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ABOUT THE FOUR SONGS OMITTED FROM THE REVISED DICHTERLIEBE

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Bodnár G.

Ars inter Culturas

2018

vol. 7

209-226

At the end of May 1840 Robert Schumann composed 20 songs from Heine’s Lyrisches Intermezzo under the title 20 Lieder und Gesänge aus dem Lyrischen Intermezzo. The series was published in 1844, containing only 16 songs and was entitled as Dichterliebe. The four omitted songs were also published later on – but what was the reason for omitting them? We can perhaps never come to know that, though we are able to find possible answers, revising the cycle of the poems and the music itself. The “evidences” could be the following: – The selection: reduce the 1+ 65 poems to 20 (and at last 16) songs. – The attenuation of the “death atmosphere”. – The concentration of the “dream poems” to the end of the cycle. – The diminution of the power of “chivalric love”. – And finally: improving the tonal structure. Schumann could really take into consideration this important structural aspect in the last stage of his work: the well-known Dichterliebe might have been realized in this way.

Creative Methods for Developing Creativity. Successful Cooperation of Formal and Non-Formal Education in Music Teacher Training

100%

Bodnár G.

Ars inter Culturas

2020

issue 9

187-194

The Institute of Arts Communication and Music of Eötvös Loránd University (ELTE) began its 36th year of education in September 2020. Our Institute qualifies classroom music teachers (among others) who will be able to ensure the possibility for their pupils to access the right of learning and performing music. A classroom music teacher should be familiar with the formal and informal education with-in the school and in out-of-school programs as well. This special task requires a high level of creativity and the ability to improvise on one hand and strictly professional knowledge on the other, not only in the field of music but in the organization and moderation of different groups of youngsters. Therefore, we want to instruct students in such teaching methods that foster their capacity for creativity. Besides, we also know that a music teacher must be creative amidst the problems and challenges of today’s world either from a socio-cultural or simply an educatio-nal point of view. For this reason, we always seek professional partners who can develop our training programs.

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ABOUT THE FOUR SONGS OMITTED FROM THE REVISED DICHTERLIEBE

Creative Methods for Developing Creativity. Successful Cooperation of Formal and Non-Formal Education in Music Teacher Training