Opera and intercultural musicology as modes of translation

Teaching Music Performance in Higher Education

“…I refer to the sequence of explorations generated by the perception-action loop. In this sequence, the following order of procedures was outlined, which was then adopted in the other experiments of this group: (1) harmonising only the notes of the scale that belong to the chord being explored; (2) harmonising all notes of the scale with the chord being explored; (3) execution of the scale, fragment, motif or rhythmic/melodic pattern thereof, in more than one electric bass string, accompanied by harmonisation with the chord being explored. In this logic, the delimitation and process of systematisation of the results of each experiment in this second group can be illustrated from two complementary sets of invariants, as outlined below.…”

“…This is relevant, since the impact of artistic research in HME has been found to be substantial in the development of methods and forms of representation in student theses. 1 In such method development, artistic research practices have also been important when the centre of the independent project becomes an opportunity for the student to identify their individual interests, challenges, difficulties or opportunities, that they wish to develop in their studies, and bring with them into the next stages of education or professional work. The fourth chapter in this Part develops an analysis of the second Training School which formed part of the REACT project, and which was hosted by the University of Aveiro in May 2022.…”

“…First, we provide a brief historical overview of how artistic research in music was implemented in Sweden, with particular attention to knowledge claims and method development. 1 Second, we consider the impact of the Bologna process on HME in Sweden, a process in which the authors have been personally involved. It has, among other things, demanded a shift from teacher-driven provision toward ' student-centred higher education'.…”

“…This development can be divided in two types: those that study individual process and those who study collaborative process. 1,2 In Blom et al, such study of individual artistic process is also found to have implications for education, since '[t]he process of engaging in, reflecting and analyzing, writing, and feeding back into one's own arts practice and teaching is, itself, an 'artistic action research' model that contributes to the discipline area as well as the development of the individual artist-academic'. 3 This chapter unfolds such a process of applying artistic research findings in teaching in Higher Music Education.…”

“…The consequences of this model, referred to here as 'the conservatoire model', are outlined, along with a summary of the career requirements of music performance professionals, in 'Artistic Careers in Music: Stakeholders Requirements Report', the first output published by the consortium of the REACT project. 1 Connections are drawn between the conservatoire model and artistic research in order to inform innovative practices and launch an alternative pedagogical intervention. In the second part, the implementation of the pedagogical intervention at a Portuguese university is described.…”