238 research outputs found
INTERPRETACJE RUCHOWE MUZYKI W METODZIE RYTMIKI EMILA JAQUES-DALCROZE’A
No full textThe method of learning and experiencing music through movement is proposed by Emil Jaques-Dalcroze at the beginning of the 20th century as a very complex, holistic method of artistic education, that leads to harmonious development of man through the movement. Connected with it integrally interpretation of movement/rhythm and music determines the legible and interesting proposal of the cognition of music. The essence of "motorial music" interpretation - the synthesis of music and of planned movement in space - appeals to contemporary determinants of the contemplation of art. The perception of music in general is often associated with activity in the supplementary motor cortex, as is shown in the D. S. Levitin research (This is your brain in music" (quoted in Bader 2013, 398), published by Dulton, NY in 2006.), pointing to a strong influence of movement and perception in music. Moreover, an author desires to emphasize these words with large determination: Let us not be afraid of to be created artistic visions of music in the movement and space, marked by the features of individuals, because, exactly motorial music is the perfect manner of the perception of a musical work, which makes both performers and receivers part of the whole, involving them in the world of music
"Stovertop Philospohy" An interview with Ferran Adrià
No full textThis text is a result of two long conversations between Ferran Adrià and Jèssica Jaques at elBulliLab, the creativity laboratory directed by the Catalan cook, in January, 2016. It has been translated from Catalan by Tiam Goudarzi under the supervision of the author
Rediscovering the Émile Jaques-Dalcroze Approach in the Training of Music Professionals
No full textA finales de siglo XIX, Émile Jaques-Dalcroze desarrolló un enfoque educativo que tuvo como
propósito ayudar a los estudiantes del Conservatorio de Música de Ginebra, Suiza, a vencer los retos técnico-musicales que enfrentaban en su formación profesional. Las áreas de oportunidad que
Jaques-Dalcroze observó en sus discípulos hace más de 100 años, son las mismas que muchos
estudiantes tienen hoy en muchas escuelas de música. Desgraciadamente, a pesar del éxito que
alcanzó, en la actualidad el enfoque Jaques-Dalcroze se ha desaprovechado casi por completo en
la formación de los estudiantes en niveles superiores. En el presente artículo, se reflexiona sobre la
vigencia de este enfoque pedagógico-musical, se proporciona una revisión en torno a las enormes
aportaciones que hace a la formación del músico profesional y se ofrece algunas recomendaciones
para su aplicación en las escuelas de música en niveles superiores. Finalmente, el autor exhorta a las
autoridades y maestros de los conservatorios, facultades y departamentos de música a considerar
su incorporación en los planes de estudio como un recurso pedagógico de gran valorBy the end of the 19th century, Émile Jaques-Dalcroze developed an educational approach that
aimed to help the students of the Conservatory of Music in Geneva, Switzerland, to overcome the technical and musical challenges they faced in their professional training. The areas of opportunity that
Jaques-Dalcroze observed in his disciples more than 100 years ago, are the same much students
have today in many music schools. Unfortunately, in spite of the success achieved, the Jaques-Dalcroze approach has almost been completely dismissed in the training of professional musicians.
In the present article, the author reflects on the validity of this music education approach, provides
a review concerning its enormous contributions to the field of professional musicians’ training and
offers some recommendations for its application in tertiary music schools. Finally, the author urges
authorities and teachers of conservatories and music departments to consider its incorporation in
the curricula as a pedagogical resource of great value
Émile Jaques-Dalcroze: fundamentos da rítmica e suas contribuições para a educação musical
No full textEste artigo tem como objetivo apresentar uma revisão bibliográfica da obra do educador musical Émile Jaques-Dalcroze, tendo como foco de discussão a noção de Rítmica por ele desenvolvida. Para uma melhor compreensão da abordagem pedagógica de Dalcroze, utilizou-se como estratégia a descrição e análise de um conjunto de exercícios elaborados pelo autor. Aspectos como a marcha, a Plástica Animada e o “Hop” foram tomados como unidades de análise do método de educação musical em questão. Abstract This article aims to present a bibliographical review for the work of the Music Pedagogue Émile Jaques-Dalcroze. The focus of the discussion is the notion of Rhythmic developed by the author. For a better comprehension of this pedagogical approach, the strategy used was the description and analysis of a series of exercises elaborated by Dalcroze. Aspects like march, the Plastic Expression and the Hop were considered units of analysis of the musical educational method presented. Keywords Émile Jaques-Dalcroze; Rhythmic, Musical Educatio
De las organizaciones paranoigénicas al mobbing en Elliott Jaques: fuentes psicoanalíticas
No full textFrom the paranoigenic organizations to Elliott Jaques's mobbing: psychoanalytic sources Abstract The Requisite Organization by Elliott Jaques is a handbook of the management practice that collects what has been researched by the author for decades. This article will list up his psychoanalytic background in order to promote writing a future bibliography which is still missing. It will also place Elliott Jaques's contribution to the junction between the mental health and the working life. La Organización Requerida de Elliott Jaques es un manual de prácticas gerenciales que recopila lo investigado durante décadas por su autor. En este artículo se enumerarán sus antecedentes psicoanalíticos con el objeto de contribuir a la construcción de una bibliografía de la que carece. Otro aporte de este texto es el de situar la contribución que Elliott Jaques hizo a la intersección entre la salud mental y la vida del trabajo
Retomando el enfoque de Émile Jaques-Dalcroze en la formación del profesional de la música
No full textBy the end of the 19th century, Émile Jaques-Dalcroze developed an educational approach that aimed to help the students of the Conservatory of Music in Geneva, Switzerland, to overcome the technical and musical challenges they faced in their professional training. The areas of opportunity that Jaques-Dalcroze observed in his disciples more than 100 years ago, are the same much students have today in many music schools. Unfortunately, in spite of the success achieved, the Jaques-Dalcroze approach has almost been completely dismissed in the training of professional musicians. In the present article, the author reflects on the validity of this music education approach, provides a review concerning its enormous contributions to the field of professional musicians´ training and offers some recommendations for its application in tertiary music schools. Finally, the author urges authorities and teachers of conservatories and music departments to consider its incorporation in the curricula as a pedagogical resource of great value.A finales de siglo XIX, Émile Jaques-Dalcroze desarrolló un enfoque educativo que tuvo como propósito ayudar a los estudiantes del Conservatorio de Música de Ginebra, Suiza, a vencer los retos técnico-musicales que enfrentaban en su formación profesional. Las áreas de oportunidad que Jaques-Dalcroze observó en sus discípulos hace más de 100 años, son las mismas que muchos estudiantes tienen hoy en día en muchas escuelas de música. Desgraciadamente, a pesar del éxito que alcanzó, en la actualidad el enfoque Jaques-Dalcroze se ha desaprovechado casi por completo en la formación de los estudiantes a nivel superior. En el presente artículo, el autor hace una reflexión sobre la vigencia de este enfoque pedagógico-musical, proporciona una revisión en torno a las enormes aportaciones que hace a la formación del músico profesional y ofrece algunas recomendaciones para su aplicación en las escuelas de música a nivel superior. Finalmente, el autor exhorta a las autoridades y maestros de los conservatorios, facultades y departamentos de música a considerar su incorporación en los planes de estudio como un recurso pedagógico de gran valor
Marion Jaques Smith Correspondence
No full textEntries include brief biographical information, a typed biography, a handwritten list of research questions and a revealing letter concerning the risks of collaboration, typed requests for books, local histories, stories, maps, and illustrations on plain paper for Smith\u27s work on the Little Bear books, from an author primarily of books for children about Maine history from the perspective of bears and skunks
Review Of Rhythm And Life: The Work Of Emile Jaques-Dalcroze By I. Spector
No full textEmile Jaques-Dalcroze (1865-1950), an eminent Swiss musician, has been the subject of several biographical works. Spector presents a respectful chronicle of Dalcroze\u27s life as seen through a thorough study of his work as a music educator and composer. The author explains Dalcroze\u27s “Rhythmique” system and the relationship of its development to the musical and political environments in Europe from the early 1900s through the 1940s. Care is also taken to demonstrate the ways that the three elements of the system (movement, ear training, and improvisation) are integrated in practical use. Particularly useful chapters are included about “Rhythmique” schools in Hellerau, Germany (1910-14) and in Geneva, Switzerland (1914-24). Spector also chronicles the growth of the system around the world during the latter half of this century. Appendixes include an essay, “Jaques-Dalcroze as Music Educator” by Maria Adama van Scheltema, and five examples of Dalcroze scores. There are numerous black-and-white photographs and drawings and an extensive bibliography
Neuroblastoma: The basis for cure in limited‐resource settings
No full textBackground Neuroblastoma (NB) contributes the most to the mortality of childhood malignancies worldwide. The disease spectrum is heterogenous and the management complex and costly, especially in advanced disease or disease with adverse biology. In low- and middle-income countries (LMICs) the majority of NB presents in advanced stages. Therefore, with limited resources and poor prognosis the treatment of NB is often not a priority. The aim of the study was to evaluate the research activities and perceptions of the management of NB that determine the research and treatment approaches in LMICs. Methods Data were sourced from identifying NB trials open to LMIC. s on NB research presented at the International Society for Paediatric Oncology (SIOP) Congresses between 2014 and 2020 were evaluated according to income status. An online survey evaluating medical views on NB in LMICs and the effect on the management was conducted. Descriptive analysis was done. Where appropriate categorical association between covariates was assessed using the Pearson chi-square (chi(2)) test or Fishers exact test. Results There were 15/562 (2.7%) trials open to LMIC. Only six of 138 (4.3%) LMIC participated in NB trials. Of the 688 abstracts presented between 2014 and 2020 at the SIOP International Congress on NB as primary subject, 297 (42.7%) were from LMICs. Only two were from low-income countries (LICs). Sixty-one countries responded to the NB survey. Positive views towards NB management were present when treatment was based on a national protocol, the availability of trimodal or advanced treatment options were present, and when a balance of metastatic or local disease were treated. Conclusion Management of NB in LMICs should include increased advocacy and research as well as implementation of national management strategies.We appreciate the support offered by Profs Kate Matthey, Guillermo Chantada and Scott Howard on behalf of the Global Neuroblastoma Network, Profs Laila Heississen and Lorna Renner on behalf of SIOPAfrica, Dr Joyce Balagadde-Kambugu on behalf of POGEA in the distribution of the survey. Our gratitude extends to all the participants of the survey. Dr van Heerden, as staff member of the Department of Paediatric Haematology and Oncology, Antwerp University Hospital, University of Antwerp acknowledges theDepartment for Research Support as well as the vzw Kinderkankerfonds, Belgium for the initial research grants. We acknowledge the Spanish and French translation services done by Mr Jorge Luis Rentaria, Mr Steve Populaire and Mrs Gaelle DuFour.van Heerden, J (corresponding author), Stellenbosch Univ, Tygerberg Hosp, Dept Paediat & Child Hlth, Paediat Haematol & Oncol,Fac Med & Hlth Sci, Cape Town, South Africa.
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La aplicación de la Rítmica de Jaques-Dalcroze en la enseñanza del piano.
No full textLa Rítmica de Jaques-Dalcroze es un enfoque de la educación musical que utiliza los movimientos corporales como medio para profundizar la comprensión de conceptos musicales. Este enfoque se utiliza a menudo como materia complementaria para ayudar a mejorar los estudios instrumentales o vocales. El objetivo de este artículo, resultado de una investigación cualitativa y bibliográfica, es estudiar la tesis doctoral de Melanie R. Nalbandian, e investigar cómo la autora desarrolla y aplica la Rítmica a la enseñanza del piano en las clases complementarias de piano de la licenciatura en música. Para ello, describimos una selección de ejercicios prácticos creados por este autor. Como consideraciones finales, entendemos que aunque no todos los aspectos de la Rítmica son practicables durante la ejecución del piano, una lección de piano basada en la Rítmica puede proporcionar una alternativa innovadora, dinámica y humanizadora a las lecciones de piano tradicionales.Jaques-Dalcroze\u27s Eurhythmics is an approach to music education that uses body movement as a means to deepen the understanding of musical concepts. This approach is often applied as a complementary subject to help enhance instrumental or vocal studies. The objective of article, the result of a qualitative and bibliographical research, is to study Melanie R. Nalbandian\u27s doctoral thesis, and investigate how the author develops and applies Eurhythmics to piano teaching in music major piano classes, or secondary piano classes, for students following a bachelor\u27s degree in music. To this end, we describe a selection of practical exercises created by the author. We conclude that although not all aspects of Eurhythmics are practicable in piano playing, a Eurhythmics-based piano lesson could provide an innovative, dynamic and humane alternative to traditional piano lessons.A Rítmica de Jaques-Dalcroze é uma abordagem na educação musical que utiliza os movimentos corporais como meio para aprofundar a compreensão dos conceitos musicais. Essa abordagem é frequentemente usada como uma disciplina complementar para ajudar a aprimorar os estudos instrumentais ou vocais. O objetivo deste artigo, fruto de pesquisa qualitativa e bibliográfica, é estudar a tese de doutorado de Melanie R. Nalbandian, e investigar como a autora desenvolve e aplica a Rítmica ao ensino de piano em aulas de piano complementar no curso de bacharelado em música. Para isso, descrevemos uma seleção de exercícios práticos criados por essa autora. Como considerações finais, entendemos que embora nem todos os aspectos da Rítmica sejam praticáveis durante a execução do piano, uma aula de piano baseada em Rítmica pode fornecer uma alternativa inovadora, dinâmica, e humanizadora à aula de piano tradicional
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