Artykuły w czasopismach na temat „Musique de Violon”

Peu d’études ont été jusqu’à présent consacrées à la vie et à l’oeuvre d’Auguste Descarries. Depuis quelques années, on assiste à une renaissance de la musique de ce compositeur canadien, malheureusement tombé dans l’oubli depuis sa mort, en 1958. Les efforts de sa famille ainsi que de l’Association pour la diffusion de la musique d’Auguste Descarries (ADMAD) favorisent aujourd’hui sa réhabilitation. C’est grâce à l’ADMAD que j’ai découvert une oeuvre pleine de charme et d’expressivité néoromantique : il s’agit du Quatuor pour violon, alto, violoncelle et piano, une pièce inachevée que l’Association m’a demandé de terminer, et qui est au coeur de mon propos dans cet article. Dans un premier temps, est dressé un bref portrait du contexte socioculturel complexe dans lequel Descarries a reçu sa formation musicale à Montréal, puis à Paris auprès de musiciens d’origine russe ; sont évoquées aussi les difficultés associées à son retour d’Europe dans une société québécoise en crise. Dans un deuxième temps, est analysé le manuscrit de son Quatuor pour en relever les différents thèmes et établir des analogies entre son écriture et celle des compositeurs qui l’ont influencé. Enfin, sont énumérées les étapes principales de la démarche qui m’a permis de terminer l’oeuvre. Ce travail met en évidence la nécessité de valoriser la contribution d’Auguste Descarries au patrimoine musical canadien et de rendre ses oeuvres disponibles aux interprètes et aux chercheurs.

Une notation chiffrée pour l’apprentissage des mélodies traditionnelles au violon vient d’être récemment publiée dans la région Podhale (Trebunia-Tutka). Ce travail – allant de l’histoire de la région à la transcription et à la notation chiffrée – se distingue par son auteur : un musicien local. Pourquoi et pour qui écrit-il ? Enseignant, il écrit avant tout pour ses élèves. Cette publication donne aussi l’occasion de s’interroger sur les rapports entre écriture et oralité dans la musique de Podhale. La comparaison de la notation chiffrée d’une mélodie avec des enregistrements d’interprétations montre les choix d’écriture de l’auteur, d’une part ; elle permet de distinguer des principes de variation d’autre part. Ainsi, cette étude pourrait constituer une contribution de nature à éclairer la grammaire musicale. Dès lors apparaît l’hypothèse centrale de cet article : version simplifiée de la mélodie, la notation chiffrée laisse penser que son auteur a un « modèle » (Lortat-Jacob 93-111) en tête.

‘Frédéric Rapin: Concertos suisses pour clarinettes’. Works by HERBERT FRIES, ARMIN SCHIBLER, JEAN BINET, JEAN BALISSAT, ANDOR KOVACH and ALEXIS CHALIER. Frédéric Rapin (cl), Kammerorchester Arpeggione Hohenems c. Jean-François Antonioli. Musiques Suisses Grammont Portrait MGB CTS-M 80.‘Musik in Luzern: Kammermusik Duo Lang’. FRITZ BRUN: Sonata No. 1 for Violin and Piano. THÜRING BRÄM: Album ‘Goodbye Seventies’. With works by MENDELSSOHN and RACHMANINOV. Brigitte Lang (vln), Yvonne Lang (pno). GALLO CD-1084.‘Rhapsodische Kammermusik aus der Schweiz’. ERNST LEVY: Quintet in C minor for 2 violins, viola, cello and double bass1. HERMANN SUTER: Sextet in C major for 2 violins, viola, 2 cellos and double bass2. FRANK MARTIN: Rhapsodie for 2 violins, 2 violas and double bass3. Florian Kellerhals, Stefan Häussler (vlns), 2,3Nicolas Corti, 1,3Bodo Friedrich (vlas), Imke Frank, 2Matthias Kuhn (vcs), Andreas Cincera (db). Musiques Suisses MGB CD 6201.HERMANN SUTER: Symphony in D minor. HANS JELMOLI: Three Pieces for Orchestra from the comic opera Sein Vermächtnis. Moscow Symphony Orchestra c. Adriano. Sterling CDS-1052-2.

In October 2014 scholars from Europe and North America took part in a conference dedicated to two important figures active during the eighteenth century as composers and virtuosos of the violin, to mark the two hundred and fiftieth anniversary of their death: Pietro Antonio Locatelli (Bergamo, 1695–Amsterdam, 1764) and Jean-Marie Leclair l’aîné (Lyon 1697–Paris, 1764). The event was organized by the Centro Studi Opera Omnia Luigi Boccherini (Lucca) in partnership with the Fondazione MIA of Bergamo and the Palazzetto Bru Zane – Centre de Musique Romantique Française in Venice, and also with the collaboration of the Edizione Nazionale Italiana delle Opere Complete di Locatelli. Accommodated in the magnificent Sala Locatelli of the Fondazione MIA, the conference was subdivided into six sessions. First came ‘Pietro Antonio Locatelli and His Legacy’, with speakers Paola Palermo (Bergamo), Christoph Riedo (Universität Freiburg, Switzerland) and Ewa Chamczyk (Uniwersytet Warszawski), followed by ‘French Routes’, featuring Étienne Jardin (Palazzetto Bru Zane – Centre de Musique Romantique Française), Candida Felici (Conservatorio di Musica di Cosenza) and Paola Besutti (Università di Teramo). The third session, ‘Pierre-Marie-François de Sales Baillot’, was held to mark the bicentenary of Baillot's foundation of his séances de musique de chambre (chamber music concerts).

Philippe Hersant (b. 1948 in Rome, graduated Paris Conservatoire, studied with André Jolivet), has been working with the French national radio station France-Musique since 1973 and has received many honours as composer in France. In February 2004 Radio France presented a ‘retrospective’ of his prolific output as well as the première of his Violin Concerto, a Radio France commission. His new opera, Le Maine Noir, based on Anton Chekov's story, will be premièred in May 2005.

The present study discusses the Violin Concerto No. 3, in B minor, op. 61, by Camille Saint-Saëns, focusing on the first and second movements. The purpose is to help performers in their understanding of the concerto by providing context and an analysis of the composer’s musical style. Saint-Saëns was a prolific French composer, pianist, organist, and writer with a unique understanding of music. After the Franco-Prussian War in the 1870s, a movement to revive the tradition of national music emerged. In 1871, Saint-Saëns and his friends established the Société Nationale de Musique in Paris with the aim of introducing new French classical work and promoting the revival of the nation through art. One such piece was Saint-Saens’ own Third Violin Concerto. As well as providing the historical and cultural context to his composition, the present study examines the musical structure of the work and appropriate playing styles. The study of the literature and the analysis of the genealogical examples revealed that the structure of the work is classical in style and the tone is romantic.

La perspective phénoménologique voit dans le trouble mental la manifestation des fondements, et dans la création artistique, l’expression des aspects les plus essentiels de l’expérience humaine : la souffrance du génie ne saurait-il pas mieux témoigner des ressorts nécessaires à la conduite heureuse du quotidien ? Le bonheur se dit aussi en musique et le lien du sonore, de l’harmonie et de la profondeur, pour détenir la puissance évocatrice de l’émotion originaire, peut en coûter au plan existentiel et dans son appel violent, défaire tout autant la musique que le musicien. Genèse d’une musique populaire célèbre pour notre génération, l’invention du Pink Floyd par Syd Barrett [2] contient cette leçon de vie où à trop vouloir déconstruire pour le bonheur de tous, l’artiste se défait lui-même, offrande douloureuse au destin magnifique des génies. Dans une tentative « ante-festum » extrême et périlleuse d’arrêter le temps par la musique, dans sa distorsion et sa déconstruction même, dans l’excès des artifices les plus dangereux pour y conduire [1], il inaugure l’aventure des expérimentations psychédéliques et en même temps sa propre fin, 30 ans de retrait autistique au terme d’une année d’une fécondité exceptionnelle. Affleurent en négatif les secrets de la patience existentielle [3] seule à même de conjuguer l’ordre et la mesure, sagesse anthropologique que cruellement l’art, et même celui de la conduite de la vie la plus ordinaire, invite continûment à dépasser. C’est au génie le plus personnel de chaque patient que s’adresse la question vitale en psychiatrie.

RésuméL'industrie du jeu vidéo et d'ordinateur récolte des bénéfices supérieurs aux films d'Hollywood et à la l'industrie de la pornographie—seul l'industrie de la musique excède ses revenus. Les jeux les plus célèbres emploient des représentations encore plus explicites de la criminalité, des drogues, du sexe, et de la violence extrême. En outre, grâce au progrès technologique, le contenu violent et sexuel des jeux vidèo devient de plus en plus réaliste et interactif. En conséquence, des discussions nationales indépendantes ont eu lieu globalement afin de déterminer si les jeux vidéo modernes constituent un nouveau problème social. Dans cette étude, nous effectuons une analyse du contenu interactif des jeux vidéo les plus célèbres, et nous démontrons que le contenu socialement contestable est aussi prévalent que le contenu violent. En plus, nous examinons de quelle manière les jeux vidéo sont côtés par l'Agence américaine d'évaluation des logiciels, ainsi que certaines questions entourant la réglementation volontaire.

La perspective privilégiée dans ce cahier d’analyse cherche à faire ressortir l’importance de ces deux dimensions (affect et narrativité) dans le travail du compositeur Denis Gougeon. Pour ce faire, un territoire particulier de sa création sera ciblé, soit ses oeuvres tissant des passerelles entre des musiques d’origines historiquement et/ou géographiquement éloignées. C’est sur l’oeuvre Toy (Music Box), composée en 2009-2010 pour deux flûtes de bambou (dizis) et orchestre symphonique – qui a gagné le premier prix du Concours international de composition de Shanghai (2010) – que portera la majeure partie de cette analyse. En guise d’introduction à cette approche, trois autres pièces seront brièvement commentées : Voix-Vénus (1990), pour soprano (ou ténor) et piano, sur un texte de Goethe ; Un fleuve, une île, une ville (1991-1992), pour orchestre symphonique ; Chants du coeur (2011-2012), pour violon et piano.

This article identifies ten fragments, used as reinforcements in the sounding boxes of three instruments made by Antonio Stradivari (Cremona, c.1648-1737), which are now kept at the Ashmolean Museum in Oxford (the ‘Cipriani Potter’ violin, 1683, and the ‘Hill’ guitar, 1688), and at the musée de la Musique in Paris (the ‘Vuillaume’ guitar). The fragments appear to come from a single book of hours, made in Italy no later than the mid-fifteenth century. This identification allows the documentation of the use of parchment fragments in the making process of Stradivari. The authors discuss what the common origin of parchment fragments found in three distinct instruments implies for the authenticity and relative dating of their making. Finally, this study sheds light on the potential of documenting reused parchment fragments, which are widely present in many string musical instruments produced in the sixteenth to eighteenth centuries.

MARGARET BROUWER: Lament for violin, clarinet, bassoon and percussion12,4,6,10; Light for soprano, harpsichord, flute, clarinet, violin, cello and percussion1,7,2,5,13,14,11; Under the Summertree for piano8; Skyriding for flute, violin, cello & piano3,13,14,9; Demeter Prelude for string quartet15. 1Sandra Simon (sop), 2Sean Gabriel (fl), 3Alice Kogan Weinreb (fl), 4Jean Kopperud (cl), 5Amitai Vardi (cl), 6Donald McGeen (bsn), 7Jeanette Sorrell (hpschd), 8Kathryn Brown (pno), 9Mitsuko Morikawa (pno), 10Dominic Donato (perc), 11Scott Christian (perc), 12Laura Frautschi (vln), 13Gabriel Bolkosky (vln), 14Ida Mercer (vlc), 15Cavani String Quartet. New World 80606-2.CHEN YI: Momentum; Chinese Folk Dance Suite for violin and orchestra1; Dunhuang Fantasy for organ and chamber wind ensemble3; Romance and Dance for 2 violins and string orchestra1,2; Tu. 1Cho-Liang Lin (vln), 2Yi-Jia Susanne Hou (vln), 3Kimberley Marshall (org), Singapore SO c. Lan Shui. BIS-CD-1352.SADIE HARRISON: The Light Garden for mixed quintet1; The Fourteenth Terrace for clarinet and ensemble2; Bavad Khair Baqi! for solo violin3. Traditional Afghan Music4. 1Tate Ensemble, 2Andrew Spalding (cl), Lontano c. Odaline de la Martinez, 3Peter Sheppard Skærved (vln), 4Ensemble Bakhtar. Metier MSV CD92084.MISATO MOCHIZUKI: Si bleu, si calme1; All that is including me for bass flute, clarinet and violin1,2,3; Chimera; Intermezzi I for flute & piano1,4; La chamber claire. 1Eva Furrer (fl, bass fl), 2Bernhard Zachhuber (cl), 3Sophie Schafleitner (vln), 4Marino Formenti (pno), Klangforum Wien c. Johannes Kalitzke. Kairos 0012402KAIONUTE NARBUTAITE: Symphony No. 2; Liberatio for 12 winds, cymbals & 4 strings; Metabole for chamber orchestra. Lithuanian National SO c.Robertas Fervenikas. Finlandia 0927-49597-2.ALLA PAVLOVA: Symphony No. 1, Farewell Russia1,3,4; Symphony No.32,3,5. 1Leonid Lebedev (fl), Nikolay Lotakov (picc), Mikhail Shestakov (vln), Valery Brill (vlc), Mikhail Adamovich (pno); 2Olga Verdernikova (vln), 3Russian PO c. 4Konstantin D. Krimets, 5Alexander Vedernikov. Naxos 8.557157.‘APPARENZE: Collana di Nuove Musiche 1997’. Works by SILVIA DELITALA, RITA PORTERA, CATERINA DE CARLO, BEATRICE CAMPODONICO, PAOLA CIAR-LANTINI, JANET MAGUIRE, MARCO SANTAM BROGIO, PAOLO MINETTI, FEDERICO MONTAGNER, RINALDO BELLUCCI and BIAGIO PUTIGNANO. Maria Vittoria Vallese (sop), Pia Zanca, Fiametta Facchini, Rinaldo Bellucci (pnos), Duo Soncini-Flückiger, Italian Guitar Quartet, Ensemble Paul Klee, Fabrizio Fantini, Gianluca Calonghi (cls), Giuseppe Giannotti (ob). Radio Onda d'Urto E.F.B 001.

Le compositeur Jacques Hétu revient sur l’expérience qualifiée de « choc » violent qu’a représenté pour lui l’enregistrement de ses Variations pour piano par Glenn Gould en 1967. Il rappelle, dans un premier temps, que ce musicien qui s’est exprimé essentiellement à travers l’interprétation rêvait aussi d’être compositeur. Il s’interroge sur la façon dont il « s’emparait parfois de la musique des autres et la transformait, parfois en la défigurant, parfois en la transfigurant ». Il cible, à travers des exemples tirés de chacune des variations, les écarts de tempi, d’articulations, de dynamiques de même que les changements dans les jeux de pédale que s’est autorisé un Gould qui s’éloignait de plus en plus de la partition au fur et à mesure que l’oeuvre se déroulait. Admettant que cette interprétation possède sa propre logique, Jacques Hétu salue en Gould un authentique créateur qui « nous communiquait impérieusement son propre univers de musicien ».

Abstract The paper is an attempt at a synthetic presentation of the Polish composer Grażyna Bacewicz’s (1909–1969) musical output and artistic career, presented against the background of events in her personal life, and of major events in Polish and European history in the first seven decades of the 20th century. Bacewicz was called ‘the Polish Sappho’ already in the years between World Wars I and II, when there were very few women-composers capable of creating works comparable to the most eminent achievements of male composers. Her path to success in composition and as a concert soloist leads from lessons with her father, the Lithuanian Vincas Bacevičius, to studies at the Łódź and Warsaw Conservatories (violin with Józef Jarzębski, composition with Kazimierz Sikorski), and later with Nadia Boulanger at the École Normale de la Musique, as well as violin lessons with André Tourret. Her oeuvre has for many years been linked with neoclassicism, and folkloric inspirations are evident in many of her works. Her crowning achievement in the neoclassical style is the Concerto for String Orchestra of 1948, while influences from folklore can distinctly be heard in many concert pieces and small forms. The breakthrough came around 1958, under the influence of avant-garde trends present in West European music, which came to be adapted in Poland thanks to the political transformations and the rejection of socialist realism. In such pieces as Music for Strings, Trumpets and Percussion of 1958, Bacewicz transforms her previously fundamental musical components (melody, rhythm, harmony) into a qualitatively new type of sound structures, mainly focused on the coloristic aspects. Grażyna Bacewicz also applied the twelve-note technique, albeit to a limited extent, as in String Quartet No. 6 (1960). Her last work was the unfinished ballet Desire to a libretto by Mieczysław Bibrowski after Pablo Picasso’s play Le désir attrapé par la queue.

Placing amateur performers and their instrument of choice at the forefront of inquiry, this article makes a case for the Spanish guitar as an instrument through which knowing subjects sought an epistemology of musical practice, a way-of-knowing-and-doing that could even surpass other musical epistemologies already in circulation during the seventeenth century. Leading this investigation is a handwritten book of lessons wherein there emerges a preference for learning the violin using the principles of guitar playing. Next, I discuss the appearance of annotated guitar tablature in the copy of Giulio Caccini’s Le nuove musiche held in the Library of Congress, which edits Caccini’s songs to purpose their accompaniments for easier guitar playing. Together, these two documents reveal earnest attempts at being musical with a guitar in the hands or guitar playing in the mind, opening us to a world-view that hinges on the guitar as the locus of musical knowledge.

Ancient Song Recovered: The Life and Music of Veljo Tormis, by Mimi S. Daitz. Pendragon Press, $54.00/£36.00.The Works of Eduard Tubin: Thematic-Bibliographical Catalogue of Works by Vardo Rumessen. International Eduard Tubin Society/Gehrmans Musikförlag, E.57.TORMIS: ‘Vision of Estonia’ II. The Ballad of Mary's Land; Reflections with Hando Runnel; Days of Outlawry; God Protect Us from War; Journey of the War Messenger; Let the Sun Shine!; Voices from Tammsaare's Herdboy Days; Forget-me-not; Mens' Songs. Estonian National Male Choir c. Ants Soots. Alba NCD 20.TORMIS: ‘Vision of Estonia’ III. The Singer; Songs of the Ancient Sea; Plague Memory; Bridge of Song; Going to War; Dialectical Aphorisms; Song about a Level Land; We Are Given; An Aboriginal Song; The Estonians' Political Parties Game; Song about Keeping Together; Martinmas Songs; Shrovetide Songs; Three I Had Those Words of Beauty. Estonian National Male Choir c. Ants Soots. Alba NCD 23.TAMBERG: Cyrano de Bergerac. Soloists, Orchestra and Chorus of Estonian National Opera c. Paul Mägi. CPO 999 832-2 (2-CD set).ROSENVALD: Violin Concerto Nos. 11 and 2, Quasi una fantasia2; Two Pastorales3; Sonata capricciosa4; Symphony No. 35; Nocturne6. 1,2Lemmo Erendi (vln), Tallinn CO c. Neeme Järvi, 2Estonian State SO c. Jüri Alperten; 3Estonian State SO c. Vello Pähn; 4Valentina Gontšarova (vln); 56Estonian State SO c. Neeme Järvi. Antes BM-CD 31.9197.DEAN: Winter Songs. TÜÜR: Architectonics I. VASKS: Music for a Deceased Friend. PÄRT: Quintettino. NIELSEN: Wind Quintet. Berlin Philharmonic Wind Quintet, with Daniel Norman (tenor), c. Hermann Bäumer. BIS-CD–1332.TULEV: Quella sera; Gare de l'Est; Adiós/Œri Ráma in memoriam; Isopo; Be Lost in the Call. NYYD Ensemble c. Olari Elts. Eesti Raadio ERCD047.ESTONIAN COMPOSERS I: MÄGI: Vesper.1 KANGRO: Display IX.2 SUMERA: Shakespeare's Sonnets Nos. 8 & 90.3TAMBERG: Desiderium Concordiae.4 TULEV: String Quartet No. 1.5 EESPERE: Glorificatio.6 TORMIS: Kevade: Suite.71Estonian National SO c. Aivo Välja; 24NYYD Ensemble c. Olari Elts; 3Pirjo Levadi (soprano), Mikk Mikiver (narrator), Estonian National Boys' Choir, Estonian National SO c. Paul Mägi; 5Tallinn String Quartet; 6Kaia Urb (sop), Academic Male Choir of Tallinn Technical University c. Arvo Volmer; 7Estonian National SO c. Paul Mägi Eesti Raadio ERCD 031.ESTONIAN COMPOSERS II: TULVE: Traces.1 TALLY: Swinburne.2 KÕRVITS: Stream.3 STEINER: Descendants of Cain.4 KAUMANN: Long Play.5 LILL: Le Rite de Passage.6 SIMMER: Water of Life.71,5,6NYYD Ensemble c. Olari Elts; 2Ardo-Ran Varres (narrator), Iris Oja (sop), Alar Pintsaar (bar), Vambola Krigul (perc), Külli Möls (accordion), Robert Jürjendal (elec guitar); 3Virgo Veldi (sax), Madis Metsamart (perc); 4The Bowed Piano Ensemble c. Timo Steiner; 7Teet Järvi (vlc), Monika Mattieson (fl). Eesti Raadio ERCD032.ESTONIAN COMPOSERS III: GRIGORJEVA: Con misterio;1On Leaving. SUMERA: Pantomime; The Child of Dracula and Zombie. 1Tui Hirv (sop), 1Iris Oja (mezzo), 1Joosep Vahermägi (ten), 1Jaan Arder (bar), Hortus Musicus c. Andres Mustonen. Eeesti Raadio ERCD 045ESTONIAN COMPOSERS IV: KRIGUL: Walls.1 JÜRGENS: Redblueyellow.2 KÕRVER: Pre.3 KOTTA: Variations.4 SIIMER: Two Pieces.5 KAUMANN: Ausgewählte Salonstücke.6 AINTS: Trope.7 STEINER: In memoriam.81,6New Tallinn Trio; 2Liis Jürgens (harp); 3,8Voces Musicales Ensemble c. Risto Joost; 4Mati Mikalai (pno); 5Mikk Murdvee (vln), Tarmo Johannes (fl), Toomas Vavilov (cl), Mart Siimer (organ); 7Tarmo Johannes (fl). Eeesti Raadio ERCD 046.BALTIC VOICES 2: SISASK: Five songs from Gloria Patri. TULEV: And then in silence there with me be only You. NØRGÅRD: Winter Hymn. GRIGORJEVA: On Leaving (1999). SCHNITTKE: Three Sacred Hymns. Estonian Philharmonic Chamber Choir c. Paul Hillier. Harmonia Mundi HMU 907331.SCHNITTKE: Concerto for Chorus; Voices of Nature. PÄRT: Dopo la vittoria; Bogoróditse Djévo; I am the True Vine. Swedish Radio Choir c. Tõnu Kaljuste. BIS-CD-1157.PÄRT: Es sang vor langen Jahren; Stabat Mater; Magnificat; Nunc Dimittis; My Heart's in the Highlands; Zwei Sonatinen; Spiegel im Spiegel. Chamber Domaine; Stephen de Pledge (pno), Stephen Wallace (counter-ten), Choir of St Mary's Cathedral, Edinburgh c. Matthew Owens. Black Box BBM1071.

Alors que la vie musicale québécoise de la période allant de la Conquête à l’Acte d’Union est principalement connue grâce aux données de la presse, l’analyse des six manuscrits de musique du fonds De la Broquerie Fortier, conservé au Centre d’archives de Québec de Bibliothèque et Archives nationales du Québec, propose un nouvel éclairage sur cette époque. Transmis par six générations de Boucher de la Bruère ou par des personnes en lien avec cette famille, les manuscrits de musique sont ici étudiés sur les plans musical, historique et social. Examiner ces documents copiés entre les années 1750 et 1850, c’est avoir accès au réseautage politique, artistique et familial à l’époque du Régime anglais. Ces sources donnent aussi des informations privilégiées sur les figures dansées des quadrilles et l’accompagnement à l’orgue des motets, en plus de mettre au jour un manuscrit de violon de la fin du Régime français ainsi qu’un autre pour la guitare, constitué vers 1841 et montrant un des seuls exemples de tablature du xixe siècle pour cet instrument. Enfin, les manuscrits de la première moitié du xixe siècle montrent l’américanisation graduelle du répertoire tant vocal qu’instrumental au Canada et témoignent des premiers essais de compositions canadiennes.

Group music making has the potential to develop socio-emotional competences. This study describes how responsibility and respect—both of which are socio-emotional competences—were developed through a socio-musical program, called Musiquem, in a Spanish primary school. The research consisted of a case study with students from Grades 3 to 5 (aged from 9 to 11) carried out over 1 school year (2018–2019). The program was developed as a specific music project to create a string orchestra and was implemented by two specialists in the violin and cello working in collaboration with the teachers in the primary school. The study describes the characteristics of the activities carried out to develop respect and responsibility and the results suggest they have a positive impact on students’ development of these socio-emotional competences.

The purpose of the present study was to define the term “cyberbullying” from the perspective of middle- and high-school students in Vietnam, detailing its characteristics. The study used qualitative focus groups with Vietnamese students, teachers, parents, school psychologists, and psycho-educational experts in Hanoi, Vietnam. From the perspective of these informants, cyberbullying involves seven characteristics: (a) The indirect transmission of negative, untrue, hateful, and/ or secret, personal information through electronic devices and applications, (b) with the intention to hurt the victim, (c) which may or may not be part of a series of repetitive actions that nonetheless may have ongoing effects, (d) with the perpetrator an individual or a group, (e) in the context of a power imbalance relationship, (f) with the perpetrator(s) able to hide his or her identity, (g) and the bullying able to occur at all times in any place the victim has internet access. Keywords: Definition, characteristics, cyberbullying, students, Vietnam. References [1] Álvarez García, D., Núñez Pérez, J. C., Álvarez Pérez, L., Dobarro González, A., Rodríguez Pérez, C., & González Castro, M. P. (2011). Violencia a través de las tecnologías de la información y la comunicación en estudiantes de secundaria. Anales de psicología.[2] Aricak, T., Siyahhan, S., Uzunhasanoglu, A., Saribeyoglu, S., Ciplak, S., Yilmaz, N., & Memmedov, C. (2008). Cyberbullying among Turkish adolescents. Cyberpsychology & behavior, 11(3), 253-261.[3] Bauman, S. (2007), Cyberbullying: a Virtual Menace, Paper to be presented at the National Coalition Against Bullying National Conference, Melbourne, Australia.[4] Belsey, B. (2005), Cyberbullying. From: www.cyberbullying.ca.[5] Beran, T., Li, Q. (2007), The Relationship between Cyberbullying and School Bullying, Journal of Student Wellbeing, 1, 2, 15-33.[6] Berne, S., Frisén, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., ... & Zukauskiene, R. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and violent behavior, 18(2), 320-334.[7] Bottino, S. M. B., Bottino, C., Regina, C. G., Correia, A. V. L., & Ribeiro, W. S. (2015). Cyberbullying and adolescent mental health: systematic review. Cadernos de saude publica, 31, 463-475.[8] Buelga, S., Cava, M. J., & Musitu, G. (2010). Cyberbullying: victimización entre adolescentes a través del teléfono móvil y de Internet. Psicothema, 22(4), 784-789.[9] Cantone, E., Piras, A. P., Vellante, M., Preti, A., Daníelsdóttir, S., D’Aloja, E., ... & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: A systematic review. Clinical practice and epidemiology in mental health: CP & EMH, 11(Suppl 1 M4), 58.[10] Carpenter, S. (2018). Ten Steps in Scale Development and Reporting: A Guide for Researchers. Communication Methods and Measures, 12(1), 25-44.[11] Connell, N. M., Schell-Busey, N. M., Pearce, A. N., & Negro, P. (2014). Badgrlz? Exploring sex differences in cyberbullying behaviors. Youth Violence and Juvenile Justice, 12(3), 209-228.[12] Trần Văn Công, Nguyễn Phương Hồng Ngọc, Ngô Thùy Dương, Nguyễn Thị Thắm (2015), Xây dựng thang đo bắt nạt trực tuyến cho học sinh Việt Nam, Kỷ yếu hội thảo khoa học cán bộ trẻ các trường Đại học sư phạm toàn quốc lần thứ V, NXB Giáo dục.[13] Trần Văn Công, Nguyễn Phương Hồng Ngọc, Ngô Thùy Dương, Nguyễn Thị Thắm (2015), Chiến lược ứng phó của học sinh với bắt nạt trực tuyến. Tạp chí Nghiên cứu Giáo dục, Đại học Quốc gia Hà Nội, tập 31, số 3, tr. 11-24. [14] Gámez-Guadix, M., Orue, I., Smith, P. K., & Calvete, E. (2013). Longitudinal and reciprocal relations of cyberbullying with depression, substance use, and problematic internet use among adolescents. Journal of Adolescent Health, 53(4), 446-452.[15] Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión. International Journal of Psychology and Psychological Therapy, 11(2).[16] Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of suicide research, 14(3), 206-221.[17] Lê Thị Hải Hà, Nguyễn Thanh Hương, Trương Quang Tiến, Marilyn Campell, Michelle Gatton, Michael Dunne (2016), Giá trị và độ tin cậy của thang đo bị bắt nạt học đường và bắt nạt qua mạng: Kết quả nghiên cứu với học sinh đô thị Hà Nội và Hải Dương, Tạp chí Y tế Công cộng, số 40, tr. 199 - 204.[18] Nguyễn Thị Bích Hạnh, Trần Văn Công, (2017), Thực trạng bắt nạt trực tuyến ở học sinh trung học phổ thông trên địa bàn thành phố Đà Nẵng, Kỷ yếu Hội thảo quốc tế Tâm lý học Khu vực Đông Nam Á lần thứ nhất “Hạnh phúc con người và phát triển bền vững”, RCP 2017, Quyển 2, tr. 355-363. [19] Huang, Y., Chou, C. (2010), An analysis of multiple factors of cyberbullying among junior high school students in Taiwan, Computers in Human Behavior, 26, 1581–1590. From: http://www.elsevier.com/locate/comphumbeh.[20] Juvonen, J., & Gross, E. F. (2008). Extending the school grounds?—Bullying experiences in cyberspace. Journal of School health, 78(9), 496-505.[21] Li, Q. (2008). A cross-cultural comparison of adolescents' experience related to cyberbullying. Educational Research, 50(3), 223-234.[22] Lucas-Molina, B., Pérez-Albéniz, A., & Giménez-Dasí, M. (2016). The assessment of cyberbullying: The present situation and future challenge. Papeles Del Psicólogo, 37(1), 27-35.[23] Mark, L., & Ratliffe, K. T. (2011). Cyber worlds: New playgrounds for bullying. Computers in the Schools, 28(2), 92-116.[24] Menesini, E., Nocentini, A., Palladino, B. E., Frisén, A., Berne, S., Ortega-Ruiz, R., ... & Naruskov, K. (2012). Cyberbullying definition among adolescents: A comparison across six European countries. Cyberpsychology, Behavior, and Social Networking, 15(9), 455-463.[25] Mishna, F., Khoury-Kassabri, M., Gadalla, T., Daciuk, J. (2012), Risk factors for involvement in cyber bullying: Victims, bullies and bully–victims, Children and Youth Services Review, 34, 63–70. From: www.elsevier.com/locate/childyouth.[26] Naruskov, K., Luik, P., Nocentini, A., & Menesini, E. (2012). Estonian students'perception and definition of cyberbullying. Trames: A Journal of the Humanities & Social Sciences, 16(4).[27] Nguyễn Phương Hồng Ngọc, Trần Văn Công (2016), Hậu quả của bắt nạt trực tuyến ở học sinh trung học phổ thông, Kỷ yếu hội thảo quốc tế: Sang chấn tâm lý và các hoạt động trợ giúp, NXB Đại học Quốc gia Hà Nội, tr.51-63.[28] Olweus, D. (2010). Understanding and researching bullying: some critical issues (pp. 9-33). In. S. Jimerson; S. Swearer & D. Espelage (Eds.). Handbook of bullying in schools: an international perspective.[29] Olweus, D. (2013). School bullying: Development and some important challenges. Annual review of clinical psychology, 9, 751-780.[30] Padgett, S., & Notar, C. E. (2013). Bystanders Are the Key to Stopping Bullying. Universal Journal of Educational Research, 1(2), 33-41.[31] Patchin J., Hinduja, S. (2014), Words Wound: Delete Cyberbullying and Make Kindness Go Viral, Free Spirit Publishing.[32] Peterson, J.M. (2013), How to Beat Cyberbullying, First Edition, The Rosen Publishing Group, Inc.[33] Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying?. Scandinavian journal of psychology, 49(2), 147-154.[34] Slonje, R., Smith, P. K., & FriséN, A. (2013). The nature of cyberbullying, and strategies for prevention. Computers in human behavior, 29(1), 26-32.[35] Smith, P. K. (2012). Cyberbullying and cyber aggression. In Handbook of school violence and school safety (pp. 111-121). Routledge.[36] Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of child psychology and psychiatry, 49(4), 376-385.[37] Smith, P., Mahdavi, J., Carvalho, M., Tippett, N. (2006), An investigation into cyberbullying, its forms, awareness and impact, and the relationship between age and gender in cyberbullying, A Report to the Anti-Bullying Alliance, Goldsmiths College, University of London. [38] Stewart, R. W., Drescher, C. F., Maack, D. J., Ebesutani, C., & Young, J. (2014). The development and psychometric investigation of the Cyberbullying Scale. Journal of interpersonal violence, 29(12), 2218-2238.[39] Rogers, V. (2010), Cyberbullying: Activities to Help Children and Teens to Stay Safe in a texting, twittering, social networking world, Jessica Kingsley Publishers. [40] Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene?. Western Journal of Emergency Medicine, 13(3), 247.[41] Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in human behavior, 26(3), 277-287.[42] Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in human behavior, 26(3), 277-287.[43] Vismara, M. F. M., Toaff, J., Pulvirenti, G., Settanni, C., Colao, E., Lavano, S. M., ... & Montera, R. (2017). Internet use and access, behavior, cyberbullying, and grooming: results of an investigative whole city survey of adolescents. Interactive journal of medical research, 6(2).[44] Wade, A., Beran, T. (2011), Cyberbullying: The new era of bullying, Canadian Journal of School Psychology, 26, 1, 44 - 61. [45] Willard, N, E. (2007), The authority and responsibility of school officials in responding to cyberbullying, Journal of Adolescent Health, 41, S64-S65.