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Archive for April, 2009
Comparing Helsinki 2006 and Villecroze
by April 28th, 2009 in Villecroze-april-2009 and Working forms. 1 CommentHelsinki introduction
by April 28th, 2009 in Helsinki 28 Sept -1 Oct 2009 and Seminar session. 0 CommentsApril 2010
by April 28th, 2009 in Location to be announced, 19-22 April 2010 and Seminar session. 0 CommentsOn the last day in Villecroze, each someone from each participating institute presented a short summary of the outcome of the Villecroze seminar, and the plans for any next steps to take.
The documentation is available here:
Next steps - session - Villecroze
(A password is needed to access the page, it has been mailed to all [...]
Practising - session - Villecroze - summary
by April 23rd, 2009 in Practising, Seminar session and Villecroze-april-2009. 0 CommentsVillecroze; 210409
Session on practising
Report
Practicing summary:
• It was noted there can often be a difference between the ideal of ‘good practising’ and the reality
• We appreciated the opportunity to review with others our own practicing as musicians and wonder whether a forum might be developed for such sharing on a regular basis
• Particular exercises were discussed [...]
Masterclass - DVD’s
by April 21st, 2009 in Library, Masterclasses and Villecroze-april-2009. 0 Comments“Barenboim on Beethoven”
6 films directed by Alln Miller - EMI Classics
This contains some detailed footage of interactions between Barenboim and his students: a lot of interesting things to observe about his authority, and intimate connection between him and the students. There are also some interactions with the audience.
See a sample clip on Youtube:
Masterclasses on Youtube
by April 21st, 2009 in Library, Masterclasses and Villecroze-april-2009. 0 CommentsContributed to the library by: Marianne Khoso
“Alfredo Krauss gives some advice”
The worst kind of masterclass. Humaliation and “master” making fool of the student singing it correctly. The audience laughing.
“Thomas Quasthoff Singing Masterclass” - contributed by Tine Stolte
I like this fragment because Thomas allows the student to perform the song first before responding to his [...]
