Iskanje po katalogu digitalne knjižnice

Opis: The paper focuses on the description of film musicals as a subgenre of the genre family of musicals. Their dramatic structure is examined in terms of the generic elements that constitute the progression of a story expressed through the combination of spoken dialogue, songs and dance. The function of songs in the generic structure of film musicals is examined in the framework of the systemic-functional theory of register and genre. Special attention is given to the role of songs in the unfolding of the narrative. The theoretical observations about the role of songs in the register and genre of film musicals are then illustrated with an analysis of the use of songs in the TV musical High School Musical 2.
Ključne besede: musical, film musical, songs, genres, register, systemic-functional linguistics
Objavljeno v DKUM: 16.05.2017; Ogledov: 1516; Prenosov: 395
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Opis: The diploma paper examines some of the allusions that are made by the characters in the play Old Times. The analysis of popular culture is based on literary and internet sources, as well as various documentaries, therefore providing the historical background of the songs, films and public figures mentioned in the play. The work discusses how Harold Pinter used the allusions to the songs as a technique of the musical and as a homage to Noël Coward; why the film Odd Man Out is important and how its actors resemble the characters in the play; and also, how Pinter used the symbolism of W. B. Yeats, Greta Garbo, Orson Welles and Emily Brontë to depict the characteristics of his own characters. On the one hand, the allusions in Old Times are a hint towards the understanding of the play; on the other, they can be seen as Pinter’s in-jokes, comprehensible only to those who are familiar with them. The allusions were written for posterity to study and are Pinter’s tribute to old times.
Ključne besede: allusions, songs, musical, Noël Coward, Odd Man Out, W. B. Yeats, Greta Garbo, Orson Welles, Emily Brontë.
Objavljeno v DKUM: 03.10.2012; Ogledov: 2147; Prenosov: 77
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Opis: Background: The Slovenian music education curriculum for the first years of elementary school emphasises the following musical activities in the classroom: singing, playing instruments, listening to music, movement to music and musical creativity. In the field of musical creativity, there are two activities where students can be original and creative: making music and moving or drawing/painting activities stimulated by music. Purpose: This research investigated musical creativity in Slovenian elementary schools, its observable characteristics and some of the similarities among the statements made by students and teachers. Sample: The study involved 118 eight-and-a-half to nine-year-old students from five schools in Slovenia, and 51 elementary classroom teachers - 25 of them came from the same five elementary schools as the students and 26 of them came from another four schools located in different parts of the Republic of Slovenia. Students and teachers who took part in our study attended/or worked at the third grade level during the 2004 school year. Design and methods: For the study, two questionnaires were completed using closed and open questions. The teachers had more questions than the students. Some of the questions were the same for both. The data received from the questionnaire was analysed qualitatively and quantitatively. The chi-square test was used to check the relationship betweenthe answers given by students and the answers given by the teachers. Results: We found that creativity in music does exist in the classrooms, but there is only an emphasis being put on activities stimulated by music, and noton creating music. The opinions of the students and classroom teachers overlapped in the following areas: in the types of creative activity preferred, in assessing the successfulness of creative activities, in the feedback following the creative activity, and concerning the amount and difficulty of the tasks performed. The only important difference between the answers found was in assessing the teachers' role in leading the musical activity during the lesson. The reasons for such similar reactions were: (1) that the teacher's expectations were effectively conveyed to the students, and/or (2) the children's self-perception was being formed through an awareness and interpretation of the environment around them. Conclusions: The investigation showed that the students and teachers are satisfied with creative musical activities in the classroom, however, they are not aware of all the aspects of creative musical thinking as well as the criteria for the evaluation of musical creativity. It seems that they are not fully acquainted with the strategies for teaching musical composition and improvisation. The role of university programmes that specialise in music pedagogy should be to produce teachers who will be able to provide creative musical activities in anappropriate manner, and to organise more seminars of similar content for student-teachers during their practical training.
Ključne besede: musical education, musical creativity, improvisation, music teachers, expectations, beliefs, self-perception, primary education
Objavljeno v DKUM: 07.06.2012; Ogledov: 2605; Prenosov: 150
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