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When exploring the musical biographies written in the 20th century, our attention should turn to the genre of novel. Musicologists such as Romain Rolland used the long narrative in prose to construct the music biography, whilst novelists like Thomas Mann used a form of a novel to describe lives of composers or artists in general. Today, we can observe the relicts of these strategies either in linear narrative model of music monographs or in essayistic style of writing on music. As it turns out it is still quite difficult to liberate musical biographies from storytelling. It seems that the need for heroes and a mythology is something very fundamental for our society and it is deeply rooted in the Western culture. For a description of the structures of recently published biographies on classical music, models derived from space dimensions could be used. As it turns out, many of the present biographies are structured according to the zero- (closed chapters) or one-dimensional (linear narrative) structural model. At a time of standardized hypertext (rhizomatic) structure, however, such methods of content organization cannot be considered a sufficient intellectual challenge. The contemporary reader cannot be satisfied with a merely one-dimensional linear narrative, which hardly absorbs, e.g., contextual ranges, axes of problems intersecting the production of a particular composer or detailed analyses. The architecture of contemporary biographies should respect not only the competences of the author, but also the intellectual requirements of the actual readers. It is particularly the need for fast information access, interactivity and multimediality which the printed book can hardly satisfy. On the other hand, this situation does not automatically produce lots of new models of content structure. Despite the presence of new media our society still faces elderly models of writing and reading musical treatises.
Teacher Education Quarterly 29(4)
Do you hear what I hear? Musicians composing the truth.2002 •
This arts-based educational research inquiry forms a portion of the dialogic relationship between a female doctoral student and her male graduate supervisor. The dialogue surrounds the doctoral dissertation entitled, "Musicians Becoming Music Educators: An Intersection of Identities." The narrative dissertation explores literary study, arts-based research, and feminist based literature. Karen Lee investigates the nature of musicians' lives during practicum, university, and school based contexts, as well as the nature of institutional education, societal issues influencing musicianship, the conflicts of love, issues of loss, the paradoxes of musicians becoming music teachers, the power of writing as a form of inquiry, and the experiences of a woman writer-musician-music educator-music teacher educator. Her dissertation is composed of a collection of short stories about her experiences with musicians during their teacher education program. After experimenting with different modes of narration, it became clear that writing short stories allowed musicians to voice an account of their understanding and experiences of personal, emotional identity changes. Some of Karen V. Lee's dissertation chapters have been published in the highly regarded journal, Qualitative Inquiry. This narrative begins as a discussion in research traditions and ends in a discourse concerning the nature of truth. Our discussion takes the form of a musical fugue, and as such, is reliant on musical terms. A fugue is a contrapuntal composition. Not all fugues have preludes, but like those found in music, ours serves to introduce motifs that are explored throughout the composition. In the exposition, the subject (i.e., a short melody or phrase) is introduced in imitative fashion. Subjects can vary in length and should be long enough to impart a notion of being an actual line (i.e., musical idea). After the initial statement of the subject, another voice called the answer enters in a related musical key. Through the introduction of a variety of music ideas, not necessarily directly related to the subject, episodes provide smooth transitions (between keys) to the next subject statement. In a stretto section, the subject ideas are closely overlapped and pulled tightly together (i.e., rather than being spread out in succession). Retrograde is a device where the subject is written backwards. The final statement is the final portion of the fugue, where there are at least one or two statements of the subject. Throughout the musical discourse, we investigate narrative inquiry and the way it influences our thoughts and feelings. We both challenge, probe, and (de)construct the words of each other and play with words that create something of a Baroque fugue of intertwining melodic material. At the final cadence, we cross voices (i.e., staves, in a metaphoric sense) to sustain and progress our relationship. In the wake of feminist and postmodernist critiques of traditional qualitative writing practices, notions of boundaries blur and jumble. We were free to tell and retell and not "get it right," but rather "get it" contoured and nuanced. Our dialogue sought coherence, verisimilitude, and interest. We believe that voices can re/sound beside one another and tell stories both individually and together. One criterion we explore is whether the text inspired something beyond itself--that is, more research, social action, and a change between "us." Through interwoven voices, we compose a music invention with underlying themes, fugal statements, episodes, and rich counterpoint. Writing and rewriting strengthened our individual voices, as we became more present, more honest, and more engaged. We do not think of ourselves as 'authoritative voices' but recognize that we can assemble a variety of voices and perspectives into a 'multi-voiced' composition, presenting contrasting points of views through our eyes, ears, and mouths. Though the tradition of the directly persuasive, single-voiced 'realistic' narrative still prevails, we encourage the multi-voiced text as a way of drawing attention to the process of exploring the meaning of experience, of collecting different aspects and interpretations of events, and examining the relationships between them. In the end, we want our composition to be an open invitation for other voices to be heard, for others to draw on their empathetic, affective, and aesthetic modes of understanding, and for others to improvise and compose their stories in the themes and counterpoint of our story. Carol Mullen, editor of this special ABER issue of TEQ, writes: "Peter Gouzouasis and Karen Lee offer a compelling, provocative narrative with their MUSICAL MENTORSHIP BOWER, "Do You Hear What I Hear? Musicians Composing the Truth." This narrative essay addresses a serious gap in arts-based research and teacher education involving the role and status of music. The authors engage in a mentoring dialogue about the broader philosophical issues involved in teacher education today. They are accurate in asserting that much of what has been written in arts-based research is rooted in visual art traditions, and they wish to extend the possibilities for music education. Toward this end, the collaborators offer new ideas and language for developing music fluency and literacy in the lives of children and arts-based educators. Readers are also given the opportunity to learn how musical concepts can be used in the context of dialogic, mentoring relationships. Concerns about "truth" are the most salient thread in the montage of stories shared. With more music scholarship that is simultaneously artistically crafted research, these artists claim that this discourse could have an impact on teacher education and the field of arts-based education itself. The dialogue that is nurtured enables a new understanding about how musicians' voices need to be heard so that alternative modes of research and teaching can be extended. With this awareness, our developing arts community can be enriched."
This article constitutes an initial approach to the analysis of musical instances as narrative progression-related marks. For this purpose, I examine the short " Meeting " (1966) by the Argentine writer Julio Cortázar using the notions of instability and tension coined by James Phelan. I show in what way the story-discourse model of these texts uses various musical elements that produce a high/low degree of character presence/reader immediacy within the narrative progression. Ambiguity represents one of Cortázar's characteristic traits, due to the fact that instabilities are seldom resolved in the story and tensions are left to the reader's empathetic constructions. I argue that the musical material that either motivates or comes forth from this text is the force that shifts the narrative away from ambiguities and propels the character and reader forward through the absence of closure and completeness that is frequent in most Cortázar's narratives.
2011 •
Journal of Writing in Creative Practice
Music, Memory and Memoir: Critical and creative engagement with an emerging genre2019 •
In this article, we outline and explore a plural and flexible methodology for engaging with the contemporary music memoir. These are texts in which narrative experimentation and self-conscious interrogations of voice shape content. They are texts that blur and blend the lines between memory, storytelling and myth. They offer a literate and culturally engaged reader the opportunity to shape their own musical histories and memories. We view these titles as a new and emerging genre. Our work, which we are developing in a forthcoming edited collection entitled Music, Memory and Memoir, approaches this fluid genre with a fluid methodology. We combine scholarly rigor and critical analysis in our readings of text but these combine with an open-ended and reflexive approach to our own critical and cultural voices.
Journal of Early Christian Studies
The Subject Vanishes: Jews, Heretics, and Martyrs after the Linguistic Turn2024 •
JURISPRUDÊNCIA CONCORRENCIAL AMERICANA E SUA INFLUÊNCIA NO BRASIL
JURISPRUDÊNCIA CONCORRENCIAL AMERICANA E SUA INFLUÊNCIA NO BRASIL2024 •
AOC. Analyses Opinions Critiques
J. Bourdon. 8.11.23. Du bon usage du terme "colonie" en Israël-Palestine. AOC2023 •
marcoELE. Revista de Didáctica Español Lengua Extranjera
El aprendizaje y la enseñanza de la gramática en el español como segunda lengua2010 •
Говорун, Кирилл. “Утилитарная симфония.” Вера+, March 25, 2023. https://veraplus.org/2023/03/25/utilitarian-symphony/
Утилитарная симфония2023 •
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MLA Core Repository
How Insensitive: Historiographical Assessments of the Eighteenth-Century Writer andReader of Anti-Slavery Literature2019 •
Revista de la Universidad de México
Revista UNAMEl Mar Marzo2024Winther La Imaginación Oceánicay Las Revoluciones Científicas2024 •
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Élaboration D’Un Questionnaire Pour Évaluer Le Handicap Dans La Polyarthrite Rhumatoïde : Étude Préliminaire2003 •
China and Eurasian Powers in a Multipolar World Order 2.0 Security, Diplomacy, Economy and Cyberspace
China's Belt and Road Initiative and South Caucasus in the era of the Ukraine war and Multipolar World Order 2.02023 •
Indian journal of science and technology
Parts-of-Speech Tagging for Unknown Words in Assamese using Viterbi Algorithm2023 •
Sainmatika: Jurnal Ilmiah Matematika dan Ilmu Pengetahuan Alam
Studi Ikatan Hidrogen Sistem Metanol-Metanol dan Etanol-Etanol dengan Metode Molekular Dinamik2018 •
Frontiers in Psychology
More Than Money: Experienced Positive Affect Reduces Risk-Taking Behavior on a Real-World Gambling Task2018 •
Spatial Statistics
Design-based estimation of mark variograms in forest ecosystem surveys2019 •
Journal of Molecular Evolution
Variable Numbers of Tandem Repeats in Plasmodium falciparum Genes2010 •
ACM Transactions on Graphics
High dynamic range and super-resolution from raw image bursts