Documents found
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9832.
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9833.More information
Film music has been neglected for a long time in scholarly literature, especially in French-speaking countries. This shortcoming is addressed since a few decades by the blossoming of musicological and specialized analysis devoted to film music. By casting a retrospective glance over this young academic field called “film musicology”, we will first question the place of film music study within musicological research, so as to understand the disavowal it has been subjected to. Disparities still exist between North American and French approaches, but we will demonstrate that the progressive institutionalization of film music and its inclusion within musicology are set on an encouraging path. The issues specific to film music study will be examined in order to highlight what methodological challenges such a research object entails. We will also show how they relate to and reengage a number of reflections taking place within musicology itself.
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9834.More information
Quebec's historians hold a contradictory attitude towards the 1952 arrival of television in the Province. While they present this event as a turning point in Quebec's modernisation, they devote little or no sustained research to television's early impact on French Canadian society. Consequently, the same bland pleasantries on television's arrival can be found in all the general surveys of Quebec history. Overall, only a select few French Canadian scholars have offered research avenues and keys to better understand television's historical significance. However, these avenues must be pursued, even if they challenge the traditional narrative of the Quiet Revolution and the birth of modern Quebec.
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9836.More information
In researches on history teaching, the process of “student building” remains implicit. From a textual analysis of 89 publications (1991-2018), this article intends to explicit and question the implemented categorizations. In the model created by Daunay and Fluckiger (2011), discourses have been classified into three categories: school subject, epistemic subject, social subject, complemented by one more: political subject. In the analyzed corpus, the epistemic subject is clearly dominant; it more or less contrasts with school subject, connects to political subject and also influences how the social subject is perceived. Even if this does not come as a surprise in researches focused on a specific discipline, such a categorization is often elaborated at the expense of certain questions, mentioned in this paper.
Keywords: didactique de l'histoire, élèves, catégorisation, recherche, interprétation, history didactics, students, categorization, research, interpreting, didactica de la historia, alumnos, categorizacion, investigacion, interpretacion
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9838.
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9839.
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9840.