No description available.

Submitted by Rodrigo Garcia Lopez Ria (rodrigoglr@gmail.com) on 2018-09-27T18:49:18Z No. of bitstreams: 1 Dissertação Rodrigo Garcia Lopez Ria.pdf: 826111 bytes, checksum: cadc89b82126d518d86805bb8c07555e (MD5) / Approved for entry into archive by Laura Mariane de Andrade null (laura.andrade@ia.unesp.br) on 2018-09-28T18:47:25Z (GMT) No. of bitstreams: 1 ria_rgl_me_ia.pdf: 826111 bytes, checksum: cadc89b82126d518d86805bb8c07555e (MD5) / Made available in DSpace on 2018-09-28T18:47:25Z (GMT). No. of bitstreams: 1 ria_rgl_me_ia.pdf: 826111 bytes, checksum: cadc89b82126d518d86805bb8c07555e (MD5) Previous issue date: 2018-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa de caráter qualitativo e de natureza bibliográfica procura apresentar alguns elementos musicais presentes em duas animações das Silly Symhonies que sirvam de conteúdo para o ensino-aprendizagem de música no Ensino Fundamental Anos Iniciais. A partir dessa temática, desenvolver um material pedagógico-musical construindo e relacionando as práticas e experiências em sala de aula com a pedagogia musical. Investigar de que forma essa teoria é expressa em conceitos e traduzida em práticas e processos musicais para melhor serem transmitidos por meio de um material didático acessível e diversificado. Para tanto, fez-se necessário a apropriação de alguns conceitos diretamente ligados à escola, à mediação do professor, ao meio social, à educação musical e à formulação de ideias referentes à própria música, em si organizados da seguinte maneira: (1) a indispensável responsabilidade do professor de conhecer o meio dos alunos aos quais leciona e o caráter intercultural (Queiroz, 2015) do mesmo, evitando estigmatizações (Elias, 2000) e combatendo a violência simbólica (Bourdieu, 1992 e 2007); (2) a visão clara que o professor deve ter do seu papel mediador (Vygotsky, 1999 e 2014 e Libâneo 2013) exercido entre o conhecimento e os alunos; (3) a importante influência exercida pela arte cinematográfica junto às crianças e os jovens, através de diversos meios como as salas de cinema (Duarte, 2009 e 2013) e a TV e utilizando desses meios para aproximá-los de gêneros musicais que não fazem parte do cotidiano deles; (4) a concretização da teoria em prática por meio de atividades musicais elaboradas utilizando as Silly Symphonies como referência musical. A apreciação dos referenciais teóricos somou-se à vivência em sala de aula para a elaboração de atividades que pudessem auxiliar os professores que queiram trabalhar com a educação musical por meio dos desenhos animados. / The purpose of this work, of bibliographical and qualitative nature, is to design a pedagogical-musical teaching material based on Disney’s Silly Symphonies pointing out musical elements embodied therein while relating classroom practices and experiences to the pedagogical theory so as to design accessible and diversified teaching material. To that end, it was necessary to apply some concepts directly linked to the school, the teacher’s mediation, the social environment, music education and to the construction of ideas referring to music itself, all of them structured as follows: (1) the teacher’s accountability for knowing his/her students’ social background and its intercultural (Queiroz, 2015) specificities; (2) the teacher’s deep awareness of his/her role as a mediator (Vygotsky, 1999 e 2014 e Libâneo 2013) between knowledge and learners; (3) the key influence cinematographic art has over children and young people across various media such as movie theatres (Duarte, 2009 e Fresquet, 2013), television and the Internet as a means to bring those audiences closer to musical genres alien to them; (4) bringing theory into practice through music activities built around Silly Symphonies as a musical reference. The appreciation of theoretical benchmarks paired with the classroom experience, so we could design activities which may help teachers willing to work with music education using cartoons or animations. / Esta investigación de carácter cualitativo y de naturaleza bibliográfica busca presentar algunos elementos musicales presentes en dos animaciones de las Silly Symhonies que sirvan de contenido para la enseñanza y el aprendizaje de música en la educación primaria. A partir de esa temática, desarrollar un material pedagógico-musical construyendo y relacionando las prácticas y experiencias en aula con la teoría peda gógica. Investigar de qué forma esta teoría se expresa en conceptos y traducida en prácticas y procesos musicales para mejor ser transmitidos por medio de un material didáctico acc esible y diversificado. Por lo tanto, era necesario que la apropiación de algunos conceptos relacionados directamente con la escuela, la mediación del profesor, el entorno social, la ed ucación musical y la formulación de ideas relacionadas con la música misma, en si organizados de la siguiente manera: (1) la indispensable responsabilidad del profesor de conocer el medio de los alumnos a los que enseña y el carácter intercultural (Queiroz, 2015) del mismo, evitando estigmatizaciones (Elias, 2000) y combatiendo la violencia simbólica (Bourdieu, 1992 e 2007); (2) la visión clara que el profesor debe tener de su papel mediad or (Vygotsky, 1999 e 2014 e Libâneo 2013) ejercido entre el conocimiento y los alumnos; (3) la importante influencia ejercida por el arte cinematográfico junto a los niños y los jóv enes, através de diversos medios como las salas de cine (Duarte, 2009 e Fresquet, 2013) y la televisión y utilizando esos medios para acercarlos a géneros musicales que no forman parte de su cotidiano; (4) la concreción de la teoría en práctica por medio de actividades musical es elaboradas utilizando las Silly Symphonies como referencia musical. La apreciación de los referenciales teóricos se sumó a la vivencia en aula para la elaboración de actividades que pudieran auxiliar a los profesores que quieran trabajar con la educación musical através de los dibujos animados.

Master of Music / Department of Music / Frank C. Tracz / This document was submitted to the Graduate School of Kansas State University as a partial requirement for the Master’s in Music Degree. This document includes the historical, theoretical, performance, and rehearsal consideration of the works performed in the corresponding graduate recital. These works are Antonin Dvořák’s Serenade in D Minor, Op. 44 and Vincent Persichetti’s Symphony Number Six for Band. The analysis format for this report is based on the Blocker/Miles Unit Study technique found in the Teaching Music through Performance in Band series, as well as the Tracz concept of macro-micro score analysis. The performances of the Kansas State University Symphony Band and a chamber ensemble which consisted of faculty and Symphony Band members served as the basis for the technical, musical, and stylistic evaluations and analysis.

No description available.

The achievements of Dvorak, Borodin and Cajkovskij among others served as models for the first Serbian symphonies. Their themes were often based on authentic folk tunes or on tunes composed in folk spirit, and they demanded thematic work of primarily variational type, thereby producing looser and sometimes rhapsodic structures. Amold Schönberg was not alone in expressing his distaste for such \"folkloristic symphonies\" and their \"static treatment of folklore, but the public and many composers in different countries were sensitive to their melodic, rhythmic and harmonic richness, wide emotional span and lyrical charm. This different kind of symphony had a decisive influence on Serbian composers who wished to create a national school of their own.

Die ukrainische Symphonie ist im Laufe von zwei Jahrhunderten einen komplizierten Weg des Werdens und der Entwicklung gegangen. Das Ergebnis ist eine nationale symphonische Schule, die die musikalische Kunst der Ukraine mit einer großen Anzahl von Meisterwerken bereichert hat.

This is an analysis for Symphonic Portrait: The Patriarch, which is the first in a trilogy of works each depicting one of the Deities in the Holy Trinity. It is scored for symphonic band consisting of piccolo, two flutes, two oboes, E^b clarinet, three B^b clarinets, alto clarinet, bass clarinet, contrabass clarinet, two alto saxes, tenor sax, baritone sax, two bassoons, three B^b cornets, two B^b trumpets, four F horns, three trombones, euphoniums (div.), tubas (div.), string bass, timpani, eight percussionists playing bells, chimes, vibraphone, xylophone, marimba, snare drum, bass drum, three tom-toms (high, medium, low), suspended cymbal, crash cymbals, two tam-tams (large and medium), triangle, tambourine, vibra slap, steel plate, finger cymbals, bell tree, piano, harp, and organ. The music consists of two major parts; the scenario and the main body. Each part lasts six minutes, giving the work a total duration time of about twelve minutes.

This dissertation explores the choices involved in being a composer in Latin America during the last decades of the eighteenth century and the first decades of the nineteenth century. My primary interest is to understand how composers adapted or not- their aesthetics, ideas and careers amid the rapid changes brought to this region between the 1790s and 1850s, a period often described as an “Age of Revolutions” and that saw the end of colonial rule and the foundation of modern independent nations. Composers in the region worked within European forms and styles, and with Europe as a cosmopolitan cultural model; but they also learned, composed and performed in a specific set of historical conditions that differed from those in contemporary Europe. In that sense, my interest is in the specific agency composers -as literate urban citizens- had in appropriating and shaping transatlantic cultural transfers during this period. My study focuses on two musicians working in the Andean region, today’s Bolivia, Peru and Chile, during this period: José Bernardo Alzedo (Lima, 1788-1878) and Pedro Ximénez Abrill Tirado (Arequipa, 1784 - Sucre, 1856). Born in late-colonial times, both composers adapted themselves and their musical styles to the new expectations created by the post-independence period. Through five chapters I explore their specific role as composers, and how their decisions and choices impacted their careers and music, both personally and in context. Some key problems discussed in the dissertation include the definitions of local, personal and national “schools” and styles of composition; the notion of the composer as a postcolonial letrado; the ways in which specific European influences (like printed scores and Italian opera) shaped local musical scenes; and the complexities of adapting colonial musical models to the new “republican” period and its changing values, perspectives and ideals.

The technique of symphonic composition requires a deliberate and methodical process by the composer; when the symphony is intended to aesthetically convey a specific subject matter, the compositional process must become even more deliberate. First a subject must be chosen and examined in a contemporary standpoint. Then the composer must determine how to reflect this subject through his or her composing. Ideally, the end result of this composition should encompass the subject matter as thoroughly as possible. While the great majority of textbooks on music theory and composition centralize themselves on elements of pitch in music, the composer has many other elements to consider, notably rhythm, texture, timbre, and form. These elements – be they working independently of one another, supporting one another, or at odds with one another – can be influenced by a wide variety of both traditional and developmental artistic movements. Oftentimes, a composer may find it ideal to synthesize both older techniques of one element with newer techniques in another. This synthesis was the objective in composing a modern program symphony based on the four seasons. Emulating different styles and affects of the twentieth century, this work aimed to synthesize both older and newer techniques. This thesis explains in detail the compositional process used for this program symphony.

ABSTRACT There is a limited possibility for many of the concert-goers to go behind the stage and follow the work process with putting together a program for the concert season in a concert institution. The purpose of this study is to describe a concert institution's work with developing a concert program for each season. This is done through a presentation of the factors affecting the work. This is a descriptive essay and a case study of the Malmö Symphony Orchestra. Interviews have been made with people directly involved in the work or affected by the outcome of the work process. The results of the survey show that there are many opinions about the choice of repertoire and the program is greatly influenced by the chosen conductors and their preferences. The underlying repertoire ideology is a factor that permeates the work. The ideology and the view of symphony music as public education have to be compromised with the various interests involved in the working process. The survey also shows that the audience is not taken into account in the process as much as I expected before the survey. Key words: repertoire, symphony orchestra, concert, season, conductor