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Articoli di riviste sul tema "Kabalevsky"

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Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 gennaio 2023

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1

Smirnova, Marina V., e Anna A. Shtrom. "The Enduring Value of Children’s Music by D. B. Kabalevsky as a Subject of Mastering by Young Pianists". Musical Art and Education 7, n. 3 (2019): 94–104. http://dx.doi.org/10.31862/2309-1428-2019-7-3-94-104.

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This article analyzes pages from the piano heritage of D. Kabalevsky, which is addressed to the children studying in children musical schools and art schools. The creative image of the musician is revealed through the prism of his multifaceted artistic and social activity, the assessment of which has undergone some revision nowadays. The article also discusses the reasons of why many previously popular works of famous Soviet composers have faded into the shadow. It is emphasized that Kabalevsky was a graduate of the Piano Faculty of the State Moscow Conservatory and has inherited the wonderful traditions of his teacher, A. B. Goldenweiser. The best traditions of the Moscow piano school are used by Kabalevsky as bases in his creative activity, which acquires specific value in the field of music. Today, when the method of young musicians training is going through innovative transformations, this aspect should be especially considered. The high artistic and instructive value of the composer’s piano heritage is noted. The pieces of the piano cycle “From the Pioneer Life,” op. 14, are methodologically analyzed. It is concluded that Kabalevsky’s cycles addressed to children have not lost their artistic and pedagogical value and therefore can be used in the modern pedagogical practice in their entirety. As for the cycles dedicated to the pioneers’ life, they could play an important educational role by raising the younger generation’s interest in one of the most captivating pages of the country’s past.

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2

Mishina, Anastasia V., Zilia M. Yavgildina, Rufina Ildarovna Samigullina e Tamara Yu Melnik. "Comparative analysis of musical-enlightenment concepts of L. Bernstein and D. Kabalevsky in Russian music education". Cypriot Journal of Educational Sciences 13, n. 4 (26 dicembre 2018): 625–30. http://dx.doi.org/10.18844/cjes.v13i4.3894.

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The aim of this study is to compare the activities of Kabalevsky and Bernstein—two musicians who made a significant contribution to the musical education of the younger generation, reveals the principles, methods, forms of educational work and covers the subject of television programmes. In particular, the pedagogical and musical-enlightenment concept of the outstanding composer, scientist Dmitry Kabalevsky was widely spread in our country. Also, the achievements of American composer, lecturer, teacher Leonard Bernstein in the field of musical enlightenment differ in originality and are rarely used in Russian musical pedagogical practice. In accordance with the aim of the study, the following theoretical methods were used: analysis of the literature, epistolary texts, the repertoire of the concert programmes of the New York Philharmonic orchestra; generalisation of historical data on musical and educational activities of Kabalevsky and Bernstein, comparison of methods and techniques of music education, biographical method. Keywords: Conversation, enlightenment, Dmitry Kabalevsky, Leonard Bernstein, TV

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3

Forrest, David. "Dmitri Borisovich Kabalevsky 1904-1987". International Journal of Music Education 22, n. 2 (agosto 2004): 149–62. http://dx.doi.org/10.1177/0255761404044016.

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4

Sweeney-Turner, Steve. "Dmitri Kabalevsky: Complete Edition Vols. 1-8". Musical Times 135, n. 1815 (maggio 1994): 298. http://dx.doi.org/10.2307/1003179.

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5

Callaway, Frank. "Dmitri Kabalevsky and ISME: A Personal Memoir". International Journal of Music Education os-10, n. 1 (novembre 1987): 46–48. http://dx.doi.org/10.1177/025576148701000113.

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6

Taruskin, Richard. "Two Serendipities". Journal of Musicology 33, n. 3 (2016): 401–31. http://dx.doi.org/10.1525/jm.2016.33.3.401.

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The purpose of the discussion, which served as keynote at a conference convened under the title “Music and Power,” is to complicate what is often a simplified and overly dichotomized view of that relationship. Two figures, Dmitry Kabalevsky and Tikhon Khrennikov, are singled out for commentary as musicians who wielded political power or conspicuously benefited from it under the Soviet regime. The titular serendipities were occasions through which the author was made unexpectedly aware of the ambiguities and nuances that attended the interactions of music and musicians with the Soviet state.

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7

Charkiolakis, Alexandros. "The war requiems by Benjamin Britten and Dmitri Kabalevsky: A story of differences". New Sound, n. 37-1 (2011): 15–23. http://dx.doi.org/10.5937/newso1101015c.

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8

Shevchuk, L. E., e E. B. Pokivaylova. "Modernity of an Unmodernity Technique of Musical Education of Children By D.B. Kabalevsky". Uchenye Zapiski RGSU 18, n. 2 (2019): 148–54. http://dx.doi.org/10.17922/2071-5323-2019-18-2-148-154.

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9

Shevchuk, L. E., e E. B. Pokivaylova. "Modernity of an Unmodernity Technique of Musical Education of Children By D.B. Kabalevsky". Uchenye Zapiski RGSU 18, n. 2 (2019): 148–54. http://dx.doi.org/10.17922/2071-5323-2019-2-148-154.

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10

Lepherd, Laurence. "Glasnost and Perestroika in Russian Soviet Music Education". British Journal of Music Education 7, n. 3 (novembre 1990): 205–12. http://dx.doi.org/10.1017/s0265051700007798.

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There is considerable concern in the Russian Federation of the Soviet Union about the state of music education in general schools, the schools most children attend. Many observers draw attention to the decline in musical standards in these schools since the Revolution of 1917. Glasnost – ‘openness’ and Perestroika – ‘reconstruction’, are key factors in contemporary Soviet society which are affecting attempts to raise the standard. In particular, the Kabalevsky system developed in the 1970s and implemented in the 1980s is the focal point of reconstruction and, because of openness, is also the focal point of criticism.In this article the author outlines some of the features of current music education in general schools. The influences of glasnost and perestroika on development are discussed and some international implications are suggested.

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11

Samigullina, Rufina Ildarovna. "Features of musical enlightenment in Russia in the second half of the twentieth century". New Trends and Issues Proceedings on Humanities and Social Sciences 4, n. 8 (11 gennaio 2018): 205–11. http://dx.doi.org/10.18844/prosoc.v4i8.3051.

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Musical enlightenment is an actual problem of modern education. It involves dissemination of knowledges among the audience, the development of artistic needs, interest in music. By the second part of the 20th century, Russia has accumulated a wealth of experience of musical enlightenment activities. The Russian experience in the training of musicians has become an example for other countries, the concept of mass musical education developed by Kabalevsky, is the basis of many contemporary programs in music, various forms of musical education (people's universities, television & radio concerts, competitions, festivals and lectures) are widespread and practiced at the present time. The study used theoretical methods: analysis of the training programs, pedagogical literature, regulatory documents, the activities of educational institutions, musical enlightenment organizations, and systematization of the repertoire of musical collectives. Keywords: Musical education, mass culture, musical enlightenment, musical enlightenment organizations.

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12

Muckle, James. "Dmitriy Kabalevsky and the Three Whales. Recent Developments in Music Education in the Soviet General Education School". British Journal of Music Education 4, n. 1 (marzo 1987): 53–70. http://dx.doi.org/10.1017/s0265051700005726.

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Since January 1984 a thoroughgoing reform in Soviet education has been under discussion, and decisive steps have already been taken. The ‘Guidelines for Reform of General and Vocational Schools’, approved by the Supreme Soviet on 12 April 1984, indicated a firm intention to improve curricula, teaching methods and materials in all subjects. The arts figure prominently in the new proposals, and it is the purpose of this article to examine what is happening in music education, which has been a leader in the field.

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13

Ritterman, Janet. "Music and Education: a Composer Writes about Music Education by D. B. Kabalevsky. London: Jessica Kingsley Publishers, in association with UNESCO, 1988. 160 pp." British Journal of Music Education 6, n. 2 (luglio 1989): 222–24. http://dx.doi.org/10.1017/s0265051700007087.

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14

Burlina, E. Ya. "CITY AS A STAGE: «STARYY» - «BEZYMYANKA» - «KREATIVNYY»". Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, n. 77 (2021): 57–64. http://dx.doi.org/10.37313/2413-9645-2021-23-77-57-64.

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The relevance of research. In 2007, the industrial city of Essen, Germany, and the accompanying "ring" of mining towns in the Ruhr Valley, quite unexpectedly became the European Capital of Culture. Essen did not lose in a number of such senior cities as Athens and Florence, world centers like Paris, Amsterdam, Brussels. On the contrary, the project of an industrial city has generated creative interest. The aim of the project was to solve such problems of industrial cities as the ecology of an industrial city, monuments of factory culture. The core of the project was mining biographies and the memory of the profession. The article provides links to similar transformations of the "Soviet Magnitka" - Uralmash in Yekaterinburg and other industrial cities of Russia. The “case of Samara” is considered in most 62 Гуманитарные науки Humanitarian Sciences ________________________________________________________________________________________________ detail. The author's hypothesis is that there is a rift in Samara between the "old" and "industrial city". This is confirmed by the analysis of chronotopes of different parts of the city and the proposed hypothesis of urban archetypes. Research methodology. The article uses the analysis of biographies and the go-along method. The author's concept of the chronotopic fault of the city became the substantive basis of this article. The cultural projects that the industrial "Bezymyanka" gave birth to give a high assessment of their projectivity, which has outstripped its time. Among the "nameless cultural projects" there is a unique mathematical and aesthetic school, a competition for young musicians named after D. B. Kabalevsky, the Valery Grushin International Festival is the world's largest festival of art songs. The city needed creative projects and it deserves study and further development. Conclusion: the problem of different cultural territories within one city inevitably leads to the division of territories and the inhibition of the creative development of the city as a whole.

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15

Caliga, Marina. "The Development of Dm. Kabalevskii Ideas in Contemporary Musical Pedagogy". Review of Artistic Education 17, n. 1 (1 marzo 2019): 118–25. http://dx.doi.org/10.2478/rae-2019-0013.

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Abstract Musical pedagogy has a long way of training and development. Over the decades, we can follow schools, systems and personalities through which this area is grounded. Based on various factors, such as the geographical location, the purpose of the system or school pursued, the possibilities of interpretation, the contemporary musical pedagogy enumerates well-known personalities, on whose researches this field is based. Dm. Kabalevsky’s name and his successors notably record in the musical-educational system of the Republic of Moldova.

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16

Ge, Chang. "D. D. Kabalevsky’s Piano Suite “In the Pioneer Camp” Op. 3/86". Университетский научный журнал, n. 59 (2020): 116–21. http://dx.doi.org/10.25807/pbh.22225064.2020.59.116.121.

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17

Ge, Chang. "D. B. Kabalevsky’s Piano Sonata No. 1 and Problems of its Interpretation". Университетский научный журнал, n. 63 (2021): 147–53. http://dx.doi.org/10.25807/22225064_2021_63_147.

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18

Forrest, David. "The Relationship of Art and Education for the Development of Society: Reconsidering Kabalevsky’s Contribution". International Journal of Arts Education 7, n. 1 (2013): 17–24. http://dx.doi.org/10.18848/2326-9944/cgp/v07i01/36167.

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19

Paşca, Eugenia Maria. "Number 13 / Part I. Music. 9. A Research of The Musical Education at George Breazul and Dmitri Borisovich Kabalevski". Review of Artistic Education 13, n. 1 (1 marzo 2017): 79–85. http://dx.doi.org/10.1515/rae-2017-0009.

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Abstract The musical language structure consists of living elements (because inside them the human`s musical language is synthesized), rich elements (because through them, people expressed their ideas and feelings), various elements ( as all cultures have formed and developed throughout history, their own and inexhaustible structures, transmitted through the ages, taken over, selected, enriched, extended). George Breazul was the first Romanian musician, who tried to conceptualize the embodiment of musical education through song, music play, and listening, starting from the specific acoustic universe, namely, children‟s folklore. Dmitri Kabalevski propsed the accomplishment of the musical education, based on the interpretation and listening of songs, belonging to a group of genders, which could represent musical styles and forms organized on themes. Originality and viability of the two visions, can be further noticed, because the logical organization of the acoustic material creates the circumstances for the listener‟s emotional auditory perception of the artistic message. The mutual interrelation and conditioning of elements which form the musical language generated the emphasizing and prominence of each one, within the musical speech, which is reflected in the educational process.

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20

Smirnova, M. V., e C. Ge. "Kabalevsky’s 24 Preludes for Piano and their Meaning for the Performing and Teaching Practice of China". Университетский научный журнал, n. 51 (2019): 55–62. http://dx.doi.org/10.25807/pbh.22225064.2019.51.55.62.

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21

Radzetskaya, E. A. "The genre of the cello sonata in the works of Soviet composers (on the example of D. Kabalevsky's Sonata for Cello and Piano)". Искусство и образование, n. 6 (2021): 62–67. http://dx.doi.org/10.51631/2072-0432_2021_134_6_62.

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22

Gatezh, Natalia. "CHARACTERISTICS OF THE BASIC FORMS AND METHODS OF TEACHING AESTHETIC CULTURE TO STUDENTS OF GENERAL SECONDARY SCHOOLS". Aesthetics and Ethics of Pedagogical Action, n. 16 (9 settembre 2017): 147–56. http://dx.doi.org/10.33989/2226-4051.2017.16.175999.

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Today, the issue of cultural development of the younger generation as the future productive part of society is of particular relevance. An aesthetic culture of society, which in its turn influences the formation of elements of the aesthetic culture of the younger generation, plays an important role in the formation of a harmoniously developed personality. The education of a child's aesthetic culture begins in the process of socializing a young person with the help of traditional means, methods and forms of education.This problem is very well represented in the works of national and foreign educators and psychologists, such as, D. Jol, D. Kabalevskyi, N. Kiyaschenko, B. Likhachev, A. Makarenko, B. Nemenskyi, N. Pylypenko, I. Revenko, V. Sukhomlinskyi, G. Sotska, M. Taboridze, V. Shatska, A. Shcherbo and others. Methods of training and upbringing are studied by A. Aleksyuk, S. Arkhangelskyi, Yu. Babanskyi, V. Krayevskiy, I. Lerner, M. Makhmutov, V. Okon, V. Palamarchuk, M. Skatkin, V. Onyshchuk, A. Khutorsky and others The purpose of this research is a scientific theoretical substantiation of the basic forms and methods of education of aesthetic culture of students in the professional activity of the teacher of fine arts.Organizational forms of education of aesthetic culture include mass, group and individual; complex and simple; perception and study of aesthetic objects of reality and art, aimed at aesthetic creativity; management of the process of aesthetic education and teaching upbringing.Much of the literature considers acquaintance with works of art the basic method of aesthetic education, but the most appropriate and optimal are the methods described by B. Likhachev, who divided them into groups of methods of artistic and moral (pedagogical) influence. The artistic methods of aesthetic education include various ways of practical training of personality perception of a particular type of art. The second group of methods that provide aesthetic development and education of the aesthetic taste of the individual are methods related to the perception and analysis of artistic works. The third group of methods of aesthetic perception includes methods of organizing independent artistic and creative activity of the individual.Thus, education of the aesthetic culture of students of a general education school is a complex, multifaceted, purposeful systematic process that has its own peculiarities, principles, criteria and indicators. It is proved that achieving a high level of aesthetic education can only be done through thoughtful and appropriate use of appropriate forms and methods of education.

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23

"Sonnet VIII by William Shakespeare in Songs of Kabalevsky, Stravinsky and Mykietyn". Kwartalnik Młodych Muzykologów UJ 33ENG, n. 2 (2017). http://dx.doi.org/10.4467/23537094kmmuj.17.023.7852.

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24

Özer, Nilüfer. "A General Evaluation on the Piano Works of the Soviet Composer Dmitry Kabalevsky for Children and the Sample of the Piano Album “Thirty Pieces for Kids Op.27”". Education Quarterly Reviews 5, n. 4 (30 dicembre 2022). http://dx.doi.org/10.31014/aior.1993.05.04.608.

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25

Shishlyannikova, Nina. "МУЗЫКАЛЬНОЕ ОБРАЗОВАНИЕ В СОВРЕМЕННЫХ УСЛОВИЯХ: ТРАДИЦИИ, ПРОБЛЕМЫ, ПЕРСПЕКТИВЫ". Pedagogical Review, n. 2(30) (16 aprile 2020). http://dx.doi.org/10.23951/2307-6127-2020-2-60-65.

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Обозначена проблема сохранения и развития традиций системы массового музыкального воспитания, созданной под руководством Д. Б. Кабалевского. Сформулированы ее достоинства и актуализирована необходимость поддержки музыкального и музыкально-педагогического образования в целях сохранения лучших традиций прошлого и внедрения инновационных технологий, в том числе с использованием цифрового инструментария для стимулирования формирования музыкальной культуры современных школьников средствами интерактивного музицирования. Выделена основополагающая характеристика профессии педагога-музыканта российской общеобразовательной школы – многопрофильность. Помимо общепедагогической подготовки, он обязательно должен владеть игрой на инструменте, четкой и выразительной дирижерско-хоровой техникой, профессиональным вокальным показом произведения, предназначенного для разучивания с учащимися; иметь основательную подготовку в области истории и теории музыки. Такую совокупность компетенций учителя музыки не формирует ни одна страна в мире. Данная многопрофильность, с одной стороны, создает трудности при подготовке будущего педагога-музыканта, с другой – обеспечивает возможность быть востребованным на рынке труда в качестве учителя музыки в общеобразовательной и музыкальной школе, музыкальным руководителем в дошкольном учреждении, руководителем хорового коллектива, исполнителем на музыкальном инструменте в оркестре.The problem of the preservation and development of the traditions of the system of mass musical education, created under the direction of D. B. Kabalevsky, is outlined. Its advantages are formulated and the need to support music and music-teacher education is updated in order to preserve the best traditions of the past and introduce innovative technologies, including using digital tools to stimulate the formation of the musical culture of modern students by means of interactive music making. Multidisciplinary is highlighted as the basic characteristic of the profession of a teacher-musician in Russian comprehensive school. Beside pedagogical training, a teacher-musician must play musical instrument, have expressive and clear choirconductor technique, be able to show vocal creations professionally in the sphere of school repertoire. Teacher-musician must have a profound background in the sphere of history and theory of music. Such a set of competencies of a music teacher is not formed by any country in the world. This versatility, on the one hand, creates difficulties in preparing a future teacher-musician, on the other hand, it makes it possible to be in demand on the labor market as a music teacher in a comprehensive school and music school, as a music director in a preschool institution, as a leader of a choir, and as a musician in the orchestra.

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26

Uzunboylu, Prof Dr Huseyin. "Message from Editor". Cypriot Journal of Educational Sciences 13, n. 4 (26 dicembre 2018). http://dx.doi.org/10.18844/cjes.v13i4.3929.

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Dear Colleagues; It is a great honour for us to welcome you as Editor of Cypriot Journal of Educational Sciences, which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences, which has eight articles with authors from various countries. The aim of this issue is to give the researchers an opportunity to share their academic studies. A total number of forty-five (45) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of twenty one (21) high quality research papers were selected and accepted for publication. First of all, I would like to thank all authors who have contributed to this issue . The focuses of the articles are varied. Investigating the Relationship Between Task Complexity, Cognitive Ability and Disorientation in Hypertext Navigation, Alper Bayazıt, Servet Bayram, Gonca Kızılkaya Cumaoğlu. Problem-based learning in secondary school: Status and prospects, Haris KH. Abushkin, Anna A. Kharitonova, Nikolay N. Khvastunov, Maksim V. Gorshunov. , Shadreck Mandina, Eshiwet Dube. Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language, Guzel M. Nurullina, Alexandr F. Muraviyov, Anastasiya A. Martyanova, Iskander E. Yarmakeev. Can the storytelling strategy improve students story writing skills? An empirical study, Fatma Mohammed Alkaaf. Using wiki in the design of bilingual online course, Andrew V. Danilov, Rinata R. Zaripova, Nnamdi Anyameluhor. The Effect of Using Performance-based assessment Strategies to Tenth-Grade Students’ Achievement and Self-Efficacy in Jordan, Mohammad Ahmad Alkhateeb. Improving educational process quality in the lessons of natural and mathematical cycle by means of stem-training, Svetlana D. Chernyavskikh, Maxim A. Velichko, Irina B. Kostina, Yulia P. Gladkikh, Lyudmila V. Krasovskaya, Olga N. Satler. Classroom Management Problems Pre-Service Teachers Encounter In Elt, Kübra Keser. The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills, Sinem Dincol Ozgur. Subjectivity functions in reflexive and intercultural process of linguistic development, Irina Kondrateva, Diana Sabirova, Nailya Plotnikova. Primary School Students’ Mathematics Motivation and Anxieties, Yasemin Deringöl. Relationship between nomophobia and fear of missing out among Turkish university students, Nazire Burcin Hamutoglu, Deniz Mertkan Gezgin, Gozde Sezen-Gultekin, Orhan Gemikonakli. Discovering Learning Style with Active Music Education Practices, Kıvanç Aycan. Augmented reality in education researches (2012–2017): A content analysis, Mustafa Fidan, Meriç Tuncel. Meta-analysis of school leadership effects on student achievement in USA and Turkey, Sengul Uysal, Yılmaz Sarıer. Killing more than two birds with one stone: Teaching topical vocabulary through idioms, Anastasia S. Syunina, Iskander E. Yarmakeev, Tatiana S. Pimenova, Albina R. Abdrafikova. Examining self-regulation skills of elementary school students, Oktay Kızkapan, Oktay Bektaş, Aslı Saylan. Comparative analysis of musical-enlightenment concepts of L. Bernstein and D. Kabalevsky in Russian music education, Anastasia V. Mishina, Zilia M. Yavgildina, Rufina Ildarovna Samigullina, Tamara Yu. Melnik. Comparison of private-institute and public-school English teachers’ motivation towards teaching English in Iran, Shahram Alipour. Humour as a pedagogical tool in the teaching of English and German equivocal words, Alfonso Corbacho Sánchez, Luis Javier Conejero Magro. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2018 Volume 13 Issue 4. I would like to present many thanks to all the contributors who helped to publish this issue. Best Regards, Prof. Dr. Huseyin Uzunboylu Editor in Chief

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