Mental Discipline and Musical Meaning

Musical meaning, or what a musical experience communicates to a listener, is predicated on a shared habitus of listening between the musical creator (i.e., composer, performer, or improviser) and the listener. The meaning a listener takes away from a musical experience is partly dependent on the vessel transmitting it (i.e., who is performing, the quality of performance, or the visual aspects of performance), and a musical creator\u27s actions are the result of his or her training, past experiences, enculturation, attentional focus, and bodily control in the heightened mental state in which creativity occurs. Even in traditions that consider the musician to be a conduit for inspiration from an otherworldly source, the musician must still undergo training in order to allow for a free, uninhibited flow of music. Music practitioners\u27 evaluative statements, in which they describe the ways in which a musical experience was meaningful for them, often implicitly include an expectation of this mental discipline on the part of the musical creator. A practitioner-listener uses the appearance of both the music and the musician, the expectation of a musical logic governing the musical sounds, and the emotions or feelings of transport that he or she experiences to infer a musical creator\u27s mental state and mental discipline, relying on his or her own musical experiences as a guideline. Most broadly, this dissertation is an ethnomusicological study of the cultural and social contexts, cognitive dimensions, and aesthetic judgments found in 18th-century German flute pedagogical treatises and published writings from shakuhachi players. More specifically, it is an axiological examination of the role habitus plays in the forming of aesthetic judgments among practitioners whose writings include an implicit expectation of mental discipline in a good musical experience, drawing upon the work of Jean-Jacques Nattiez and Kendall Walton, in particular. This dissertation offers a description of the kinds of mental states in which creativity occurs, includes a theory of musicking as the bringing forth of one\u27s inner self or core consciousness, and demonstrates ways in which practitioners suggest that another musician\u27s inner self (i.e., mental discipline and mental state) can be discerned in a musical experience. Flute treatises by Johann Joachim Quantz (1697-1773) and Johann Georg Tromlitz (1725-1805) raise broad issues of aesthetics in terms of the ways in which serious music of the 18th century aspired to capture ideals of nobility, the ways in which musical judgment was used a means of assessing a listener\u27s social status, the ways in which mental control in musical execution and composition were defined, and the ways in which a musician\u27s mental discipline can produce a transcendent musical experience. The issues raised in these treatises resonate with concerns equally touched upon by contemporary music philosophers (Gottfried Wilhelm Leibniz, Christian Gottfried Körner, Johann Mattheson, and Johann Georg Sulzer) and also perpetuate aesthetic concerns from the Renaissance. The writings of shakuhachi players Hisamatsu Fūyō (1791-1871), Watazumi (1910-92), Andreas Fuyu Gutzwiller (b. 1940), Christopher Yohmei Blasdel (b. 1951), John Singer (b. 1956), Ralph Samuelson, and Gunnar Jinmei Linder present a range of concerns that define the modern shakuhachi habitus. Their statements which allude to discernible aspects of mental discipline in their own playing and in the playing of others are driven by four major concerns: the primacy of the performance as the meaningful act of musicking, a player\u27s membership in social groups (ryūha), the shakuhachi\u27s traditional role as a tool for spiritual meditation, and practitioners\u27 multiple senses of history. In this dissertation, the issue of mental discipline is examined in shakuhachi playing with regard to a player\u27s inner mental experience, the execution of gestures that result in musical sound, and the experience of achieving enlightenment (suizen)

10. Putting the ‘Fun’ Back in ‘Funeral’

The Roman Emperor Marcus Aurelius writes in his notebooks: “You are a little soul carrying a corpse,” quoting the Greek stoic philosopher Epictetus. As he was likely writing these notes to himself as a form of mental discipline in the throes of a military campaign, he obviously meant that observation to be comforting. To most it is far from that, of course—but the reason why this is so is worthy of some attention. [excerpt

Volume 19, Number 08 (August 1901)

Irritability of the Music Teacher Musical Misfits Tact and Self-Control Suggested Classics for the Teaching Repertoire Exploitation of the Prodigy Art of Living: For the Musician Our National Failing Play in All Keys Choice of a Teacher Persistence and Work Prevalent Fallacies Music as Mental Discipline Music for Music\u27s Sake Musical Ideals for the Twentieth Centuryhttps://digitalcommons.gardner-webb.edu/etude/1461/thumbnail.jp

The Texas Mathematics Teachers' Bulletin, Volume XI, No. 3

TABLE OF CONTENTS: Individual Instruction Versus Group Instruction in the Ninth Grade by C. B. Marquand (p. 5) -- A Suggested Course of Study in Mathematics for High Schools by J. R. Hitt (p. 18) -- The High School Curriculum by C. D. Rice (p. 21) -- Solid Geometry by C. E. Rowe (p. 24

History as a preparation for citizenship

Thesis (M.A.)--Boston Universit

PENERAPAN METODE DRILL (LATIHAN) DALAM MENUMBUHKAN KOMPETENSI BAHASA JEPANG DAN KEDISIPLINAN

This research base on the researcher who interest to application drill method by Lpk putra maju lembang pre candidate to japan in training of study. In the study that has aims to encourage the Japanese competence and discipline. The aims that wants to be reach in this research is to get describe about planning, implementation and the result from application drill method in encourage the Japanese competence and discipline in the training pre recruitment candidate to japan by lpk putra maju lembang. The theory from this research is refer to the training concept in pendidikan luar sekolah, planning concept, study concept, drill method concept , languange competence concept, Japanese concept and discipline concept. The method in this research is descriptive method with qualitative approach and technique collecting data trough interview, documentation and questionnaire. Subject of the research are one organizer, one trainer and two students with fifteen questionnaire respondent students training candidate to japan. Base on the result from this the research are : 1. planning implementation drill method appropriate with concept and management Pendidikan Luar Sekolah that before do study activity that connect with to choose the background, arranging the aims, method activity to Japanese and discipline competence, arranging the objects including the students and the trainer , that will be arranged to whole activity in during process study by student training. 2) Application drill method in study process can be seen in to encourage Japanese competence ( vocabulary, basic of Kanji, Katakana and Hiragana ) and discipline ( mental discipline, attitude discipline, discipline do the tasks ) 3. The result from application drill method in to encourage the Japanese competence with great result that is high value of discipline averages is viewing competence of discipline who is belong the student with high from aspect or discipline competence ( mental discipline, physical discipline and discipline do the tasks

Why general education?: Peters, Hirst and history

Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments