Midweek Review
The value of aesthetic sentiment and its role in our lives
Figure 2: ‘I see me’ a dance work choreographed and performed by Kanchana Malshani, Choreography Lab, Goethe Institute, Colombo 2019. Photo credits Malaka Mp Photography.
Pleasure or Purpose?
by Saumya Liyanage
This paper is based on a guest speech delivered at the annual lecture series titled ‘Medicine and Beyond’ organized by the Galle Medical Association at Karapitiya Teaching Hospital in 2019.
Introduction
Artistic practice as a creative endeavour is regarded as a second-rate activity when it comes to considering science and scientific truth claims. Plato wanted to remove artists from his utopian State. He argued that arts generated moral issues and bad sentiments so this type of human actions should be removed from the society. This tendency of marginalising the arts and artists’ works increased in 18th century Europe. In the 17th and 18th centuries, a tendency of ‘faculty psychology’ started identifying higher and lower faculties of sense experiences and those psychologists categorised human sense experience in a hierarchical manner. Along with this, there are higher faculties that are believed to correspond with human intellect and there are lower faculties which are defined as non-cognitive and bodily. These bodily faculties produce subjective experience (Johnson 2007).
Mark Johnson here refers to the eye of the human being as one of the higher faculties which are believe to produce human intellect. The eye gathers information which is processed in the brain, and the brain orders the body to take action. This is the ‘Nature-idea-response’ model that Western science has propagated for the last few centuries. We observe worldly phenomena, process data in the brain, and come to certain conclusions. Therefore, information which is gathered through the eye and processed in the brain, dominates our knowledge and we assume that our intellect is developed through the information gathered through the eye. The eye also refers to the mind or ‘mind-eye’ as well. However, other senses such as smell, touch, taste, and hearing are referred as secondary to ocular-centric perception. While these lower level senses provide lower rated sense experience, the higher order sense like the eye provides higher order intellectual attainment. As a result, aesthetic pleasure is also categorised as a lower level of sense experience because we believe that the arts ignite subjective mental states. This subjective experience is placed against rational thinking. Even in Asian aesthetic theory, ‘rasa’ is also defined as something related to ‘extract of essence’ or taste of food. In line with this, the consumption of food and extricating ‘rasa’ is a secondary sense experience achieved through the tongue.
Aesthetic pleasure
Our daily life is filled with activities: lecturing, teaching, seeing patients, having meetings, driving cars, cooking, washing, and cleaning. All these activities are understood as rational activities. Therefore, we think that we need aesthetic pleasure, which is placed against reason and again less rational, less intellectual, but aesthetic entertainment, a much-needed component of life, is considered ‘subjective’ because it addresses human sentiments, feelings, and emotions. In the rational-emotional binary opposition, reason is favoured and hierarchically higher than emotion. For instance, sexual pleasure is seen as obscene and less intellectual similar to mere bodily activity.
Arts, especially the aesthetic, come into play as a means of escape from anxieties in our daily lives. The idea of Terror Management Theory (TMT) explains how we are conscious about our bodies and health, and take care of our wellbeing through various activities. The idea behind this consumption of arts is connected with the desire for human immortality. The fear of death is alleviated by seeking help from art and aesthetic pleasure. Thus, aesthetic experience is used as a way of escaping daily reality and also used as a tool of wellbeing. However, my question is whether these arts and aesthetics are there only for us to gain pleasure. Are there any other utilitarian needs for which we humans can use the arts? What are the other benefits that the arts can bring to human life? In what capacity could art enrich our human experience? These are some of the vital questions that I would like to discuss here.
Body, Mind and Cognition
Western modern philosophy theorises the division between the rational mind and the body, and the human body is understood as a separate function like a mere mechanical object similar to a clock or a machine. We see the human beings and their bodily functions in this dualistic way. Accordingly, a human being has two separate entities: mind and body. Bodies decay and are vulnerable to all sorts of diseases and ailments. We unconsciously conceptualise our bodies as a collection of functionalities such as blood circulation, respiratory functions, secretions such as urine and saliva, functions of organs such as lungs, liver, heart, and intestines. These conceptualisations of human body and its functionalities lead us to think of our bodies as inanimate objects which are enlivened through blood and breath. We distinctively differ between the thinking substance (mind) and the physical body (Soma) because we believe that thinking is a higher order function, which has nothing to do with the physical body. These daily conceptualisations of our thinking and bodily functions lead us to separate our rational thoughts from bodily functions. Therefore, the body is marginalised in the history of philosophy.
Yet, cognitive science has recently found that our thinking activities, conceptualisation, and ideas are not generated in a separate mind but these ‘mind activities’ are inherently embodied (George L., & Mark J., 1999, p. 3). The embodied mind is developed through organism-environment interaction or coupling. Traditionally, psychologists and philosophers have believed that thinking and thought processes are rational and intentional activities. However, recent studies have proved that our thoughts do not function rationally but occur largely within our unconscious region.
Further, abstract ideas and concepts are also largely metaphorical. For instance, in our daily lives, many abstract concepts such as time, space, distance, speed, etc., are understood in linguistic metaphorical structures (George L., & Mark J., 1999). These key findings of cognitive science have already questioned the way we understand human nature and our engagement with the world. We are now at a juncture where we may need to reconsider our previous assumptions on the human mind, reason and aesthetic experience and our engagement with the world. One cannot marginalise aesthetic sentiment as merely ‘subjective’ because the subjective-objective dichotomy cannot be applied anymore to explain how people perceive aesthetic experience. In other words, aesthetic sentiment is both rational and emotional at the same time. Hence, artistic activities, aesthetic experience, and perception are not mere cognitive or sentimental functions but about how human beings seriously engage with the world.
Music
Let me begin with music. Music plays a key role in shaping our lives and forming our experience as human beings. Music has the power to bring back memories and histories of our lives and it allows us to escape from the current social reality and encourage us to live through the past. Many of us are fond of listening to old music. The reason is that these musical sounds evoke nostalgic sentiments in us and help us escape from the current reality. Let’s contemplate for a moment and see what happens when you hear a familiar song from the 70s or 80s. How do we understand the experience it provides us? How do we understand its meanings despite its language and meanings derived from linguistic connotations? One of the basic arguments here is that we understand music not just because we know the language or we know the particular genre of music, but our understanding is rooted in bodily means. Mark Johnson argues: ‘The meaning in and of the music is not verbal or linguistic, but rather bodily and felt. We understand the meaning of longing, desire, expectation, for better things to come, and so on. We cannot convey it verbally, but it is nonetheless meaningful, and it is enacted via our active engagement with the music’ (Johnson 2007, p. 242). It is not a particular aesthetic mind that germinates and informs us about the meaning of music but it is the corporeal knowledge that is inherent in human beings which suggests to us different connotations of what we listen. The argument here is that music is an abstract form of art and its meanings go beyond our linguistic structures and connote indescribable meanings derived through our senses.
In terms of understanding arts and extricating aesthetic pleasure, we tend to transform all kinds of aesthetic experience into a ‘representation’ form. Transforming innate meanings into a representational mode allows humans to understand the arts as a ‘particular language’. There is a very popular saying that “music is a universal language”. But the irony is we do not listen or familiarize ourselves even with our neighbours’ musical traditions such as Carnatic music. Because language dominates the domain of understanding and eventually what we do is transform other forms of experiences into a language like metaphors through which we assume that we could understand the meaning of arts. Therefore music can be understood not only as an aesthetic object but something innately social and ideological text.
Figure 3: Cassandra directed by Seth Baumrin at Gershom Theatre, Lviv Ukraine, 2019. Actor, Lyudmyla Honcharova is performing with co-actors. Photo credit Vadym Rybin.
Dance
Let me now discuss, in brief, the values pertaining to dance. Dance as an art form can present diverse forms of expressions and meanings. Traditionally, Sri Lankan dance for instance have various codifications where dance audiences extricate meanings through narratives and stories embedded in dance. Hanuma Wannama or Gajaga Wannama depicts animal behaviours and meanings related to how these animals behave and move along with stories related to religion and rituals. Without these narratives embedded in traditional dance, we cannot see what meanings or feelings that these moving bodies bring as aesthetic meanings to the viewers. Similar to other art forms, we tend to define dance again as a universal language, or ‘mother of all tongues, or ‘the mirror of the soul’ (Warren cited in Leavy 2015, p. 149). These views are commonplace in the society related to dance, because we try to understand dance as a particular ‘language’ similar to music.
However, dance is one of the most abstract forms of art where meanings cannot directly be accessed.
Despite the literal and narrative meanings embedded in it, dance is used to cultivate other forms of values and meanings for human beings. Dance is narrative and tells stories. In traditional forms of dance, people derive meaning from narratives and stories embedded in dance rituals. These stories and narratives encapsulate human nature and gods’ and goddesses’ influence in human lives and wellbeing. Dance is emancipatory and used as a way of expressing social and personal discomforts and disagreements. There are some instances in which dance is used to critique social norms and raise disagreements through humour and satire. These forms also can be seen in some traditional dance dramas such as Kolam or Sokari in Sri Lankan dance-drama traditions. In these dance-drama forms, people use this art form to critique and show their discontent about established hierarchies and social status. Dance can be used to raise social cohesion by engaging with various communities and bringing them to a common platform. Dance is used as a healing process and it can heighten human wellbeing and communal sense. So, there are many ways in which we can understand how dance could be utilised in our daily life. In recent studies, dance has been identified as a tool to transcend historical time. As Cleark-Replley argues ‘dance is a form of transformative human action that expresses an individual’s being with purposive ends and can thus support communal relations’ (Cleark-Replley cited in Leavy 2015, p. 149).
Theatre
Finally, I would like to discuss briefly how theatre and performance practice could benefit our lives not only as a source of aesthetic pleasure but as a way to uplift other human values in our daily life and beyond. Theatre is a powerful medium through which one can communicate and share ideas and thoughts with other communities. The idea of ‘theatre’ has been used for a wide variety of meanings from antiquity to the present. The term theatrum mundi is used to denote the ‘world as theatre’ capturing every human activity taking place in the world. Further the term theatrum vita humane connotes the idea of ‘life as theatre’ (Fischer-Lichte, E. 2014). These usages therefore indicate how the term theatre is used to encapsulate both human and worldly activities.
Theatre invites actors and theatergoers to get together and engage in a communal space where they share certain meanings of their lives and surrounding environment. This is understood as an autopoiesis feedback loop or ‘co-presence’ of a group of performers and viewers. In this co-presence, theatre ‘investigates’ as well as ‘represents’ social phenomena where we live in (Leavy 2015, p. 174). Hence, theatre is not only for us to have pleasure and use as a leisure activity but also an investigation, exploration and representation of our daily realities. In general, theatrical performance raises our conscious awareness of where we live, what we do, and how we can change our environment. This awareness is vital for human beings to live and work in a society where unjust and exploitation is dominated. Theatre raises our awareness of our surroundings and further questions prejudices dominating in social structures. Theatre has the power to empower marginalized communities, groups of people who are suppressed by dominant power structures such as military, medical or governments. Theatre therefore stands along with those marginalized people and leads their struggles to emancipate them from those suppressive tools. In this sense theatre is political and educational. Theatre activism leads people to engage with policy and make changes in how they are being governed. Theatre is education in the sense that it blurs the boundaries and restrictions imposed in the traditional educational systems and allows people to learn without been subjugated to established pedagogies. Thus theatre creates a space for people whose voice is unheard and left alone. People who are involved in theatrical enactment and who are a part of the audience can cultivate knowledge through watching and engaging with the theatre. In this way, theatre and performance can serve to enhance human experience in diverse ways.
Conclusion
In these concluding remarks I would like to restate the idea that similar to scientific enquiry, the arts and arts practitioners also do research in their respective fields and create theories, challenge existing concepts and prejudices, develop new ideas, find new forms, and problematize existing knowledge with new creative research and insights. As I have argued above, the history of philosophy has created a gap between artistic endeavors and scientific explorations. However, with new understanding about how the human brain and cognition operate, it is clearly proved that human thinking, conceptualization, and ideas, traditionally understood as a function of the rational mind, are not rational activities but are embedded with emotional drives and occur largely in the human unconscious. In line with this aesthetic sentiment is an important human cognitive function that goes beyond our limits of language. Therefore, the arts override language and linguistic meanings. We make sense of the arts and our environment through our bodies and their encroachment with the outer world. The value of the practice of the arts and aesthetic sentiment is an integral component of human development. It is our duty for the next generation to convince that the arts and the aesthetic is another way of holistically understanding the world that science cannot perceive through rational means.
Acknowledgements
The author wishes to thank Dr Arosha Dissanayake, past president of the GMA and all the committee members of the association who made this event possible. Further a special gratitude goes to Himansi Dehigama and Sachini Senevirathne for helping prepare this paper.
References
Fischer-Lichte, E. (2014). The Routledge introduction to theatre and performance studies. London: Routledge.
Johnson, M. (2012). The meaning of the body: Aesthetics of human understanding. Chicago: The University of Chicago Press.
Kashima, E.S. (2010). Culture and Terror Management: What is “Culture” in Cultural Psychology and Terror Management Theory? Social and Personality Psychology Compass, 4(3), pp.164–173.
Lakoff, G. and Johnson, M. (n.d.). Philosophy in the flesh : the embodied mind and its challenge to Western thought. New York, Ny: Basic Books, [20]10.
Leavy, P. (2019). Handbook of arts-based research. New York: The Guilford Press.
Leavy, P. (2020). Method meets art : arts-based research practice. New York: The Guilford Press.
Author
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It is a pleasure to be here today, when the University resumes postgraduate work in English and Education which we first embarked on over 20 years ago. The presence of a Professor on English Language Teaching from Kelaniya makes clear that the concept has now been mainstreamed, which is a cause for great satisfaction.
Twenty years ago, this was not the case. Our initiative was looked at askance, as indeed was the initiative which Prof. Arjuna Aluwihare engaged in as UGC Chairman to make degrees in English more widely available. Those were the days in which the three established Departments of English in the University system, at Peradeniya and Kelaniya and Colombo, were unbelievably conservative. Their contempt for his efforts made him turn to Sri Jayewardenepura, which did not even have a Department of English then and only offered it as one amongst three subjects for a General Degree.
Ironically, the most dogmatic defence of this exclusivity came from Colombo, where the pioneer in English teaching had been Prof. Chitra Wickramasuriya, whose expertise was, in fact, in English teaching. But her successor, when I tried to suggest reforms, told me proudly that their graduates could go on to do postgraduate degrees at Cambridge. I suppose that, for generations brought up on idolization of E. F. C. Ludowyke, that was the acme of intellectual achievement.
I should note that the sort of idealization of Ludowyke, the then academic establishment engaged in was unfair to a very broadminded man. It was the Kelaniya establishment that claimed that he ‘maintained high standards, but was rarefied and Eurocentric and had an inhibiting effect on creative writing’. This was quite preposterous coming from someone who removed all Sri Lankan and other post-colonial writing from an Advanced Level English syllabus. That syllabus, I should mention, began with Jacobean poetry about the cherry-cheeked charms of Englishwomen. And such a characterization of Ludowyke totally ignored his roots in Sri Lanka, his work in drama which helped Sarachchandra so much, and his writing including ‘Those Long Afternoons’, which I am delighted that a former Sabaragamuwa student, C K Jayanetti, hopes to resurrect.
I have gone at some length into the situation in the nineties because I notice that your syllabus includes in the very first semester study of ‘Paradigms in Sri Lankan English Education’. This is an excellent idea, something which we did not have in our long-ago syllabus. But that was perhaps understandable since there was little to study then except a history of increasing exclusivity, and a betrayal of the excuse for getting the additional funding those English Departments received. They claimed to be developing teachers of English for the nation; complete nonsense, since those who were knowledgeable about cherries ripening in a face were not likely to move to rural areas in Sri Lanka to teach English. It was left to the products of Aluwihare’s initiative to undertake that task.
Another absurdity of that period, which seems so far away now, was resistance to training for teaching within the university system. When I restarted English medium education in the state system in Sri Lanka, in 2001, and realized what an uphill struggle it was to find competent teachers, I wrote to all the universities asking that they introduce modules in teacher training. I met condign refusal from all except, I should note with continuing gratitude, from the University of Sri Jayewardenepura, where Paru Nagasunderam introduced it for the external degree. When I started that degree, I had taken a leaf out of Kelaniya’s book and, in addition to English Literature and English Language, taught as two separate subjects given the language development needs of students, made the third subject Classics. But in time I realized that was not at all useful. Thankfully, that left a hole which ELT filled admirably at the turn of the century.
The title of your keynote speaker today, Professor of English Language Teaching, is clear evidence of how far we have come from those distant days, and how thankful we should be that a new generation of practical academics such as her and Dinali Fernando at Kelaniya, Chitra Jayatilleke and Madhubhashini Ratnayake at USJP and the lively lot at the Postgraduate Institute of English at the Open University are now making the running. I hope Sabaragamuwa under its current team will once again take its former place at the forefront of innovation.
To get back to your curriculum, I have been asked to teach for the paper on Advanced Reading and Writing in English. I worried about this at first since it is a very long time since I have taught, and I feel the old energy and enthusiasm are rapidly fading. But having seen the care with which the syllabus has been designed, I thought I should try to revive my flagging capabilities.
However, I have suggested that the university prescribe a textbook for this course since I think it is essential, if the rounded reading prescribed is to be done, that students should have ready access to a range of material. One of the reasons I began while at the British Council an intensive programme of publications was that students did not read round their texts. If a novel was prescribed, they read that novel and nothing more. If particular poems were prescribed, they read those poems and nothing more. This was especially damaging in the latter case since the more one read of any poet the more one understood what he was expressing.
Though given the short notice I could not prepare anything, I remembered a series of school textbooks I had been asked to prepare about 15 years ago by International Book House for what were termed international schools offering the local syllabus in the English medium. Obviously, the appalling textbooks produced by the Ministry of Education in those days for the rather primitive English syllabus were unsuitable for students with more advanced English. So, I put together more sophisticated readers which proved popular. I was heartened too by a very positive review of these by Dinali Fernando, now at Kelaniya, whose approach to students has always been both sympathetic and practical.
I hope then that, in addition to the texts from the book that I will discuss, students will read other texts in the book. In addition to poetry and fiction the book has texts on politics and history and law and international relations, about which one would hope postgraduate students would want some basic understanding.
Similarly, I do hope whoever teaches about Paradigms in English Education will prescribe a textbook so that students will understand more about what has been going on. Unfortunately, there has been little published about this but at least some students will I think benefit from my book on English and Education: In Search of Equity and Excellence? which Godage & Bros brought out in 2016. And then there was Lakmahal Justified: Taking English to the People, which came out in 2018, though that covers other topics too and only particular chapters will be relevant.
The former book is bulky but I believe it is entertaining as well. So, to conclude I will quote from it, to show what should not be done in Education and English. For instance, it is heartening that you are concerned with ‘social integration, co-existence and intercultural harmony’ and that you want to encourage ‘sensitivity towards different cultural and linguistic identities’. But for heaven’s sake do not do it as the NIE did several years ago in exaggerating differences. In those dark days, they produced textbooks which declared that ‘Muslims are better known as heavy eaters and have introduced many tasty dishes to the country. Watalappam and Buriani are some of these dishes. A distinguished feature of the Muslims is that they sit on the floor and eat food from a single plate to show their brotherhood. They eat string hoppers and hoppers for breakfast. They have rice and curry for lunch and dinner.’ The Sinhalese have ‘three hearty meals a day’ and ‘The ladies wear the saree with a difference and it is called the Kandyan saree’. Conversely, the Tamils ‘who live mainly in the northern and eastern provinces … speak the Tamil language with a heavy accent’ and ‘are a close-knit group with a heavy cultural background’’.
And for heaven’s sake do not train teachers by telling them that ‘Still the traditional ‘Transmission’ and the ‘Transaction’ roles are prevalent in the classroom. Due to the adverse standard of the school leavers, it has become necessary to develop the learning-teaching process. In the ‘Transmission’ role, the student is considered as someone who does not know anything and the teacher transmits knowledge to him or her. This inhibits the development of the student.
In the ‘Transaction’ role, the dialogue that the teacher starts with the students is the initial stage of this (whatever this might be). Thereafter, from the teacher to the class and from the class to the teacher, ideas flow and interaction between student-student too starts afterwards and turns into a dialogue. From known to unknown, simple to complex are initiated and for this to happen, the teacher starts questioning.’
And while avoiding such tedious jargon, please make sure their command of the language is better than to produce sentences such as these, or what was seen in an English text, again thankfully several years ago:
Read the story …
Hello! We are going to the zoo. “Do you like to join us” asked Sylvia. “Sorry, I can’t I’m going to the library now. Anyway, have a nice time” bye.
So Syliva went to the zoo with her parents. At the entrance her father bought tickets. First, they went to see the monkeys
She looked at a monkey. It made a funny face and started swinging Sylvia shouted: “He is swinging look now it is hanging from its tail its marvellous”
“Monkey usually do that’
I do hope your students will not hang from their tails as these monkeys do.
Author
By Satyajith Andradi
Quite understandably, the world of classical music is dominated by the brand images of great composers. It is their compositions that we very often hear. Further, it is their life histories that we get to know. In fact, loads of information associated with great names starting with Beethoven, Bach and Mozart has become second nature to classical music aficionados. The classical music industry, comprising impresarios, music publishers, record companies, broadcasters, critics, and scholars, not to mention composers and performers, is largely responsible for this. However, it so happens that classical music lovers are from time to time pleasantly struck by the irresistible charm and beauty of classical pieces, the origins of which are little known, if not through and through obscure. Intriguingly, most of these musical gems happen to be classical super – hits. This article attempts to present some of these famous pieces and their little-known composers.
Pachelbel’s Canon in D
The highly popular piece known as Pachelbel’s Canon in D constitutes the first part of Johann Pachelbel’s ‘Canon and Gigue in D major for three violins and basso continuo’. The second part of the work, namely the gigue, is rarely performed. Pachelbel was a German organist and composer. He was born in Nuremburg in 1653, and was held in high esteem during his life time. He held many important musical posts including that of organist of the famed St Stephen’s Cathedral in Vienna. He was the teacher of Bach’s elder brother Johann Christoph. Bach held Pachelbel in high regard, and used his compositions as models during his formative years as a composer. Pachelbel died in Nuremburg in 1706.
Pachelbel’s Canon in D is an intricate piece of contrapuntal music. The melodic phrases played by one voice are strictly imitated by the other voices. Whilst the basso continuo constitutes a basso ostinato, the other three voices subject the original tune to tasteful variation. Although the canon was written for three violins and continuo, its immense popularity has resulted in the adoption of the piece to numerous other combinations of instruments. The music is intensely soothing and uplifting. Understandingly, it is widely played at joyous functions such as weddings.
Jeremiah Clarke’s Trumpet Voluntary
The hugely popular piece known as ‘Jeremiah Clarke’s Trumpet Voluntary’ appeared originally as ‘ The Prince of Denmark’s March’ in Jeremiah Clarke’s book ‘ Choice lessons for the Harpsichord and Spinet’, which was published in 1700 ( Michael Kennedy; Oxford Dictionary of Music ). Sometimes, it has also been erroneously attributed to England’s greatest composer Henry Purcell (1659 – 1695 ) and called ‘Purcell’s Trumpet Voluntary (Percy A. Scholes ; Oxford Companion to Music). This brilliant composition is often played at joyous occasions such as weddings and graduation ceremonies. Needless to say, it is a piece of processional music, par excellence. As its name suggests, it is probably best suited for solo trumpet and organ. However, it is often played for different combinations of instruments, with or without solo trumpet. It was composed by the English composer and organist Jeremiah Clarke.
Jeremiah Clarke was born in London in 1670. He was, like his elder contemporary Pachelbel, a musician of great repute during his time, and held important musical posts. He was the organist of London’s St. Paul’s Cathedral and the composer of the Theatre Royal. He died in London in 1707 due to self – inflicted gun – shot injuries, supposedly resulting from a failed love affair.
Albinoni’s Adagio
The full title of the hugely famous piece known as ‘Albinoni’s Adagio’ is ‘Adagio for organ and strings in G minor’. However, due to its enormous popularity, the piece has been arranged for numerous combinations of instruments. It is also rendered as an organ solo. The composition, which epitomizes pathos, is structured as a chaconne with a brooding bass, which reminds of the inevitability and ever presence of death. Nonetheless, there is no trace of despondency in this ethereal music. On the contrary, its intense euphony transcends the feeling of death and calms the soul. The composition has been attributed to the Italian composer Tomaso Albinoni (1671 – 1750), who was a contemporary of Bach and Handel. However, the authorship of the work is shrouded in mystery. Michael Kennedy notes: “The popular Adagio for organ and strings in G minor owes very little to Albinoni, having been constructed from a MS fragment by the twentieth century Italian musicologist Remo Giazotto, whose copyright it is” (Michael Kennedy; Oxford Dictionary of Music).
Boccherini’s Minuet
The classical super-hit known as ‘Boccherini’s Minuet’ is quite different from ‘Albinoni’s Adagio’. It is a short piece of absolutely delightful music. It was composed by the Italian cellist and composer Luigi Boccherini. It belongs to his string quintet in E major, Op. 13, No. 5. However, due to its immense popularity, the minuet is performed on different combinations of instruments.
Boccherini was born in Lucca in 1743. He was a contemporary of Haydn and Mozart, and an elder contemporary of Beethoven. He was a prolific composer. His music shows considerable affinity to that of Haydn. He lived in Madrid for a considerable part of his life, and was attached to the royal court of Spain as a chamber composer. Boccherini died in poverty in Madrid in 1805.
Like numerous other souls, I have found immense joy by listening to popular classical pieces like Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio and Boccherini’s Minuet. They have often helped me to unwind and get over the stresses of daily life. Intriguingly, such music has also made me wonder how our world would have been if the likes of Bach, Handel, Haydn, Mozart, Beethoven, and Schubert had never lived. Surely, the world would have been immeasurably poorer without them. However, in all probability, we would have still had Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio, and Boccherini’s Minuet, to cheer us up and uplift our spirits.
Author
By Lynn Ockersz
The tax owed by him to Caesar,
Leaves our retiree aghast…
How is he to foot this bill,
With the few rupees,
He has scraped together over the months,
In a shrinking savings account,
While the fires in his crumbling hearth,
Come to a sputtering halt?
But in the suave villa next door,
Stands a hulk in shiny black and white,
Over a Member of the August House,
Keeping an eagle eye,
Lest the Rep of great renown,
Be besieged by petitioners,
Crying out for respite,
From worries in a hand-to-mouth life,
But this thought our retiree horrifies:
Aren’t his hard-earned rupees,
Merely fattening Caesar and his cohorts?
