"Teatro" Architectural, Performative and Acoustic Qualities of Renaissance Theatres. A Joint Research Project of Architectural History and Acoustic Sciences.
"Teatro" Architectural, Performative and Acoustic Qualities of Renaissance Theatres. A Joint Research Project of Architectural History and Acoustic Sciences.
批准号:
237915257
负责人:
Professor Dr.-Ing. Christian Raabe, since 1/2014
金额:
$0.0万
依托单位国家:
德国
项目类别:
Research Grants
财政年份:
2013
资助国家:
德国
项目状态:
已结题
起止时间:
2012-12-31 至 2018-12-31
中文摘要
该跨学科项目汇集了建筑历史和声学的具体方法和能力,旨在对保留至今的所有六座文艺复兴时期剧院进行深刻的比较分析:即维琴察的奥林匹克剧院(1580年)和萨比奥内塔剧院(1587年),帕尔马的法尔内塞剧院(1618年),帝国别墅的剧院(佩萨罗,1530年),科尔特科尔纳罗(帕多瓦,1524年)和城堡德Maulnes(勃艮第,1560年)。基于详细的调查和文献资料,这将允许所有的舞台和后台功能明确分配到特定的空间,这些剧院的声学和表演质量将被研究,无论是在现场实验,以及通过计算机生成的虚拟模型。结果将导致更好地理解文艺复兴时期的声学知识,适用于16世纪剧院建筑。此外,它们将有助于澄清实际建筑的声学与古典声学理论的文学接受之间的困难关系。因此,我们希望,该项目将大大有助于后古董剧院建筑和表演实践的研究。
英文摘要
The interdisciplinary project brings together the specific approaches and competences of both architectural history and acoustic sciences, aiming at a profound comparative analysis of all six Renaissance theatres preserved to the present day: i.e. the Teatri Olimpici of Vicenza (1580) and Sabbioneta (1587), the Teatro Farnese in Parma (1618), the theatre courts of the Villa Imperiale (Pesaro, 1530), the Corte Cornaro (Padua, 1524) and the Château de Maulnes (Burgundy, 1560). Based on detailed surveys and documentations, which will allow definite allocations of all stage and back-stage functions to specific spaces, the acoustic and performative qualities of these theatres will be studied, both experimentally in situ as well as by means of computer-generated virtual models.The results will lead to a better understanding of Renaissance knowledge of acoustics, as applied to 16th century theatre architecture. Furthermore, they will help to clarify the difficult relation between the empirics of practical building and the literary reception of antique acoustic theories. Thus, it is hoped, the project will substantially contribute to the study of post-antique theatre architecture and performative practice.
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