This book explores historical and philosophical connections between music, leisure, and education. Specifically, it considers how music learning, teaching, and participation can be reconceptualized in terms of leisure. Taking as its starting point "the art of living" and the ethical question of how one should live, the book engages a wide range of scholarship to problematize the place of non-professional music-making in historical and contemporary (Western) conceptions of the good life and the common good. Part I provides a general background on music education, school music, the work ethic, leisure studies, recreation, play, and conduct. Part II focuses on two significant currents of thought and activity during the Progressive Era in the United States, the settlement movement and the recreation movement. The examination demonstrates how societal concerns over conduct (the "threat of leisure") and differing views on the purpose of music learning and teaching led to a fracturing between those espousing generalist and specialist positions. The four chapters of Part III take readers through considerations of happiness (eudaimonia) and the good life, issues of work-life balance and the play spirit, leisure satisfaction in relation to consumerism, individualism, and the common good, and finally, parenting logics in relation to extracurriculars, music learning, and serious leisure.

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. Teaching multicultural practices, for example, has historically provided potentially useful pathways for music practices that are widely thought to be socially just. However, curricula often map alien musical values onto other musics and in so doing negate the social value of these practices, grounding them in a politics of difference wherein "recognition of our difference" limits the push that might take students from tolerance to respect and to renewed understanding and interaction. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice and scholastic inquiry worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader social, historical, cultural, and political contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with issues of inclusivity and diversity, alienation, intolerance, racism, ableism, and elitism, or relating to urban and incarcerated youth, immigrant and refugee children, and, more generally, cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific and groundbreaking practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that might inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from Australia, Brazil, Canada, China, England, Finland, Greece, The Netherlands, Norway, Scotland, Spain, South Africa, Sweden, and the United States, the handbook will be of interest to a wide audience, ranging from undergraduate and graduate music education majors and faculty in music and other disciplines and fields to parents and other interested members of the public wishing to better understand what is social justice and why and how its pursuit in and through music education matters.

This book is the first full-length analysis of the theory and practice of Persian singing, demonstrating the centrality of Persian elements in the music of the Islamic Middle Ages, their relevance to both contemporary and traditional Iranian music and their interaction with classical Persian poetry and metrics.

Winner of the Ralph J. Gleason Music Book Award, Rock & Roll Hall of Fame Winner of the American Book Award, Before Columbus Foundation Winner of the PEN Oakland-Josephine Miles Award Winner of the MAAH Stone Book Award A Pitchfork Best Music Book of the Year A Rolling Stone Best Music Book of the Year A Boston Globe Summer Read "Brooks traces all kinds of lines...inviting voices to talk to one another, seeing what different perspectives can offer, opening up new ways of looking and listening." -New York Times "A wide-ranging study of Black female artists, from elders like Bessie Smith and Ethel Waters to Beyonce and Janelle Monae...Connecting the sonic worlds of Black female mythmakers and truth-tellers." -Rolling Stone "A gloriously polyphonic book." -Margo Jefferson, author of Negroland How is it possible that iconic artists like Aretha Franklin and Beyonce can be both at the center and on the fringe of the culture industry? Daphne Brooks explores more than a century of music archives to bring to life the critics, collectors, and listeners who have shaped our perceptions of Black women both on stage and in the recording studio. Liner Notes for the Revolution offers a startling new perspective, informed by the overlooked contributions of other Black women artists. We discover Zora Neale Hurston as a sound archivist and performer, Lorraine Hansberry as a queer feminist critic of modern culture, and Pauline Hopkins as America's first Black female cultural commentator. Brooks tackles the complicated racial politics of blues music recording, song collecting, and rock and roll criticism in this long overdue celebration of Black women musicians as radical intellectuals.

Curriculum decisions are the foundation of education. They determine the knowledge, understandings, skills, attitudes, and values deemed necessary for today's students. Beyond musical competencies, a curriculum is, therefore, the most important responsibility facing music educators-one that goes well beyond the skills of simply delivering an individual lesson and accounts for beneficial outcomes for individual students, graduates, and ultimately the world of musicing. Oddly, however, curriculum theory and design for music education have been left to the sidelines in undergraduate music education. And it is usually no more on the radar of in-service teachers, despite the fact that the U.S. politics governing school curriculum are constantly in public view (e.g., U.S. "No child left behind," "Common Core"). Curriculum Philosophy and Theory for Music Education Praxis remedies this with a practical overview of curriculum basics and their implications for music education. Mindful of traditional philosophical roots of curriculum-foundations that still impact contemporary strategy, author Thomas A. Regelski offers a model curriculum based on recent praxis theory in which musical and educational benefits are evident to students, administrators, and taxpayers who ultimately fund music programs.

This study represents the first attempt to see the origin of musical mensuration and proportion signs in the context of other measuring signs of the fourteenth century.

In the fourteenth century composers and theorists invented mensuration and proportion signs allowing them increased flexibility and precision in notating a very wide range of rythmic and metric relationships. The origin and interpretation of these signs is one of the least understood and most complex issues in music history.

The author also traces the evolution of the mensural notational system to the threshold of the modern system of notation. In the process, the exact meaning of everyday mensuration and proportion signs encountered in music and theory from the fourteenth to the sixteenth century is analysed and elucidated.

The investigation results in a revision of many currently held views concerning the significance and development of early time signatures.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone

The Routledge Companion to Philosophy and Music is an outstanding guide and reference source to the key topics, subjects, thinkers and debates in philosophy and music. Over fifty entries by an international team of contributors are organised into six clear sections: general issues emotion history figures kinds of music music, philosophy and related disciplines The Routledge Companion to Philosophy and Music is essential reading for anyone interested in philosophy, music and musicology.

Since its inception in the mid-twentieth century, American music theory has been framed and taught almost exclusively by white men. As a result, whiteness and maleness are woven into the fabric of the field, and BIPOC music theorists face enormous hurdles due to their racial identities. In On Music Theory, Philip Ewell brings together autobiography, music theory and history, and theory and history of race in the United States to offer a black perspective on the state of music theory and to confront the field’s white supremacist roots. Over the course of the book, Ewell undertakes a textbook analysis to unpack the mythologies of whiteness and western-ness with respect to music theory, and gives, for the first time, his perspective on the controversy surrounding the publication of volume 12 of the Journal of Schenkerian Studies. He speaks directly about the antiblackness of music theory and the antisemitism of classical music writ large and concludes by offering suggestions about how we move forward. Taking an explicitly antiracist approach to music theory, with this book Ewell begins to create a space in which those who have been marginalized in music theory can thrive.

Designed for Music Theory courses, Music Theory Through Improvisation presents a unique approach to basic theory and musicianship training that examines the study of traditional theory through the art of improvisation. The book follows the same general progression of diatonic to non-diatonic harmony in conventional approaches, but integrates improvisation, composition, keyboard harmony, analysis, and rhythm. Conventional approaches to basic musicianship have largely been oriented toward study of common practice harmony from the Euroclassical tradition, with a heavy emphasis in four-part chorale writing. The author's entirely new pathway places the study of harmony within improvisation and composition in stylistically diverse format, with jazz and popular music serving as important stylistic sources. Supplemental materials include a play-along audio in the downloadable resources for improvisation and a companion website with resources for students and instructors.

Composing with Constraints: 100 Practical Exercises in Music Composition provides an innovative approach to the instruction of the craft of music composition based on tailored exercises to help students develop their creativity. When composition is condensed to a series of logical steps, it can then be taught and learned more efficiently. With this approach in mind, Jorge Variego offers a variety of practical exercises to help student composers and instructors to create tangible work plans with high expectations and successful outcomes. Each chapter starts with a brief note on terminology and general recommendations for the instructor. The first five chapters offer a variety of exercises that range from analysis and style imitation to the use of probabilities. The chapter about pre-compositional approaches offers original techniques that a student composer can implement in order to start a new work. Based on lateral thinking, the last section of the book fosters creative connections with other disciplines such as math, visual arts, and architectural acoustics. The one hundred exercises contain a unique set of guidelines and constraints that place students in a specific compositional framework. These compositional boundaries encourage students to produce creative work within a given structure. Using the methodologies in this book, students will be able to create their own outlines for their compositions, making intelligent and educated compositional choices that balance reasoning with intuition.

Gioachino Rossini's The Barber of Seville surveys the opera's fascinating performance history, mapping out the myriad changes that have affected the work since its premiere, exploring many of the personalities responsible for those alterations, and taking into account the range of reactions that these changes have prompted in spectators and critics from the nineteenth century to the present. Opening with a wide-ranging overview of the types of alterations that have been imposed on Rossini's score for the past two centuries, the first chapter addresses the mechanics behind these changes as well as the cultural forces that both fostered and encouraged them. The book next looks at some of the opera's earliest revivals, drawing attention to alterations that were made to the score and to individual singers who were responsible for the changes, especially those who appeared in the roles of Almaviva and Bartolo. An entire chapter is devoted to Rosina, examining the wide array of creative liberties that prima donnas have unremittingly and unrepentantly taken with their interpretations of Rossini's character. The final sections turn to the opera's recent history, observing how the Rossini Renaissance brought with it a new dedication to the "work concept" and to shedding the types of alterations that had long characterized performances of this work. The book closes with a consideration of operatic consumerism from the nineteenth century to the present, exploring the myriad ways that one can now experience The Barber of Seville in all its recorded, digitized, and commodified glory.

Existential semiotics is a new paradigm which combines classical semiotics with continental philosophy. It does not mean a return to existentialism, albeit philosophers from Hegel and Kierkegaard to Heidegger, Jaspers and Sartre are its sources of inspiration. It introduces completely new sign categories and concepts to the field, recasting the whole of semiotics, communication and signification as integral to a transcendental art. The volume contains essays on music, the voice, silence, calligraphy, metaphysics, myth, aesthetics, entropy, cultural heritage, film, the Bible, among other subjects.

The Mind's Ear offers a unique approach to stimulating the musical imagination and inspiring creativity, as well as providing detailed exercises aimed at improving the ability to read and imagine music in silence, in the "mind's ear." Modelling his exercises on those used in theatre games and acting classes and drawing upon years of experience with improvisation and composition, Bruce Adolphe has written a compelling, valuable, and practical guide to musical creativity that can benefit music students at all levels and help music teachers be more effective and inspiring. This expanded edition offers 34 new exercises inspired by improv comedy, hip-hop sampling and loops, robots, and AI as well as a new section based on Mr. Adolphe's Piano Puzzlers segment on public radio's Performance Today. The book provides provocative ideas and useful tools for professional performers and composers, as well as offering games and exercises to serious listeners that can increase their musical understanding and level of engagement with music in a variety of ways.

Electronic Music School: A Contemporary Approach to Teaching Musical Creativity is a practical blueprint for teachers wanting to begin teaching music technology to secondary age students. Will Kuhn and Ethan Hein inspire classroom music teachers to expand beyond traditional ensemble-based music education offerings to create a culture of unique creativity and inclusivity at their schools. Part One offers an overview of the philosophical and institutional aspects of starting a music technology program, with a particular focus on the culture of electronic music surrounding digital music creation tools. Part Two dives deep into curricula for music lab classes, including several lesson examples and techniques. This section also includes abbreviated project plans for teachers who have fewer contact hours with their students. Part Three discusses how music technology courses can grow into a larger media creation program, how such a program can contribute to the broader school culture, and how project-based music learning effectively prepares students for careers in media. Electronic Music School also includes narratives from music technology students themselves, who often have an intuitive understanding of the future directions music technology programs can take.

In the 1990s, Chicago was at the center of indie rock, propelling bands like the Smashing Pumpkins and Liz Phair to the national stage. The musical ecosystem from which these bands emerged, though, was expansive and diverse. Grunge players comingled with the electronic, jazz, psychedelic, and ambient music communities, and an inventive, collaborative group of local labels-kranky, Drag City, and Thrill Jockey, among others-embraced the new, evolving sound of indie "rock." Bruce Adams, co-founder of kranky records, was there to bear witness. In You're with Stupid, Adams offers an insider's look at the role Chicago's underground music industry played in the transformation of indie rock. Chicago labels, as Adams explains, used the attention brought by national acts to launch bands that drew on influences outside the Nirvana-inspired sound then dominating pop. The bands themselves-Labradford, Godspeed You! Black Emperor, Low-were not necessarily based in Chicago, but it was Chicago labels like kranky that had the ears and the infrastructure to do something with this new music. In this way, Chicago-shaped sounds reached the wider world, presaging the genre-blending music of the twenty-first century. From an author who helped create the scene and launched some of its best music, You're with Stupid is a fascinating and entertaining read.

In the late 1920s, Dmitry Shostakovich emerged as one of the first Soviet film composers. With his first score for the silent film the New Babylon (1929) and the many sound scores that followed, he was positioned to observe and participate in the changing politics of the film industry and negotiate the role of the film composer. In The Early Film Music of Dmitry Shostakovich, Joan Titus examines the scores of six of Shostakovich's films, from 1928 through 1936. Instead of investigating Shostakovich as a composer, a rebel, a communist, or a dissident, as innumerable studies do, Titus approaches him as a concept in itself-as an idea-and asks why and how listeners understand him as they do. Through Shostakovich's scores, Titus engages with the construct of Soviet intelligibility, the filmmaking and scoring processes, and the cultural politics of scoring Soviet film music, asking why and how listeners understand the composer the way they do. The discussions of the scores are enriched by the composer's own writing on film music, along with archival materials and recently discovered musical manuscripts that illuminate the collaborative processes of the film teams, studios, and composer. The Early Film Music of Dmitry Shostakovich commingles film studies, musicology, and Russian studies with original scholarship, and is sure to be of interest to a wide audience including musicologists, film scholars, historians of Russia and the Soviet Union, and Slavicists.

More than 50 years after their breakup, the Beatles are still attracting fans from various generations, all while retaining their original fan base from the 1960s. Why have those first-generation fans continued following the Beatles and are now introducing their grandchildren to the group? Why are current teens affected by the band's music? And perhaps most importantly, how and why do the Beatles continue to resonate with successive generations? Unlike other bands of their era, the Beatles seem permanently frozen in time, having never descended into "nostalgia act" territory. Instead, even after the announcement of the band's breakup in 1970, the group has maintained its cultural and musical relevance. Their timeless quality appeals to younger generations while maintaining the loyalty of older fans. While the Beatles indeed represent a specific time period, their music and words address issues as meaningful today as they were during the Summer of Love: politics, war, sex, drugs, art, and creative liberation. As the first anthology to assess the nature of fan response and the band's enduring appeal, Fandom and the Beatles: The Act You've Known for All These Years defines and explores these unique qualities and the key ways in which this particular pop fusion has inspired such loyalty and multigenerational popularity.

Music is a frequently neglected aspect of Japanese culture. It is in fact a highly problematic area, as the Japanese actively introduced Western music into their modern education system in the Meiji period (1868-1911), creating westernized melodies and instrumental instruction for Japanese children from kindergarten upwards. As a result, most Japanese now have a far greater familiarity with Western (or westernized) music than with traditional Japanese music. Traditional or classical Japanese music has become somewhat ghettoized, often known and practised only by small groups of people in social structures which have survived since the pre-modern era. Such marginalization of Japanese music is one of the less recognized costs of Japan's modernization. On the other hand, music in its westernized and modernized forms has an extremely important place in Japanese culture and society, Beethoven's Ninth Symphony, for example, being so widely known and performed that it is arguably part of contemporary Japanese popular and mass culture. Japan has become a world leader in the mass production of Western musical instruments and in innovative methodologies of music education (Yamaha and Suzuki). More recently, the Japanese craze of karaoke as a musical entertainment and as musical hardware has made an impact on the leisure and popular culture of many countries in Asia, Europe and the Americas. This is the first book to cover in detail all genres including court music, Buddhist chant, theatre music, chamber ensemble music and folk music, as well as contemporary music and the connections between music and society in various periods. The book is a collaborative effort, involving both Japanese and English speaking authors, and was conceived by the editors to form a balanced approach that comprehensively treats the full range of Japanese musical culture.

Theology as Performance breaks new ground in the growing conversation between modern theology and philosophical aesthetics. Stoltzfus proposes that significant moments in the Western development of the concept of God, in particular as represented in the figures of Friedrich Schleiermacher, Karl Barth, and Ludwig Wittgenstein, have been deeply influenced by concepts and approaches borrowed from the discipline of musical aesthetics. Each thinker develops fundamentally different ways of writing about God that have in significant respects been derived from each one's reading and writing about music. The aesthetic implications of Schleiermacher's so-called subjectivist turn, Barth's objectivist reaction, and Wittgenstein's language-game pragmatism can thus be fully understood only by attending to the musical culture and distinctly musicological discourses that gave rise to them. Stoltzfus constructs two trajectories of thought with which to trace theological reflection upon music throughout the pre-modern period: the traditions of Orpheus and Pythagoras. Schleiermacher's aesthetic approach, then, becomes a modern representative of the Orpheus trajectory, and Barth's approach a representative of the Pythagoras trajectory. Stoltzfus interprets Wittgenstein as putting forward a radical critique of these trajectories and pointing toward a third, "performative" theological-aesthetic method. Theology as Performance offers a provocative rethinking of the aesthetic roots of modern theology.

Eminently readable despite the complexity of its subject, "Fugal Composition: A Guide to the Study of Bach's 48" guides the reader in studying the 48 fugues of the composer's "Well-Tempered Clavier." Author Joseph Groocock analyzes each of the fugues individually, both verbally and diagrammatically, and includes such elements as overall structure, episodes, stretto, subsidiary subjects, and countersubjects. The appendices and index furnish a ready reference for the scholar or researcher seeking information or guidance on specific points.

Meanwhile, the volume's editor supplies comparative analyses using current and previous scholarship on every fugue-illustrating where the author supports or challenges other viewpoints. In all, the analyses contained in" Fugal Composition" establish the extraordinary diversity of Bach's fugal style, in such a way that readers gain a new understanding of these significant and beautiful works of music.

Holy Brotherhood: Romani Music in a Hungarian Pentecostal Church is a musical ethnography of a religious community. After the end of socialism, different ethnic groups in Hungary harbored antagonism toward one another. In one Pentecostal church in Pecs, Hungary, however, both Hungarians and Roma (Gypsies) worshipped and made music together. Three musical repertoires coexisted, each with a separate historical background and complex social meanings: Romani religious song; nineteenth-century gospel hymns originally from the United States; and contemporary Christian pop from the United States. Church members accommodated cultural and musical differences by developing several distinct performance styles.