Teaching through Composition: The Choral Music of alcides lanza
Notice bibliographique
Résumé
This presentation will demonstrate how lanza 1 teaches his students though composition.Information gathered from lanza's former students, will show how his compositions taught and inspired them.By teaching his students to be individual, independent, artistic, creative, and playful he inspired many generation of Canadian composers.Through a detailed study of lanza's un mundo imaginario, this presentation will illustrate the challenges faced when preparing a graphic score, working with computer generated sounds, and most importantly telling a meaningful story to the listener.Argentinean-born, Canadian composer, alcides lanza, began studying music theory, counterpoint, and piano at the age of nine.Upon finishing high school, he began studying architecture at the University of Rosario, but he cut his studies short to become a musician.lanza then moved to Buenos Aires where he studied composition and became intrigued with electro acoustic music.In 1964, the Institute di Tella in Buenos Aires opened an electro acoustic music studio, but lanza was looking for more.He moved to New York in 1965 to study at the Columbia Princeton Electronic Music Centre.In 1970, lanza became director of the electro acoustic studies of McGill University.Since moving to Montreal, lanza has become known as a talented teacher and composer.His works with Group of the Electronic Music Studio (GEMS) at McGill University and his personal attention to each of his composition students, and the student body at large, demonstrate his dedication to the guiding of young musicians and composers. alcides lanza, BiographyComposer alcides lanza was born into a musical family on June 2, 1929, in Rosario, Argentina.lanza's father, Antonio, was a conductor and guitarist with an Argentinean tango group in their hometown of Timbues.When lanza was nine years old, his father won the lottery and offered his two sons their choice of gifts.The older son, Edgardo, chose a bicycle, while the youngest, alcides, chose a piano.This was the beginning of lanza's career as a musician.Though lanza was a very active child, in 1933, he was stricken with a kidney disease and was not permitted to practice sports for the following nine years.As a result, lanza became very interested in both music and visual art, which may be the root of his passion for beautiful graphic scores.At the age of nine, lanza left his family and moved to Rosario to live with his uncle, a famous author and playwright.During his time with his uncle, lanza studied music theory, counterpoint, and piano.Upon finishing high school, he began his studies in architecture at the University of Rosario; however, he cut his studies short to become a musician.After moving to Buenos Aires to study composition with the famous Spanish composer, Julian Bautista, lanza began exploring various compositional techniques and styles.Studying
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,006 | 0,003 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».