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Dr Christopher Wiley delivers Keynote lecture at international conference at the University of Amsterdam

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Dr Christopher WJanuary 2018_Amsterdam_Poster 2018 Workshop Transnational Perspectives on Artistsiley gave a Keynote lecture at the two-day international workshop, ‘Transnational Perspectives on the Writing of Artists’ Lives, 19th-21st centuries’, held at the University of Amsterdam, The Netherlands on 25–26 January 2018.

Dr Wiley’s 50-minute paper, entitled ‘Musical Biography as a National and Transnational Genre’, explored the extent to which composer life-writing reflects the preoccupations and concerns of its time and place of origin while simultaneously embodying pan-European values that remain strikingly robust across texts from different countries and centuries.

Addressed to an interdisciplinary audience primarily from The Netherlands, France, the UK, and US, Dr Wiley’s lecture developed research previously presented at the University of Oxford, and generated much productive discussion from delegates.

An internationally acknowledged expert in the field, Dr Wiley has given a number of previous keynotes at conferences on biography, including the four-day ‘(Auto)Biography as a Musicological Discourse’ held at the University of Arts, Belgrade in 2008.

The full schedule for the workshop may be viewed here: http://www.uva.nl/en/shared-content/subsites/amsterdam-institute-for-humanities-research/en/events/events/2018/01/transnational-perspectives-artists-lives.html

The programme is also available online as a PDF: https://www.huizingainstituut.nl/v02/wp-content/uploads/Programme-Workshop-Transnational-Perspectives-on-Artists-Lives-2-Jan-18.pdf

Dr Christopher Wiley gives pre-performance talk for Glyndebourne Tour 2017

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Rhoda McGaw Theatre, WokingDr Christopher Wiley delivered a pre-performance talk for Glyndebourne Tour 2017, to introduce its production of Mozart’s opera Così fan tutte at the New Victoria Theatre, Woking on Tuesday 7 November 2017.

Dr Wiley’s talk focussed on two principal issues, the portrayal of women in Così fan tutte and the work’s relationship with the genre of opera buffa, illustrated with a slideshow and audio excerpts. Held in the Rhoda McGaw Theatre adjacent to the main auditorium, it was attended by a large audience of some 150 opera-lovers.

A work well-known to Dr Wiley from his undergraduate teaching, he also discussed the opera’s historical background, characters and plot, and the ways in which its reception has changed over time, as well as the specific interpretation taken by Glyndebourne Tour in this revival of the 2006 production directed by Nicholas Hytner.

Dr Wiley has previously given pre-performance talks for Glyndebourne in 20162015, and 2014, mainly on operas by Mozart.

Dr Christopher Wiley co-organizes international multi-disciplinary conference on Writing About Contemporary Artists at the University of Surrey

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Keynote - Annie Yim, Christopher Le Brun, and Christopher WileyDr Christopher Wiley was Chair of the Conference Committee for an international, multi-disciplinary three-day conference entitled Writing About Contemporary Artists: Challenges, Practices, and Complexities’, held at the University of Surrey from 20-22 October 2017.

Hosted and sponsored by the University’s Institute of Advanced Studies, the conference brought together scholars and practitioners in fields including musicology, theatre studies, dance and choreography, literature, film, digital media, and the visual arts. Its 70 participants represented a strongly international delegation drawn from North and South America, Australia, South Africa, and across Europe and the UK.

Dr Wiley compèred and co-authored the event’s central Keynote Concert and Dialogue (pictured above) given by MusicArt London, featuring the distinguished painter Christopher Le Brun (President of the Royal Academy of Arts) and pianist Dr Annie Yim (St John’s Smith Square Young Artist in Residence 2016/17), with additional contributions by composer Richard Birchall.

Dr Wiley also acted as chair and panel member for the final conference session (pictured below), a roundtable on ‘Contemporary artists, contemporary writing: Internet and social media’, at which he spoke about his reviewing activity across the art disciplines for digital magazine Musical Theatre Review as well as his guest-blogging for sites such as the Association of National Teaching Fellows blog and Oxford University Press Blog.

Further information may be found at the conference website: http://www.ias.surrey.ac.uk/workshops/artistswriting/

The full programme (including abstracts) may be downloaded here: http://www.ias.surrey.ac.uk/workshops/artistswriting/papers/Writing%20About%20Contemporary%20Artists%20conference%20_%20Proggramme.pdf

Roundtable - Christopher Wiley, Björn Heile, Katie Beswick, and Ian Pace

Update: Online reports on the conference are available at the following links:

http://www.planethugill.com/2017/10/writing-about-contemporary-artists.html

http://annieyim.com/keynote-concert-and-dialogue-at-an-international-multi-disciplinary-conference-at-the-university-of-surrey-21-october-2017/

http://blogs.surrey.ac.uk/arts/2017/10/22/international-conference-in-pats-building-writing-about-contemporary-artists/

Dr Christopher Wiley co-authors presentation at International Symposium on Pedagogic Frailty at the University of Surrey

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Pedagogic-frailty-symposium-programmeDr Christopher Wiley and Jo Franklin (Guildford School of Acting) co-authored an interactive presentation delivered as part of the First International Symposium on Pedagogic Frailty and Resilience held at the University of Surrey on Wednesday 6 September 2017.

The session, entitled ‘Dialogic Approaches to Pedagogic Frailty’, explored how the authors had proactively sought to extend the results of two previous research projects in which they had been separately involved, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

They outlined the ‘reciprocal autoethnography’ approach by which they expanded the parameters of their earlier studies, as well as the methods by which they comparatively analysed the concept maps that resulted from previous research, independently of the original interviewer.

Based on their book chapter on autoethnography and pedagogic frailty, the presentation concluded by considering the potential for future expansion of the pedagogic frailty process as well as its benefits in terms of enhancing understanding of the preoccupations, priorities, and motivations of colleagues and teams.

The one-day symposium brought together some 40 academic colleagues from across the UK and internationally.

Further information about the symposium is available at the following link: https://www.surrey.ac.uk/department-higher-education/events/pedagogic-frailty

The full programme, including abstracts, may be downloaded here: https://www.surrey.ac.uk/sites/default/files/Pedagogic-frailty-symposium-programme.pdf

 

Dr Christopher Wiley leads post-show discussion on the suffragette movement at Cranleigh Arts Centre

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Jacqueline Mulhallen as Sylvia PankhurstDr Christopher Wiley addressed an audience of theatre-goers on Ethel Smyth as part of a post-show discussion following the one-woman play Sylvia, presented by Lynx Theatre and Poetry at Cranleigh Arts Centre, Surrey on the evening of Friday 26 May 2017.

The main performance, a theatrical production based on Sylvia Pankhurst’s life, activity as a painter, and service to the suffragette movement, was performed by professional actress Jacqueline Mulhallen (pictured, as Pankhurst) having been developed from original research.

After a brief interval, the post-show discussion led with Dr Wiley’s talk on Smyth, following which the audience were able to put questions to Dr Wiley and the creators of Sylvia, and to engage in further general conversation on women’s suffrage.

Internationally acknowledged for his substantial contribution to scholarship on Smyth across the past 15 years, Dr Wiley has more recently acquired a reputation as a local historian, many of the audience members already being familiar with his work on the Surrey-based composer, writer, and suffragette.

Further information about the event is available here: http://purchase.tickets.com/buy/TicketPurchase?agency=CRAN&organ_val=40629&pid=8410211

Dr Christopher Wiley delivers paper at Collaborating Couples conference at the University of Bristol

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Dr Christopher Wiley presented a paper at a two-day international conference entitled ‘Beyond Genius and Muse – Collaborating Couples in Twentieth-Century Arts’, held at the Victoria Rooms, University of Bristol on 18–19 April 2017.

Dr Wiley’s paper, Subject and Countersubject: The Prevalence of the Genius and the Muse in Musical Biography’, explored the pattern of collaborating couples that has emerged historically in musical biography, drawing on examples including Brahms and Clara Schumann, Ethel Smyth and Henry Brewster, Britten and Peter Pears, and Adele.

It built upon Dr Wiley’s previous scholarship conducted in this area across more than 10 years, of which the most recent output, his book chapter ‘Musical Biography and the Myth of the Muse’, was published in 2015.

The conference brought together some 50 academics from across Europe and the US, encompassing a range of topics in music, literature, and the visual arts.

Further information is available at the conference website: https://collaboratingcouples.wordpress.com/

Victoria Rooms

Dr Christopher Wiley co-authors book chapter on autoethnography and pedagogic frailty

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Pedagogic FrailtyDr Christopher Wiley and Jo Franklin (Guildford School of Acting) have co-authored a chapter published in the book Pedagogic Frailty and Resilience in the University, edited by Ian M. Kinchin and Naomi E. Winstone.

Their essay, ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, extends two research projects on which the authors have previously worked, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

Adopting a ‘reciprocal autoethnography’ approach to operate independently of the original interviewer in order comparatively to analyse the concept maps that resulted from earlier research, they considered the benefits of pedagogic frailty to the development of greater mutual understanding between different staff members by way of nurturing resilience.

Bibliographic citation 

Wiley, Christopher and Jo Franklin. ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, in Ian M. Kinchin and Naomi E. Winstone eds. Pedagogic Frailty and Resilience in the University. Rotterdam: Sense, 2017, pp. 17–32.

Further information 

Listing of the volume on the publisher’s website: https://www.sensepublishers.com/catalogs/bookseries/other-books/pedagogic-frailty-and-resilience-in-the-university/

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