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The tone clock Peter Schat's system and an application to his Etudes for piano and orchestra, opus 39, a lecture recital, and three recitals of selected repertoire by Bartok, Clementi, Copland, Debussy, Griffes, Mozart, Liszt, Rachmaninoff, Ravel and Schumann /Petrella, Diane Helfers. January 2002 (has links)
Thesis (D.M.A.)--University of North Texas, 2002. / Accompanied by 4 recitals, recorded Mar. 8, 1999, Apr. 10, 2000, Nov. 30, 2001, amd Sept. 20, 2002. Includes bibliographical references (p. 57-59).
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The Tone Clock: Peter Schat's System and an Application to His Etudes for Piano and Orchestra, Opus 39Petrella, Diane Helfers 12 1900 (has links)
The scope of this study includes relevant background information on Peter Schat and his compositions and process, an explanation of the Tone Clock system and a detailed analysis of one of his compositions, the Etudes for Piano and Orchestra, Opus 39. The intent is to demonstrate how the Tone Clock naturally evolved from the practices of the Second Viennese School and how it relates to both new and existing modern music. The study is divided into five chapters. Chapter 1 presents a brief introduction to Peter Schat and the Tone Clock. Chapter 2 provides a more detailed biography of Peter Schat and traces the development and evolution of his compositional techniques, ultimately culminating in the Tone Clock. Chapter 3 provides a basic explanation of the Tone Clock itself, with demonstrations of various components through musical examples and illustrations. Chapter 4 is a detailed analysis of the Etudes for Piano and Orchestra, Opus. 39. Chapter 5 summarizes the results of the study, with special attention to the impact of the Tone Clock on performance from the perspective of the performer. The analysis of the Etudes was completed by using the Tone Clock as an analytical tool, aided by the composer's original manuscript and sketches for the work. The goal of the study is to establish the value of the Tone Clock as both a compositional and analytical tool.
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O multiculturalismo no material didático na sala de aula de língua inglesa: por uma escolha livre do vir a ser um intercambistaPatápio, Margareth Regina Ferreira de Andrade 24 March 2015 (has links)
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Previous issue date: 2015-03-24 / Esta pesquisa visa à elaboração de materiais didáticos e à sua aplicação em uma sala de
aula de língua inglesa em um curso de extensão da UFPE. Por estar situada na Linguística
Aplicada, devido a seu caráter interdisciplinar, e por fazer parte do grupo Linguagem,
Línguas, Educação e Escola (LIGUE), a pesquisa assume a perspectiva da Teoria da
Atividade Sócio-Histórico-Cultural (TASCH), que focaliza o estudo das atividades em
que os sujeitos estão em interação com outros em contextos culturais determinados e
historicamente dependentes. (LIBERALI, 2009). Situado sócio-historicamente no
momento de internacionalização universitária atual, o material didático elaborado tem
como objetivo expandir os conhecimentos em língua inglesa; e, além disso, trazer para a
sala de aula a possibilidade de o aluno ter uma visão multicultural por meio da
performance, da observação e do contraste de situações típicas da vida universitária em
diferentes culturas dentro da atividade social programa de intercâmbio universitário.
Nesse cenário, a organização argumentativa tem papel determinante no desenvolvimento
da capacidade de formular e defender pontos de vista, pois o diálogo entre eles (LEITÃO,
2011) confronta os indivíduos com múltiplas perspectivas acerca de um tópico,
possibilitando-lhes, portanto, exame, compreensão e apropriação de uma multiplicidade de
posições sobre um mesmo tema. A Pesquisa Crítica de Colaboração -PCCOL,
(MAGALHÃES,\2007) foi adotada como metodologia por permitir que todos os seus
sujeitos tenham participação ativa na construção do conhecimento, criando, modificando e
ampliando as possibilidades de trabalho. Na análise e discussão dos dados, foram
considerados conceitos inerentes à TASCH, aspectos enunciativos, discursivos e
linguístico-discursivos, conforme proposto em Liberali (2009), além de consonância com
as vozes teóricas escolhidas. O resultado mostra o papel do material didático, elaborado
pela professora-pesquisadora, na conscientização do aluno como sujeito que faz escolhas. / This research aims at developing didactic material and using them in an English language
extension course classroom at the Federal University of Pernambuco (UFPE). As situated
within the Applied Linguistics field, due to its interdisciplinary nature, and as part of the
Language, Languages, School and Teaching-Learning (LIGUE) study group, this research
assumes the perspective of the Socio-Cultural-Historical Activity Theory (SCHAT),
which focuses on the study of activities in which the subjects interact with others in
determined and historically dependent cultural contexts. (LIBERALI, 2009). Sociohistorically
situated in the current moment of university internationalization, the
especially designed didactic material has the purpose of improving students’ English
language skills; and, in addition, bringing to the classroom the opportunity for the student
to have a multicultural point of view by observing, contrasting and performing ordinary
university-life situations in different cultures within the social activity University
Exchange Program. In this scenario, the argumentative arrangement has an important role
in developing the ability to formulate and support points of view, once the dialogue
among them (LEITÃO, 2011) exposes individuals to different perspectives regarding a
given topic, enabling them, therefore, to exam, comprehend, and appropriate a multiplicity
of perspectives concerning the same theme. The Critical Collaboration Research
Methodology (PCCOL) (MAGALHÃES, 2007) was adopted in this study once it allows
every subject to have an active role in building knowledge, by creating, modifying, and
broadening working possibilities. When analyzing and discussing the data, some concepts
inherent to SCHAT, enunciative, discursive, and linguistic-discursive criteria proposed by
Liberali (2009), were taken into consideration, in addition to conformity with the
theoretical voices selected. The result shows the role of didactic material, designed by the
researcher, in building students’ critical thinking skills, enabling them to make choices.
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O ensino de língua inglesa à luz de atividades sociais na esfera acadêmica local: quando a linguagem, a língua e a universidade encontram-se para oferecer escolhas ao aluno da graduaçãoRichter, Carla Lima 05 February 2015 (has links)
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Previous issue date: 2015-02-05 / Capes / O objetivo principal deste trabalho é examinar criticamente uma proposta de ensinoaprendizagem
em uma universidade federal do nordeste do Brasil, na disciplina “Inglês para
computação”, discutindo a elaboração, implementação e avaliação de um material didático
com vistas à participação em eventos acadêmicos internacionais. Tendo como pilar teórico a
Teoria da Atividade Sócio-Histórico-Cultural (TASHC) (VYGOTSKY, 1934/2007;
LEONTIEV, 1977/1997; ENGESTRÖM, 1987/1999), um lócus em que reflexão, desejo e
ação estão ligados ao devir de si mesmo, do outro e da sociedade por meio de práticas sociais,
a pesquisa busca oferecer à universidade focal uma possibilidade de revisão do papel da
língua inglesa nas áreas, a fim de adequar o objeto de ensino-aprendizagem às necessidades
discentes. Este estudo está inserido na perspectiva da Linguística Aplicada (LA) por ser um
estudo da linguagem em um contexto acadêmico que promove mudanças de papéis sociais.
No caso do professor-pesquisador, ao adquirir uma maior consciência crítica da sua prática,
poderá desconstruir ações automatizadas e reconstruí-las na certeza de que nenhuma prática
acadêmica é imutável. Já os alunos, têm a oportunidade de consolidar a agentividade na
aprendizagem universitária. A pesquisa Crítica de Colaboração como uma abordagem ativista
e intervencionista embasa o trabalho. O material didático elaborado pela pesquisadora e a
produção discente serão analisados à luz das categorias enunciativas, discursivas e linguísticas
(LIBERALI, 2013). A análise e a discussão dos dados sugerem que, através do trabalho com
Atividades Sociais, a universidade cria um espaço para o aluno perceber que o conhecimento
vai além dos muros da Academia e o aprender é desejo de mudar realidades possíveis. A
refundação de conceitos e pontos de vista diversos abre caminho para uma professorapesquisadora
diferente, inacabada, em constante processo de transformação, mas consciente
da sua responsabilidade social e com o desejo de transformar realidades possíveis, de fazer a
diferença e promover mudanças / This Project aims at reflecting critically upon a teaching proposal at a federal
university in the northeast of Brazil in the subject “English for Computer Studies by
discussing the making up, implementation and evaluation of a teaching material which
focuses on the participation in international academic events. Embedded in the Social-
Cultural-Historical Activity Theory (SCHAT) (VYGOTSKY, 1934/2007; LEONTIEV,
1977/1997; ENGESTRÖM, 1987/1999), a locus in which reflection, desire and action are
related to oneself, others and society by means of social practices. The research has the
objective of providing the university with a possibility to revise the role of the English
language in different courses so as to link the teaching/learning object to learners’ needs. This
research is under the perspective of Applied Linguistics (LA) for this is a study of language in
the Academic realm that promotes changes in the social roles. Regarding the
teacher/researcher, having a critical view of his academic practice can help him/her
deconstruct automatized actions to reconstruct them later bearing in mind that no academic
practice is changeless. As for the students, they have the opportunity to strengthen the
agentivity in the academic context. The project is based on the Critical Collaborative
Research (CCR). The didactic material designed by the researcher as well as students’
production have been analysed according to enunciative, discursive and linguistic categories
(LIBERALI, 2013). Data analysis suggested that working on Social activities the university
helps students understand that learning can take place beyond the classroom walls. Learning
is connected to the desire to transform possible realities. The refunding of concepts and points
of view opens the way to a new teacher, a professional in an unceasing process of
transformation but still aware of her social responsibility and eager to transform reality and
promote changes
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Peter Schat's Tone Clock: The Steering Function and Pitch-Class Set Transformation in GenenFernandez Ibarz, Erik January 2015 (has links)
Dutch composer Peter Schat’s (1935-2003) pursuit of a compositional system that could generate and preserve intervallic relationships, while allowing the composer as much flexibility as possible to manipulate musical material, led him to develop the tone-clock system. Fundamentally comprised of the twelve possible trichords, the tone clock permits each to generate a complete twelve-tone series through the “steering” principle, a concept traced to Boulez’s technique of pitch-class set multiplication. This study serves as an overview of Schat’s tone-clock system and focuses primarily on the effects of the steering function in “Genen” (2000). Furthermore, I expand on the tone-clock system by combining transformational theory with Julian Hook’s uniform triadic transformations and my proposed STEER and STEERS functions, which express the procedures of the steering principle as a mathematical formula. Using a series of transformational networks, I illustrate the unifying effect steering has on different structural levels in “Genen,” a post-tonal composition.
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