Aristotle University of Thessaloniki: Prothiki/ Βιβλιοθήκη ΑΠΘ - Προθήκη
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Hide-and-Seek between the Serial and the Modal in Anatol Vieru’s Concerti
No full textAfter first employing the 12-tone serialism, Anatol Vieru turned to folklore for inspiration and then wrote works based on artificial modes. I was interested in the possible correlations between these periods of his oeuvre. More precisely, I wished to analyse Vieru’s concerti as to their use of 12-tone structures and the relations they establish with non-serial configurations. I noticed that, even if he uses the chromatic total and respects the rules of serialism only in a first stage, Vieru very much kept in contact with it, albeit by converting it from a point of departure to a destination, the direction of a route seeming to often coincide with the obtaining of the chromatic total or with an asymptotic aspiration towards it. An interesting intersection is thus created, where the modal takes over the serial while the latter will still discreetly remain woven into the former
Editorial note
No full textThe SMB 4 issue contains the second part of papers read at the Bucharest Conference of the IMS-RASMB in 2019
The Pioneering and Innovative Choir of the Music Department of the Student Club of the Aristotle University of Thessaloniki (A.U.Th.) and Τheir Conductor, Yannis Mandakas; the World and Greek Premiere Concerts During the Years 1970-80
No full textThe Music Department of the Aristotle University of Thessaloniki, consisting of a large choir, a chamber choir and an instrumental ensemble, was an important factor to the musical life of Thessaloniki, the second largest city of Greece, thanks to the immense efforts of Yannis Mandakas, its founder and conductor from 1953 until 1993.Although its members changed from year to year, due to the fact that it consisted of young students that left when they graduated, this choir managed to reach a very high level of virtuosity. It introduced choral works that were unknown to the Greek audience, it gave concerts all over the world and many Greek composers of the time composed choral music specially for it. Many of its concerts were given specially for schools, while the Music Department of the Aristotle University organized choral festivals and lectures for all kinds of music. This paper will summarize the world and the Greek premiere concerts on choral works that the choir gave during the years 1970-1980, with emphasis on the works of contemporary Greek composers, and will provide information about the composers and the circumstances under which the concerts took place. The paper aims to show the choir’s educational role for the Greek audience and especially for the citizens of Thessaloniki and also to demonstrate the fact that it formed a beacon of inspiration for the Greek composers of the time. The Music Department of the Aristotle University of Thessaloniki has been renamed as the “Yannis Mandakas” choir after its founder and conductor for almost 50 years
Η σημασία της πολύμορφης Χριστολογίας στην Καινή Διαθήκη και στα Χριστιανικά Εξωκανονικά Κείμενα
No full text«Όταν τα δέντρα μιλούν». Η ιστορία του Ιωάθαμ (Κρ. 9,8-15) μέσα στο περιβάλλον της Εγγύς Ανατολής. Από τον μύθο στην παραβολή.
No full textActivating diversity: The use of dual language books for critical plurilingual education
No full textThis paper presents an action research which aimed at exploring the implementation of multilingual storytelling with the use of dual language picture books among young learners in a pre-school class in order to promote critical multilingual awareness (García, 2017) and intercultural competence for fostering diversity, social equity and linguistic justice (Piller, 2021). Throughout the four research cycles of the action research, the children were actively engaged with multilingual books and plurilingual activities, including and voicing minoritised and ‘invisibilised’ languages in class, thus opening a ‘window’ to the rich linguistic diversity in society beyond the languages validated in school education. The research data was collected through the use of multiple and multimodal research tools which included observation, group discussions with the children, interviews with parents while also, drawing from an arts-based visual methodology, students’ language portraits, concept maps and Dominant Language Constellations (DLCs) (Aronin, 2019). After presenting parts of the action research cycles, we discuss the research findings, with a focus on the children’s DLC models, visualizing their perceptions, feelings and lived experiences with multilingualism through their active engagement with the multilingual books and activities. Implications of the findings are discussed for the multiple potentialities of dual language books in striving for a more inclusive and emancipatory language education, which can develop critical multilingual awareness and promote linguistic justice
Reconstructing the language curriculum to promote Knowledge Democracy for refugee and non-refugee students
No full textStudents as autoethnographers is an empowering tradition which if combined with the Knowledge Democracy (KD) initiative can provide new insights and new educational perspectives for refugee and non-refugee students towards inclusive classrooms. More specifically in an Erasmus plus project in four European countries the combination of the students as autoethnographers approach and KD was combined creatively. The students in this case collected personal and family stories from their contexts and discussed them in the classroom with their classmates. By analyzing the students’ final artifacts (e.g. stories, identity maps, videos, pictures) and the open questionnaires from the intervention the finding showed that educational practices like the promotion of multiple language repertoires, translanguaging, multimodal texts and digital literacy can provide new potentials for educational inclusion. Furthermore, this combined framework enhanced newcomers initial academic skills and socialization by story sharing. These findings suggest that combination between KD and students as autoethnographers framework provides not only the opportunity to understand the complexity of the world and the acceptance of multiple ways of knowing and being, but also it promotes socialization with specific ways such as writing, designing, expressing, and understanding through story sharing
Mi Corazón Español Vive Ahora En Grecia: Creating Plays on the Spanish Roots of the Sephardic Communities of Thessaloniki and Veroia
No full textIn my 2022-23 Fulbright Award to Spain and Greece, I took on the daunting task of writing six plays, titled Mi Corazón Español Vive Ahora En Grecia: Six Plays of Sephardic Greece, about the Spanish roots of the Jewish communities of Thessaloniki and Veria, of which I am a descendent (my father’s mother, my Nona, Mary Massarano Crespin was from Thessaloniki, and my Nono, Isaac Morris Crespin was from Veroia). This project was built upon a previous 2018 Fulbright project titled Madre de Israel: Three Plays of Jewish Salonika. In this essay, I will document and analyze my dramatic adaptation process for both Fulbright Projects, creating living histories for the stage to memorialize a Sephardic Jewish world nearly destroyed by the Holocaust. Working through a process which included teaching, oral narrative, traditional scholarship, and the creative research of exploring the geography, family histories, and cultural experiences of Ladino/Spanish music, poetry, and storytelling, I have written a total of 10 new plays, all using a non-linear technique of dreamwork for dramatic writing. The challenges tied to this ongoing project include the absence of collective memory, the destruction of entire communities, and the controversial curation of places of Jewish memory
