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Download - D-Scholarship@Pitt - University of Pittsburgh

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subject for a feminist inquiry. Throughout this thesis, it is my goal to seek out and decode some<br />

<strong>of</strong> Casulana’s social, musical, and philosophical markers within her works, helping to unlock<br />

some <strong>of</strong> the mysteries <strong>of</strong> her unique life and perhaps provide tools for further inquiry.<br />

1.2 METHODOLOGY<br />

In attempting to understand the music <strong>of</strong> Madalena Casulana, it is important to explore the<br />

musical and ideological world in which she lived. As such, I have organized my inquiry into the<br />

life and music <strong>of</strong> Madalena Casulana along three axes: aspects <strong>of</strong> biography, heritage <strong>of</strong> thoughts<br />

about biology and sexual difference, and musical heritage. It would prove rather useless to<br />

attempt to understand Casulana’s music without attempting to see through the lens—or at the<br />

very least be aware <strong>of</strong> it—with which Madalena viewed her world and her place within it.<br />

During a time when definitions <strong>of</strong> “womanhood” were confused somewhere between passive<br />

observer and singing voice, and commendations on beauty and purity were tempered by fear <strong>of</strong><br />

what evil could lay within, Madalena’s choice to claim voice via composing and publishing is<br />

both startling and telling.<br />

Framed by the three axes <strong>of</strong> my inquiry, my methodology exposes Casulana’s stated<br />

desire to reveal the “conceited error <strong>of</strong> men” and be equal to them, as expressed through her use<br />

<strong>of</strong> poetic texts that are sexual and philosophical in nature (topics deemed unsuitable for women<br />

to discuss), and her musical choices which deny what Thomasin LaMay calls, the “male musical<br />

climax” and emphasize unity between lovers, as well as the obvious indicator <strong>of</strong> her choice <strong>of</strong> a<br />

6

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