六十年来歌剧《白毛女》评价模式的变迁

歌剧《白毛女》从1945年诞生以来,就开始了它的评价史。六十年来,伴随着歌剧"经典化"、"解经典"的过程, 其评价模式发生了种种变迁。20世纪40-80年代,关于《白毛女》的评价由最初的"争鸣"到漫长的"复述",通过对意识 形态话语的"复述",不断丰富和补充了权力话语,构建出"革命经典",以服务于民族国家的需要。90年代以来,评价者 意识到"复述"模式的遮蔽性,转而开始重读、拆解经典,开掘出历史复杂性的一面。人们不再停留于歌剧《白毛女》"是什 么"的回答上,开始追问它"怎样如此"、"为什么如此"。因此,出现了"反思"、"解剖"、"寓言"、"从'文本'进入'历史'" 等不同的评价模式。提问方式的变化导致了不同的可见性内容。"复述"模式讲述这是个什么样的革命故事;"反思"模 式旨在研究意识形态话语的生效机制;"解剖"模式看到了歌剧中多种文化力量相互作用的状态;"寓言"模式将《白毛 女》放在现代性的发展逻辑中,回答为什么20世纪40年代会选择"歌剧"这种艺术形式;"从'文本'进入'历史'"的研究 路径着力于探究"文本"如何生产了"历史"和"意识形态"。这些评价模式是由于每个时代的问题意识、知识型、理论工 具和研究路径的不同所决定的。

The Shifts in Appraisal Patterns of The Opera A White -haired Lady in the Past 60 Years

The Opera A White - haired Lady started its critical history since its debut in 1945. In the past 60 years , the shifts of various kinds have taken place in its appraisal patterns in the course of classiciza-tion and de - classicization of this opera. Between 1940 - 1980 , the appraisals and criticisms of A White - haired Lady ranged from the initial "contentions" and the long - time "narrative". The "narrative" of ideological discourse frequently enriched and supplemented discourse of power and constituted " revolutionary classics" , so as to serve the needs of our nation. Since the 1990s , critics have been aware of cov-eredness of "narrative" pattern, and turned to start to play with and deconstruct classics, uncovering its historical complexity. People have no longer stayed in answering "what is" The Opera A White - haired Lady , but started furhter to pursue "how is it so" and "why is it so". Therefore , the different appraisal patterns include "reflection" , "dissection" , "allegory" , and from "tex" to "history". The changes in answering patterns have led to different visible contents, "narrative" pattern narrates what kind of revolutionary stories this is; "reflection" pattern aims to study how ideological discourse comes into effect; "dissection" pattern witnesses inter - action of a multitude of cultural forces ; 'allegory' pattern has answered why "opera" of this kind art was adopted in the 1940s; the study path from "text" to "history" focuses itself on how "text" produces "history" and "ideology" . These appraisal patterns are due to different awarenesses of problems , types of knowledge , theoretical instruments and study paths.