Knowledge and Music Education: A Social Realist Account explores current challenges for music education in relation to wider philosophical and political debates. Seeks to find a way forward for the field by rethinking the nature and value of epistemic knowledge in the wake of postmodern critiques. Focusing on secondary school music, and considering changes in approaches to teaching over time, this book seeks to understand the forces at play that enhance or undermine music's contribution to a socially just curriculum for all. The author argues that the unique nature of disciplinary-derived knowledge provides students with essential cognitive development, and must be integrated with the turn to more inclusive, student-centred, and culturally responsive teaching. Connecting theoretical issues with concrete curriculum design, the book considers how we can give music students the benefits of specialized subject knowledge without returning to a traditional past.

takes a retrospective look at the theories of media and mass culture which were elaborated during Adorno's exile; a historical approach is used to reconstruct the philosophical and sociological origins of the texts that Adorno dedicated to these topics.

He starts the decade a teenage pop idol. But the one-hit wonder who sang 'Space Oddity' is still very far from becoming the star who will one day define the 1970s. Not when he still has a band to find, a manager to sack, a mentally ill brother to save, a wife to marry and a rival called Marc Bolan to beat. Not when David Bowie still has no idea who or what David Bowie is. Starting at the beginning of Bowie's incredible ten-year odyssey changing the course of pop music, Simon Goddard's bold and expressionistic biography weaves time, space, rock'n'roll and social history to relive Bowie's 1970 - moment by vivid moment.

Rap and Politics maps out fifty years of political and musical development by exploring three specific moments of local discourse, each a response to failures by local, state, and national governments to address police brutality, violence, poverty, and poor social conditions in Oakland, California and the surrounding Bay Area. First, in the mid-1960s, Black youth responded to repressive political and socioeconomic factors in West Oakland by founding the Black Panther Party for Self Defense, whose representation of violence and community aid, as well as its radical and militant approach to Black Nationalism, became a foundational discourse that shaped the development of rap music in the region. Second, from the collapse of the Party in the early 1980s through the 1990s, gangster rap emerged as a form of political expression among local youth, who drew heavily on radical and militant elements of Panther discourse in their lyrics and artwork. Third, hyphy music in the mid-1990s to early 2000s continued these radical discourses and also incorporated coordinated, subversive public behavior to the mix. The result was a critique of endemic problems facing the local Black community, but also an infectious subgenre of party music that gained mainstream popularity. Overall, this study shows that the specific types of representation created to resist problems of racism and poverty in Oakland is actually key to understanding other rap undergrounds, grassroots subcultures, and social movements elsewhere. In the process, Rap and Politics offers readers a new model focused on the development of settings, representation, movements, discourse banks, and impact within underground rap scenes.

for SATB choir and organ I will sing and raise a psalm has a text from St Francis of Assisi and works well as a concert piece or as an anthem. The music is rewarding for organist and choir alike. The conclusion, with its evocative radiance, is especially attractive.

This collection of essays delves into the historiographical traditions that have dominated how the stories of European postwar avant-garde music are told, seeking to approach commonplaces of that history writing from new perspectives. The contributors revisit subjects as varied as the impact of long-playing records on the emergence of open works, Messiaen’s interest in non-European musical traditions, Xenakis’s turn to information theory, Kagel’s strategic invention of a new genre, Berio’s dependence on funding from American foundations, and the ways in which figures like Boulez, Stockhausen, Pousseur, and Nono constructed their musical ancestries. Leading experts in their respective fields, the volume’s authors have sought to rethink the historiography of European experimental music of the 1950s, 1960s, and 1970s in ways that resituate that small but influential milieu in broader historical and cultural contexts. In doing so, they suggest new directions and insights for students and specialists of twentieth-century music and music historiography.

This book addresses the need to rethink the concept and enactment of professionalism in music, and how such concepts underpin professional higher music education. There is an urgent imperative to enable the potential of professional musicians in our contemporary societies to be more fully realised, recognising both intense challenges that are currently threatening some traditional music practices, and significant scope for new practices to be imagined in response to deep veins of societal need. Professionalism encompasses the conduct, aims, values, responsibilities and ongoing development of a practising professional in the field. Professional higher music education engages both with providing future professionals with relevant education in particular craft skills, and with nurturing their visions for their work as artists in future societies. The major focus of the book is on performance traditions that have dominated professional higher education, notably western classical music.

Replete with interviews with key practitioners (both in the book and online) will give up-to-date information on the techniques, forms and concepts used by leading figures in contemporary Live Visuals.

The Body in Sound, Music and Performance brings together cutting-edge contributions from women working on and researching contemporary sound practice. This highly interdisciplinary book features a host of international contributors and places emphasis on developments beyond the western world, including movements growing across Latin America. Within the book, the body is situated as both the site and centre for knowledge making and creative production. Chapters explore how insightful theoretical analysis, new methods, innovative practises, and sometimes within the socio-cultural conditions of racism, sexism and classicism, the body can rise above, reshape and deconstruct understood ideas about performance practices, composition, and listening/sensing. This book will be of interest to both practitioners and researchers in the fields of sonic arts, sound design, music, acoustics and performance.

- Includes perspectives from both inside the academy and the professional music world, providing insights into how higher education can best prepare students for music performance careers - Draws connections between a range of changes needed in music higher education, from incorporating diversity, equity and inclusion to entrepreneurship and digital technologies

The Journey from Music Student to Teacher: A Professional Approach, Second Edition helps prospective educators transition from music student to professional music teacher. This textbook acknowledges that students must first reconcile their assumptions about learning and teaching before they can make thoughtful, informed decisions about their own professional education. Building upon personal experience is essential to an enhanced approach to the profession, and the topics and activities presented here guide readers to think not as students but as professionals, addressing the primary stages of teacher development. In three parts-Discovery of Self, Discovery of Teaching, and Discovery of Student Learning-the authors connect readers to theoretical foundations and the processes of becoming an insider to the profession. This updated Second Edition includes: Integration of the 2014 National Core Arts Standards Discussion of NAfMEs Model Cornerstone Assessments Explorations of issues of equity, access, and inclusion for marginalized populations and new examples of culturally responsive pedagogy Added coverage of innovative practices including popular music, technology for autonomous music-making, songwriting, and composition Streamlined discussion of learning theory, focusing on the basic foundations of behaviorism, cognitivism, and constructivism The accompanying companion website at www.routledge.com/cw/raiber provides revised and updated "Connecting to the Profession" features that help enhance students' understanding of the ideas presented in the text, links to videos of K-12 music teaching and interviews with teachers, and additional resources for instructors. Featuring networking activities to aid in self-reflection, a glossary of terms, and a wealth of online resources and tools, The Journey from Music Student to Teacher is the culmination of more than 25 years of experience in secondary music classrooms, providing a framework for establishing professional role identity among preservice music educators during their introduction to the field.

The Journey from Music Student to Teacher: A Professional Approach, Second Edition helps prospective educators transition from music student to professional music teacher. This textbook acknowledges that students must first reconcile their assumptions about learning and teaching before they can make thoughtful, informed decisions about their own professional education. Building upon personal experience is essential to an enhanced approach to the profession, and the topics and activities presented here guide readers to think not as students but as professionals, addressing the primary stages of teacher development. In three parts-Discovery of Self, Discovery of Teaching, and Discovery of Student Learning-the authors connect readers to theoretical foundations and the processes of becoming an insider to the profession. This updated Second Edition includes: Integration of the 2014 National Core Arts Standards Discussion of NAfMEs Model Cornerstone Assessments Explorations of issues of equity, access, and inclusion for marginalized populations and new examples of culturally responsive pedagogy Added coverage of innovative practices including popular music, technology for autonomous music-making, songwriting, and composition Streamlined discussion of learning theory, focusing on the basic foundations of behaviorism, cognitivism, and constructivism The accompanying companion website at www.routledge.com/cw/raiber provides revised and updated "Connecting to the Profession" features that help enhance students' understanding of the ideas presented in the text, links to videos of K-12 music teaching and interviews with teachers, and additional resources for instructors. Featuring networking activities to aid in self-reflection, a glossary of terms, and a wealth of online resources and tools, The Journey from Music Student to Teacher is the culmination of more than 25 years of experience in secondary music classrooms, providing a framework for establishing professional role identity among preservice music educators during their introduction to the field.

Replete with interviews with key practitioners (both in the book and online) will give up-to-date information on the techniques, forms and concepts used by leading figures in contemporary Live Visuals.

Four lads from a small town called Liverpool changed the face of Rock and Roll—forever. But their story is far more than one of music. It's about having dreams and making them come true. It's about the power of genuine friendship; it's about believing in yourself—and others—and living a life filled with heart, tenacity, and passion. John, Paul, George, and Ringo gave the musical world its Happily Ever After, and for this, a billion fans are eternally grateful. But, maybe even more than that, The Beatles' story is a heartfelt reminder to every one of us that it's not where you start that counts—it's how you finish.

Drawing from the wealth of academic literature about Eurovision written over the last two decades, this book consolidates and recognizes Eurovision's relevance in academia by analysing its contribution to different fields of study The book brings together leading Eurovision scholars from across disciplines and from across the globe to reflect on the intersection between their academic fields of study and the Eurovision Song Contest by answering the question: What has Eurovision contributed to academia? The book also draws from fields rarely associated with Eurovision, such as Law, Business and Research Methodologies, to demonstrate the song contest's broad utility in research, pedagogy and in practice Given its interdisciplinary approach, this volume will be of interest to scholars and students working in cultural, media, and communication studies, as well as those interested in the intersections of culture, media, nationalism, education, pedagogy, and history

The Body in Sound, Music and Performance brings together cutting-edge contributions from women working on and researching contemporary sound practice. This highly interdisciplinary book features a host of international contributors and places emphasis on developments beyond the western world, including movements growing across Latin America. Within the book, the body is situated as both the site and centre for knowledge making and creative production. Chapters explore how insightful theoretical analysis, new methods, innovative practises, and sometimes within the socio-cultural conditions of racism, sexism and classicism, the body can rise above, reshape and deconstruct understood ideas about performance practices, composition, and listening/sensing. This book will be of interest to both practitioners and researchers in the fields of sonic arts, sound design, music, acoustics and performance.

for SATBarB unaccompanied A familiar English traditional song that can also be found in Five Traditional Songs.

Becca Whitla uses liberationist, postcolonial, and decolonial methods to analyze hymns, congregational singing, and song-leading practices. By way of this analysis, Whitla shows how congregational singing can embody liberating liturgy and theology. Through a series of interwoven theoretical lenses and methodological tools-including coloniality, mimicry, epistemic disobedience, hybridity, border thinking, and ethnomusicology-the author examines and interrogates a range of factors in the musical sphere. From beloved Victorian hymns to infectious Latin American coritos; congregational singing to radical union choirs; Christian complicity in coloniality to Indigenous ways of knowing, the dynamic praxis-based stance of the book is rooted in the author's lived experiences and commitments and engages with detailed examples from sacred music and both liturgical and practical theology. Drawing on what she calls a syncopated liberating praxis, the author affirms the intercultural promise of communities of faith as a locus theologicus and a place for the in-breaking of the Holy Spirit.

- Interdisciplinary hot topic, related to broadcast, tv, film, as well as audio. - International scope, including diverse case studies, as well as consideration of how standards differ between countries (e.g. Japan vs. USA) - Well-connected and well-regarded author, with six Emmys for his work on live sound for broadcast events, including 11 Olympic games

* Draws from histories and data on a broad spectrum of theoretical research and a range of practices in the music education field * For both practitioners and scholars, especially choral music educators * may be utilized as a companion reading or appear on a recommended reading list for teacher education and community music courses music education, choral music, and applied ethnomusicology

for SATB and piano or orchestra or brass ensemble (4tpt, 3tbn, tuba, perc, organ) or ensemble (2fl, perc, pno/org, db) This carol is also available in Carols for Choirs 3, and 100 Carols for Choirs. All the instrumental accompaniments are available for hire. The arrangement for orchestra is also available on sale.

This open access book explores the disciplinary, disciplined, and recent interdisciplinary sites and productions of ethnomusicology and queerness, arguing that both academic realms are founded upon a destructive masculinity—indissolubly linked to coloniality and epistemic hegemony—and marked by a monologic, ethnocentric silencing of embodied, same-sex desire. Ethnomusicology’s fetishization of masculinizing fieldwork; queerness’s functioning as Anglophone master category; and both domains’ devaluation of sensuality and experience, concomitant with an adherence to provincial, Western conceptions of knowledge production, are revealed as precluding the possibilities for equitable, dialogic pluriversality.  Enlisting the sonic as theoretical intervention, the disciplined/disciplining ethno and queer are reimagined in relation to negative emotions and intractable affect, ultimately vanquished, and replaced by explorations of sound, sex/uality, and experiential somaticity within a protean, postdisciplinary space of material/epistemic equity.  This uncompromising, long-overdue critique will be of interest to researchers and students from numerous theoretical backgrounds, including music, sound, gender, queer, and postcolonial/decolonial studies.

- Interdisciplinary hot topic, related to broadcast, tv, film, as well as audio. - International scope, including diverse case studies, as well as consideration of how standards differ between countries (e.g. Japan vs. USA) - Well-connected and well-regarded author, with six Emmys for his work on live sound for broadcast events, including 11 Olympic games

Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.

The book aims to challenge thought and change minds. It presents a star cast of internationally prominent thinkers in and beyond music education. These thinkers deliberately challenge many time-worn traditions in music education with regard to musicianship, culture and society, leadership, institutions, interdisciplinarity, research and theory, and curriculum. This is the first book to confront these issues in this way.

This unique book has emerged from fifteen years of international dialog by The MayDay Group, an organization of more than 250 music educators from over 20 countries who meet yearly to confront issues in music teaching and learning.