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Race & Culture
Composing the Canon in the German Democratic Republic by When the German Democratic Republic (GDR) was founded in 1949, its leaders did not position it as a new state. Instead, they represented East German socialism as the culmination of all that was positive in Germany's past. The GDR was heralded as the second German Enlightenment, a society inwhich the rational ideals of progress, Bildung, and revolution that had first come to fruition with Goethe and Beethoven would finally achieve their apotheosis. Central to this founding myth was the Germanic musical heritage. Just as the canon had defined the idea of the German nation in thenineteenth-century, so in the GDR it contributed to the act of imagining the collective socialist state.Composing the Canon in the German Democratic Republic uses the reception of the Germanic musical heritage to chart the changing landscape of musical culture in the German Democratic Republic. Author Elaine Kelly demonstrates the nuances of musical thought in the state, revealing a model of societalascent and decline that has implications that reach far beyond studies of the GDR itself. The first book-length study in English devoted to music in the GDR, Composing the Canon in the German Democratic Republic is a seminal text for scholars of music in the Cold War and in Germany morewidely.
Cultural Diversity in Music Education by Over the past decade, cultural diversity in music education has come of age, both in terms of content and approach. The world of music education is now widely considered to be culturally diverse by definition.Within this environment, appropriate strategies for learning and teaching are being reconsidered. Many scholars and practitioners have abandoned rigid conceptions of context and authenticity, or naive perceptions of music as a universal language that appeals to all. In four sections, this volume offers contemporary views from scholars, educationalists, classroom practitioners and experts in specific disciplines. From this diversity of perspectives, the challenges posed by music travelling through time, place and contexts are being addressed for what they are: fascinating studies in the dynamic life of music, education and culture. In this way, Cultural diversity in music education chronicles the latest insights into a field that has convincingly moved from the sidelines to centre stage in both the practice and theory of music education.
The Invention of 'Folk Music' and 'Art Music' by We tend to take for granted the labels we put to different forms of music. This study considers the origins and implications of the way in which we categorize music. Whereas earlier ways of classifying music were based on its different functions, for the past two hundred years we have been obsessed with creativity and musical origins, and classify music along these lines. Matthew Gelbart argues that folk music and art music became meaningful concepts only in the late eighteenth and early nineteenth centuries, and only in relation to each other. He examines how cultural nationalism served as the earliest impetus in classifying music by origins, and how the notions of folk music and art music followed - in conjunction with changing conceptions of nature, and changing ideas about human creativity. Through tracing the history of these musical categories, the book confronts our assumptions about different kinds of music.
Publication Date: 2007-10-11
Performing Pain by Time after time, people turn to music when coping with traumatic life events. Music can help process emotions, interpret memories, and create a sense of collective identity. In Performing Pain, author Maria Cizmic focuses on the late 20th century in Eastern Europe as she uncovers music'srelationships to trauma and grief. The 1970s and 1980s witnessed a cultural preoccupation in this region with the meanings of historical suffering, particularly surrounding the Second World War and the Stalinist era. Journalists, historians, writers, artists, and filmmakers frequently negotiatedthemes related to pain and memory, truth and history, morality and spirituality during glasnost and the years leading up to it. Performing Pain considers how works by composers Alfred Schnittke, Galina Ustvolskaya, Arvo Part, and Henryk Gorecki musically address contemporary concerns regardinghistory and suffering through composition, performance, and reception.Taking theoretical cues from psychology, sociology, and literary and cultural studies, Cizmic offers a set of hermeneutic essays that demonstrate the ways in which people employ music in order to make sense of historical traumas and losses. Seemingly postmodern compositional choices--such asquotation, fragmentation, and stasis--create musical analogies to psychological and emotional responses to trauma and grief, and the physical realities of their embodied performance focus attention on the ethics of pain and representation. Furthermore, as film music, these works participate incontemporary debates regarding memory and trauma. A comprehensive and innovative study, Performing Pain will fascinate scholars interested in the music of Eastern Europe and in aesthetic articulations of suffering.
Rethinking Difference in Music Scholarship by Two decades after the publication of several landmark scholarly collections on music and difference, musicology has largely accepted difference-based scholarship. This collection of essays by distinguished contributors is a major contribution to this field, covering the key issues and offering an array of individual case studies and methodologies. It also grapples with the changed intellectual landscape since the 1990s. Criticism of difference-based knowledge has emerged from within and outside the discipline, and musicology has had to confront new configurations of difference in a changing world. This book addresses these and other such challenges in a wide-ranging theoretical introduction that situates difference within broader debates over recognition and explores alternative frameworks, such as redistribution and freedom. Voicing a range of perspectives on these issues, this collection reveals why differences and similarities among people matter for music and musical thought.
Toward the end of the century : minority and cross-cultural perspectives. Minorities in music / Brenda Romero-Hymer -- Training future orchestra musicians and audiences / Eileen T. Cline -- Valuing cultural diversity in the arts / Ronald A. Crutcher -- Closing the gender gap : the value of women as role models / S. Kay Hoke -- A perspective on interaction across diverse populations / Barbara Reeder Lundquist -- Some thoughts on the responsibilities of music educators now and into the Twenty-First century / Leonard Brown -- Toward a multicultural music-education curriculum / Portia Maultsby.
Western Music and Race by This contributory volume, the first book of its kind, provides a snapshot of the ways in which discourse about Western music and race overlapped and became intertwined during the period from Wagner's death to the rise of National Socialism and fascism elsewhere in Europe. At these two framing moments such overlapping was at its most explicit: Wagner's racially inflected 'regeneration theories' were at one end and institutionalised cultural racism at the other. The book seeks to provide insights into the key national contexts in which such discourses circulated in the interim period, as well as to reflect a range of archival, historical, critical, and philosophical approaches to the topic. National contexts covered include Germany, France, Spain, Italy, Great Britain and North America. The contributors to the volume are leading scholars in the field, and the book contains many illustrative music examples and images which bring the subject matter to life.
Publication Date: 2007-08-30
Disability in Music Performance & Education
Extraordinary Measures by Approaching disability as a cultural construction rather than a medical pathology, this book studies the impact of disability and concepts of disability on composers, performers, and listeners with disabilities, as well as on discourse about music and works of music themselves.For composers with disabilities - like Beethoven, Delius, and Schumann - awareness of the disability sharply inflects critical reception. For performers with disabilities - such as Itzhak Perlman and Evelyn Glennie - the performance of disability and the performance of music are deeply intertwined.For listeners with disabilities, extraordinary bodies and minds may give rise to new ways of making sense of music.In the stories that people tell about music, and in the stories that music itself tells, disability has long played a central but unrecognized role. Some of these stories are narratives of overcoming - the triumph of the human spirit over adversity - but others are more nuanced tales ofaccommodation and acceptance of life with a non-normative body or mind. In all of these ways, music both reflects and constructs disability.
Including Everyone by Many practical books for music educators who work with special needs students focus on students' disabilities, rather than on the inclusive classroom more generally. In Including Everyone: Creating Music Classrooms Where All Children Learn, veteran teacher and pedagogue Judith Jellison offersa new approach that identifies broader principles of inclusive music instruction writ large. As she demonstrates in this aptly-titled book, the perceived impediments to successfully including the wide diversity of children in schools in meaningful music instruction often stem not from insurmountableobstacles but from a lack of imagination. How do teachers and parents create diverse musical communities in which all children develop skills, deepen understanding, and cultivate independence in a culture of accomplishment and joy?Including Everyone equips music teachers with five principles of effective instruction for mixed special needs / traditional settings that are applicable in both classroom and rehearsal rooms alike. These five guidelines lay out Jellison's argument for a new way to teach music that shifts attentionaway from thinking of children in terms of symptoms. The effective teacher, argues Jellison, will strive to offer a curriculum that will not only allow the child with a disability to be more successful, but will also apply to and improve instruction for typically developing students.In this compelling new book, Judith Jellison illustrates what it takes to imagine, create, and realize possibilities for all children in ways that inspire parents, teachers, and the children themselves to take part in collaborative music making. Her book helps readers recognize how this most centralcomponent of human culture is one that allows everyone to participate, learn, and grow. Jellison is a leader in her field, and the wealth of knowledge she makes available in this book is extensive and valuable. It should aid her peers and inspire a new generation of student teachers.
Issues of Identity in Music Education by A volume in Advances in Music Education Research Series Editors Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at Potsdam Editorial Board: William Bauer, Case Western Reserve University. Susan Wharton Conkling, Eastman School of Music, University of Rochester. Colleen Conway, University of Michigan. Lisa R. Hunter, The State University of New York College at Buffalo. Joshua A. Russell, The Hartt School, University of Hartford. Peter Whiteman, Institute of Early Childhood, Macquarie University. Issues of Identity in Music Education: Narratives and Practices focuses on the stories of individuals-cooperating teachers and student teachers, undergraduate composers, singers and non-singers, Hispanic and white students, and instrumental music educators. Individually and collectively, these studies tell stories about the ways that people, places, and spaces in music education interact to shape identity. Although using specific methodologies within both qualitative and quantitative traditions, collectively these studies create a kind of complementarity-the kind of inquiry symbiosis that Sandra Stauffer in Volume 2 avers we are ready to embrace in the profession. Continuing the practice of inviting essays from prominent educators, Volume 3 presents the thinking of Jean Clandinin on narrative inquiry. Her essay brings both added depth and clarity in understanding the key ideas, processes, relationships, and ethics involved in narrative research. Peter Whiteman's and Regina Murphy's concluding essays advance the conversation on the role of discussant within the context of the Annual Meeting of AERA. Whiteman and Murphy share insights from their own experiences as they describe the purposes and processes of this important role. Like the studies within this volume, these essays elucidate the various roles and identities we hold as researchers. This volume is a significant addition to the libraries of Schools of Music and Colleges of Education, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.
Sounding off: Theorizing Disability in Music by Disability, understood as culturally stigmatized bodily difference (including physical and mental impairments of all kinds), is a pervasive and permanent aspect of the human condition. While the biology of bodily difference is the proper study for science and medicine, the meaning that we attach to bodily difference is the proper study of humanists. The interdisciplinary field of Disability Studies has recently emerged to theorize social and cultural constructions of the meaning of disability. Although there has been an astonishing outpouring of humanistic work in Disability Studies in the past ten years, there has been virtually no echo in musicology or music theory. Sounding Off: Theorizing Disability in Music is the first book-length work to focus on the historical and theoretical issues of music as it relates to disability. It shows that music, like literature and the other arts, simultaneously reflects and constructs cultural attitudes toward disability. Sounding Off: Theorizing Disability in Music promises to be a landmark study for scholars and students of music, disability, and culture.
Women, Gender, & Sexuality
Damnable Practises: Witches, Dangerous Women, and Music in Seventeenth-Century English Broadside Ballads by Broadside ballads-folio-sized publications containing verse, a tune indication, and woodcut imagery-related cautionary tales, current events, and simplified myth and history to a wide range of social classes across seventeenth century England. Ballads straddled, and destabilized, the categories of public and private performance spaces, the material and the ephemeral, music and text, and oral and written traditions. Sung by balladmongers in the streets and referenced in theatrical works, they were also pasted to the walls of local taverns and domestic spaces. They titillated and entertained, but also educated audiences on morality and gender hierarchies. Although contemporaneous writers published volumes on the early modern controversy over women and the English witch craze, broadside ballads were perhaps more instrumental in disseminating information about dangerous women and their acoustic qualities. Recent scholarship has explored the representations of witchcraft and malfeasance in English street literature; until now, however, the role of music and embodied performance in communicating female transgression has yet to be investigated. Sarah Williams carefully considers the broadside ballad as a dynamic performative work situated in a unique cultural context. Employing techniques drawn from musical analysis, gender studies, performance studies, and the histories of print and theater, she contends that broadside ballads and their music made connections between various degrees of female crime, the supernatural, and cautionary tales for and about women.
Gender in Chinese Music by Village ritualists, international classical pianists, pop idols, and professional mourners -- whether they perform in temples, on concert stages, or in TV shows, Chinese musicians continually express and negotiate their gendered identities. Gender in Chinese Music brings together contributions from ethnomusicologists, anthropologists, and literary scholars to explore how gender is not only manifested in the diverse musical traditions of Chinese culture but also constructed through performing and observing these traditions. Individual chapters examine unique music cultures ranging from those of courting couples in China's heartlands to ethnic minority singers in the borderlands, and from Ming-period courtesans to contemporary karaoke hostesses. The book also features interviews with musicians, music industry workers, and fans talking about gender. With its wide-ranging subject matter and interdisciplinary approach, this volume will be an important resource for researchers and students interested in how music is implicated in the changing notions of masculinity, femininity, and genders "in between." Contributors: Ruard Absaroka, Rachel Harris, Stephen Jones, Frank Kouwenhoven, Olivia Kraef, Joseph Lam, Rowan Pease, Antoinet Schimmelpenninck, Hwee-San Tan, Shzr Ee Tan, Xiao Mei, Judith Zeitlin, Tiantian Zheng. Rachel Harris is a Senior Lecturer in Ethnomusicology at SOAS, University of London. Rowan Pease is a Senior Teaching Fellow at SOAS, University of London. Shzr Ee Tan is Senior Lecturer in Music at Royal Holloway, University of London.
In Her Own Words by This collection of new interviews with twenty-five accomplished female composers substantially advances our knowledge of the work, experiences, compositional approaches, and musical intentions of a diverse group of creative individuals. With personal anecdotes and sometimes surprising intimacy and humor, these wide-ranging conversations represent the diversity of women composing music in the United States from the mid-twentieth century into the twenty-first. The composers work in a variety of genres including classical, jazz, multimedia, or collaborative forms for the stage, film, and video games. Their interviews illuminate questions about the status of women composers in America, the role of women in musical performance and education, the creative process and inspiration, the experiences and qualities that contemporary composers bring to their craft, and balancing creative and personal lives. Candidly sharing their experiences, advice, and views, these vibrant, thoughtful, and creative women open new perspectives on the prospects and possibilities of making music in a changing world.
Music, Masculinity and the Claims of History by What does it mean to think of Western Art music - and the Austro-German contribution to that repertory - as a tradition? How are men and masculinities implicated in the shaping of that tradition? And how is the writing of the history (or histories) of that tradition shaped by men and masculinities? This book seeks to answer these and other questions by drawing both on a wide range of German-language writings on music, sound and listening from the so-called long nineteenth century (circa 1800-1918), and a range of critical-theoretical texts from the post-war continental philosophical and psychoanalytic traditions, including Lacan, Zizek, Serres, Derrida and Kittler. The book is focussed in particular on bringing the object of historical writing itself into scrutiny by engaging in what Zizek has called a 'historicity' or a way of writing about the past that not merely acknowledges the ahistorical kernel of historical writing, but brings that kernel into the light of day, takes account of it and puts it into play. The book is thus committed to a kind of historical writing that is open-ended - though not ideologically naïve - and that does not fix or stabilize the nature of the relationship between so-called 'primary' and 'secondary' texts. The book consists of an introduction, which places the study of classical music and the Austro-German tradition within broader debates about the value of that tradition, and four extensive case studies: an analysis of the cultural-historical category of listening around 1800; a close reading of A. B. Marx's Beethoven monograph of 1859; a consideration of Heinrich Schenker's attitudes to the mob and the vernacular more broadly and an examination, through Franz Kafka, of the figure of Mahler's body.
Queering the Pitch by When the first edition of Queering the Pitch was published in early 1994, it was immediately hailed as a landmark and defining work in the new field of Gay Musicology. In light of the explosion of Gay Musicology since 1994, a new edition of Queering the Pitch is timely and needed. In this new work, the editors are including a landmark essay by Philip Brett on Gay Musicology, its history and scope. The essay itself has become a cause celebre, and this will be its first full appearance in print. Along with this new historical essay, the editors are contributing a new introduction that outlines the changes that have occurred over the last decade as Gay Musicology has grown.
A Queerly Joyful Noise by 2018 Choice Outstanding Academic Title Honorable Mention, 2019 Herndon Book Prize - (SEM-GST) A Queerly Joyful Noise examines how choral singing can be both personally transformative and politically impactful. As they blend their different voices to create something beautiful, LGBTIQ singers stand together and make themselves heard. Comparing queer choral performances to the uses of group singing within the civil rights and labor movements, Julia "Jules" Balén maps the relationship between different forms of oppression and strategic musical forms of resistance. She also explores the potential this queer communal space creates for mobilizing progressive social action. A proud member of numerous queer choruses, Balén draws from years of firsthand observations, archival research, and extensive interviews to reveal how queer chorus members feel shared vulnerability, collective strength, and even moments of ecstasy when performing. A Queerly Joyful Noise serves as a testament to the power of music, intimately depicting how participation in a queer chorus is more than a pastime, but a meaningful form of protest through celebration.