Though studying opera often requires attention to aesthetics, libretti, staging, singers, compositional history, and performance history, the music itself is central. This book examines operatic music by five Italian composers-Rossini, Bellini, Mercadante, Donizetti, and Verdi-and one non-Italian, Meyerbeer, during the period from Rossini's first international successes to Italian unification. Detailed analyses of form, rhythm, melody, and harmony reveal concepts of musical structure different from those usually discussed by music theorists, calling into question the notion of a common practice. Taking an eclectic analytical approach, author William Rothstein uses ideas originating in several centuries, from the sixteenth to the twenty-first, to argue that operatic music can be heard not only as passionate vocality but also in terms of musical forms, pitch structures, and rhythmic patterns-that is, as carefully crafted music worth theoretical attention. Although no single theory accounts for everything, Rothstein's analysis shows how certain recurring principles define a distinctively Italian practice, one that left its mark on the German repertoire more familiar to music theorists.

The Ideology of Competition in School Music explores competition as a structuring force in school music and provides critiques of that system from multiple philosophical and theoretical perspectives. Competition is seen by many music teachers, students, and supporters as natural and inevitable—a taken-for-granted aspect of music education or an irresistible force, rather than a choice. This book uncovers this ideological nature of competition and examines its effect on student learning, teacher agency, and equity within music education. It considers ways in which music educators might reconsider the role of competition in their teaching practice and offers alternative frameworks for organizing school music. In this book, author Sean Robert Powell views competition as a microcosm of the wider neoliberal capitalist society, in which subjects are interpolated in an antagonistic competitive field as market logic dictates a system of accountability, reduction, and audit culture. Music teachers, students, and education administrators, consciously and unconsciously, reinforce, replicate, and sustain the competitive structure, even if they do so while expressing a cynical disavowal. Powell considers competition broadly, including, for example: formal competitions between schools in which ensembles are given numerical scores and ranked; "festivals" in which groups are given ratings based on pre-given criteria; state, regional, and national honor ensembles; hierarchical arrangements within school music programs; or simply the pursuit of social prestige, reputation, and ever-higher performance standards. Although the book provides examples from the competitive landscape of school music in the United States (and, especially, Texas, considered a "hyper" example of competitive culture), Powell's analyses and discussions are relevant to readers in any context around the world. Although the degree to which competitive achievement as an explicitly-stated aim of instruction varies from program to program and location to location, the "realism" of neoliberal capitalism—and its effect on all aspects of education—is a global phenomenon.

Sonic Overload offers a new, music-centered cultural history of the late Soviet Union. It focuses on polystylism in music as a response to the information overload swamping listeners in the Soviet Union during its final decades. It traces the ways in which leading composers Alfred Schnittke and Valentin Silvestrov initially embraced popular sources before ultimately rejecting them. Polystylism first responded to the utopian impulses of Soviet ideology with utopian impulses to encompass all musical styles, from "high" to "low". But these initial all-embracing aspirations were soon followed by retreats to alternate utopias founded on carefully selecting satisfactory borrowings, as familiar hierarchies of culture, taste, and class reasserted themselves. Looking at polystylism in the late USSR tells us about past and present, near and far, as it probes the musical roots of the overloaded, distracted present.A Based on archival research, oral historical interviews, and other overlooked primary materials, as well as close listening and thorough examination of scores and recordings, Sonic Overload presents a multilayered and comprehensive portrait of late-Soviet polystylism and cultural life, and of the music of Silvestrov and Schnittke. Sonic Overload is intended for musicologists and Soviet, Russian, and Ukrainian specialists in history, the arts, film, and literature, as well as readers interested in twentieth- and twenty-first century music; modernism and postmodernism; quotation and collage; the intersections of "high" and "low" cultures; and politics and the arts.

Revolutionary approaches to compositional practice and musicological research have been associated with Otto Laske's work for over a quarter of a century. Laske's scientific understanding of the compositional process has made it possible to systematically formalize computer-assisted and computer synthesized music. In this book, international scholars survey new directions in compositional and musicological practices as influenced by Laske's pioneering work. These two seemingly independent areas of inquiry, composition, and musicology, are presented as a comprehensive integration. The essays offer an interdisciplinary examination of issues imbued with ethnographic considerations of the musical experience, research in perception and brain functions, the design of computer-based neural networks that emulate human musical activities, investigations into the psychological make-up of artists, and a unique perspective on how computers are used in many different areas of music. Compositional and cognitive musicological research are placed in a historical perspective and accompanied with contemporary issues surrounding this research. An interview with Otto Laske and two of his own essays are also included.

This study of Otto Laske will appeal to musicologists and students of music theory and composition. Its interdisciplinary content will also interest scholars in a variety of fields including electronic music, ethnomusicology, computer science, artificial intelligence and other cognitive sciences, psychology, and philosophy. Researchers will appreciate the comprehensive bibliography of Laske's compositions and writings.

Death and grief have often elicited the response of creativity, from elegies and requiems to memorial architecture. Such artistic expressions of grief form the focus of Grief, Identity, and the Arts, which brings together scholars from the disciplines of musicology, literature, sociology, film studies, social work, and museum studies. While presenting one or more case studies from a range of artistic disciplines, historical periods, or geographical areas, each chapter addresses the interdependence of grief and identity in the arts. The volume as a whole shows how artistic expressions of grief are both influenced by and contribute to constructions of religious, national, familial, social, and artistic identities. Contributors to this volume: Tammy Clewell, Lizet Duyvendak, David Gist, Maryam Haiawi, Owen Hansen, Maggie Jackson, Christoph Jedan, Bram Lambrecht, Carlo Leo, Wolfgang Marx, Tijl Nuyts, Despoina Papastathi, Julia Placzkiewicz, Bavjola Shatro, Caroline Supply, Nicolette van den Bogerd, Eric Venbrux, Janneke Weijermars, Miriam Wendling, and Mariske Westendorp.

This volume of essays draws together recent work on historical music theory of the Renaissance. The collection spans the major themes addressed by Renaissance writers on music and highlights the differing approaches to this body of work by modern scholars, including: historical and theoretical perspectives; consideration of the broader cultural context for writing about music in the Renaissance; and the dissemination of such work. Selected from a variety of sources ranging from journals, monographs and specialist edited volumes, to critical editions, translations and facsimiles, these previously published articles reflect a broad chronological and geographical span, and consider Renaissance sources that range from the overtly pedagogical to the highly speculative. Taken together, this collection enables consideration of key essays side by side aided by the editor's introductory essay which highlights ongoing debates and offers a general framework for interpreting past and future directions in the study of historical music theory from the Renaissance.

Bela Bartok (1881-1945) was one of the most important composers and musical thinkers of the 20th century. His contributions as a composer, as a performer and as the father of ethnomusicology changed the course of music history and of our contemporary perception of music itself. At the center of Bartok's oeuvre are his string quartets, which are generally acknowledged as some of the most significant pieces of 20th century chamber music. The String Quartets of Bela Bartok brings together innovative new scholarship from 14 internationally recognized music theorists, musicologists, performers, and composers to focus on these remarkable works from a range of theoretical and methodological perspectives. Focusing on a variety of aspects of the string quartets-harmony and tonality, form, rhythm and meter, performance and listening-it considers both the imprint of folk and classical traditions on Bartok's string quartets, and the ways in which they influenced works of the next generation of Hungarian composers. Rich with notated music examples the volume is complemented by an Oxford Web Music companion website offering additional notated as well as recorded examples. The String Quartets of Bela Bartok, reflecting the impact of the composer himself, is an essential resource for scholars and students across a variety of fields from music theory and musicology, to performance practice and ethnomusicology.

A musical phrase, or, for that matter, a musical unit of any size or shape, becomes an image whenever we imagine it to be invested with a content whose origins lie outside music. Such a content, according to the theory developed here, constitutes the image's conventional significance; it accounts for whatever strikes us about the image as having a common and familiar ring. That being so, the origins in question must be coincident with the fundamental ideas--the archetypes--that have been traditionally represented as underlying and unifying Western culture. As the theoretical constructs they are, arehctypes are never encountered directly. It is in the form of their local variants that we make contact with the archetypes, and it is at this local level that the present book sets its sights: style, the typical or shared element in the musical imagery of a time and place, is studies as a function of Zeitgeist, the complex of beliefs, values, and ideals of a community. The approach is both thematic and historical, in keeping with a key objective of archetypal criticism. Far from repudiating the popular notion that music expresses the human emotions, this study attempts to recast emotion theory by examining musical images for kinds of behavior from which we may infer not only emotion (pathos, effectus) but also personality (ethos). Ethical and affective distinctions are very sharply drawn, in an effort to clarify and widen the vocabulary of musical commentary, as well as to provide cultural and historical backing for contents long considered the cliches of musical expression.

In the mid 1920s, Jerome Kern and Oscar Hammerstein II wrote a song called "Ol' Man River" that combined the seriousness of a Negro spiritual with the crowd-pleasing power of a Broadway anthem. Inspired, according to Kern, by the voice of the African American singer Paul Robeson, "Ol' Man River" went on to great success in the Broadway musical Show Boat and became a signature song for Robeson, who turned the tune towards his own goals as an activist. But the story of "Ol' Man River" goes deeper than the curiosity of a song recorded by so many in so many different ways. For at the heart of Oscar Hammerstein's lyric is a clear-eyed vision of the black experience in American history. Anyone-black or white-who thought they should sing "Ol' Man River" has had to deal with the charged racial content of the song. Who Should Sing "Ol' Man River"? traces this aspect of "Ol' Man River's" course through American history, an at-times high-stakes journey where the African American struggle for dignity and equality came down to the lyrics of a popular song. However beyond Robeson and Show Boat, "Ol' Man River" also had a long and rich life in the world of popular music. An astonishing variety of singers and musicians from across the musical spectrum-from pop to jazz, opera to doo wop, rhythm and blues to gospel to reggae-all chose to perform or record it. Who Should Sing "Ol' Man River"?: The Lives of an American Song traces out the performance history of this remarkable song by listening closely to over two hundred recorded and filmed versions dating from the song's debut in 1927 to the present. Many famous pop singers made "Ol' Man River" a signature song; among them Bing Crosby, Frank Sinatra, and Judy Garland: white performers who took up a lyric told from the black perspective. Important jazz artists such as Bix Biederbecke, Duke Ellington, Dave Brubeck, Count Basie, and Keith Jarrett all played it. Opera singers-black and white, male and female-took it up as well. And a slew of surprising names from the first decades of rock and roll also recorded this inescapable tune, among them Sam Cooke, Ray Charles, Aretha Franklin, the Temptations, Cher, and Rod Stewart.

Never has there been such an exciting time to be a music teacher. Band, choir, and orchestra are ubiquitous in schools and have come to be known as the primary mode that students experience music at the secondary level. Similarly, elementary school classrooms feature approaches by Orff, Kodaly, Dalcroze, and Music Learning Theory, among a host of others. But, what is next? In this enlightening guide, author Clint A. Randles provides music educators with the practical tools to turn their classrooms into student production studios. Addressing everything from a new conceptualization of the physical classroom space to the cables and other audio equipment no music educator should be without, Randles puts creativity, technology, recording arts, songwriting, music production, and live performance at the center of music classrooms.

A compiled set of studies in the contrapuntal style of harmony.

Music Sociology explores 16 different genres to demonstrate that music everywhere reflects social values, organisational processes, meanings and individual identity. Presenting original ethnographic research, the contributors use descriptions of subcultures to explain the concepts of music sociology, including the rituals that link people to music, the past and each other. Music Sociology introduces the sociology of music to those who may not be familiar with it and provides a basic historical perspective on popular music in America and beyond.

The study of musical composition has been marked by a didactic, technique-based approach, focusing on the understanding of musical language and grammar -harmony, counterpoint, orchestration and arrangement - or on generic and stylistic categories. In the field of the psychology of music, the study of musical composition, even in the twenty-first century, remains a poor cousin to the literature which relates to musical perception, music performance, musical preferences, musical memory and so on. Our understanding of the compositional process has, in the main, been informed by anecdotal after-the-event accounts or post hoc analyses of composition. The Act of Musical Composition: Studies in the Creative Process presents the first coherent exploration around this unique aspect of human creative activity. The central threads, or key themes - compositional process, creative thinking and problem-solving - are integrated by the combination of theoretical understandings of creativity with innovative empirical work.

'Eye hEar The Visual in Music' employs the concept of the visual in proximate relation to music, producing a tension: 'is it not the case that there is a gulf between painting and music, between the visible and the audible? One is full of colour and light yet silent; one is invisible and marvellously noisy.' Such a belief, this book argues, betrays an ideological constraint on music, desiccating it to sound, and art to vision. The starting point of this study is more hybrid (and hydrating): that music is never employed without numerous and complex intersections with the visual. By involving the concept of synaesthesia, the book evokes music's multi-sensory nature, stops it from sounding alone, and offers music as a subject for art historians. Music bleeds into art and visuality, in its graphic depiction in notation, in the theatre of performance, its sights and sites. This book looks at music in its absolute guise as a model for art; at notation and the conductor as the silent visual fulcra around which music circulates; at the music and image of Erik Satie; at the concert hall as white cube; at the symphonic film '2001: A Space Odyssey'; and at the liminality of John Cage and Andy Warhol.

Rhythm and Transforms is a book that explores rhythm in music, its structure and how we perceive it. The book will be bought by engineers interested in acoustic signal processing as well as musicians, composers and computer scientists. Anyone interested in the scientific basis of music from psychologists to the designers of electronic musical instruments will be interested in this book.

The definitive survey, combining current scholarship with a vibrant narrative. Carefully informed by feedback from dozens of scholars, it remains the book that students and teachers trust to explain what's important, where it fits and why it matters. Peter Burkholder weaves a compelling story of people, their choices and the western musical tradition that emerged. From chant to hip-hop, he connects past to present to create a context for tomorrow's musicians.

In Crossing Bar Lines: The Politics and Practices of Black Musical Space James Gordon Williams reframes the nature and purpose of jazz improvisation to illuminate the cultural work being done by five creative musicians between 2005 and 2019. The political thought of five African American improvisers-trumpeters Terence Blanchard and Ambrose Akinmusire, drummers Billy Higgins and Terri Lyne Carrington, and pianist Andrew Hill-is documented through insightful, multilayered case studies that make explicit how these musicians articulate their positionality in broader society. Informed by Black feminist thought, these case studies unite around the theory of Black musical space that comes from the lived experiences of African Americans as they improvise through daily life. The central argument builds upon the idea of space-making and the geographic imagination in Black Geographies theory. Williams considers how these musicians interface with contemporary social movements like Black Lives Matter, build alternative institutional models that challenge gender imbalance in improvisation culture, and practice improvisation as joyful affirmation of Black value and mobility. Both Terence Blanchard and Ambrose Akinmusire innovate musical strategies to address systemic violence. Billy Higgins's performance is discussed through the framework of breath to understand his politics of inclusive space. Terri Lyne Carrington confronts patriarchy in jazz culture through her Social Science music project. The work of Andrew Hill is examined through the context of his street theory, revealing his political stance on performance and pedagogy. All readers will be elevated by this innovative and timely book that speaks to issues that continue to shape the lives of African Americans today.

Investigates the significance of a range of digital technologies in contemporary Indigenous musical performance, exploring interdisciplinary issues of music production, representation, and transmission. The essays in this volume offer rich and diverse perspectives on the encounter between Indigenous music and digital technologies. They explore how digital media -- whether on CD, VCD, the Internet, mobile technology, or in the studio -- have transformed and become part of the fabric of Indigenous cultural expression across the globe. Communication technologies have long been tools for nation building and imperial expansion, but these studies reveal how over recent decades digital media have become a creative and political resource for Indigenous peoples, often nurturing cultural revival, assisting activism, and complicating earlier hegemonic power structures. Bringing together thework of scholars and musicians across five continents, the volume addresses timely issues of transnationalism and sovereignty, production and consumption, archives and transmission, subjectivity and ownership, and virtuality and the posthuman. Music, Indigeneity, Digital Media is essential reading for scholars working on topics in ethnomusicology, Indigeneity, and media studies while also offering useful resources for Indigenous musicians and activists. The volume provides new perspectives on Indigenous music, refreshes and extends debates about digital culture, and points to how digital media shape what it means to be Indigenous in the twenty-first century. Contributors: Linda Barwick, Beverley Diamond, Thomas R. Hilder, Fiorella Montero-Diaz, John-Carlos Perea, Henry Stobart, Shzr Ee Tan, Russell Wallace Thomas R. Hilder is postdoctoral fellow in musicology at the University of Bergen. Henry Stobart is reader in music at Royal Holloway, University of London. Shzr Ee Tan is senior lecturer at Royal Holloway, University of London.

Metaphysics and Music in Adorno and Heidegger explains how two notoriously opposed German philosophers share a rethinking of the possibility of metaphysics via notions of music and waiting. This is connected to the historical materialist project of social change by way of the radical Italian composer Luigi Nono.

This volume gathers together a cross-section of essays and book chapters dealing with the ways in which musicians and their music have been pressed into the service of political, nationalist and racial ideologies. Arranged chronologically according to their subject matter, the selections cover Western and non-Western musics, as well as art and popular musics, from the eighteenth century to the present day. The introduction features detailed commentaries on sources beyond those included in the volume, and as such provides an invaluable and comprehensive reading list for researchers and educators alike. The volume brings together for the first time seminal articles written by leading scholars, and presents them in such a way as to contribute significantly to our understanding of the use and abuse of music for ideological ends.

General Music: Dimensions of Practice is a practical guide for music teachers and teaching artists who strive to teach music holistically. The book begins by framing general music as a holistic music education that is comprehensive, meaningful, and relevant to diverse learners in school and community settings. It is followed by chapters that are organized into one of four dimensions of music practice: performing, connecting, creating, and responding. Chapter authors share creative and innovative teaching ideas, for both elementary and secondary school students, that focus on a wide range of topics, including: songwriting, composing, improvising, singing, moving, playing, listening, analyzing, contextualizing, and connecting. Each chapter provides (a) a rationale for a given area of music study, establishing its importance and relevance; (b) a research or theoretical background, to inform and guide practice; and (c) a pedagogical model or framework illustrated through lesson ideas, curriculum units, or vignettes. The ideas in this book seek to inspire and guide teachers as they build comprehensive music programs that are informed by students and communities.

This book is an intellectual and cultural history about one of the most striking phenomena in all of nineteenth-century culture-namely, the interaction of nationalism and music. Nearly all the nation-building movements that swept across Europe in that century found some of their most influential and lasting expressions through the art of nationalist composers who took an active part in those movements. The political, intellectual, and artistic story behind some of the greatest musical works of the time and the artists who created them is the book's focus. Beginning with a theoretical explanation of the relationship between nationalism and music, three composers then come forward to stand at the center of the analysis: Richard Wagner in Gemany, Bedrich Smetana in the Czech lands, and Edvard Grieg in Norway. Their political and artistic projects to create a national music for their countries are the topic of the second chapter. The third chapter explores in detail the essential role that folk music played in nationalism as an attempt to fuse artistically the urban and rural populations into one national whole. The fourth chapter discusses the conflicts within nationalist movements over foreign artistic influence on the national culture. The international dimensions of nationalist music are the subject of the fifth chapter, examining Wagner's, Smetana's, and Grieg's aspirations for their art to represent their nations to the world. Finally, the concluding chapter offers a sweeping overview of nationalist composers and their works for a probing historical summary of music's contribution to nation building. As one of the very few broad, comparative studies of nationalist music, Music Makes the Nation is an essential resource for students and scholars in history and musicology. In addition, as a groundbreaking analysis of the socio-political functions of nationalist music, the book will be of interest to those studying nationalism and political science.