Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6575
Colin T. Roust
The Information Age poses a crucial dilemma for musicologists. If our courses value the dissemination of knowledge as a primary goal, then we must find a way to compete with the vast oceans of knowledge at our students’ fingertips. However, if we rethink our curricula, we can make our courses about more than simply the acquisition of knowledge, transforming them into courses about the use of knowledge.
{"title":"Toward a Skills-Based Curriculum: Recent Trends in Music History Pedagogy","authors":"Colin T. Roust","doi":"10.6092/ISSN.2039-9715/6575","DOIUrl":"https://doi.org/10.6092/ISSN.2039-9715/6575","url":null,"abstract":"The Information Age poses a crucial dilemma for musicologists. If our courses value the dissemination of knowledge as a primary goal, then we must find a way to compete with the vast oceans of knowledge at our students’ fingertips. However, if we rethink our curricula, we can make our courses about more than simply the acquisition of knowledge, transforming them into courses about the use of knowledge.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"6 1","pages":"105-108"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71261614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6580
Francesco Finocchiaro
The volume in review collects the proceedings of the conference on the relationship between music pedagogy and diversity, held at the Wissenschaftliche Sozietat Musikpadagogik on May 6 and 7 2011 at Kassel University. Contributions by: Jurgen Vogt, Thomas Ott, Markus Brenk, Alexandra Kertz-Welzel, Hans Junger, Jurgen Oberschmidt, Maria Luise Schulten and Alexander Cvetko.
这本书收集了2011年5月6日至7日在卡塞尔大学举行的音乐教学与多样性关系会议的会议记录。贡献:Jurgen Vogt, Thomas Ott, Markus Brenk, Alexandra Kertz-Welzel, Hans Junger, Jurgen Oberschmidt, Maria Luise Schulten和Alexander Cvetko。
{"title":"Musikpädagogik und Heterogenität, a cura di Jürgen Vogt, Frauke Heß e Christian Rolle","authors":"Francesco Finocchiaro","doi":"10.6092/ISSN.2039-9715/6580","DOIUrl":"https://doi.org/10.6092/ISSN.2039-9715/6580","url":null,"abstract":"The volume in review collects the proceedings of the conference on the relationship between music pedagogy and diversity, held at the Wissenschaftliche Sozietat Musikpadagogik on May 6 and 7 2011 at Kassel University. Contributions by: Jurgen Vogt, Thomas Ott, Markus Brenk, Alexandra Kertz-Welzel, Hans Junger, Jurgen Oberschmidt, Maria Luise Schulten and Alexander Cvetko.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"6 1","pages":"137-141"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71262032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-30DOI: 10.6092/issn.2039-9715/6561
Giuseppina La Face
The article offers an overview of the research and initiatives that have been carried out over the past 15 years by a group of Italian scholars in the field of Music Pedagogy. In Italy, but also in other European countries, musicological and pedagogic-didactic researches often appear to be pursued separately. On the one hand, Musicology has increasingly narrowed its focus on strictly discipline-related topics, while the development of Music Pedagogy and Music Didactics has mostly taken place outside of universities, with no connections to the so-called “learned knowledge” (or savoir savant ) of Musicology and Educational Science (General Pedagogy and Didactics). Therefore, while it is essential that musicologists build a specific scholarly knowledge that is solid and sound in all respects, what is equally essential is that this knowledge is channelled into the didactics of the discipline and utilized in school settings.
{"title":"Keynote: Italian Musicologists and the Challenge of Music Pedagogy","authors":"Giuseppina La Face","doi":"10.6092/issn.2039-9715/6561","DOIUrl":"https://doi.org/10.6092/issn.2039-9715/6561","url":null,"abstract":"The article offers an overview of the research and initiatives that have been carried out over the past 15 years by a group of Italian scholars in the field of Music Pedagogy. In Italy, but also in other European countries, musicological and pedagogic-didactic researches often appear to be pursued separately. On the one hand, Musicology has increasingly narrowed its focus on strictly discipline-related topics, while the development of Music Pedagogy and Music Didactics has mostly taken place outside of universities, with no connections to the so-called “learned knowledge” (or savoir savant ) of Musicology and Educational Science (General Pedagogy and Didactics). Therefore, while it is essential that musicologists build a specific scholarly knowledge that is solid and sound in all respects, what is equally essential is that this knowledge is channelled into the didactics of the discipline and utilized in school settings.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"6 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71261380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6566
Suzanne G. Cusick
This paper assumes as a premise that music histories, like all histories, result from a conscious choosing of one’s cultural ancestors. By asking who ‘the ancestors’ would logically be for musicians active in the contemporary United States, it implies the connections between institutional music histories and the ideological formation of local or national identities, and acknowledges the increasing difficulty of managing those connections in an era of widespread migration and the oft-proclaimed decline of nation-states in favor of globalizing entities. Determinedly recommending neither universal or global adjustments to music historical pedagogy, it asserts profound structural changes in music history curricula as inevitable, names the network of economic and ideological interests against which curricular reformers struggle, and reaffirms the relevance of music history as a way to learn from the dead how it could be to be human.
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Pub Date : 2016-12-30DOI: 10.6092/issn.2039-9715/6585
G. Mele
Guido of Arezzo’s letter to the monk Michele, universally known as Epistola ad Michaelem (and makes use of the Sapphic hymn Ut queant laxis , dedicated to Saint John the Baptist, for didactic purposes) left a deep mark on the history of music, paving the way for an entirely new approach in Western music pedagogy, which combines orality and literacy. The essay contains a short ‘pedagogic tale’ and provides various didactic materials, which are integrated within the historical and musicological discussion (also via references to web pages, in order to provide a direct connection to the texts, music and codices).
阿雷佐的基多写给僧侣米歇尔的信，被普遍称为Epistola ad Michaelem(并利用萨斐圣歌Ut queant laxis，献给施洗者圣约翰，用于教学目的)在音乐史上留下了深刻的印记，为西方音乐教学法的全新方法铺平了道路，这种方法结合了口头和读写能力。这篇文章包含了一个简短的“教学故事”，并提供了各种教学材料，这些材料整合在历史和音乐学的讨论中(也通过参考网页，以便提供与文本、音乐和抄本的直接联系)。
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Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6579
A. Stone
As I prepared recently to teach a seminar for doctoral students on how to teach undergraduate music history I came face to face with my reservations about traditional teaching of these subjects. The book Teaching with your Mouth Shut by Donald Finkel seemed to me to offer a compelling way to approach undergraduate teaching that is intellectually sound and ethically appealing and caused me to change my approach to teaching the seminar.
最近，当我准备为博士生讲授如何教授本科生音乐史的研讨会时，我面对着自己对这些学科传统教学的保留意见。在我看来，唐纳德·芬克尔(Donald Finkel)的《闭上嘴教学》(Teaching with your Mouth Shut)一书提供了一种令人信服的本科教学方式，既在智力上健全，又在道德上吸引人，这促使我改变了我教授研讨班的方法。
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Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6568
S. Meyer
This essay explores the idea of “decanonization” in reference to the “Wolf’s Glen Scene” (the Act II Finale) of Carl Maria von Weber’s Der Freischutz . It uses the presence of Der Freischutz excerpts in succeeding editions of the Norton Anthology of Western Music as an index of the opera’s centrality to the music-historical canon. While Weber’s opera seems to have maintained its relative position in the anthology, the very idea of music history as organized around a canon of works has been in steep decline.
{"title":"Leaving the Wolf’s Glen: Measuring Decanonization in the Digital Age","authors":"S. Meyer","doi":"10.6092/ISSN.2039-9715/6568","DOIUrl":"https://doi.org/10.6092/ISSN.2039-9715/6568","url":null,"abstract":"This essay explores the idea of “decanonization” in reference to the “Wolf’s Glen Scene” (the Act II Finale) of Carl Maria von Weber’s Der Freischutz . It uses the presence of Der Freischutz excerpts in succeeding editions of the Norton Anthology of Western Music as an index of the opera’s centrality to the music-historical canon. While Weber’s opera seems to have maintained its relative position in the anthology, the very idea of music history as organized around a canon of works has been in steep decline.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"6 1","pages":"61-67"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71261153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6562
James A. Davis
This article urges musicologists to consider ways in which to connect with pre-collegiate education. Ideas presented include connecting with local schools and national teacher organizations, creating courses and workshops, and looking for ways our research might be presented to a broader audience. Extending our outreach promotes the health of our discipline and strengthens our presence in the face of financial setbacks and imposed curricular revisions.
{"title":"Music History Pedagogy on the Ground Floor","authors":"James A. Davis","doi":"10.6092/ISSN.2039-9715/6562","DOIUrl":"https://doi.org/10.6092/ISSN.2039-9715/6562","url":null,"abstract":"This article urges musicologists to consider ways in which to connect with pre-collegiate education. Ideas presented include connecting with local schools and national teacher organizations, creating courses and workshops, and looking for ways our research might be presented to a broader audience. Extending our outreach promotes the health of our discipline and strengthens our presence in the face of financial setbacks and imposed curricular revisions.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"4 1","pages":"19-26"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71261534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6582
F. D. Seta
Musica e Storia is a project for a textbook, conceived and supervised by Paolo Fabbri. The second volume consists of six chapters and addresses the period between 1640, which marks the rise of public opera theatre, and 1830, when the Romantic sensibility had become established. The third volume spans the period from 1830 to today, and includes two parts, dedicated to the years before and after the watershed date of 1920. The first volume has already been examined by Dinko Fabris in this periodical (III, 2013, pp. 139-142).
Musica story是一个教科书项目，由Paolo Fabbri构思和监督。第二卷由六章组成，讲述了从1640年到1830年这段时间，这段时间标志着公共歌剧院的兴起，当时浪漫主义情感已经确立。第三卷的时间跨度从1830年到今天，包括两个部分，致力于在分水岭日期1920年之前和之后的年份。第一卷已经由Dinko Fabris在本期刊(III, 2013, pp. 139-142)中进行了检查。
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Pub Date : 2016-12-30DOI: 10.6092/ISSN.2039-9715/6569
Cesarino Ruini
Besides a tendency to abstractness, inherent in the technical nature of the subject itself, a common problem in the teaching of medieval music history is how to awaken the interest of learners in matters that are so far back in time as to have nothing in common with modern sensibility. Referring to the introduction of the staff by Guido of Arezzo in the 11 th century, the article tries to explain how, by aptly combining chronologically organized descriptions of facts with a basic study of documents (that is, by adopting the rudiments of the research methods used by expert historians), students can be encouraged to reconstruct history with a strict method. This approach also sheds light on the reasons why men and women of the past adopted certain innovations or kept certain traditions alive.
中世纪音乐史教学的一个共同问题是，除了这门学科本身固有的技术性质所固有的抽象倾向外，如何唤醒学习者对那些与现代情感毫无共同之处的久远事物的兴趣。参考11世纪阿雷佐的圭多(Guido of Arezzo)的工作人员的介绍，本文试图解释如何通过适当地将按时间顺序组织的事实描述与文献的基本研究相结合(即采用专家历史学家使用的研究方法的基本原理)，鼓励学生用严格的方法重建历史。这种方法也揭示了为什么过去的男人和女人采用某些创新或保留某些传统的原因。
{"title":"Teaching Medieval Music Today: New Approaches to Paleography and Music History","authors":"Cesarino Ruini","doi":"10.6092/ISSN.2039-9715/6569","DOIUrl":"https://doi.org/10.6092/ISSN.2039-9715/6569","url":null,"abstract":"Besides a tendency to abstractness, inherent in the technical nature of the subject itself, a common problem in the teaching of medieval music history is how to awaken the interest of learners in matters that are so far back in time as to have nothing in common with modern sensibility. Referring to the introduction of the staff by Guido of Arezzo in the 11 th century, the article tries to explain how, by aptly combining chronologically organized descriptions of facts with a basic study of documents (that is, by adopting the rudiments of the research methods used by expert historians), students can be encouraged to reconstruct history with a strict method. This approach also sheds light on the reasons why men and women of the past adopted certain innovations or kept certain traditions alive.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"6 1","pages":"69-76"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71261707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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