- •Спецкурс з дисципліни «Іноземна мова за професійним спрямуванням» (англійська)
- •Передмова
- •Paintings. Genres
- •Composition and drawing
- •Colouring. Light and shade effects
- •Impression. Judgement
- •Describing pictures
- •Words for Discussing Art
- •Is a painting or other representation of the sea
- •Vocabulary
- •Did you know?
- •Did you know?
- •Did you know?
- •Impressionism
- •Did you know?
- •Did you know?
- •5. Choose ten words or expressions that you particularly wish to learn from this unit and write them down in sentences of your own.
- •Word List:
- •Supplementary Word List and Word Combinations on the subject "Painting and Painters" Painting — живопис
- •Colour — Колір (відтінок, тон)
- •Kinds of Painting — Види живопису
- •Painters and Models — Художники и натурники
- •Art Exhibition — Художня виставка
- •Translate the additional expressions:
- •Read the text and answer the guestions: What is the Role of the colours? What is your favourite colour? What does the colour mean?
- •Purple, Violet
- •II. Art vocabulary
- •Words for talking about colour
- •Exercises
- •1. Look at a and answer these questions.
- •2. Look at c. Match the situation on the left with the response on the right.
- •3. Look up the colours below in an English learner's dictionary. Write down any new and useful expressions in example sentences of your own.
- •4. Advertisers often use exotic words with special associations to indicate colour. Look at the words in the box and answer the questions. Use a dictionary if necessary.
- •Idioms from Colours
- •In black and white
- •In the black
- •Practice
- •Conversation
- •Lesson 2 Role of Art in Our Life
- •Works of art are among the things of highest value in lives of ours
- •Vincent Van Gogh (1853-1890)
- •I. Choose the right answer.
- •III. Put sentences into right order.
- •IV. Fill in gaps with words from the text.
- •It”s interesting to know!
- •Texts on art text 1
- •Italian artists develop and master the use of the rules of perspective
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. Text 2
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. Text 3
- •Italy witnesses an explosion of artistic excellence
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 4
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up the sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 5 Using a camera obscura enables artists to represent reality as never before
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up the sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 6 The impressionists change the way artists paint the world around them
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Text 7 The emergence of Cubism marks a revolution in Western art
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a word in a with a word in b.
- •Summarize the text in English. Text 8 The new science of psychoanalysis inspires artists to paint from their imaginations
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7.Summarize the text in English text 9 Leonardo da Vinci (1452-1519)
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Lesson 3 Artistic Traditions of Ukraine
- •It’s interesting to know!
- •Lesson 4 Taras Shevchenko
- •I. Before reading
- •II. Read the Text
- •IV. Writing
- •It is interesting to know!
- •Lesson 5 m.Pymonenko
- •Expressing likes
- •Expressing dislikes
- •Lesson 6
- •Vasyl Kasiian
- •Lesson 7 s.Hordynsky
- •Creative work:
- •Lesson 8 Tetiana Yablons'ka
- •I. Before reading
- •II. While reading
- •III.After reading
- •IV.Translate:
- •V. Writing
- •Vі. Project work
- •Independent work of the students:
- •1. Serhiy Vasyl'kivs'kyi
- •I. Before reading
- •II. While reading
- •2. Ivan Aivazovsky
- •IIl. After reading
- •IV. Writing
- •Lesson 9
- •Vasyl Krychevsky The life and work of Vasyl h. Krychevsky
- •Independent work of the students The National Academy of Fine Arts and Architecture
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up the sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. Lesson 10 museums and galeries
- •1. Answer the questions:
- •2. Work in small groups. Explain the meaning of the words and phrases below.
- •Read the text “The Museum of Ukrainian Art in Kyiv”
- •Word List:
- •Read the text “The Kyiv Museum of Russian Art”.
- •3 Work in pairs. Complete the dialogue with the sentences from a to e and dramatise it.
- •It’s interesting to know!
- •Imagine you are a guide at the exhibition. Tell something about the artists and their paintings to the visitor. Work in pairs.
- •2. Give an account of your own visit to a picture gallery.
- •3. Communication Work:
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Part II
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. The Belated Arrival and Sombre Glories of Russian Art Part III
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. The wanderers
- •The Tretyakov Gallery
- •Isaac Ilyich Levitan -the poet of the landscape.
- •Illia repin
- •Describe the picture by Repin.
- •Independent work of the students Read the text and make up a story about this well-known artist. Karl briulov
- •Read the text ‘’mikhail vrubel’’ (1856-1910)
- •Read the text ‘’Valentin Serov ‘’(1865-1911)
- •Insert articles where necessary.
- •Lesson 12 from the history og british painting Learn the words:
- •Read the text from the history of british painting
- •Painting in england
- •Translate:
- •It is interesting to know!
- •II. Answer the questions:
- •Early portraiture art
- •Read the text “An outline of English painting’’
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •7. Summarize the text in English. William Hogarth
- •Translate:
- •II. Remember
- •William hogarth
- •Joshua reynolds
- •I.Translate:
- •It is interesting to know!
- •IV.Read the text: joshua reynolds (1723—1792)
- •Thomas Gainsborough
- •Thomas gainsborough
- •It is interesting to know!
- •In pairs discuss the following:
- •1. Read the following text for obtaining its information:
- •2. Answer the following questions:
- •3. Summarize the text in three paragraphs specifying the contribution Gainsborough made to the English arts.
- •4. Use the Topical Vocabulary in answering the questions:
- •John Constable
- •"Brighton Beach, with Colliers" — «Пляж в Брайтон і вугільники»
- •III. Read the text and answer the questions:
- •John constable
- •IV. Translate:
- •V. Describe the picture ’’Wivenhoe Park, Essex’’ by John Constable
- •VI. Read the describing of the picture “Dedham Lock and Mill” (1820)
- •VII. Select a reproduction of a portrait painting and discuss it according to the following outline:
- •14. Read the following dialogues. The expressions in bold type show the ways english people express likes and dislikes. Note them down. Be ready to act out the dialogues in class:
- •Expressing dislikes
- •IX. Work in pairs,
- •X. Read the following text. Find in it arguments for including popular arts in the art curriculum and against it. Copy them out into two columns (I — "for", II — "against"):
- •XI. Discuss the text in pairs. One partner will take the optimistic view and insist that popular arts should be included in the art curriculum. The other will defend the opposite point of view.
- •Joseph mallord william turner
- •I. Перекладіть інтернаціональні слова. Знайдіть значення виділених слів у словнику:
- •II. Перекладіть слова и словосполучення:
- •III. Remember:
- •Joseph mallord william turner
- •Independent work of the students the trends in painting in the 19th century
- •I. Translate:
- •II. Translate:
- •III. Read the text and answer the questions:
- •The trends in painting in the 19th century
- •Late 19th-20th century art
- •Independed work of the students Goya: Black Paintings
- •1. Read the text and translate it into Ukrainian.
- •2. Answer the following questions:
- •3. Give Ukrainian equivalents of the following words and phrases:
- •4. Give English equivalents of the following words and phrases:
- •5. Make up sentences of your own with the given words and phrases.
- •6. Match a line in a with a line in b.
- •Summarize the text in English. Список Використаних джерел
Read the text from the history of british painting
British painting reached its zenith in the 18th and early 19th century. Beginning with Hogarth, - a school of painting appeared that could be identified as characteristically British. The one hundred years between 1750-1850 witnessed the development of the three art forms: portraiture, landscape and genre that became the hallmarks of British painting. However, up to the third quarter of the 18th century portraiture was practically the only form of painting in Britain. It is quite explainable as the Englishman's standard of living had become very high by the middle of the century and those who had achieved success wished they could be remembered for posterity.
This demand for portraits was most successfully met by a gifted painter — Sir Joshua Reynolds (1723-1792), who didn't want British, art to be so provincial and isolated. It was he who insisted that English artists should be brought into line with European art and that they should develop the Grand Style of painting.
When the Royal Academy was founded in 1768, it was obvious that Reynolds was the only possible choice for President. From 1769 to 1790 he delivered lectures every year at prize-giving ceremonies. These lectures were regarded as the most sensible exposition of the Academic view that by well-directed work it was possible to learn the Rules of Art and use discoveries and ideas of the old masters to create a new style of one's own.
In these lectures ...Reynolds recommended that the would-be painter should put his faith in old masters, from whom he-should be ready to borrow. He advised that in portraits the grace should consist more in taking the general air than in exact rendering of every feature. He suggested that the proportions of a sitter's figure should be altered in accordance with a fixed ideal. Thus a young woman should have the proportions of the goddess Diana, and her height should be exactly ten times the length of her face. He considered it necessary that the hand should be the same length as the face and the big toe should be the same length as the nose. If the ladies of the 18th century seem impossibly tall and willow-like, it is Sir Joshua's theories rather than the physical peculiarities of English women that are responsible for it.
In his teaching Reynolds also proposed that drapery and clothing should be the subject of rules. In his opinion it was desirable that painters in the Grand Style should paint clothing as neither woolen, nor silk, satin or velvet: it should be drapery and nothing more. The drapery shouldn't remind one of contemporary costumes, the familiarity of which alone was enough to destroy all dignity. Thus the draperies have nothing to do with the costumes of the period and are merely imaginary dresses skillfully arranged to form an impressive frame for the aristocratic personage. Finally he taught that everything in the picture should look very natural. Thus Reynolds tried to fuse portraiture with historical painting.
However, the painter who did most to introduce another type of subject matter into English art was Thomas Gainsborough (1727-1788). Of a poetic nature he was the antithesis of the businesslike Reynolds.
He abhorred rules and cared little about the old masters. By necessity a portraitist, he was by inclination and disposition a landscapist. "I am sick of portraits, I wish I could walk off with my viola-da gamba to some sweet village where I could paint a landscape." he wrote. His dreamlike landscapes heralded the great English school of landscape painting. His lead was followed in the next generation by perhaps the greatest landscapist, John Constable (1776-1837). Like Gainsborough he ignored the rules established by Reynolds. He insisted that art should be based on observation of nature on the one hand and feeling rather than logic and reason on the other. Constable was the herald of romanticism. But the realistic quality of his art is sensed very strongly. It was best expressed by an eccentric contemporary who put up an umbrella while looking at his landscapes. The furious apostle of the philosophy of romanticism was William Blake (1757-1827), who was bitterly opposed to the rules of Reynolds, proposing that the guiding force for creative spirit v should come from imagination, not reason.
A complete expression of romantic ideal can find itself in the pictures of J. M. W. Turner (1775-1851). Although his great talent was recognized at an early age he deliberately turned his back on the glittering social world of London.
Victorian England, which found it more important that a man be a gentleman in the first place and only in the second be a genius, never forgave him.
(From "British Painting". Abridge)
Вправа 1. Утворіть слова за зразком і перекладіть |
noun + like = adjective rose + like= roselike троянда схожий на троянду business + like= businesslike справа діловий ... ... lady, gentleman, dream, apostle, willow (плакуча верба), bird, flower, sun, moon, goddess, snow, sky
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Вправа 2. - Скажіть, від яких слів утворені наступні слова і назвіть їх значення |
explainable, destroy, deliberately, discovery, familiarity, portraiture, desirable, teaching, accordance, bitterly, characteristically, successfully, graceful, imaginary, disposition, observation, creative, imagination, careless
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Вправа 3. Перекладіть словосполучення інтернаціональних слів.
Вправа 4. Визначте, якою частиною мови є виділені слова. Перекладіть речення.
Вправа 5. Перекладіть словосполучення.
Вправа 6. Визначте додаткові речення. Перекладіть.
Вправа 7. Перекладіть словосполучення.
Вправа 8. Дайте відповіді на запитання
Вправа 9. Складіть речення за зразком
Вправа 10. Придумайте речення, використовуючи слова із двох колонок
Вправа 11. Завершіть речення
Вправа 12 Перекладіть слова в дужках і перекажіть текст
Вправа 13. Заповніть пропуски словами
Вправа 14. Прочитайте текст і опишіть будь-який морський пейзаж
Вправа 15. Розкажіть текст згідно плану
Вправа 16. Зробіть письмовий переклад
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б) класичний жанр, романтичний персонаж, поетична фігура, фіксувати ідеал, рекомендувати стиль, драпіру-вання і костюм, костюм аристократа, пропорції фігури, ексцентричний характер, філософія романтизму
the 18th century theorist, the 18th century portraiture, figure proportions, landscape and genre painting, colour scheme, landscape painting school, family group portrait, art forms
1. These lectures were regarded as the most sensible exposition of the Academic position that by well-directed work it was possible to learn the Rules of Art and use discoveries and ideas of the old masters to create a new style of one's own. 2. If the ladies of the 18th century seem impossibly tall and willow-like, it is Sir Joshua's theories rather than the physical peculiarities of English women that are responsible for it. 3. Victorian England, which found it more important that a man be a gentleman in the first place and only in the second be a genius, never forgave him.
бути свідком, однак, єдиний жанр, нащадки пам'ятати-муть, доводити до рівня, було очевидно, використовувати відкриття, майбутні художники, запозичувати, радити, витонченість, загальний вигляд, відповідно до, змінити пропорції, швидше ніж, подібний до плакучої верби, вчення, драпірування, оксамитовий, руйнувати, всього лише, обрамлення, злити портретний живопис з історичним, вводити новий зміст, мало піклуватися про, по необхідності і по схильності, з одного боку і з іншого, умисно, ігнорувати, прощати, бути ворожим
1. When did British painting reach its zenith? 2. What art forms became the hallmarks of British painting? 3. What was the only form of painting in Britain up to the third quarter of the 18th century? 4. What did Sir Joshua Reynolds propose when the Royal Academy was founded? 5. What did he recommend in his lectures? 6. What did Thomas Gainsborough introduce into English art? 7. What did John Constable insist on? What did he ignore? 8. What did William Blake propose? 9. What couldn't Victorian England forgive Turner?
It was necessary that he should care more about himself. They demanded that we shouldn't ignore this fact. to develop a style of painting, to introduce a new method of, to look natural, to follow one's own disposition and inclination, to criticize bitterly, to borrow the devices, to destroy the effect, to use smth deliberately, to look romantic, to consist in, to. remind smb of, to put one's faith in, to ignore the rules,
to be familiar with the teaching of, exposition, subject matter, development of art, to be responsible for arrangement, introduction, the use of, general air, ceremony, to be bitterly opposed to discovery, teaching, proposal, suggestion
1. Many people find it important that a film ... 2. It is obvious that of all the arts ... 3. On the one hand it is obvious that today's theatre art ... 4. It is quite explainable why cinema ... 5. It is not enough for any actor ... 6. It is very rare that ... 7. Speaking about cinema, I should in the first place remind you ... 8. I find it essential, when analyzing a piece of work, that ... 9. It is desirable that any gifted person ... 10. On the one hand I wish I could ... THOMAS GAINSBOROUGH Thomas Gainsborough was the favourite painter of the aristocracy, but (його не особливо цікавило) high society. This tender-hearted artist had а (пристрасть) for music and delighted in the theatre, yet (ігнорував) literature, (ненавидів) writers and read little. When Reynolds told the Artists' Club that Gainsborough was the first (художник-пейзажист) in Europe, Richard Wilson (пейзажист) remarked that in his opinion Gainsborough was the first (художник-портретист) in Europe. But in essence Gainsborough 'when at his best was trying to create something (об’єднуюче) portraiture and landscape painting, a (примарний) but memorable world, where human character (злитий) with the nature around it. Even his London portraits seem to suggest we are still in the country. His (примарний) landscapes are completely non-specific; we can't say which country is intended as he (навмисно) avoided rendering the exactness of the place. (Хоча) he loved his native land with its blue horizons, dreamlike rivers and beautiful trees, his (схильність) was to portray a mood (швидше, ніж) а specific view. This dreamlike quality is the (найхарактерніша риса) of this artist. (to be sick of, though, rarely, find it important, ideal, look natural, arrange, remind, care much, dreamlike, herald, take care, kind) When Gainsborough ... making portraits he painted landscapes for his own pleasure. ... he passionately loved nature he ... if ever painted actual views. Like most of the 18th century theorists, he was convinced that nature as it exists was an unsuitable subject for painting. He ... that the elements of a landscape should be distilled through the artist's imagination and gently turned into the ... vision of a pastoral poet projected onto the canvas. To be able to make his ideal compositions he brought into his painting room stumps (пні) of trees, branches and animals of different... . As he wanted his compositions to ... he ... a miniature landscape on the table. He ... that the landscape shouldn't remind one of any specific English countryside, but at the same time he ... about creating a ... mood that is so characteristic of all his pictures. Gainsborough's dreamlike landscapes ... the great English school of landscape painting. This scene painted from sketches shows the unquiet seawaters at the mouth of the Thames. The theme of seas was very popular in Britain in the XVIII century. The choppy seawaters add excitement and movement to the composition. Changing light and colour often attracted Turner's attention, and he painted such scenes very quickly. This painting is carefully composed, there is dramatic contrast between light and shadow, both in the foreground (sails and landscape) and in the background (the sky). The choice of a marine, subject and the use of dark tones reveal Turner's study of Dutch masters. The emphasis on action shows the artist's love of drama in Nature.
WILLIAM HOGARTH William Hogarth (1697—1764) was an English engraver of remarkably original character and thought. Hogarth's gift for quick graphic portrayal of the life around him led him to engrave a series of conversational pieces and then moralities. He was the first to speak openly and bitterly of the social tragedy in everyday life. He began his conversational pieces in the 20's soon after John Gay's "The Beggars' Opera" had been staged. Hogarth must have been impressed by the performance, a music parody on the aristocratic theatre on the one hand and the morals of society on the other. He wanted to make pictures that would remind one of a theatre. He wished he had his own actors to play on his stage. His first series of conversation pieces, which was called "The Beggars' Opera" was a great success with the public, though it lacked the satirical bitterness of John Gay's music. But the subject matter he introduced in painting made a revolution in the history of painting. He became the herald of a new comic art-caricature [.kaerɪka'tjua]. For a long time he even developed his own theory of comic art in which he suggested that caricature should be based on comic comparison, whereas character, by contrast, on knowledge of the human body and heart. |
Вправа 17 Перекладіть письмово |
l. Англійський художник Річард Вілсон (1713/14-1782) вважав за необхідне, щоб пейзаж був поетичним. Його мало турбувала точність передачі місця, яке він писав. Він писав картини, цілком покладаючись на свою уяву. 2. Джозеф Райт (1734-1797) у своїх пейзажах не дотримувався правил, встановлених Академією. У роботі над картиною він дбав про те, щоб правильно передати форму, гру світла на воді і світло, відбите від предметів. 3. Семюель Палмер (1805-1881) у своєму мистецтві запозичив різні художні прийоми, якими користувалися художники старшого покоління, яким він повністю довіряв. 4. Констебл вважав що художник повинен прекрасно володіти змістом картини, яку він писав. |
Підготуйте повідомлення на теми: |
2. The herald of British landscape painting.
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Independent work of the students |
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ENGLISH MUSIC
Besides, it is quite explainable why the XVIIIth century produced no great composers. The XVIIIth century delighted in the theatre and entertainment in general. The main entertainment was ballad opera, which usually offered as much spoken dialogue as it did songs and dances. 3. As to the composers of the XIXth century, we should remember that the musical climate of Victorian England was unfavourable to bold and daring composition. The first important British composer in two hundred years — that is, since the death of Purcell — was Sir Edward Elgar (1857—1934). Elgar loved England, her past, her people, her countryside and he responded to her need for a national artist. By inclination he was a natural musician of great invention. "It is my idea," he said, "that music is in the air all around us, the world is full of it and it is important that you should take as much of it as you wish." What he took was not always distinguished, but he managed to transform it into something that shone with all the brilliancy of the post-romantic orchestra. His music is full of sound and movement. It comes from an eclectic late XIXth century style. Elgar borrowed elements from Brahms, Strauss, and even from Verdi, but it is stamped with British personality all the same. "He might have been a great composer if he had not been such a perfect gentleman," one of his admirers wrote. Nevertheless Elgar served his country well and England will long remember him. 4. Frederik Delius (1862—1934) comes next. He found it essential that music should be the expression of a poetic and emotional nature, and indeed Delius's music reminds us of the English landscape and its seasons: the freshness of spring, the short-lived brilliancy of summer, the sadness of autumn. He was regarded as the most poetic composer born in England. Delius was lucky to find an ideal interpreter in Sir Thomas Beecham. It was due to this dynamic conductor that Delius's music became popular in Great Britain. Sir Thomas Beecham organized in 1929 a six-day festival of Delius's works which he conducted himself. It is said that had Sir Thomas Beecham not organized that festival Delius might have died unrecognized as an artist. 5. The English renaissance in music was heralded by an awakening of interest in the native song and dance. Out of this interest came a generation of composers. The most important figure among them was Ralph Vaugham Williams (1872—1958) — the representative of English music on the international scene. He suggested that a composer in England should draw inspiration from life around him. "Have we not all about us forms of musical expression which we can take and purify and bring into line with the greatest art? Why should not the musician build national monuments like the painter, the writer or the architect?" He was in the first place a melodist. His love of folk tunes was part of an essentially melodic approach to music. His natural expression was diatonic, with strong leanings toward modal harmony and counterpoint. He favoured old forms — the passacalia, fugue and concerto grosso, also the Elizabethan fantasia with its flowing counterpoint. He held the attention of the world due to his superb command of the grand form. 6. Speaking of today's music it should be mentioned that now there are a great many composers hard at work and what they are doing is very promising. (From "The English" by J. B. Priestley. Abridged) |
