Research Catalogue

My research stems from the curiosity of moving beyond the fixed pitches of western tuning and into a sound continuum of extended sound possibilities. I ask questions like: can an acoustic grand piano be completely sonically-reimagined? why should western ears continue to be so accustomed to only one tuning system? In contrast, can “pure sounds” meet ethnically diverse microtonal tuning constellations? Can a newly invented tuning system dialogue with magnetic preparations to evoke timbral effects from Balinese Gamelan or Indian classical music? Collectively, how can this new instrument merge with spatialization and electronics to create embodied experiences for audiences? And how can all these elements be harnessed within a liminal psychological narrative?

Modo de trabalhar no projeto coletivo na plataforma RC: Autor do projeto de grupo é o António, todos os outros são co-autores.

Esta Exposition é o espaço coletivo do grupo de Duque de Saldanha no segundo semestre.

To be a contemporary music performer today is to have a deeply fragmented practice. The performer’s role is no longer simply a matter of mastering her instrument and executing a score. Music practices are increasingly incorporating new instruments and technologies, methods of creating works, audience interaction and situations of interdependence between performer subjects. The performer finds herself unable to keep a sense of mastery over the performance. In other words, performing is increasingly precarious.

This website provides musical examples linked to my analyses of Eugène Ysaÿe's annotations on scores of César Franck's 'Sonate pour piano et violon'. It is an appendix to the article: Joanna Staruch-Smolec, 'Reinterpreting Ysaÿe’s Annotations. Musical sources relating to Franck’s Sonata in Viola Mitchell’s collection (Juilliard School Library)', Revue belge de Musicologie, 2025.

Even at one of the world's oldest and largest music universities, the mdw - University of Music and Performing Arts in Vienna, the siloing of fields is the norm. Thanks to budgetary and organizational structures, it is rare that artistic practice and traditional musicology teaching are actively combined; what conservatory students learn in music history seminars and what they learn from their performance teachers exist largely separately from each other. This exposition documents an ongoing, pragmatic attempt to interweave traditional music research with artistic practice and interventions, thereby introducing students to Artistic Research at bachelor's and master's levels. The CCC (Content-Concept-Context) module was initiated by Judith Kopecky at the Antonio Salieri Department of Vocal Studies and Vocal Research in Music Education and has enjoyed cooperation with the Institute for Musicology and Performance Studies (IMI) for the past three years. Here she, Stephen Delaney and Chanda VanderHart reflect on the promises, surprises, limits, and potential for intertwining scholarship and artistic practice in an institutional setting.