29 Sept 2014

A Youth Multicultural Orchestra that Opens Debate

Brenda Noemi Laguarta
ISFD N° 41
Teacher: Stella Maris Saubidet Oyhamburu
Language and Written Expression IV

                             A Youth Multicultural Orchestra that Opens Debate
In 1999, the West-Eastern Divan orchestra was created, assembling young musicians from Spanish, Jewish, Israeli, Palestinian, and other Arab backgrounds. One of its founders, the Argentine-Israeli pianist and conductor Daniel Barenboim, conceptualized this orchestra as a ‘utopian republic’ based on music. (Barenboim, 2006, lecture 4) He expressed that in music, one had to be aware not only of oneself but also of ‘the other’, and in this sense music is not ‘an expression of what life is, but an expression of what life could be, or what it could become’. Although this project with the aim of coexistence was intended as a one-time event, it quickly evolved into a legendary orchestra. However, the idea of a musician’s being part of the West-Eastern Divan Orchestra gives rise to a great deal of debate, generating opposing claims regarding the impact on the socio-political field, the emotional sphere, and the construction of an individual identity.
‘My orchestra is a political laboratory’ (Barenboim, 2014), said the conductor to “The Telegraph” in an attempt to explain how the work of this multicultural group has a profound effect on society and politics. It cannot be denied that Barenboim’s ideas involve some disadvantages on this field, like being accused of ‘normalization and looking over obvious problems’, just as Mina Zikri, an Egyptian member of the orchestra, states it (Zikri, 2014). A further drawback to it, is people hatred, as Barenboim points out when he says that ‘many people absolutely hate [them] in the various countries where [his] players come from’, since ‘they think [they] are traitors to [their] own people’ (Zikri, 2014). Nevertheless, one argument in favour of the existence of this orchestra is that it imparts an encouraging message, showing that the Arab countries will not arrive to a solution through military means, but through dialogue and mutual understanding. In addition to this, Edward Said sustains that since they are not politicians,’ what [they] are really interested in is the power of music and discussion and culture to create a sense of equality and fellowship otherwise unavailable in the anguish and tension of polarized life in the Middle East’ (Said and Barsamian, 2003, p. 34). Clearly, the orchestra causes an impact on the socio-political field, but it also influences other areas.
Turning to the effect that being part of the West-Eastern Divan Orchestra origins in each individual, it can be said that there is proof that it generates mixed emotions. On the one hand, even some musicians acknowledge that meeting people who come from ‘parallel dimensions’ (Chaker, 2014) is emotionally and personally challenging, due to their ‘pre-conceived ideas’. This generates ‘some fighting and struggling’ (Kertsman, 2014) in the first place. But, on the other hand, being part of this orchestra means being immersed in a situation of ‘debate, dialogue and co-existence’. (Chaker, 2014) This means that there is a space for everyone to express his point of view, while the other people listen, show understanding and ‘learn to see other sides’ (Kertsman, 2014). And the greatest advantage is that, given these conditions, the members of this program can establish relationships of friendship with people who they would not even talk to. So, association with people from different cultures has a great influence on a person’s feelings.
And finally, there are also divergent opinions concerning the construction of an individual identity. Some critics advocate, that being part of the orchestra is negative because they believe that ‘one has to give up what he is and his beliefs in order to accept the other’ (Chaker, 2014). However, Solveig Riiser in his article titled “National Identity and the West-Eastern Divan Orchestra” sustains that ‘the creation of a common identity and common social values occurs because a negotiation takes place. Hence music can have a formative role in identity creation while at the same time embodying prior identities in its production.’ Consequently, being part of this project contributes to the construction of each musician’s personal identity through the expression of their own subjectivity, always respecting the other’s narrative.
Taking everything into account, it can be concluded that the idea of participating in a multicultural project like the West-Eastern Divan Orchestra, needs careful consideration, since there are opposing views in this regard. Although some people argue that the experience can have a negative impact on the socio-political field, the emotional sphere, and the construction of an identity, there are those who believe the opposite. These consider that, on the contrary, being part of the orchestra has a positive effect, spreading a message of mutual respect, stimulating dialogue and co-existence and contributing to the consolidation of a personal identity. Seen from this perspective it may be concluded that the many advantages of this decision outweigh the negative aspects of it.



Works Cited
Barenboim, D. (2006) Meeting in Music. BBC Radio Reith Lectures. Lecture 4. Retrieved on September 28, 2014 from http://www.bbc.co.uk/radio4/reith2006/lectures.html.
Chaker, L. (2014) Musicians Spotlights. WQXR Radio Interviews. Interview 1. Retrieved on         September 28, 2014 from http://www.west-eastern-divan.org/news/musician-spotlights-wqxr-radio-interviews/
Hewett, I. (2014) Daniel Barenboim: My orchestra is a political laboratory. The Telegraph. Retrieved on September 29, 2014 from http://www.telegraph.co.uk/culture/music/proms/11043891/Daniel-Barenboim-My-orchestra-is-a-political-laboratory.html
Kertsman, B. (2014) Musicians Spotlights. WQXR Radio Interviews. Interview 2. Retrieved on September 28, 2014 from http://www.west-eastern-divan.org/news/musician-spotlights-wqxr-radio-interviews/
Riiser, S. (2010) National Identity and the West-Eastern Divan Orchestra. Music and Arts in Action, Volume 2, Issue 2. Retrieved on September 28, 2014 from https://ore.exeter.ac.uk/repository/bitstream/handle/10036/3947/riiser_2010.pdf?sequence=1
Said, E. W. Barsamian, D. (2003) Culture and resistance. Oslo: Oktober.
Zikri, M. (2014) Musicians Spotlights. WQXR Radio Interviews. Interview 3. Retrieved on September 28, 2014 from http://www.west-eastern-divan.org/news/musician-spotlights-wqxr-radio-interviews/

12 Sept 2014

Flouting Grice's Maxims



Metacognitive Analysis
            When we were first told that we were supposed to prepare an oral assignment in groups tackling the topic on Skills it seemed to me really challenging. Some feeling of anxiety aroused in me, especially because I knew that it would imply a lot of conscientious reading, presenting the information in an interactive class and coordinating the work as a group.After having read all the information provided and becoming very familiar with this material, I wanted to apply what I had learnt in class about summarizing. That is why I started to select the most important information, and I divided the chapters into different sections or sub-topics. Then I started to establish various connections within the two chapters and designed a list of topics and sub-topics writing the number of page and paragraph in which each of them were discussed. All this required a great amount of time throughout some days; however, I considered that doing this was not enough, and I felt the need to go deeper in my investigation on the topic. This finally led me to resort to other works written by the authors mentioned in the assigned bibliography.

Once the information was clear in my mind I faced the second difficulty: how to present all the material in a precise, simple and attractive way. Consequently, I started to think about what the intended audience might already know about the topic, and I drafted different introductions. And that was how I came with the idea of using videos related to the topic. And finally all that was left was to get together with my classmates, share ideas and organize the presentation; although I must say that we should have tried to meet some time before.

However, after having devoted so much time reading, doing additional research, establishing comparisons, preparing, organizing and looking for ideas, when the moment came to present all that I had prepared, I totally failed. I was very disappointed, but I was proud of my group mates because they could perform really well.

Looking at all this process in retrospective, I think that I could actually profit a lot from this assignment because the degree of challenge was the appropriate one. I consider that I got so embedded in the material that my learning was truly meaningful. I also benefited from the other groups presentations since they made us actively participate in their presentations. In conclusion, I think that this type of activities are very useful, and I wish I can perform better next time.

Speaking in the Light of Writing