Research Catalogue

Dérive (2017) for string quartet and live-electronics explores the aesthetic consequences of different ideas of the role of subjectivity in sonification processes, the concept of dérive (drift) and the notion of musical structure as a translation of a real physical space.

How do you imagine a new kind of theatre? Where terror is not a genre, but a collective and emotional ritual. At its core lies the relationship between character, costume, and monster. Starting from the concept of an art of the underground, the research explores how fear, trauma and memory shape creation. The character wears a costume to be seen, but it is the monster — emerging from the subconscious — that speaks the unspeakable. He work unfolds through drawing, material collection (feathers, petals), costume prototyping, 3D modeling, and the creation of a short videogame demo: this builds emotional attachment to the protagonist, who will later return in a theatrical performance, turning the stage into a ritual of recognition. Not a political theatre. Not a moral one. But a theatre of the deeply human — where the audience no longer watches, but witnesses.

The project develops as the creation of a virtual environment for the analysis of the technical characteristics of virtual reality as a medium. To support the possibility of using high-quality virtual reality for the creation of immersive worlds and the production of works of art. The case chosen to reproduce is the performance Imponderabilia by Marina Abramović.

The fantasy of the algorithm and, by extension, artificial intelligence imagines that each performs by executing an operational task. Yet, based on its inherent computational structure, the digital performance fails to live up to its instrumental promise. This failure foregrounds an occasion for artistic intervention. “The Wager of the Algorithm: Towards a Performatic Gesture” presents a theoretical statement (illustrated via artwork by the author) in which the overall exposition underscores a dialectic within instrumental reason itself. The “prompt” names are a shorthand for the fulcrum of this problematic.

Cultivating a sense of ownership in beginner music students is important for fostering engagement and self-confidence in their educational journey. This study explores how integrating creative activities into a beginner clarinet curriculum promotes ownership among students aged 9–11. Focusing on three specific activities tested in multiple case studies, the research investigates students' relation with their musical development. Findings reveal that using creative activities as part of a personalized, student-centered teaching approach enhances students' motivation and engagement, ultimately fostering a stronger sense of ownership in their learning experiences. The study also offers practical insights for music educators seeking to creatively teach instrumental skills while creating a meaningful musical experience for young clarinetists.

Table of contents JSS issues