This comprehensive method of music instruction enables the beginner to progress to an advanced stage of technical skill.

Titles: Preliminary Exercises * Nonesuch (Playford Collection) * Greensleeves (Anon.) * Packington's Pound (Anon.) * Arietta (J. Kuffner) * Ghiribizzo (N. Paganini) * Preparation for Waltz * Waltz, from Sonata No. 9 (N. Paganini) * Preparatory Ex. for Andantino * Andantino (F. Carulli) * Calliope (Lesson 61) (J. Sagreras) * Etude (F. Carulli) * Preparatory Ex. for Etude * Etude (N. Coste) * Arietta, Theme & Variations (J. Kuffner) * Preparation for Celeste y Blanco * Celeste y Blanco (H. Ayala). Performed by Himmelhoch and Lafreniere.

In The Singing of the New World Gary Tomlinson offers histories of ancient music long since silent: the songs of the Indians that Europeans met in the sixteenth century. Merging recent cultural history, early European accounts, archaeological findings, and rare indigenous documents for the Mexica (or Aztecs), the Incas, and the Tupinamba of lowland Brazil, Tomlinson explores the place of singing in these societies. He details the expressive and ritual ends it was expected to fulfil before and after the coming of the conquistadors. Musical practices and the cultural ends they served come alive across a spectrum that reaches from the cosmogonic geometry of Inca ritual song through the imminent sacred materiality of Mexican cantares to the intricate interconnections of singing, speaking and eating in Tupinamba cannibalism. A final chapter considers the fears mutually and repeatedly inspired by the expressive powers of American and European song.

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music.
Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves."