Academic literature on the topic 'Arc musical'
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Journal articles on the topic "Arc musical"
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Damodaran, Sumangala, and Ari Sitas. "The musical journey – re-centring AfroAsia through an arc of musical sorrow." Critical Arts 30, no. 2 (March 3, 2016): 252–68. http://dx.doi.org/10.1080/02560046.2016.1187792.
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Jedrzejewski, Franck. "Nœuds Polychromes et Entrelacs Sonores : Vers de Nouvelles Catégories Musicales." Musicae Scientiae 7, no. 1_suppl (September 2003): 73–83. http://dx.doi.org/10.1177/10298649040070s104.
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L'article présente deux applications de la théorie des nceuds et des entrelacs à l'univers musical. La première application est une classification des séries de douze sons selon des structures particulières appelées diagrammes de cordes. Cette taxinomie conduit à une nouvelle hiérarchie des structures profondes du lexique dodécaphonique. La chiralité et les degrés de symétrie des formes sérlelles sont directement accessibles sur ces diagrammes qui rŕsument les propriétés intrinsèques de la série, La forme schématique nodale remplit ainsi la double fonction d'integration méronymique et de contrôle combinatoire. La deuxlème application est une approche des problèmes du tempérament musical et de l'analyse des systèmes acoustiques contemporains par coloration des entrelacs. A chaque arc de la représentation planaire d'un nœud est associée une fréquence (appelée aussi couleur) du système acoustique envisagé. Lors du passage d'un arc à un autre par croisement des brins du nœud, la fréquence évolue selon les règles d'une grammaire prédéfinie, L'entrelacs ainsi étiqueté — appelé nœud polychrome — décnt complètement l'accord du système acoustique. Des questions théoriques comme la transposition des échelles tonales dans des univers nontempérés ou les variations micro-intervalliques dans Ie champ compositionnel s'etudient de manière naturelle à l'aide de ces nouvelles catégories musicales.
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Azarova, Valentina Vladimirovna. "The “undying archaic elements” in dramatic oratorio by Arthur Honegger “Joan of Arc at the Stake”." Человек и культура, no. 1 (January 2020): 35–61. http://dx.doi.org/10.25136/2409-8744.2020.1.31950.
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The subject of this research is the integration of the elements of old genres in to a composition of Arthur Honegger’s dramatic oratorio. Particular attention is paid to formation of the system of interrelated intonation-dramaturgical spheres and vocal-symphonic development of recurring themes, motifs and sound symbols. The author examines the interaction of verbal and vocal-symphonic elements of sound fabric. The goal consists in identification of the traits of old genres and other archaic elements within the synthetic form of musical/dramatic theatre, as well as determination of the dominant aspect of musical meaning therein. Research methodology is based on the musical-hermeneutic reconstruction of the process of composing, detection of the fundamental principles of musical dramaturgy along with functions of cited by the composer Latin texts in the synthetic form of dramatic oratorio. The main method for this work became the musical-theoretical analysis of polyphonic vocal-symphonic musical fabric, and analysis of the verbal texts of voice part in the French and Latin languages, in de visu score. This article is first to interpret integration of the genre codes of medieval mystery play and citations from liturgical texts of the previous eras, including the Holy Scripture, into the compositions of dramatic oratorio of Arthur Honegger as the means for creating temporal multidimensionality of the synthetic form of French musical/dramaturgical theatre of the XX century within the context of Christian tradition. Honegger has overcome the linearity of narration through integration into the composition of the traits of previous eras. The citation of liturgical texts, including Holy Scripture, lead to expansion of the semantic space of literary text of the dramatic oratorio. This established the idea of synthesis of time and eternity characteristic to Christianity.
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Bonhomme, Julien. "La voix du mong?ng? ou comment faire parler un arc musical." Cahiers d'anthropologie sociale N° 10, no. 1 (2014): 93. http://dx.doi.org/10.3917/cas.010.0093.
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Hodge, Matthew. "Disney ‘World’: The Westernization of World Music in EPCOT’s “IllumiNations: Reflections of Earth”." Social Sciences 7, no. 8 (August 13, 2018): 136. http://dx.doi.org/10.3390/socsci7080136.
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Although Disney’s EPCOT theme park markets itself as a place to experience other cultures and reflect on Earth’s history, the dominance of a Western perspective omits true authenticity, specifically in the music of its nighttime show IllumiNations: Reflections of Earth. This 13-minute long presentation offers a visual retelling of humanity’s existence accompanied by an original musical score that guides the narrative. The consecutive music section titles provide insight into critical points within Disney’s story arc: Prologue: Acceleration, Chaos, Space, Life, Adventure, Home, Celebration, and Meaning. While sounds of music from other cultures do present themselves—albeit in stereotypical and clichéd fashions— they are arbitrarily highlighted within a framework of Western musical components. This framing allows Disney composers to control the perception of ‘others’ through music. Furthermore, the final Meaning section is entirely built of Euro-American musical conventions, insinuating that cultures arrive at their most enlightened, evolved selves when they become Westernized. Despite its impressive technological advances and complex musical composition, IllumiNations: Reflections of Earth is guilty of implementing Western musical frameworks that Disney utilizes in the majority of its films and theme parks.
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Decker, Todd. "The Filmmaker as DJ." Journal of Musicology 34, no. 2 (2017): 281–317. http://dx.doi.org/10.1525/jm.2017.34.02.281.
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Filmmaker Martin Scorsese’s Casino (1995) is structured around a compiled score of almost sixty popular music recordings. Scorsese himself, working with editor Thelma Schoonmaker and using digital editing tools for the first time, assembled and arranged a diverse body of pre-existing music into a unified score that plays for more than two of the film’s three hours. This article offers a close analysis of Scorsese acting as composer—crafting Casino’s compiled score in the manner of a DJ—and, in reciprocal fashion, editing film images and narrative to recorded music. Casino demonstrates highly varied, multivalent relationships between musical form and film form. Indeed, musical form proves a constituent element of Casino’s construction at multiple levels of magnification. The large-scale form of the score as a whole articulates the larger arc of Casino’s dual narrative. The strategic deployment of musical styles (from jazz to rock to pop) and the targeted use of lyrics as voiceover (often subtly deploying aspects of racial performance in popular styles) serve to differentiate narrative strands and fill out otherwise unspoken characterization. Scorsese builds several sequences in Casino on a direct, often audible relationship between song forms and narrative unfolding, creating song scenes in which compiled tracks heard as musical wholes grant a musical shape to discrete narrative units. Casino’s complex use of music does not, however, penetrate the inner lives of the film’s three primary characters, who seem unaware of the musical flow Scorsese employs to set their story dancing. The analysis draws upon the filmmaker’s own words about his creative process and offers select comparisons to other Scorsese films with compiled scores.
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Prochnow, Annette, Soly Erlandsson, Volker Hesse, and Kathleen Wermke. "Does a ‘musical’ mother tongue influence cry melodies? A comparative study of Swedish and German newborns." Musicae Scientiae 23, no. 2 (October 27, 2017): 143–56. http://dx.doi.org/10.1177/1029864917733035.
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The foetal environment is filled with a variety of noises. Among the manifold sounds of the maternal respiratory, gastrointestinal and cardiovascular systems, the intonation properties of the maternal language are well perceived by the foetus, whose hearing system is already functioning during the last trimester of gestation. These intonation (melodic) features, reflecting native-language prosody, have been found to shape vocal learning. Having had ample opportunity to become familiar with their mother’s language in the womb, newborns have been found to exhibit salient pitch-based elements in their own cry melodies. An interesting issue is whether an intrauterine exposure to a maternal pitch accent language, such as Swedish, in which emphatic syllables are pronounced typically on a higher pitch relative to other syllables will affect newborns’ cry melody (fundamental frequency contour). The present study aimed to answer this question by quantitatively analysing and comparing the melody structure in 52 Swedish compared with 79 German newborns. In accordance with previous approaches, cry melody structure was analysed by calculating a melody complexity index (MCI) expressing the share of cries exhibiting two or more (well-defined) arc-like substructures uttered during the recording sessions. A low MCI reflects a dominance of cries with a ‘simple’, i.e. single-arc melody. A significantly higher MCI was found in the Swedish infant group, which further corroborates the assumption that the well-known foetal sensitivity for musical (melodic) stimuli seems to shape infants’ cry melody.
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Roshchenko, Olena. "The cello school of Georgy Averyanov: facets of artistry." Aspects of Historical Musicology 23, no. 23 (March 26, 2021): 92–107. http://dx.doi.org/10.34064/khnum2-23.06.
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Background. Logical bases of the research are conditioned by actuality of the conception of artistic universalism of creative personality and the doctrine of musicological acmeology. Topicality of the research is concretized through the model of solution of the mentioned problems by the way of studying the structure of creative universalism, which is peculiar to George Averyanov, concert performer, musical editor, head of Kharkiv cello school during 1960–1991, first vice-rector (1968–1975) and rector (1975–1991) of Kotlyarevsky Institute of Arts (nowadays Kotlyarevsky National University of Arts). The innovative element of the research consists in attraction of acme-methodology, namely the acmeocentric approach for determination of originality of creative top in life-creativity of G. B. Averyanov. The aim of the research is to determine the facets of artistry and develop the acmeogram of George Averyanov’s performing and pedagogical life-creativity on the basis of application of the acmeocentric approach. The results of the research consist in development of aspects of performance acmeology, ways of application of the acmeocentric approach with the purpose of building an acmeogram of George Averyanov’s life-creativity, determination of facets of his typical cello style of artistry (conditioned by the system of inherent talents in his nature), the rethinking of the achievements of the four cello schools of Ukraine), the introduction of the concept of “cello romanticism” as a stylistic dominant of the performing personality of the Artist. Conclusions. Acmeological methodology works in full measure after the completion of the life-creativity of the individual, when the life-creative arc, traced by the soul and inspired work of the musician, is shaped. When the researcher’s gaze is distanced (detached) from the life-creativity of the “hero”, it becomes possible to construct an acmeogram of the artist’s performance and pedagogical activity. An analysis of Averyanov’s life work has made it possible to establish the facets of his inherent artistry, formed as a result of interaction between his natural giftings, as well as the musical and cultural chronotopes of Ukraine, generalized in his activity; to define the Kharkiv period as an embodiment of the musician’s performing and teaching acme; to present the structure of universalism, characteristic of his creative individuality as a four-component (“four-activity”, according to O. Komenda,2020): hypostases of concert performer, musical editor, pedagogue, musical activist.
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Alvim, Luíza. "Rhythms of Images and Sounds in Two Films by Robert Bresson." Acta Universitatis Sapientiae, Film and Media Studies 16, no. 1 (August 1, 2019): 173–87. http://dx.doi.org/10.2478/ausfm-2019-0009.
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Abstract Robert Bresson did not only distribute musical excerpts and sounds in his films, but also often conceived the whole film running in a general rhythm, including the repetition and variation of shots in their contents and length. David Bordwell (1985) considered Bresson’s films as examples of the style centred “parametric mode of narration.” More than that, after Jean-Louis Provoyeur (2003), we consider that many shots in Bresson’s films have a characteristic of “denarrativization,” a conception based on musicality, devoid of representational constraints. One example is the tournament sequence in Lancelot of the Lake (Bresson, 1974), in which visual and sound elements are repeated as a “cell” with variations in length, angle of shot and with addition or suppression of elements. The author also analyses some aspects of The Trial of Joan of Arc (1962), in which the rhythmic sensation is created by the procedure of repetitive alternation of image, speech and space.1
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Nagai, Michelle. "Listen Compose Listen: A study of perception, process and the spaces between in two works made from listening." Organised Sound 16, no. 3 (November 15, 2011): 211–19. http://dx.doi.org/10.1017/s1355771811000215.
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This paper presents a detailed study of two works that arrive at sounds composed through the experience of sounds heard. Frances White's composition Centre Bridge, composed in 1999 for two shakuhachi and tape, is based largely on the sounds of a sonorous metal grate bridge that crosses the Delaware River between New Jersey and Pennsylvania. ASound Map of the Danube, composed by Annea Lockwood in 2005, reflects four years of sound recording along the length of that river's European to Balkan trajectory. Employing a range of diverse technical tools and aesthetic ideas, both works convey, powerfully and dynamically, a sense of deeply invested listening. I approach the discussion of specific compositional processes and musical outcomes in these two works through an investigation of Lockwood's and White's firsthand experiences as both listeners and composers. Centring on the exchange between sensing body and thinking mind, my research here engages with the arc of the creative process as an experience permeated by spaces of perception, reflection, imagination and action.
Dissertations / Theses on the topic "Arc musical"
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Hurley, Therese. "Jeanne d'Arc on the 1870s Musical Stage: Jules Barbier and Charles Gounod's Melodrama and Auguste Mermet's Opera." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12991.
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The purpose of this study is to examine the presentation of Joan of Arc's life in two lyric works, Jules Barbier and Charles Gounod's Jeanne d'Arc (1873) and Auguste Mermet's Jeanne d'Arc (1876), that premiered in Paris following the upheaval of the Franco-Prussian War and Paris Commune. Relying on Parisian journals of the day, I follow two trends: some critics called for a historically-informed presentation of Joan's life and others appealed to retain certain supernatural elements, specifically the Fairy Tree and the Voices, of Joan's story. In addition to these trends, I consider an article printed shortly before the premiere of Mermet's opera and discuss the political and religious implications of the final scene (Charles VII Coronation in Reims or Joan's execution in Rouen) in these two stage works.
After an introductory chapter and a chapter tracing the geneses of the melodrama and the opera, the remaining chapters each deal specifically with one of the three above-mentioned lines of inquiry as they relate to Joan of Arc's story. Chapter III discusses historical characters (Charles, duc d'Orléans, King René, and Agnès Sorel), historical music (minuet and Vexilla regis), and music believed to have been sung in the presence of Joan of Arc (Veni Creator Spiritus and Orate pro ea). Chapter IV addresses the continuing presence of legendary, supernatural elements--specifically the Fairy Tree and the Voices--and how these elements have changed in nineteenth-century stage works about Joan. In Chapter V, the difficulty of adapting Joan's life on the stage is examined. A closer look reveals that differing views existed during the 1870s as to exactly what her mission entailed. The two works reflect the changing attitudes on this topic.
As a whole, this dissertation offers an examination of two rarely discussed stage works that reveal the political, religious, and musical climate surrounding the figure of Joan of Arc in the 1870s.
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Yegnan, Angeline. "Les arcs musicaux d'Afrique dans quelques musées d'Europe : une étude organologique, acoustique, musicologique et ethnologique." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040214.
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Si dans son aspect physique l’arc musical est simple, à l’issu de notre étude, nous nous rendons compte qu’il n’est plus indiqué de le qualifier comme tel. Car dans sa forme fondamentale (branche arquée maintenue dans cette position par une lanière), il renferme une complexité qui se dévoile à nous par les liens qui existent entre les différents éléments qui composent l’arc. Sa complexité est également apparente dans la variété des arcs musicaux, dans le jeu propre à chaque arc et dans la divergence des techniques et circonstances de jeu. L’analyse acoustique des sons de cet instrument en révèle d’avantage sa complexité à travers la variété de la nature des sons puis leur fluctuation que nous avons eu le temps de constater. Enfin, dans la signification que les populations donnent à cet instrument, la complexité de l’arc musical se fait plus flagrante car elle laisse se dévoiler un aspect de l’identité sociale des peuples aussi bien ceux qui l’observent dans les musées que ceux chez qui sont collectionnés ces instruments. Car si pour les uns il est instrument de divertissement, pour les autres, il est objet de rituel, instrument parleur et médiateur, objet chargé d’une profonde et riche histoire des peuples d’Afrique. Nous espérons enfin que notre étude permettra une bonne collaboration entre le nord et le sud, pour une connaissance plus juste de l’autre, une connaissance fondée sur des valeurs et non des préjugésIf the mouthbow appears simple in its physical aspect, the research we have undertaken proves the opposite. In its basic form (a hooked branch held together by a strip), it contains a complex reality which could only be understood by considering the links which exist between the different elements which make up the bow. Its complexity can equally be perceived in the variety of musical bows, the uniqueness of each bow as well as the divergent techniques and circumstances under which they are played. The acoustic analysis of the sounds of this instrument reveals even more its complexity through the variety of the nature of the sounds, as well as their fluctuation that we have been able to observe through our study. Finally, through the meaning that the people give to this instrument, the complexity of the musical bow is even more blatant in the sense that it brings to bare an aspect of the social identity of the people to those who observe this instrument in the museums as well as those who keep them as private objects. If for some it is a simple instrument for entertainment, for others, it is a ritual object, a talking and mediatory instrument which encloses a deep and rich history of the people of Africa. It is our hope that our research will call for a deeper collaboration between the North and the South in such matters, a real desire to know the other based on values and not on prejudices
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Brocardi, Agnès. "Africanité et brasilianité de la capoeira : vers une pratique transversale." Paris 8, 2001. http://www.theses.fr/2001PA082647.
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Badalì, Enrico. "Strumenti musicali, musici e musica nella celebrazione delle feste ittite /." Heidelberg : C. Winter, 1991. http://catalogue.bnf.fr/ark:/12148/cb366781942.
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Yamamoto-Naji, Aki. "Musica des Éditions Pierre Lafitte & Cie : un magazine musical pour un public familial ? /." [Paris] : [École des Hautes études en sciences sociales], 2007. http://catalogue.bnf.fr/ark:/12148/cb41457230h.
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Annexes au: Mémoire de Master 2--Sciences sociales, Mention théories et pratiques du langage et des arts, Spécialité Musique--Paris--École des hautes études en sciences sociales, 2007.Notes bibliogr.
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Padilla, Alfonso. "Dialectica y musica : espacio sonoro y tiempo musical en la obra de Pierre Boulez /." Helsinki : Suomen musiikkitieteellinen seura, 1995. http://catalogue.bnf.fr/ark:/12148/cb358110288.
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Garfi, Mohamed. "Musique et spectacle : le théâtre lyrique arabe : esquisse d'un itinéraire, 1847-1975 /." Paris : l'Harmattan, 2009. http://catalogue.bnf.fr/ark:/12148/cb41478159m.
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Wellborn, Brecken. "Musicals and the Margins: African-Americans, Women, and Queerness in the 21st Century American Musical." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404583/.
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This thesis provides an overview of the various ways in which select marginalized identities are represented within the twenty-first century American musical film. The first intention of this thesis is to identify, define, and organize the different subgenres that appear within the twenty-first century iterations of the musical film. The second, and principal, intention of this thesis is to explore contemporary representations of African-Americans, women, and queerness throughout the defined subgenres. Within this thesis, key films are analyzed from within each subgenre to understand these textual representations.
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Wellborn, Brecken. "Musicals and the Margins: African-Americans, Women, and Queerness in the Twenty-First Century American Musical." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404583/.
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This thesis provides an overview of the various ways in which select marginalized identities are represented within the twenty-first century American musical film. The first intention of this thesis is to identify, define, and organize the different subgenres that appear within the twenty-first century iterations of the musical film. The second, and principal, intention of this thesis is to explore contemporary representations of African-Americans, women, and queerness throughout the defined subgenres. Within this thesis, key films are analyzed from within each subgenre to understand these textual representations.
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Mendes, Michel. "Os sentidos da música Roma Antiga." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269175.
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Orientador: Patricia PrataDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-16T18:28:03Z (GMT). No. of bitstreams: 1 Mendes_Michel_M.pdf: 1980432 bytes, checksum: 7dae04659b4468d1ee392cb54bb5d947 (MD5) Previous issue date: 2010
Resumo: O trabalho tem por objetivo apresentar algumas considerações acerca da música na Roma Antiga, a partir de excertos de obras de autores latinos dos séculos II a.C. a II d.C. (como Plauto, César, Cícero, Quintiliano, Sêneca, Vitrúvio, entre outros). Embora não tratem especificamente do tema, os textos selecionados deixam transparecer certas impressões dos romanos a respeito da música e podem ajudar a montar pelo menos parte do cotidiano musical dessa civilização. A partir dos excertos, discutimos o funcionamento e a utilização dos instrumentos musicais na guerra, na mitologia e nas práticas religiosas, bem como tecemos breves comentários sobre a tradução proposta modernamente para os nomes desses instrumentos. Por fim, analisamos a presença da música no teatro de Plauto, através do estudo de excertos das peças do autor que mostram os músicos em ação ou que expressam a opinião das personagens acerca deles e de breves apontamentos sobre questões referentes à musicalidade das falas das personagens
Abstract: This work presents some considerations about music in Ancient Rome, drawing upon excerpts of works by various Roman authors from the second century B.C. to the second century A.D. (such as Cicero, Quintilian, Julius Caesar, Seneca, Vitruvius, and Plautus, among others), who, although not always specifically treating music, reveal in their writing distinctive impressions about music held by Romans, and which, in turn, can help us in the attempt to reconstruct at least part of everyday musical practices of this civilization. From the excerpts, it is possible to identify the operational features of the musical instruments found in war, mythology and worship, and, consequently, to comment briefly on the modern translations put forward for designating these instruments. Lastly, we analyze the presence of music in the dramaturgy of Plautus, through excerpts from his plays which reveal musicians in action, or which express the characters' opinions about them, thereby revealing some interesting questions about musicality in the words of his characters
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Books on the topic "Arc musical"
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illustrator, Brocke Shawn, ed. The ABC musical garden. Dawson Creek, BC, Canada: Rhubarb to Roses, 2013.
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Francesca, Zannoni, ed. Il far musica, la scenografia, le feste: Scritti sull'iconografia musicale. Roma: Nuova Argos, 2002.
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Pierpaoli, Diego. Altro: Dalla pittura : una totalità diversa : libri in nota: fonofigurazione, musica ad litteras, musica ad figuram, poesia musicale, teatro romanzo. Arquata del Tronto (Ascoli Piceno): Museo d'arte immanente, 2001.
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Altro: Dalla pittura : una totalita' diversa : libri in nota; fonofigurazione, musica ad litteras, musica ad figuram, poesia musicale, teatro-romanzo. Arquata del Tronto (Ascoli Piceno): Museo d'arte immanente, 2001.
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Pierpaoli, Diego. Altro: Dalla pittura : una totalita' diversa : libri in nota; fonofigurazione, musica ad litteras, musica ad figuram, poesia musicale, teatro-romanzo. Arquata del Tronto (Ascoli Piceno): Museo d'arte immanente, 2001.
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Barker, Andrew, F. Berti, and Donatella Restani. Lo specchio della musica: Iconografia musicale nella ceramica attica di Spina. Bologna: Nuova Alfa editoriale, 1988.
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Sound tracks: A musical ABC, volumes 1-3. Philadelphia: Temple University Press, 1998.
Find full textBook chapters on the topic "Arc musical"
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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.
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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Lindemann, Anna, and Eric Lindemann. "Musical Organisms." In Computational Intelligence in Music, Sound, Art and Design, 128–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77583-8_9.
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Foley, Angela. "Musical movers." In Supporting Children’s Creativity through Music, Dance, Drama and Art, 107–22. Second edition. | New York : Routledge, 2018. | “First edition published by Routledge 2010”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315460413-12.
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Branigan, Edward. "Musical Hues: Color Harmonies." In Tracking Color in Cinema and Art, 151–90. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315317502-6.
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Braga, Francisco, and H. Sofia Pinto. "Sculpture Inspired Musical Composition." In Artificial Intelligence in Music, Sound, Art and Design, 3–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72914-1_1.
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Gibson, David. "Musical Dynamics Created With Studio Equipment." In The Art of Mixing, 139–220. Third edition. | New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351252225-7.
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Garrido, Sandra. "Musical Prescriptions: Do They Work?" In Why Are We Attracted to Sad Music?, 149–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39666-8_9.
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Pinho, Ana Luísa. "The Neuropsychological Aspects of Musical Creativity." In Exploring Transdisciplinarity in Art and Sciences, 77–103. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76054-4_4.
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Williams, Duncan A. H. "Evaluating BCI for Musical Expression: Historical Approaches, Challenges and Benefits." In Brain Art, 145–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14323-7_5.
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Wu, Jiayue Cecilia. "An outlook on future digital musical instruments." In The Art of Digital Orchestration, 234–60. New York : Routledge, 2020.: Focal Press, 2020. http://dx.doi.org/10.4324/9780429345012-8.
Full textConference papers on the topic "Arc musical"
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Evrim Tunca, Ozan. "Using Distant Learning Platform for Musical Instrument Instructor Training." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.797.
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The purpose of this study is to examine the productivity of distant instructor training program for musical instrument education. Music education, especially on playing musical instruments, has been one of the major topics of general education. Today, formal musical instrument education is available in conservatories and music departments of fine arts and education colleges, and informal or non-formal musical instrument education is available in private music schools and courses in Turkey. Recorder or melodica is taught in public schools as part of the general music education. There are number of different platforms to teach musical instruments where there is need to train teachers to do that in the needed quality. There are various applications of online teacher training for instrument education. For example, Northwestern University and University of North Carolina have been offering courses over Coursera (a major MOOCs provider), such as Teaching Violin and Viola, Fundamentals of Rehearsing Music Ensembles. Different from our program they do not provide direct contact with the instructor for feedback. A group of well-experienced instructor trainers of the Anadolu University including myself established a distant instructor-training program for musical instruments. This paper will explain and explore the stages of the program’s creation and its effectiveness.
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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.
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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
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Engelhardt, Markus. "Musik zwischen Nation Building und Internationalität. Italien um 1900." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.54.
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In this article German contributions to periodicals of the International Musicological Society focussing on Italian musical life in Italy around 1900 are analyzed as testimonies of Italy’s new importance as a music nation at that time. The German perspective on musical culture in the Kingdom of Italy follows hierarchies that are closely linked to political and economic rivalry between the two nations. At different levels (music education, formation of composers and musicians, local repertories, musical genres) well-known concepts of German supremacy can be recognized. Nevertheless, the national music debates include also phenomena which strongly confirm music as art of great potential for international consensus.
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Vidulin, Sabina. "MUSIC TEACHING AND LISTENING TO ART MUSIC IN THE FUNCTION OF STUDENTS’ HOLISTIC DEVELOPMENT." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.391v.
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Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Music-Music Making model and the Cognitive-emotional approach to listening to music are briefly described. These strategies for the improvement of music listening are based on an interdisciplinary and intradisciplinary approach, depending on whether they include extracurricular activities in the work (e.g. English and drama education), or the work is carried out within musical activities such as singing, playing, or dancing with musicologically, but also humanistically oriented outcomes. Practice and research indicate that in addition to acquiring musical knowledge and developing musical skills, multimodal approaches affect students’ holistic development.
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Loureiro, Maurício, Tairone Magalhaes, Davi Mota, Thiago Campolina, and Aluizio Oliveira. "A retrospective of the research on musical expression conducted at CEGeME." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10440.
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CEGeME - Center for Research on Musical Gesture and Expression is affiliated to the Graduate Program in Music of the Universidade Federal de Minas Gerais (UFMG), hosted by the School of Music, Belo Horizonte, Brazil, since 2008. Focused on the empirical investigation of music performance, research at CEGeME departs from musical content information extracted from audio signals and three-dimensional spatial position of musicians, recorded during a music performance. Our laboratories are properly equipped for the acquisition of such data. Aiming at establishing a musicological approach to different aspects of musical expressiveness, we investigate causal relations between the expressive intention of musicians and the way they manipulate the acoustic material and how they move while playing a piece of music. The methodology seeks support on knowledge such as computational modeling, statistical analysis, and digital signal processing, which adds to traditional musicology skills. The group has attracted study postulants from different specialties, such as Computer Science, Engineering, Physics, Phonoaudiology and Music Therapy, as well as collaborations from professional musicians instigated by specific inquiries on the performance on their instruments. This paper presents a brief retrospective of the different research projects conducted at CEGeME.
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Hung, Yun-Ning, I.-Tung Chiang, Yi-An Chen, and Yi-Hsuan Yang. "Musical Composition Style Transfer via Disentangled Timbre Representations." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/652.
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Music creation involves not only composing the different parts (e.g., melody, chords) of a musical work but also arranging/selecting the instruments to play the different parts. While the former has received increasing attention, the latter has not been much investigated. This paper presents, to the best of our knowledge, the first deep learning models for rearranging music of arbitrary genres. Specifically, we build encoders and decoders that take a piece of polyphonic musical audio as input, and predict as output its musical score. We investigate disentanglement techniques such as adversarial training to separate latent factors that are related to the musical content (pitch) of different parts of the piece, and that are related to the instrumentation (timbre) of the parts per short-time segment. By disentangling pitch and timbre, our models have an idea of how each piece was composed and arranged. Moreover, the models can realize “composition style transfer” by rearranging a musical piece without much affecting its pitch content. We validate the effectiveness of the models by experiments on instrument activity detection and composition style transfer. To facilitate follow-up research, we open source our code at https://github.com/biboamy/instrument-disentangle.
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Zhou, Tegusi. "Musical Instruments of “Mongolian Music” and the Reflections." In 4th International Conference on Art Studies: Science, Experience, Education (ICASSEE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200907.011.
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Haupert, Mary Ellen. "CREATIVITY, MEANING, AND PURPOSE: MIXING CULTURES IN CREATIVE COLLABORATION." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10109.
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Music composition is embedded into the Viterbo University music theory curriculum to promote active engagement of musical materials. The project accomplishes three basic complementary outcomes: 1) Students will be able to creatively apply and develop the foundations of music theory learned in their first year of university-level music study, 2) Students will develop proficiency using music writing software, and 3) Students will overcome their fear of composition and gain confidence as musicians. Students are taught foundational concepts during the first four semesters of music theory; these concepts are creatively applied and developed in the gestation and birth of a musical composition that is original and personal. Meaning and purpose, combined with guidance and encouragement, sustain these freshmen and sophomore students over a five-month process of framing a concept, composing music, editing their scores, and finally rehearsing and performing their works. The “concept” for the 2018-2019 freshmen and sophomore music theory students was a collaborative venture with Gateway Christian School, which is part of Project Gateway in Pietermaritzburg, South Africa. Poetry written specifically for this project by Grade 7 students was collected and given to Viterbo University students for setting; the learning outcomes, as well as the benefits and global focus of the project will be the focus of this paper.
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Barber-Kersovan, Alenka. "Songs for the Goddess. Das popmusikalische Neo-Matriarchat zwischen Ethno-Beat, erfundenen Traditionen und kommerzieller Vermarktung." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.47.
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The musical neo-matriarchy is linked to the growing popularity of Neo-Paganism. This pseudo-religious scene is based on romantic heritage, real or invented folk traditions and more or less serious historical, theological and anthropological studies of neo-matriarchy. In the focus of the scene stands the veneration of the Great Goddess and its worshipers are exclusively women. The main ideas of this eco-feminist movement are being conveyed also through (popular) music. My contribution encompasses the origins of the musical neo-matriarchy, the mythology it is based on, the message of the songs for the Great Goddess, the musical characteristics of the material collected, the use of typical instruments, and the dissemination of (musical) knowledge as the rather ‘modern’ way of distribution and consumption of the allegedly ‘archaic’ issues.
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Marques, Lucas. "A chord distance metric based on the Tonal Pitch Space and a key-finding method for chord annotation sequences." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10435.
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Music Information Retrieval (MIR) is a growing field of research concerned about recovering and generating useful information about music in general. One classic problem of MIR is key-finding, which could be described as the activity of finding the most stable tone and mode of a determined musical piece or a fragment of it. This problem, however, is usually modeled for audio as an input, sometimes MIDI, but little attention seems to be given to approaches considering musical notations and musictheory. This paper will present a method of key-finding that has chord annotations as its only input. A new metric is proposed for calculating distances between tonal pitch spaces and chords, which will be later used to create a key-finding method for chord annotations sequences. We achieve a success rate from 77.85% up to 88.75% for the whole database, depending on whether or not and how some parameters of approximation are configured. We argue that musical-theoretical approaches independent of audio could still bring progress to the MIR area and definitely could be used as complementary techniques.
Reports on the topic "Arc musical"
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.
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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Manhiça, Anésio, Alex Shankland, Kátia Taela, Euclides Gonçalves, Catija Maivasse, and Mariz Tadros. Alternative Expressions of Citizen Voices: The Protest Song and Popular Engagements with the Mozambican State. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/ids.2020.001.
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This study examines Mozambican popular music to investigate three questions: Are notions of empowerment and accountability present in popular music in Mozambique? If so, what can these existing notions of empowerment and accountability reveal about relations between citizens and state institutions in general and about citizen-led social and political action in particular? In what ways is popular music used to support citizen mobilisation in Mozambique? The discussion is based on an analysis of 46 protest songs, interviews with musicians, music producers and event promoters as well as field interviews and observations among audiences at selected popular music concerts and public workshops in Maputo city. Secondary data were drawn from radio broadcasts, digital media, and social networks. The songs analysed were widely played in the past two decades (1998–2018), a period in which three different presidents led the country. Our focus is on the protest song, conceived as those musical products that are concerned with public affairs, particularly public policy and how it affects citizens’ social, political and economic life, and the relationship between citizens and the state.
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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481274.
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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.
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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481294.
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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.
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Cai, Wenjie, and Hwan-Ching Tai. String Theories: Chemical Secrets of Italian Violins and Chinese Guqins. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00006.
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The most valuable musical instruments in the world are 17-18th century violins from Cremona, Italy (made by Stradivari and Guarneri), and Chinese guqins (7-string zithers) from the 8-13th century. Today, musicians still prefer these antique instruments for their superior acoustic qualities that cannot be reproduced by later makers. Over the centuries, many theories have been proposed to explain the unique playing properties of famous violins and guqins, but most are based on conjectures rather than factual evidence.
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Cox, Jeremy. The unheard voice and the unseen shadow. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.621671.
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The French composer Francis Poulenc had a profound admiration and empathy for the writings of the Spanish poet Federico García Lorca. That empathy was rooted in shared aspects of the artistic temperament of the two figures but was also undoubtedly reinforced by Poulenc’s fellow-feeling on a human level. As someone who wrestled with his own homosexuality and who kept his orientation and his relationships apart from his public persona, Poulenc would have felt an instinctive affinity for a figure who endured similar internal conflicts but who, especially in his later life and poetry, was more open about his sexuality. Lorca paid a heavy price for this refusal to dissimulate; his arrest in August 1936 and his assassination the following day, probably by Nationalist militia, was accompanied by taunts from his killers about his sexuality. Everything about the Spanish poet’s life, his artistic affinities, his personal predilections and even the relationship between these and his death made him someone to whom Poulenc would be naturally drawn and whose untimely demise he would feel keenly and might wish to commemorate musically. Starting with the death of both his parents while he was still in his teens, reinforced by the sudden loss in 1930 of an especially close friend, confidante and kindred spirit, and continuing throughout the remainder of his life with the periodic loss of close friends, companions and fellow-artists, Poulenc’s life was marked by a succession of bereavements. Significantly, many of the dedications that head up his compositions are ‘to the memory of’ the individual named. As Poulenc grew older, and the list of those whom he had outlived lengthened inexorably, his natural tendency towards the nostalgic and the elegiac fused with a growing sense of what might be termed a ‘survivor’s anguish’, part of which he sublimated into his musical works. It should therefore come as no surprise that, during the 1940s, and in fulfilment of a desire that he had felt since the poet’s death, he should turn to Lorca for inspiration and, in the process, attempt his own act of homage in two separate works: the Violin Sonata and the ‘Trois Chansons de Federico García Lorca’. This exposition attempts to unfold aspects of the two men’s aesthetic pre-occupations and to show how the parallels uncovered cast reciprocal light upon their respective approaches to the creative process. It also examines the network of enfolded associations, musical and autobiographical, which link Poulenc’s two compositions commemorating Lorca, not only to one another but also to a wider circle of the composer’s works, especially his cycle setting poems of Guillaume Apollinaire: ‘Calligrammes’. Composed a year after the ‘Trois Chansons de Federico García Lorca’, this intricately wrought collection of seven mélodies, which Poulenc saw as the culmination of an intensive phase in his activity in this genre, revisits some of ‘unheard voices’ and ‘unseen shadows’ enfolded in its predecessor. It may be viewed, in part, as an attempt to bring to fuller resolution the veiled but keenly-felt anguish invoked by these paradoxical properties.
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Rysjedal, Fredrik. Frozen Moments in Motion. Universitetet i Bergen KMD, January 2019. http://dx.doi.org/10.22501/kmd-ar.31524.
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What are the concepts of motion in digital comics? What types of motion can be used in comics and how does motion affect the presentation, the story and even the reader/viewer? This project is a part of the Norwegian Programme for Artistic Research, and it's executed at the Bergen Academy of Art and Design, today called Faculty of Fine Art, Music and Design at the University of Bergen.
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Irminger, Bente. Økt interesse for kreativitet åpner for nye designerroller- men skaper også behov for rolleavklaringer. Universitetet i Bergen KMD, January 2018. http://dx.doi.org/10.22501/kmd-ar.1090265.
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Irminger, Bente. A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles. Universitetet i Bergen KMD, January 2018. http://dx.doi.org/10.22501/kmd-ar.1090256.
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Bente Irminger, ‘A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles‘, Faculty of Fine Art, Music and Design, University of Bergen