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Roundtable: Pedagogical Approaches to Music Encoding 圆桌会议:音乐编码的教学方法
2区 艺术学 0 MUSIC Pub Date : 2023-10-02 DOI: 10.1080/01411896.2023.2231837
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Music Encoding Initiative, https://music-encoding.org/.2 Rebalancing the Music Canon, https://rebalancing-music-canon.com/.3 “Buchanan Library Fellowship Program,” Vanderbilt University, https://www.library.vanderbilt.edu/about/fellows/.4 “Immersion Vanderbilt,” Vanderbilt University, https://www.vanderbilt.edu/immersion/.5 “Trans-Institutional Programs (TIPs),” Vanderbilt University, https://www.vanderbilt.edu/strategicplan/trans-institutional-programs/.6 “The Center for Digital Humanities at Vanderbilt,” Vanderbilt University, https://www.vanderbilt.edu/digitalhumanities/.7 “Programs for Organizations,” The Gladys Krieble Delmas Foundation, https://www.delmas.org/programs-for-organizations.8 “Vanderbilt to Host International Music Encoding Workshop and Hackathon,” MyVU, October 2, 2019, https://news.vanderbilt.edu/2019/10/02/vanderbilt-to-host-international-music-encoding-workshop-and-hackathon/.9 The manuscript copy of Alfred Schnittke‘s Sinfonisches Vorspiel (Sketches) can be viewed online at https://catalog.library.vanderbilt.edu/permalink/01VAN_INST/ma7323/alma991002264029703276.10 Examples of many existing projects can be found here: “Projects / Users,” Music Encoding Initiative, https://music-encoding.org/community/projects-users.html.11 “Interest Groups,” Music Encoding Initiative, https://music-encoding.org/community/interest-groups.html.12 “Tutorials,” Music Encoding Initiative, https://music-encoding.org/resources/tutorials.html.13 Additional information about Verovio can be found at “A Music Notation Engraving Library,” Verovio, https://www.verovio.org/index.xhtml.14 Anna Kijas and Raffaele Viglianti, “Introduction to the Music Encoding Initiative,” in #DLFTeach Toolkit: Lesson Plans for Digital Library Instruction, ed. L. Rodrigues & E. Pappas (Digital Library Federation, Digital Library Pedagogy Working Group, 2019), https://doi.org/10.21428/65a6243c.9fa9b4f7.15 MEI Pedagogy and Praxis Resources, https://hcommons.org/deposits/?tag=mei-pedagogy-praxis.16 “Past Music Encoding Conferences,” Music Encoding Initiative, https://music-encoding.org/conference/past.html.17 Digital Humanities Summer Institute (DHSI), https://dhsi.org/.18 Trevor Muñoz, “Data Curation as Publication for the Digital Humanities,” Journal of Digital Humanities 2, no. 3 (2013), http://journalofdigitalhumanities.org/2-3/data-curation-as-publishing-for-the-digital-humanities/.19 See “A Directory of Digital Scholarship in Music,” created by the Digital Humanities Interest Group of the Music Library Association for a useful collection of Digital Humanities projects relevant to the field at https://rutgersdh.github.io/musicdh/.20 Digital Humanities Scavenger Hunt included items from the “Directory of Digital Scholarship in Music,” https://rutgersdh.github.io/musicdh/.21 Gesualdo Online, https://ricercar.gesualdo-online.cesr
点击放大图片点击缩小图片披露声明作者未发现潜在的利益冲突。注1音乐编码计划,https://music-encoding.org/.2重新平衡音乐经典,https://rebalancing-music-canon.com/.3“布坎南图书馆奖学金计划”,范德比尔特大学,https://www.library.vanderbilt.edu/about/fellows/.4“沉浸式范德比尔特”,范德比尔特大学,https://www.vanderbilt.edu/immersion/.5“跨机构计划(TIPs)”,范德比尔特大学,https://www.vanderbilt.edu/strategicplan/trans-institutional-programs/.6“范德比尔特数字人文中心”,范德比尔特大学,https://www.vanderbilt.edu/digitalhumanities/.7“组织项目”,Gladys Krieble Delmas基金会,https://www.delmas.org/programs-for-organizations.8“范德比尔特主办国际音乐编码研讨会和黑客马拉松,”MyVU, 2019年10月2日https://news.vanderbilt.edu/2019/10/02/vanderbilt-to-host-international-music-encoding-workshop-and-hackathon/.9 Alfred Schnittke的《Sinfonisches Vorspiel(草图)》的手稿副本可以在https://catalog.library.vanderbilt.edu/permalink/01VAN_INST/ma7323/alma991002264029703276.10上在线查看,许多现有项目的例子可以在这里找到:“项目/用户”,“音乐编码倡议”,https://music-encoding.org/community/projects-users.html.11“兴趣小组”,“音乐编码倡议”,https://music-encoding.org/community/interest-groups.html.12“教程”,“音乐编码倡议”,https://music-encoding.org/resources/tutorials.html.13关于Verovio的更多信息可以在“音乐符号雕刻图书馆”中找到。Verovio, https://www.verovio.org/index.xhtml.14 Anna Kijas和Raffaele Viglianti,“介绍音乐编码倡议”,在#DLFTeach工具包中:数字图书馆教学计划,L. Rodrigues & E. Pappas编(数字图书馆联合会,数字图书馆教学法工作组,2019),https://doi.org/10.21428/65a6243c.9fa9b4f7.15 MEI教学法与实践资源,https://hcommons.org/deposits/?tag=mei-pedagogy-praxis.16“过去的音乐编码会议,”音乐编码倡议,https://music-encoding.org/conference/past.html.17数字人文暑期学院(DHSI), https://dhsi.org/.18 Trevor Muñoz,“数据策展作为数字人文的出版物”,《数字人文学报》2,第2期。3 (2013), http://journalofdigitalhumanities.org/2-3/data-curation-as-publishing-for-the-digital-humanities/.19参见“音乐数字奖学金目录”,由音乐图书馆协会的数字人文兴趣小组创建,用于收集与该领域相关的数字人文项目,网址为https://rutgersdh.github.io/musicdh/.20,数字人文寻宝游戏包括“音乐数字奖学金目录”中的项目。https://rutgersdh.github.io/musicdh/.21 Gesualdo Online, https://ricercar.gesualdo-online.cesr.univ-tours.fr/.22测量复调:中世纪晚期音乐的数字编码,https://measuringpolyphony.org/.23卡尔·尼尔森作品目录,https://www.kb.dk/dcm/cnw/navigation.xq.24贝多芬作品:Genetische Textkritik和数字音乐,https://beethovens-werkstatt.de/.25 Anna Kijas,“MEI for All!”或通过数字教学降低音乐编码的障碍,”在马里兰理工学院人文数字对话系列中发表,2020.2月25日26“MEI教程,”音乐编码倡议,https://music-encoding.org/resources/tutorials.html.27在这个研讨会上,并不是所有的学生都有可以带到课堂上的笔记本电脑,所以他们两人一组或三人一组。马里兰大学图书馆和许多其他机构的图书馆服务现在提供外借笔记本电脑,这也有助于类似项目的可及性“音乐编码倡议GitHub存储库,”https://github.com/music-encoding/music-encoding#the-music-encoding-initiative.29“指南(4.0.1),“音乐编码倡议,https://music-encoding.org/guidelines/v4/content/.30 Verovio, https://www.verovio.org/mei-viewer.xhtml.31关于第一次和当前迭代的更多细节可以在重新平衡音乐佳能中找到,https://rebalancing-music-canon.com/about/.32”关于:什么是最小计算,“最小计算,https://go-dh.github.io/mincomp/about/.33 Bethany Nowviskie,“通过关怀的能力”,在数字人文科学的辩论中,编辑马修·k·戈尔德和劳伦·f·克莱因(明尼阿波利斯和伦敦:明尼苏达大学出版社,2019),424-26.34女性音乐,https://www.musicbywomen.org/;“作曲家多样性数据库,”研究所作曲家多样性,https://www.composerdiversity.com/composer-diversity-database.35海伦·沃克-希尔,格雷戈里·沃克和雷切尔·尤班克斯,编辑。 黑人女性作曲家:二十世纪钢琴和弦乐音乐(布林莫尔,宾夕法尼亚州:希尔德加德出版公司,2003);玛莎·弗曼·施莱弗和西尔维娅·格利克曼,《女性作曲家:音乐跨越时代》(纽约:G.K.霍尔出版社,1996年);Rachel Ivy Clarke和Sayward Schoonmaker,《多
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引用次数: 0
The Boston Pops: An American Institution and Its European Roots 波士顿流行音乐:一个美国机构及其欧洲根源
2区 艺术学 0 MUSIC Pub Date : 2023-09-12 DOI: 10.1080/01411896.2023.2222877
Ayden Adler
This article traces the historical origins and influences that led the early leaders of the Boston Symphony Orchestra (BSO) to offer both “symphony concerts” and “popular concerts” on the same stage. Although scholars of nineteenth-century orchestral music align the end of “mixed” repertory with the rise of non-touring orchestral institutions based in urban centers, that tradition continued far into the twentieth century. Exploring the history of the BSO affords a deeper understanding into the division of the so-called “classical” orchestral repertory from the “popular,” and the emergence of orchestral pops series in cities across the United States.
本文追溯了波士顿交响乐团(BSO)早期领导人在同一舞台上同时举办“交响音乐会”和“流行音乐会”的历史渊源和影响。尽管研究19世纪管弦乐的学者们将“混合”剧目的终结与以城市中心为基础的非巡回管弦乐机构的兴起联系在一起,但这一传统一直延续到20世纪。探索BSO的历史可以更深入地了解所谓的“古典”管弦乐剧目与“流行”管弦乐剧目的区别,以及管弦乐流行系列在美国各城市的出现。
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引用次数: 0
About the Authors 关于作者
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-04-11 DOI: 10.1080/01411896.2023.2193503
Published in Journal of Musicological Research (Vol. 41, No. 4, 2022)
发表于《音乐学研究杂志》(Vol. 41, No. 4, 2022)
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引用次数: 0
Mabel Daniels: an American Composer in Transition, by Maryann McCabe, London and New York, Routledge, 2018, xv, 300 pp., $160 (hardback), ISBN 9781472424518. Augusta Browne: Composer and Woman of Letters in Nineteenth-Century America, by Bonny H. Miller, Rochester, University of Rochester Press, 2020, xv, 457 pp. $125 (hardback), ISBN 9781580469722.
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-02-28 DOI: 10.1080/01411896.2023.2168375
Marian Wilson Kimber
Published in Journal of Musicological Research (Vol. 41, No. 4, 2022)
发表于《音乐学研究杂志》(Vol. 41, No. 4, 2022)
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引用次数: 0
Lying in the Middle: Musical Theater and Belief at the Heart of America 躺在中间:音乐剧和信仰在美国的心脏
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-01-02 DOI: 10.1080/01411896.2023.2202608
Kelly Kessler
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引用次数: 0
“But I Have No Recollection…”: Representations of Posttraumatic Stress Disorder in Schoenberg’s A Survivor from Warsaw “但我不记得……”:勋伯格《华沙幸存者》中创伤后应激障碍的表现
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-01-02 DOI: 10.1080/01411896.2023.2200182
Jessica H. Grimmer
ABSTRACT Arnold Schoenberg’s 1947 A Survivor from Warsaw relates a traumatic experience through the eyes of the titular narrator, frequently meditating on the theme of disrupted memory. This article draws on medical research and the pathology of PTSD as presented in Holocaust survivors. The simultaneous decline of conscious memory and increase in unconscious memory that emerges from medical research is represented in Schoenberg’s textual and compositional structure, particularly in the use of aggregate rows. It posits a new interpretation of the work as communicating both the events endured by survivors and its attendant effects on memory.
阿诺德·勋伯格(Arnold Schoenberg)的《1947年华沙幸存者》(1947 A Survivor from Warsaw)通过名义上的叙述者的眼睛讲述了一段创伤经历,经常思考记忆中断的主题。这篇文章借鉴了医学研究和创伤后应激障碍的病理,呈现在大屠杀幸存者。从医学研究中出现的有意识记忆的同时下降和无意识记忆的增加在勋伯格的文本和组成结构中得到了体现,特别是在使用汇总行时。它提出了一种新的解释,作为传达幸存者所经历的事件及其对记忆的影响。
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引用次数: 0
Fantasy Aesthetic and Franz Schubert’s “Magical” Transitions in Sonata Forms 梦幻美学与舒伯特奏鸣曲中的“魔幻”过渡
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-01-02 DOI: 10.1080/01411896.2023.2202819
Sio Pan Leong
ABSTRACT This article examines Franz Schubert’s sonata-form transitions within the context of Romanticism’s stylized fantasy aesthetic. The analysis draws from the G Major Quartet (D. 887), E♭ Major Trio (D. 929), and C Major Quintet (D. 956). I argue that Schubert’s unique blending of two distinct tonal syntaxes in this music creates a moment of the fantastic, evoking a sense of “magic” where reality and dreams intertwine. This interpretation challenges the familiar readings of “dream” and “otherworldly” in current hermeneutic approaches to Schubert’s sonata forms, and offers novel perspectives in the broader discourse of “rationality” in Schubert’s music.
摘要本文将舒伯特奏鸣曲式的过渡置于浪漫主义幻想美学的背景下进行研究。这一分析来自于G大调四重奏(D. 887)、E大调三重奏(D. 929)和C大调五重奏(D. 956)。我认为舒伯特在这首音乐中独特地融合了两种不同的音调语法,创造了一个梦幻般的时刻,唤起了一种现实与梦想交织在一起的“魔力”感。这种解释挑战了目前对舒伯特奏鸣曲形式的解释学方法中对“梦”和“超凡脱俗”的熟悉解读,并为舒伯特音乐中“理性”的更广泛论述提供了新的视角。
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引用次数: 0
About the Authors, volume 42, no. 1 《关于作者》,第42卷,no。1
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-01-02 DOI: 10.1080/01411896.2023.2202610
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引用次数: 0
Music, Gender, and Sexuality Studies: A Teacher’s Guide 音乐、性别与性研究:教师指南
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-01-02 DOI: 10.1080/01411896.2023.2202607
Anna-Elena Pääkkölä
In the small but vibrant community of musicology Twitter, colleagues sometimes share their course ideas, descriptions, or complete lecture outlines to aid, and occasionally, to inspire others. I have often found myself wishing I was a student today, or a fly on the wall, attending these courses that tackle core issues about current musicology, with the benefit of all of the inspiring research that has accumulated over the years and the lessons that have been learned about good pedagogical practice. Jacqueline Warwick’s book Music, Gender, and Sexuality Studies: A Teacher’s Guide is the next best thing to sitting in a classroom yourself. In this book, Warwick argues for teaching intersectional musicology, provides sample lectures, and suggests classroom discussion topics. The book opens a window to the teaching practices of an established scholar and it represents a useful guide for anyone attempting to expand and deepen their pedagogical approach. Twitter discussions about what an intersectional approach might mean for music education have been widespread lately. Almost since the birth of feminist musicology, Beethoven has been a contested figure, as the foremost canonical male composer, with accusations of “canceling” him and, by extension, the whole canon of Western music stirring up impassioned debate. In this context of polemical debate, Warwick’s book is a welcome, unagitated voice that provides two arguments for teaching intersectionality in and through music. First, Warwick insists that in the context of Western music history and gender, merely adding historical facts about women alongside the established canon is not adequate. The point is not to “cancel” Beethoven and replace him with Clara Schumann, but to acknowledge how differently the two composers established themselves in their craft and in the eyes of their colleagues and critics. Societal constraints placed on women composers simply did not allow for the type of expansive careers enjoyed by Beethoven and many other men. Warwick’s second claim is that composition should not be the sole, nor the first, platform from which to examine the value of music. Beethoven or Wagner, the Beatles, or even Kanye West, can still provide examples of “good” music, but an intersectional approach investigates the values implied in definitions of “good” music, the factors (geography, era, genre, and so on) that shaped these values, and who formulated them and why. Only then can scholars and students understand what made these figures imposing players in music history, and why women are still widely excluded from being understood as such. The times of “neutrally good” music are long past, if they ever existed; teaching about a composer or a band simply “because they need to be known” is not sufficient for our students anymore. As instructors, we need to address this. Our students will question the giants for us if we do not do it with them. Warwick approaches the meanings of gender in music through fo
在音乐学Twitter这个虽小但充满活力的社区里,同事们有时会分享他们的课程想法、描述或完整的课程大纲,以帮助他人,偶尔也会激励他人。我经常发现自己希望自己今天是一名学生,或者是墙上的一只苍蝇,参加这些课程,解决当前音乐学的核心问题,受益于多年来积累的所有鼓舞人心的研究,以及从良好的教学实践中学到的经验教训。杰奎琳·沃里克的书《音乐、性别和性研究:教师指南》是仅次于自己坐在教室里的最佳读物。在这本书中,沃里克论证了交叉音乐学的教学,提供了样本讲座,并提出了课堂讨论的主题。这本书打开了一个窗口的教学实践的建立学者,它代表了一个有用的指导任何人试图扩大和深化他们的教学方法。最近,Twitter上关于交叉方法对音乐教育可能意味着什么的讨论非常普遍。几乎从女权主义音乐学诞生之日起,贝多芬就一直是一个备受争议的人物,作为最具代表性的男性作曲家,人们指责他“被取消”,引申开来,整个西方音乐的经典都激起了激烈的争论。在这种激烈辩论的背景下,沃里克的书是一种受欢迎的、平静的声音,为音乐中的交叉性教学提供了两个论点。首先,沃里克坚持认为,在西方音乐史和性别的背景下,仅仅在既定的经典中加入关于女性的历史事实是不够的。重点不是要“取消”贝多芬,用克拉拉·舒曼(Clara Schumann)取而代之,而是要承认这两位作曲家在他们的手艺以及他们的同事和评论家的眼中是多么不同。社会对女性作曲家的限制根本不允许贝多芬和其他许多男性所享受的那种广阔的职业生涯。沃里克的第二个主张是,作曲不应该是检验音乐价值的唯一平台,也不应该是第一平台。贝多芬、瓦格纳、披头士、甚至坎耶·韦斯特仍然可以提供“好”音乐的例子,但交叉方法调查了“好”音乐定义中隐含的价值观,塑造这些价值观的因素(地理、时代、流派等),以及谁制定了这些价值观,以及为什么。只有这样,学者和学生才能理解是什么让这些人物成为音乐史上令人印象深刻的演奏者,以及为什么女性仍然被广泛地排除在这样的理解之外。“中等好”音乐的时代即使曾经存在过,也早已过去;对我们的学生来说,仅仅“因为他们需要被了解”而教授作曲家或乐队的知识已经不够了。作为教师,我们需要解决这个问题。如果我们不这样做,我们的学生将为我们质疑巨人。沃里克通过四个主题——网络、作曲、表演和接受——来探讨音乐中性别的含义,这为本书的四个章节提供了基础。在第一章中,她通过土著研究介绍了网络,以及他们强调人类作为关系和协同作用,而不是个人努力。这种方法挑战了“天才”作为指定作曲家的唯一标准。《音乐学研究杂志》2023年第42卷第1期。1, 48-50
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引用次数: 0
Kauffman Prize Announcement 考夫曼奖公告
IF 0.3 2区 艺术学 0 MUSIC Pub Date : 2023-01-02 DOI: 10.1080/01411896.2023.2209002
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引用次数: 0
期刊
JOURNAL OF MUSICOLOGICAL RESEARCH
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