The first book of its kind, Gender & Rock introduces readers to how gender operates in multiple sites within rock culture, including its music, lyrics, imagery, performances, instruments, and business practices. Additionally, it explores how rock culture, despite a history of regressive gender politics, has provided a place for musicians and consumers to experiment with alternate identities and ways of being. Drawing on feminist and queer scholarship in popular music studies, musicology, cultural studies, sociology, performance studies, literary analysis, and media studies, Gender & Rock provides readers with a survey of the topics, theories, and methods necessary for understanding and conducting analyses of gender in rock culture. Via an intersectional approach, the book examines how the gendering of particular roles, practices, technologies, and institutions within rock culture is related to discourses of race, sexuality, age, and class.

Though the distance between opera and popular music seems immense today, a century ago opera was an integral part of American popular music culture, and familiarity with opera was still a part of American "cultural literacy." During the Ragtime era, hundreds of humorous Tin Pan Alley songs centered on operatic subjects-either directly quoting operas or alluding to operatic characters and vocal stars of the time. These songs brilliantly captured the moment when popular music in America transitioned away from its European operatic heritage, and when the distinction between low- and high-brow "popular" musical forms was free to develop, with all its attendant cultural snobbery and rebellion.
Author Larry Hamberlin guides us through this large but oft-forgotten repertoire of operatic novelties, and brings to life the rich humor and keen social criticism of the era. In the early twentieth-century, when new social forces were undermining the view that our European heritage was intrinsically superior to our native vernacular culture, opera-that great inheritance from our European forebearers-functioned in popular discourse as a signifier for elite culture. Tin Pan Opera shows that these operatic novelty songs availed this connection to a humorous and critical end. Combining traditional, European operatic melodies with the new and American rhythmic verve of ragtime, these songs painted vivid images of immigrant Americans, liberated women, and upwardly striving African Americans, striking emblems of the profound transformations that shook the United States at the beginning of the American century.

In Spectacular Men, Sarah E. Chinn investigates how working class white men looked to the early American theatre for examples of ideal manhood. Theatre-going was the primary source of entertainment for working people of the early Republic and the Jacksonian period, and plays implicitly and explicitly addressed the risks and rewards of citizenship. Ranging from representations of the heroes of the American Revolution to images of doomed Indians to plays about ancient Rome, Chinn unearths dozens of plays rarely read by critics. Spectacular Men places the theatre at the center of the self-creation of working white men, as voters, as workers, and as Americans.

Based on original archival research, Early Cinema, Modernity and Visual Culture: The Imaginary of the Balkans is the first study on early cinema in the region from a transnational and cross-cultural perspective. It investigates how the unique geopolitical positioning of the Balkan space and its multiculturality influenced and shaped visual culture and cinema. Countering Eurocentric modernity paradigms and reframing hierarchical relations between centres and peripheries, this book adopts an alternative methodology for interstitial spaces. By deploying the notion of the haptic, it establishes new connections between moving image artefacts and print media, early film practitioners, the socio-political context and cultural responses to the new visual medium.

Fashion History: A Global View proposes a new perspective on fashion history. Arguing that fashion has occurred in cultures beyond the West throughout history, this groundbreaking book explores the geographic places and historical spaces that have been largely neglected by contemporary fashion studies, bringing them together for the first time. Reversing the dominant narrative that privileges Western Europe in the history of dress, Welters and Lillethun adopt a cross-cultural approach to explore a vast array of cultures around the globe. They explore key issues affecting fashion systems, ranging from innovation, production and consumption to identity formation and the effects of colonization. Case studies include the cross-cultural trade of silk textiles in Central Asia, the indigenous dress of the Americas and of Hawai'i, the cosmetics of the Tang Dynasty in China, and stylistic innovation in sub-Saharan Africa. Examining the new lessons that can be deciphered from archaeological findings and theoretical advancements, the book shows that fashion history should be understood as a global phenomenon, originating well before and beyond the fourteenth century European court, which is continually, and erroneously, cited as fashion's birthplace. Providing a fresh framework for fashion history scholarship, Fashion History: A Global View will inspire inclusive dress narratives for students and scholars of fashion, anthropology, and cultural studies.

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 offers a 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 insurmountable obstacles 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 attention away 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 central component 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.

Constructing Kanchi: City of Infinite Temples traces the emergence of the South Indian city of Kanchi as a major royal capital and multireligious pilgrimage destination during the era of the Pallava and Chola dynasties (ca. seventh through thirteenth centuries). The book presents the first-ever comprehensive picture of historical Kanchi, locating the city and its more than 100 spectacular Hindu temples at the heart of commercial and artistic exchange that spanned India, Southeast Asia, and China. The author demonstrates that Kanchi was structured with a hidden urban plan, which determined the placement and orientation of temples around a central thoroughfare that was also a burgeoning pilgrimage route. Moving outwards from the city, she shows how the transportation networks, river systems, residential enclaves, and agrarian estates all contributed to the vibrancy of Kanchi's temple life. The construction and ongoing renovation of temples in and around the city, she concludes, has enabled Kanchi to thrive continuously from at least the eighth century, through the colonial period, and up until the present.

The Musical Playground is a new and fascinating account of the musical play of school-aged children. Based on fifteen years of ethnomusicological field research in urban and rural school playgrounds around the globe, Kathryn Marsh provides unique insights into children's musical playground activities across a comprehensive scope of social, cultural, and national contexts.
With a sophisticated synthesis of ethnomusicological and music education approaches, Marsh examines sung and chanted games, singing and dance routines associated with popular music and sports chants, and more improvised and spontaneous chants, taunts, and rhythmic movements. The book's index of more than 300 game genres is a valuable reference to readers in the field of children's folklore, providing a unique map of game distribution across an array of cultures and geographical locations. On the companion website, readers will be able to view on streamed video, field recordings of children's musical play throughout the wide range of locations and cultures that form the core of Marsh's study, allowing them to better understand the music, movement, and textual characteristics of musical games and interactions. Copious notated musical examples throughout the book and the website demonstrate characteristics of game genres, children's generative practices, and reflections of cultural influences on game practice, and valuable, practical recommendations are made for developing pedagogies which reflect more child-centred and less Eurocentric views of children's play, musical learning, and musical creativity.
Marsh brings readers to playgrounds in Australia, Norway, the USA, the United Kingdom, and Korea, offering them an important and innovative study of how children transmit, maintain, and transform the games of the playground. The Musical Playground will appeal to practitioners and researchers in music education, ethnomusicology, and folklore.

Initially branching out of the European contradance tradition, the danzon first emerged as a distinct form of music and dance among black performers in nineteenth-century Cuba. By the early twentieth-century, it had exploded in popularity throughout the Gulf of Mexico and Caribbean basin. A fundamentally hybrid music and dance complex, it reflects the fusion of European and African elements and had a strong influence on the development of later Latin dance traditions as well as early jazz in New Orleans. Danzon: Circum-Caribbean Dialogues in Music and Dance studies the emergence, hemisphere-wide influence, and historical and contemporary significance of this music and dance phenomenon.
Co-authors Alejandro L. Madrid and Robin D. Moore take an ethnomusicological, historical, and critical approach to the processes of appropriation of the danzon in new contexts, its changing meanings over time, and its relationship to other musical forms. Delving into its long history of controversial popularization, stylistic development, glorification, decay, and rebirth in a continuous transnational dialogue between Cuba and Mexico as well as New Orleans, the authors explore the production, consumption, and transformation of this Afro-diasporic performance complex in relation to global and local ideological discourses. By focusing on interactions across this entire region as well as specific local scenes, Madrid and Moore underscore the extent of cultural movement and exchange within the Americas during the late nineteenth and early twentieth-centuries, and are thereby able to analyze the danzon, the dance scenes it has generated, and the various discourses of identification surrounding it as elements in broader regional processes. Danzon is a significant addition to the literature on Latin American music, dance, and expressive culture; it is essential reading for scholars, students, and fans of this music alike."

In Renaissance Rome, ancient ruins were preserved as often as they were mined for their materials. Although the question of what to preserve and how continued to be subject to debate, preservation acquired renewed force and urgency in the fifteenth and sixteenth centuries as the new papal capital rose upon the ruins of the ancient city. Preservation practices became more focused and effective in Renaissance Rome than ever before.
The Ruin of the Eternal City offers a new interpretation of the ongoing life of ancient buildings within the expanding early modern city. While historians and archaeologists have long affirmed that early modern builders disregarded the protection of antiquity, this study provides the first systematic analysis of preservation problems as perceived by the Renaissance popes, the civic magistrates, and ordinary citizens. Based on new evidence and recent conservation theory, this compelling study explores how civic officials balanced the defense of specific sites against the pressing demands imposed by population growth, circulation, and notions of urban decorum. Above all, the preservation of antiquity remained an indispensable tool to advance competing political agendas in the papal capital. A broad range of preservation policies and practices are examined at the half-ruined Colosseum, the intact Pantheon, and the little-known but essential Renaissance bridge known as the Ponte Santa Maria.
Rome has always incorporated change in light of its glorious past as well as in the more pragmatic context of contemporary development. Such an investigation not only reveals the complexity of preservation as a contested practice, but also challenges us to rethink the way people in the past understood history itself.

Rethinking Britten offers a fresh portrait of one of the most widely performed composers of the 20th century. In twelve essays, a diverse group of contributors--both established authorities and leading younger voices--explore a significant portion of Benjamin Britten's extensive oeuvre across a range of genres, including opera, song cycle, and concert music. Well informed by earlier writings on the composer's professional career and private life, Rethinking Britten also uncovers many fresh lines of inquiry, from the Lord Chamberlain's last-minute censorship of the Rape of Lucretia libretto to psychoanalytic understandings of Britten's staging of gender roles; from the composer's delight in schoolboy humor to his operatic revival of Purcellian dance rhythms; from his creative responses to Cold-War-era internationalism to his dealings with BBC Television. Each essay blends awareness of overarching contexts with insights into particular expressive achievements. Balancing biographical, archival, and analytic commentary with cultural and historical criticism, Rethinking Britten broadens the interpretive context surrounding all phases of Britten's career and is essential reading for scholars and fans alike.

In Shapes of American Ballet: Teachers and Training before Balanchine, Jessica Zeller introduces the first few decades of the twentieth century as an often overlooked, yet critical period for ballet's growth in America. While George Balanchine is often considered the sole creator of American ballet, numerous European and Russian emigres had been working for decades to build a national ballet with an American identity. These pedagogues and others like them played critical yet largely unacknowledged roles in American ballet's development. Despite their prestigious ballet pedigrees, the dance field's exhaustive focus on Balanchine has led to the neglect of their work during the first few decades of the century, and in this light, this book offers a new perspective on American ballet during the period immediately prior to Balanchine's arrival. Zeller uses hundreds of rare archival documents to illuminate the pedagogies of several significant European and Russian teachers who worked in New York City. Bringing these contributions into the broader history of American ballet recasts American ballet's identity as diverse-comprised of numerous Euro-Russian and American elements, as opposed to the work of one individual. This new account of early twentieth century American ballet is situated against a bustling New York City backdrop, where mass immigration through Ellis Island brought the ballet from European and Russian opera houses into contact with a variety of American forms and sensibilities. Ballet from celebrated Euro-Russian lineages was performed in vaudeville and blended with American popular dance styles, and it developed new characteristics as it responded to the American economy. Shapes of American Ballet delves into ballet's struggle to define itself during this rich early twentieth century period, and it sheds new light on ballet's development of an American identity before Balanchine.

While Jews are commonly referred to as the "people of the book," American Jewish choreographers have consistently turned to dance as a means to articulate personal and collective identities; tangle with stereotypes; advance social and political agendas; and imagine new possibilities for themselves as individuals, artists, and Jews. Dancing Jewish delineates this rich history, demonstrating that Jewish choreographers have not only been vital contributors to American modern and postmodern dance, but that they have also played a critical and unacknowledged role in the history of Jews in the United States. By examining the role dance has played in the struggle between Jewish identification and integration into American life, the book moves across disciplinary boundaries to show how cultural identity, nationality, ethnicity, and gender are formed and performed through the body and its motions. A dancer and choreographer, as well as an historian, Rebecca Rossen offers evocative analyses of dances while asserting the importance of embodied methodologies to academic research. Featuring over fifty images, a companion website, and key works from 1930 to 2005 by a wide range of artists-including David Dorfman, Dan Froot, David Gordon, Hadassah, Margaret Jenkins, Pauline Koner, Dvora Lapson, Liz Lerman, Sophie Maslow, Anna Sokolow, and Benjamin Zemach-Dancing Jewish offers a comprehensive framework for interpreting performance and establishes dance as a crucial site in which American Jews have grappled with cultural belonging, personal and collective histories, and the values that bind and pull them apart.

Klezmer in Europe has been a controversial topic ever since this traditional Jewish wedding music made it to the concert halls and discos of Berlin, Warsaw, Budapest and Prague. Played mostly by non-Jews and for non-Jews, it was hailed as "fakelore," "Jewish Disneyland" and even "cultural necrophilia." Klezmer's Afterlife is the first book to investigate this fascinating music scene in Central Europe, giving voice to the musicians, producers and consumers of the resuscitated klezmer. Contesting common hypotheses about the klezmer revival in Germany and Poland stemming merely from feelings of guilt which emerged in the years following the Holocaust, author Magdalena Waligorska investigates the consequences of the klezmer boom on the people who staged it and places where it occurred. Offering not only a documentation of the klezmer revival in two of its European headquarters (Krakow and Berlin), but also an analysis of the Jewish / non-Jewish encounter it generates, Waligorska demonstrates how the klezmer revival replicates and reinvents the image of the Jew in Polish and German popular culture, how it becomes a soundtrack to Holocaust commemoration and how it is used as a shining example of successful cultural policy by local officials. Drawing on a variety of fields including musicology, ethnomusicology, history, sociology, and cultural studies, Klezmer's Afterlife will appeal to a wide range scholars and students studying Jewish culture, and cultural relations in post-Holocaust central Europe, as well as general readers interested in klezmer music and music revivals more generally.

Dawn ot the DAW tells the story of how the dividing line between the traditional roles of musicians and recording studio personnel (producers, recording engineers, mixing engineers, technicians, etc.) has eroded throughout the latter half of the twentieth century to the present. Whereas those equally adept in music and technology such as Raymond Scott and Les Paul were exceptions to their eras, the millennial music maker is ensconced in a world in which the symbiosis of music and technology is commonplace. As audio production skills such as recording, editing, and mixing are increasingly co-opted by musicians teaching themselves in their do-it-yourself (DIY) recording studios, conventions of how music production is taught and practiced are remixed to reflect this reality. Dawn ot the DAW first examines DIY recording practices within the context of recording history from the late nineteenth century to the present. Second, Dawn ot the DAW discusses the concept of "the studio as musical instrument" and the role of the producer, detailing how these constructs have evolved throughout the history of recorded music in tandem. Third, Dawn ot the DAW details current practices of DIY recording-how recording technologies are incorporated into music making, and how they are learned by DIY studio users in the musically-chic borough of Brooklyn. Finally, Dawn ot the DAW examines the broader trends heard throughout, summarizing the different models of learning and approaches to music making. Dawn ot the DAW concludes by discussing the ramifications of these new directions for the field of music education.

The Panama Canal is a world-famous site central to the global economy, but the social, cultural, and political history of the country along this waterway is little known outside its borders. In Musica Tipica, author Sean Bellaviti sheds light on a key element of Panamanian culture, namely the story of cumbia or, as Panamanians frequently call it, "musica tipica," a form of music that enjoys unparalleled popularity throughout Panama. Through extensive archival and ethnographic research, Bellaviti reconstructs a twentieth-century social history that illuminates the crucial role music has played in the formation of national identities in Latin America. Focusing, in particular, on the relationship between cumbia and the rise of populist Panamanian nationalism in the context of U.S. imperialism, Bellaviti argues that this hybrid musical form, which forges links between the urban and rural as well as the modern and traditional, has been essential to the development of a sense of nationhood among Panamanians. With their approaches to musical fusion and their carefully curated performance identities, cumbia musicians have straddled some of the most pronounced schisms in Panamanian society.

Though incomplete at the time of his death in 1849, Chopin's Projet de methode was nonetheless revolutionary in many respects. But with his Fundamental Pattern, Chopin announced the recognition, if not discovery, of the keyboard's extraordinary topographical symmetry and postulated a core formulation for a new "pianistic" pedagogy. More than a hundred years later the now-legendary Heinrich Neuhaus would passionately plead for this pedagogy and a pianism rooted in it. Natural Fingering explores this remarkable symmetry, significantly as it sheds light on fingering matters for the now vast catalogue of repertoire. It also examines the revolutionary impact of equal temperament on compositional key choice as well as the liberating influence of Charles Eschmann-Dumur's unique discoveries regarding symmetrical inversion. Principles for a topographically-based fingering strategy are developed that reflect a surprising compatibility of this fixed symmetrical organization with the most efficient biokinetic capabilities of the pianist's playing mechanism. Previously neglected or overlooked technical aspects of pianism are addressed as they relate to movement in keyboard space generally as well as fingering specifically. Symmetrical fingerings for all the fundamental forms are presented in innovative, instructive format. The reader will also find an unusually extensive, in-depth discussion of double note challenges. Answering Neuhaus's call for the reappraisal of a certain pedagogical status quo, several chapters are devoted to the relevant implications of Chopin's Fundamental Pattern. The author also advances guidelines for a progressive implementation of natural fingering principles from the very start, as well as "retooling" for teachers and students alike. Of special note are the cross-hand major and minor scales for the earliest stages, in which the necessity of thumb under/hand over pivoting actions is eliminated. Natural Fingering is the first comprehensive discussion of fingering solutions for pianists since Hummel's monumental treatise of 1828. The book is complemented by a companion website where readers can access excerpts from the repertoire with fingering solutions, read extended discussions, and download comprehensive lists of scales with appropriate fingerings.

Music teacher education is under heavy criticism for failing to keep pace with the changing needs and interests of 21st century learners. Technological innovations, evolving demographics in the school age population, and students' omnipresent access to music and music making all suggest that contemporary teaching and learning occurs in environments that are much more complex than those of the 19th century that served as music education's primary model. This book surveys emerging music and education landscapes to present a sampling of the promising practices of music teacher education that may serve as new models for the 21st century. Contributors explore the delicate balance between curriculum and pedagogy, the power structures that influence music education at all levels, the role of contemporary musical practices in teacher education, and the communication challenges that surround institutional change. Models of programs that feature in-school, out-of-school and beyond school contexts, lifespan learning perspectives, active juxtapositions of formal and informal approaches to teaching and learning, student-driven project-based fieldwork, and the purposeful employment of technology and digital media as platforms for authentic music engagement within a contemporary participatory culture are all offered as springboards for innovative practice.