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The complete process of Giacomo Puccini?s opera called Turandot for DAMU International Master Degree final tasks, that includes the analysis of the play, the characters studies, performance references, the design process and the result of the model making and the photographs The writer personal view on how the story influenced her to created the space.

Ce mémoire porte sur l’instrumentalisation politique de la figure du compositeur Giacomo Puccini (1858-1924) et de ses œuvres, plus spécifiquement Turandot (1926), pendant la période fasciste en Italie (1922-1945). Il traite de la dichotomie entre tradition et modernité présente dans la propagande culturelle fasciste, notamment dans la réappropriation du mythe de Puccini à la suite de son décès en 1924, puis de façon exacerbée dans l’utilisation politique de Turandot, plus particulièrement au moment de la création de l’opéra en 1926. Cette recherche repose sur l’étude de la presse italienne et des revues culturelles de l’époque afin d’analyser la manipulation du discours entourant la figure de Puccini. L’exploitation de son statut de compositeur national, le développement de son image d’homme du peuple et l’exaltation de son génie musical, vu à la fois comme universel et italien, ont permis aux représentants du régime d’héroïser Puccini selon les divers idéaux fascistes. Ultimement, ce mémoire vise à montrer comment Puccini a fait l’objet d’une récupération idéologique afin de favoriser un consensus populaire et une consolidation identitaire permettant la légitimation du pouvoir mussolinien. Ce cas de figure exemplifie les effets de la rhétorique et des mécanismes culturels d’une hégémonie totalitaire dans la vie musicale d’une nation. / This thesis explores the political appropriation of composer Giacomo Puccini (1858-1924) and his operas during the fascist period in Italy (1922-1945). It highlights the dichotomy created by the regime’s insistence on both tradition and modernity in its cultural propaganda, as mirrored in the reinterpretation of the myth surrounding Puccini after his death in 1924—particularly in the political use of Turandot after the opera’s 1926 premiere. Based on a detailed study of the Italian press of the time and of cultural magazines controlled by the regime, this research analyzes the manipulation of the discourse surrounding Puccini’s image in fascist Italy. Party members exploited Puccini’s myth by insisting on his status as a national Italian composer, his image as a man of the people, and his musical genius, considered as both universal and quintessentially Italian. Through this rhetoric, Puccini became a standard-bearer of fascist ideology, praised both as a composer of the great Italian opera tradition and as a highly modern creator. Ultimately, the aim of this thesis is to understand how Puccini was subjected to an ideological appropriation that legitimized fascist authority by fostering social consensus and establishing a strong Italian collective identity. Puccini’s case exemplifies the effects of a totalitarian regime’s rhetoric and cultural mechanisms on the musical life of a nation.

Made available in DSpace on 2016-04-28T20:57:28Z (GMT). No. of bitstreams: 1 Maria Ceres Rodrigues Murad.pdf: 3686392 bytes, checksum: ccf7dcf1129072d6537c57a65867fbbb (MD5) Previous issue date: 2008-06-02 / The present research shows how a project aimed to develop the reading, writing and drawing abilities of students from the lower economic layers of Brazilian population, as well as to improve their musicality, dancing and staging promotes learning and development for all children enrolled in the 1st. grade of basic schooling. For such, it was developed a project called Opera for All (OFAP), involving 31 pupils of a community school, located in the periphery of São Luís, Maranhão, a northeast state of Brazil. The basic assumptions of the research were taken from Vygotskian social historical theory, in special the idea that what is lived through concrete actions is converted in abstract material, in superior mental functions. Since this is an Art project, contradictions typical of this area were generated, provoking choc, destruction and also overcoming of these feelings, promoting, consequently, development. The study offers consistent results, especially in what concerns voluntary attention, self-regulation and self-knowledge. The research points out that: a) the rhyme is an important mediator for autonomous writing, notably when the students are in the processing of acquiring reading and writing abilities; b) observational drawing acts as a facilitator for the elaboration of personal drawings, offering details and references easily appropriated by 6 to 7 years old children; c) both rhymes and observation drawing, when practiced, promote voluntary attention, memory and imagination. The research concludes that the staging and the appreciation of an Opera by children, under the supervision of adults, using well structured activities and meaningful material, involve active and creative actions, which, in turn, propel human development / A presente pesquisa mostra como um projeto de apreciação, leitura, escrita, desenho, musicalização, dança e encenação de uma ópera pode promover a aprendizagem e o desenvolvimento de alunos oriundos das camadas de baixa renda da população brasileira, freqüentando a 1ª. Série do Ensino Fundamental. Para o estudo, foi desenvolvido o Projeto Ópera para Todos (POPT) junto a 31 crianças de uma escola comunitária, situada na periferia de São Luís, Maranhão, nordeste do Brasil. Os estudos foram realizados com base nos pressupostos teóricos vigotskianos, em especial o de que tudo aquilo que é vivenciado por meio da ação concreta se converte em material abstrato, ou seja, em funções mentais superiores. Como a vivência descrita deu-se no campo das artes, as contradições aí implícitas foram responsáveis por choques, destruição, superação e desenvolvimento dos envolvidos. O estudo oferece resultados consistentes sobre o desenvolvimento da atenção voluntária, da auto-regulação da conduta e do autoconhecimento. O trabalho sugere, ainda, que: a) a rima é um mediador importante para a escrita de autoria por parte de alunos que se encontram no início do processo de aprendizagem da leitura e da escrita; b) o desenho de observação atua como facilitador para a elaboração de desenhos de autoria, oferecendo detalhes e referências facilmente apropriadas por crianças na faixa etária de 6 a 7 anos; e c) que tanto a rima como o desenho de observação, ao serem exercitados, promovem a atenção voluntária, a memória e a imaginação. A pesquisa conclui que a apreciação e encenação de uma ópera por parte de crianças e sob a supervisão de adultos, por empregar atividades estruturadas e materiais significativos, envolvendo ações ativas e criativas, impulsionam o desenvolvimento humano