaian, dan kebaruan (novelty) ditandai dengan kemampuan menguji kembali jawaban yang diperoleh, 2) siswa dengan gaya kognitif impulsif hanya memenuhi 2 indikator kemampuan berpikir kreatif yaitu kefasihan (fluency) yang ditandai dengan kemampuan memahami masalah dan dapat membuat rencana penyelesaian masalah, dan indikator fleksibilitas (flexibility) ditandai dengan kemampuan melaksanakan penyelesaian.