Szőllősy Csila et al. (szerk.): Alba Regia. Annales Musei Stephani Regis - Szent István Király Múzeum közleményei. C. sorozat 46. (Székesfehérvár, 2018)
Zenetörténet. Kultúra és zene: városok, templomok és kastélyok zenéje Magyarországon. A székesfehérvári Városházán és a fehérvárcsurgói Károlyi-kastélyban 2016. szeptember 22 - 23án megrendezett tudományos konferencia tanulmányai - Medgyesy S. Norbert: Történelemoktatás, főúri mecenatúra és allegorikus-zenés diákszínpad a 18. század gimnáziumaiban
Medeyesj S. Norbert: Történelemoktatás, főúri mecenatúra és allegorikus-zenés diákszínpad a 18. század gimnáziumaiban S. Norbert Medgyesy History education, aristocratic sponsorship and allegorical-music students stage In our study, we have examined the characteristics, sources, music aspects and diversity of the histon' education of the time based on a so far basically unknown group of sources, the drama programmes of the Jesuit and Piarist secondary schools of the 18th century. The performances made in Latin, Hungarian and German languages of the domestic secondary school stages of the 17-18th centuries and incorporated in the curriculum meant the education of history in Hungary, legally until the Jesuit Instructio published in Vienna in 1735 and practically until the end of the 18th century. These plays depicted certain selected series of events as moral examples, based on patristic domestic and foreign narrative historical sources from the Middle Ages and the Early Modern Period. The music history enacted in the school dramas formed the knowledge of the participating students and their audience on the one hand; besides, they provided exempla or a moral illustration; finally, they also presented the real or fictitious family history events of aristocratic families, in most cases those of the Maecenas of the given school, or the historical tableau of the benefactor. In our study, we provided a more detailed description of the sponsoring activities of Palatine Pál Esterházy, Count István (II) Koháry and Count Antal (I) Grassalkovich. Applying the pedagogical method “make it real” characteristic of the Jesuits in the education of history at schools, the student characters depicted Christianity — and especially the Catholic denomination, as well as its calling to act as Auxiliator (helper), Defensor (Defender) and Promotor (Promoter) of the Kingdom of Hungary. Through all these activities, they enhanced the reputation of the Maecenas family geographically related to the given secondary school and strengthened the Hungarian feudal-noble consciousness. With the means of the theatre, this form of Baroque court representation ensured the students’ knowledge of history, poetry, rhetoric, mythology and singing music knowledge (in four voices: bass, tenor, alto, discantist), while making their instrumentalist and dancing skills complete and developing their performing skills. 29
