...Conflict Paper Music conflict, two groups of musicians have different suggestions in music, or they had feuds between the two different cultures. Because of such reasons, they are having music conflict. Through my research from the book and network, I have known some historical background information about the conflict. Dmitri Shostakovich was regarded as an important composer in twentieth century. As his music was prohibited performance, Soviet condemned him twice. In 1930, Dmitri Shostakovich created a musical which name is “Lady Macbeth of the Mtsensk District” and it had became a disaster of his music career. In 1936, after Stalin saw this musical, he said the content of this musical is not good and he did not conform to the standard. This musical escalates the crisis. At beginning, whether in Soviet or abroad, this musical was admired by audiences and critics. After Stalin saw it, most people rebuked it “vulgar, coarse”. Finally, in a short period, “Lady Macbeth of the Mtsensk District” was forbidden to performance at public. Because of this, Dmitri Shostakovich’s other music works would be prohibited performance and his income is also reduced at the same time. It was not designed to be like that. In response to the matter, he created Fifth Symphony in 1937. At the same time, Dmitri Shostakovich found a job in Music College which let him have relatively stable income. “Lady Macbeth of the Mtsensk District” is a musical opera. It tells the story of a lonely woman in 19th...
Words: 391 - Pages: 2
...melodrama at the Schubert Theater. 1928 Bar-mitzvah at the Avenue M temple. Father's business struggling and family move to Brooklyn. Attends James Madison HIgh School. 1930 Reassigned to the newly built Abraham Lincoln High School. Plays on football team. 1931 Delivery boy for local bakery before school, and works for father's business over summer vacation. 1933 Graduates from Abraham Lincoln High School. Registers for night school at City College, but quits after two weeks. 1933-34 Clerked in an auto-parts warehouse, where he was the only Jew employed and had his first real, personal experiences of American anti-semitism. 1934 Enters University of Michigan in the Fall to study journalism. Reporter and night editor on student paper, The Michigan Daily. 1936 Writes No Villain in six days and receives Hopwood Award in Drama. Transfers to an English major. 1937 Takes playwrighting class with Professor Kenneth T. Rowe. Rewrite of No Villain, titled, They Too Arise, receives a major award from the Bureau of New Plays and is produced in Ann Arbor and Detroit. Honors at Dawn receives Hopwood Award in Drama. Drives Ralph Neaphus East to join the Abraham Lincoln Brigade in Spain during their Civil War, and decides not to go with him. 1938 The Great Disobedience receives second place in the Hopwood contest. They Too Arise is revised and titled The Grass...
Words: 2370 - Pages: 10
...Journal of American Studies, 45 (2011), 1, 113–129 f Cambridge University Press 2010 doi:10.1017/S0021875810001271 First published online 19 July 2010 Jazz as a Black American Art Form : Definitions of the Jazz Preservation Act JEFF FARLEY Jazz music and culture have experienced a surge in popularity after the passage of the Jazz Preservation Act (JPA) in 1987. This resolution defined jazz as a black American art form, thus using race, national identity, and cultural value as key aspects in making jazz one of the nation’s most subsidized arts. Led by new cultural institutions and educational programs, millions of Americans have engaged with the history and canon of jazz that represent the values endorsed by the JPA. Record companies, book publishers, archivists, academia, and private foundations have also contributed to the effort to preserve jazz music and history. Such preservation has not always been a simple process, especially in identifying jazz with black culture and with America as a whole. This has required a careful balancing of social and musical aspects of jazz. For instance, many consider two of the most important aspects of jazz to be the blues aesthetic, which inevitably expresses racist oppression in America, and the democratic ethic, wherein each musician’s individual expression equally contributes to the whole. Balanced explanations of race and nationality are useful not only for musicologists, but also for musicians and teachers wishing to use jazz as an example...
Words: 8297 - Pages: 34
