ハンパない勉強量！の巻っ！ Hungarian Rhapsody(28)

10月１日（水）曇り

♪　10月。まだ語学も含めて実力不足。日本製の小さな卓上カレンダーを眺めながら、先は長いなぁ～大丈夫なのかな～などと心の中で　
つぶやいたりする。（奨学金頂いて来たのだから　しっかり、私！）

♪　今のところ、火曜日から金曜日まで授業、レッスンがびっしり。
気の抜けないクラスばかりで、どれもこれも準備がとても大変。
🎹鍵盤上、暗譜で弾き歌い練習、室内楽のviolin🎻
英文を読んで自分の言葉で要約する課題などなど。

♪　特に火曜日と金曜日に、朝8時の指揮法から始まる授業がひしめき合っているので前日は大変。

♪　今日は初めて午前中にIldikoイルディコ女史の音楽理論。
イルディコは、先週、体調不良で来られなかったけれど、想像していた人とは別人のように、ずっと気さくで面白い女性だった。

♪　今日はジゼルと私、学生2人、先生のイルディコ、3人のみ。
はじめに、今まで学んできたことについて先生から質問された。

♪　今夏、出発前に東京で、ハンガリーの音楽教育を自主的に勉強している日本人先生方のセミナーに参加。
ハンガリーから招かれた、ウグリン先生の授業も受けた話をイルディコは喜んで聞いてくれた。少なくとも、今年の夏。あのセミナーに行ったのは、無駄ではなかったかもしれない。

♪　今日は。スコラカントゥルムSchola Cantorumのテキストを使用。
主にルネサンス期までの古い音楽を歌ったり、書き取ったり、鍵盤で弾いたりした。

♪　この古い時代の時代背景や教会旋法の説明。
私はクリスチャンでもなく、キリスト教文化の根を持たぬ日本人。
そんな私には馴染みの薄い音楽の分野だけれど、西洋音楽文化の根底に流れているはずの、この時代背景の理解なくしては、
その後、古典ロマン派から現代に至る音楽全体を理解できないはずと、先生のイルディコは言う。確かに、そう思う。

♪　今日は楽語辞典（音楽用語の辞書）が大活躍。
Mode(s),=教会旋法、Modulation＝転調、
Accidental(s)＝臨時記号などなど。
内容を習う前に、覚える必要のある英語の言葉がたくさん！
これは私には少し不利。（リンク先、日英で学べる　どらみ流音楽基礎講座）

♪　プラス日本の音大でも、こちらの現地小学校でも、音楽授業にドイツ音名を使っている。　
が、私たちが勉強するこの研究所では、全ての授業は英語で、という前提は最初から明記されていたけれど、実際にドイツ音名を使えない。
慣れていなくて少々苦痛。
英語ネイティヴの人は、これだけでだいぶ楽かもしれない。


♪　先週、レッスン時間の聞き間違いという、信じられないミスをしてしまったスコアリーディング。今日、別途時間を作ってもらえ、初の個人レッスン。

♪　今、私たちの先生の中で一番若い女性のリラに、やはり今までの譜読み経験など最初に質問された。大学のオーケストラ等で、Violaも弾くこと＝アルト記号（C-clef ハ音記号は初めてみるわけではないこと）、ピアノはviolinよりずっと早く始めたので、へ音記号（F-clef）の読みには問題ないことなど伝えた。

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♪　リラは、私のことをかなり過大評価しているのではないかな？　今日、これからメインに使っていくボルドー色表紙の分厚いテキストの1番を初見で　ひとつ弾いてみて、と言われた。

♪　ハ音記号（アルト記号）の、viola楽譜は読んで、実音出せるけど、このテキストのChapter 1は、C-clefに慣れるのが目的らしい。
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♪　ピアノ、両手で弾く楽譜。2段の片方が、いきなりC-clefのアルト記号。アルト譜表が読めても、鍵盤上で片方アルト、片方ソプラノ（ト音記号）、バス（へ音記号）を弾くのは慣れていないから結構大変！

　⇓　Orlando Lassus 　オルランド・ディ・ラッソ(生年おそらく1532,　没年1594)　16世紀の古～い音楽が　テキストの1番。

⇓　YouTubeにできず、スマホで撮ったものを　TikTokにそのままアップしてみました。スコアリーディングの基本は　まず「正確に読んで、その通りに弾く（歌う）」指使いや、美しい表現などは余裕ができたら。

https://www.tiktok.com/@dolami_setsuko87/video/7496099847255117063?is_from_webapp=1&sender_device=pc&web_id=7279412374300919298

♪　ソルフェージュ、音楽理論、（本来の）スコアリーディングレッスン、フォークミュージック、指揮法。
これ、全てが金曜日。
次の金曜日、もう明後日だ！💦

♪　あー、どうしたら、この課題をクリアできるだろう？　
やること、練習することが多すぎる。

♪　音を出せる時間は22時まで。授業、レッスン、合唱、衣食住に関わることを除くと、課題に取り組む時間は限られる。

♪　時間と体力、集中力の配分、優先順位を決めてやらないと、
パニックになりそう。

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♪　夜は、教会でコンサート。オルガンと合唱、小編成のオーケストラのステージ。
J.S.バッハとペルゴレージのスタバトマーテル中心で,
良い雰囲気だった。この街には、古い宗教音楽も似合うなと思った。
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♪　オーストラリアKimのbirthday。大きな卓球のラケット型🏓のチョコケーキをみんなで作って、夜、みんなで、お祝い🎊🎂
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♪　なぜか声楽はとてもほめられている。他の皆も　それぞれ褒められているみたいだけれど。オーストラリアのPatに「セツコ、プロの歌い手みたい」って言われた。^^;

♪　確かに、ボルディザールのレッスンで、声が出るようになってきたかもしれない。
今日はハンガリー語の授業が割とよくて、心理学も調子よく、
まあまあ良い日だった。
おやすみなさい。　（続く）

Wednesday, October 1 – Cloudy

♪　October. Still lacking enough ability, including language skills, I found myself gazing at the small desktop calendar I brought from Japan, murmuring in my heart, “The road ahead is still so long… Will I be okay…?”
(“Pull yourself together! You came here with a scholarship!”)

♪　For now, my schedule is packed with classes and lessons from Tuesday through Friday.
Every class is demanding and requires intense preparation:
memorizing, practicing at the keyboard, singing while playing, chamber music with violin.
There are also assignments like reading English texts and summarizing them in my own words.

♪　Tuesdays and Fridays are especially tough — both days are crowded with classes starting from 8 a.m., including conducting lessons.

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♪　Today, in the morning, I had music theory with Ms. Ildikó for the first time.
Last week, Ildikó was absent due to illness, but she turned out to be a completely different person than I’d imagined — very approachable and fun.

♪　It was just Giselle and me today, with Ildikó — just the three of us.
At the beginning, she asked questions about what we had studied so far.
I told her that this summer, before coming here, I had participated in a seminar in Tokyo with Japanese teachers who were independently studying Hungarian music education.

♪　I also attended classes taught by Professor Ugrin, who had been invited from Hungary.
Ildikó was pleased to hear that.
At least that seminar this past summer might not have been in vain.

♪　Today, we used the Schola Cantorum text — mostly focusing on Renaissance-era music.

♪　We sang, transcribed, and played early music on the keyboard.
The historical background of that period and the explanation of church modes were also covered.

♪　As I am not a Christian and doesn’t have roots in Christian culture, this music field is rather unfamiliar to me.

♪　But Ildikó said that without understanding the historical and cultural background of this period — which lies at the foundation of Western music — it’s impossible to truly grasp the music from the Classical and Romantic periods through to the present.
And I do believe she’s right.

♪　My musical terms dictionary was in full use today.
Words like modes (church modes), modulation (key change), and accidentals (sharps, flats, etc.).
Even before learning the content, there are so many English words I need to memorize!
That’s a bit of a disadvantage for me.

♪　Also, in both Japanese music universities and local schools here,
German note names are used in music classes.
But at this institute where we study, it was stated from the beginning that all classes are conducted in English.

♪　Even so, not being able to use German note names — which I’m more used to — feels somewhat uncomfortable.
For native English speakers, this part might be much easier.

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♪　Last week, I made an unbelievable mistake by mishearing the lesson time for score reading.
But today, I was given a separate time and received my first one-on-one lesson.

♪　Lilla, the youngest teacher among ours, also asked me about my past experience with score reading.
I told her I played viola in a university orchestra — meaning I was familiar with the alto clef (C-clef) and not seeing it for the first time.
I also mentioned that I started piano much earlier than violin, so I have no problem reading the bass clef (F-clef).

♪　I wonder if Lilla might be overestimating me a bit.
Today, she asked me to sight-read the first piece from the thick Bordeaux-colored textbook we’re going to be using as our main text from now on.

♪It was a viola score written in alto clef — I can read that and play it in concert pitch.
But apparently, Chapter 1 of this textbook is aimed at getting us used to the C-clef.

♪　A piano score for both hands:
One of the staves suddenly appears in alto clef (C-clef).
Even if I can read alto clef, playing one part in alto and the other in treble or bass clef on the keyboard is… not something I’m used to — quite a challenge.

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♪　Solfège, music theory, score reading (in the real sense), folk music, conducting —
all of this is scheduled for Friday.

♪　And that’s already the day after tomorrow!
Ah… how can I get through all these assignments?
There’s just too much to do and practice.

♪　We’re allowed to make sound only until 10 p.m.
Once I subtract classes, lessons, choir, and matters related to daily living like meals and chores, the time left for tackling assignments is very limited.

♪　Unless I carefully plan how to allocate time, energy, and concentration — and set priorities —
I might spiral into panic.

♪　In the evening, there was a concert at a church:
Organ, choir, and a small orchestra.
The program focused on J.S. Bach and Pergolesi’s Stabat Mater —
it was a lovely atmosphere.
I thought to myself, “Old sacred music really suits this city.”

♪　It was Australian boy, Kim’s birthday.🎊
We all made a big chocolate cake shaped like a ping-pong paddle🏓 and celebrated together that night.🎂

♪　I’ve been receiving great praise for my vocal performance.
It seems like others are also being complimented for their own strengths.
Pat from Australia told me, “Setsuko, you sound like a professional singer.”
Maybe she’s right — I feel like I’ve begun to really find my voice.

♪　Hungarian class went relatively well today, and psychology class went smoothly too.
All in all, it was a pretty good day.

Good night. (To be continued)