Certificate for Music Educators Guidebook is focused on the learning outcomes of the Certificate for Music Educators in the UK, accredited by the Office of Qualifications and Examinations Regulation (Ofqual), and validated by Trinity College London (TCL) and the Associated Board of the Royal Schools of Music (ABRSM). Through reflective questions, readers become acquainted with research findings relevant to teaching children and explore ways for enacting best teaching practice in day-to-day teaching. It offers strong foundations in teaching music in contemporary diverse settings, in both instrumental and vocal teaching; early years, primary and secondary schools and community-based contexts. This book is directly aligned with the CME Level 4 course modules, units and areas of study and its desired learning outcomes. It is a key companion for students enrolled in a validated centre, as well as the teachers and mentors involved in the design and delivery of the CME.

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.

These pieces were originally improvisations, and they must be played spontaneously as improvisations are played. Freedom, clarity, and fun should characterize performances of the music.

This book traces the role played by music within asylums, the participation of staff and patients in musical activity, and the links drawn between music, health, and wellbeing. In the first part of the book, the author draws on a wide range of sources to investigate the debates around moral management, entertainment, and music for patients, as well as the wider context of music and mental health. In the second part, a series of case studies bring to life the characters and contexts involved in asylum music, selected from a range of public and private institutions. From asylum bands to chapel choirs, smoking concerts to orchestras, the rich variety of musical activity presents new perspectives on music in everyday life. Aspects such as employment practices, musicians' networks and the purchase and maintenance of musical instruments illuminate the 'business' of music as part of moral management. As a source of entertainment and occupation, a means of solace and self-control, and as a device for social gatherings and contact with the outside world, the place of music in the asylum offers valuable insight into its uses and meanings in nineteenth-century England.

A Field Guide to Student Teaching in Music, Second Edition, serves as a practical guide for the music education student, one that recognizes the importance of effective coursework while addressing the unique field-based aspects of the music classroom. Student teaching in music is a singular experience, presenting challenges beyond those encountered in general education classroom settings: educators must plan for singing and movement, performances and rehearsals, intensive parent involvement, uniforms, community outreach, and much more. This guide explores such topics common to all music placements as well as those specific to general, choral, and instrumental music classrooms, building on theoretical materials often covered in music methods courses and yet not beholden to any one pedagogy, thus allowing for a dynamic and flexible approach for various classroom settings. New to the second edition: Companion website featuring downloadable worksheets, resume support, a cooperating teacher guide, and more: www.musicstudentteaching.com A new chapter on the transition from student to student teacher Expanded discussions on the interview process, including mock interviews, interviewing techniques, and online interview prep Updated content throughout to reflect current practices in the field. Leading readers through the transition from student to teacher, A Field Guide to Student Teaching in Music, Second Edition, represents a necessary update to the first edition text published a decade ago, an indispensable resource that provides the insights and skillsets students need to launch successful careers as music educators.

Pina Bausch's Aggressive Tenderness: Repurposing Theater through Dance maps Bausch's pieces alongside methodologies of key theater and film practitioners. This book includes discussion of a variety of Bausch pieces, including Sacre du Printemps (Rite of Spring 1975), Kontakthof (Meeting Place 1978), Cafe Muller (Cafe Mueller 1978), Nelken (Carnations 1982), Arien (Arias 1985), and Vollmond (Full Moon 2006). Beginning with her approach as one avenue of dance dramaturgy, the author connects the content expressed in these pieces with theoretical conversations, works from other artists inspired by Bausch, and her own experiences, providing an examination that is both academic and personally insightful. Arendell reads all of these theatrical and film approaches into Bausch's work to highlight how the time frame involves a cross-pollination between Bausch and the other artists that looks both backward and forward in its influences. Ideal for students of dance and theater, Pina Bausch's Aggressive Tenderness shows how Bausch's Tanztheater speaks a kinaesthetic language, one that Arendell translates into a somaesthetic exploration to pair a repurposed body ethic with movements that present new forms of embodiment.

Starting as a single congregation in Australia, Hillsong Church now has campuses worldwide, releases worship music that sells millions of albums and its ministers regularly appear in mainstream media. So, how has a single church gained such international prominence? This book offers an ethnographic exploration of the ways in which music and marketing have been utilised in the pursuit and production of spiritual experience for members of Hillsong Church. An experience that has proven to be incredibly popular. The main theme of this book is that marketing, specifically branding, is not just a way to "sell" religion, but rather an integral part of spiritual experience in consumer society. Focussing on the London Hillsong church as a case study, the use of its own music in tandem with strong branding is shown to be a co- and re-productive method of organizing, patterning, and communicating information. The church provides the branded material and cultural context in which participants' sacred experience of self unfolds. However, this requires participants to "do the work" to properly understand, and ultimately embody, the values associated with the brand. This book raises important questions about the role of branding and music in forming modern scared identities. As such, it will be of great interest to scholars of Religious Studies, Ethnomusicology and Media Studies.

The national element in music has been the subject of important studies, yet the scholarly framework has remained restricted almost exclusively to the field of music studies. This volume brings together experts from different fields (musicology, literary theory and modern Greek studies), who investi- gate the links that connect music, language and national identity, focusing on the Greek paradigm. Through the study of the Greek case, the book paves the way for innovative interdisciplinary approaches to the formation of the 'national' in different cultures, shedding new light on ideologies and mechanisms of cultural policies.

This book shows that art involves an aesthetics of self-becoming, wherein we do not simply consume artistic meaning, but become empowered-by adapting ourselves to what creation in the different art forms makes possible. Paul Crowther argues that the great political task in aesthetics is no longer the creation of political art as such, but rather the winning back of art and aesthetics as central societal concerns. This involves the overcoming of neo-liberal treatments of art as mere commodity and misguided attitudes that dismiss it as the product of dead white European males. The book begins with a theory of self-consciousness which reveals the necessary role played by the aesthetic in personal identity. It then emphasises how art forms empower through processes of making and aesthetic effects that are unique to them individually. To show this, he considers the ontology of pictorial art, sculpture, installation and assemblage works, architecture, literature, cinema, and music. His arguments concerning these are supported, throughout, by in-depth discussions of specific artworks. The book's effect, overall is to reorientate aesthetics by showing how art empowers through its revelation of new possibilities of experience. The Aesthetics of Self-Becoming will appeal to philosophers of art and aesthetics, as well as scholars in art history, literary studies, film studies, and music theory who are interested in the book's central concerns.

Intended for SATB choir and baritone solo, with piano or orchestra, this carol is taken from The Wind in the Willows.

Between Norteno and Tejano Conjunto:Music, Tradition and Culture at the U.S.-Mexico Border analyzes the origin, evolution, and dissemination of norteno and tejano conjunto. These musical forms represent a marginalized local identity in parts of Mexico and the American Southwest that evolved into an acclaimed form of U.S.-Mexico border identity, later becoming an international mainstream genre. This book provides a long-term historic vision of conjunto and its various musical forms such as the polka, the corrido or cancion, the bolero, and the cumbia. It also analyzes its transformations and contributions to other musical cultures in terms of how it articulates meanings, organizes our sense of time and memory, and contributes to the social construction of individual identities on the border. Despite not having been spread directly by either of the two nation-states where it proliferated, the regional-transnational music of accordion and bajo sexto has been one of the leading symbols of Mexican and Chicano identity since the mid-twentieth century.

In this book, Ludovica Grassi explores the importance of music in psychoanalysis, arguing that music is a basic working tool for psyche, as words are composed of sound, rhythm and intonation more than lexical meaning. Starting from ethnomusicological, evolutionary, neurodevelopmental, psychological and psychoanalytical perspectives, the book explores music's symbolic status, structure and way of operating compared to unconscious psychic functioning. Extraordinary similarities are revealed, especially in mechanisms such as repetition, imitation, variation (transformation), intimacy and the work of mourning, of the negative and of nostalgia. Moreover, silence and absence are essential components of music as well as of psychic and symbolic functioning. Time and temporality are specifically investigated in the book as key elements both in music and in symbolization and subjectivation processes. The role of the word's phonic kernel and of the voice as fundamental links to emotions, the body, the sexual and the infantile has promising implications for psychoanalytic work. All these elements find an articulation in the natural as well as complex activity of listening, which conveys a tri-dimensional and polyphonic dimension of the world, so important both in music and in psychoanalysis. Illuminating the link between music and analysis in new and contemporary ways, The Sound of the Unconscious explores the resulting advances in theory and clinical practice and will be of great interest to practicing and training psychoanalysts and psychotherapists.

In this book, Ludovica Grassi explores the importance of music in psychoanalysis, arguing that music is a basic working tool for psyche, as words are composed of sound, rhythm and intonation more than lexical meaning. Starting from ethnomusicological, evolutionary, neurodevelopmental, psychological and psychoanalytical perspectives, the book explores music's symbolic status, structure and way of operating compared to unconscious psychic functioning. Extraordinary similarities are revealed, especially in mechanisms such as repetition, imitation, variation (transformation), intimacy and the work of mourning, of the negative and of nostalgia. Moreover, silence and absence are essential components of music as well as of psychic and symbolic functioning. Time and temporality are specifically investigated in the book as key elements both in music and in symbolization and subjectivation processes. The role of the word's phonic kernel and of the voice as fundamental links to emotions, the body, the sexual and the infantile has promising implications for psychoanalytic work. All these elements find an articulation in the natural as well as complex activity of listening, which conveys a tri-dimensional and polyphonic dimension of the world, so important both in music and in psychoanalysis. Illuminating the link between music and analysis in new and contemporary ways, The Sound of the Unconscious explores the resulting advances in theory and clinical practice and will be of great interest to practicing and training psychoanalysts and psychotherapists.

This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts. The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and 'music in identity' or 'identity in music'. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world. Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.

This book provides a thorough analysis of terpsichorean lexis in Renaissance drama. Besides considering not only the Shakespearean canon but also the Bard's contemporaries (e.g., dramatists as John Marston and Ben Jonson among the most refined Renaissance dance aficionados), the originality of this volume is highlighted in both its methodology and structure. As far as methods of analysis are concerned, corpora such as the VEP Early Modern Drama collection and EEBO, and corpus analysis tools such as #LancsBox are used in order to offer the widest range of examples possible from early modern plays and provide co-textual references for each dance. Examples from Renaissance playwrights are fundamental for the analysis of connotative meanings of the dances listed and their performative, poetic and metaphoric role in sixteenth- and seventeenth-century drama. This study will be of great interest to Renaissance researchers, lexicographers and dance historians.

This book provides an overview of professional musicians working within the healthcare system and explores programs that bring music into the environment of the hospital. Far from being onstage, musicians in the hospital provide musical engagement for patients and healthcare providers focused on life-and-death issues. Music in healthcare offers a new and growing area for musical careers, distinct from the field of music therapy in which music is engaged to advance defined clinical goals. Rather, this volume considers what happens when musicians interact with the clinical environment as artists, and how musical careers and artistic practices can develop through work in a hospital setting. It outlines the specialized skills and training required to navigate safely and effectively within the healthcare context. The contributors draw on their experiences with collaborations between the performing arts and medicine at Boston University/Boston Medical Center, University of Florida/UF Health Shands Hospital, and the Peabody Institute/Johns Hopkins Medicine. These experiences, as well as the experiences of artists spotlighted throughout the volume, offer stories of thriving artistic practices and collaborations that outline a new field for tomorrow's musical artists.

How and why do listeners come over time to 'feel the nation' through particular musical works? This book develops a comparative analysis of the relationship between western art music, nations and nationalism. It explores the influence of emergent nations and nationalism on the development of classical music in Europe and North America and examines the distinctive themes, sounds and resonances to be found in the repertory of each of the nations. Its scope is broad, extending well beyond the period 1848-1914 when national music flourished most conspicuously. The interplay of music and nation encompasses the oratorios of Handel, the open-air music of the French Revolution and the orchestral works of Beethoven and Mendelssohn and extends into the mid-twentieth century in the music of Prokofiev, Shostakovich and Copland. The book addresses the representation of the national community, the incorporation of ethnic vernacular idioms into art music, the national homeland in music, musical adaptations of national myths and legends, the music of national commemoration and the canonisation of national music. Bringing together insights from nationalism studies, musicology and cultural history, it will be essential reading not only for musicologists but for cultural historians and historians of nationalism as well. MATTHEW RILEY is Reader in Music at the University of Birmingham. The late ANTHONY D. SMITH was Professor Emeritus of Nationalism andEthnicity at the London School of Economics.

Maternal Representations in Twenty-First Century Broadway Musicals: Stage Mothers analyzes Broadway productions within the context of their presentation and assessment of motherhood and the variety of roles for mother figures. Using a frame of feminist and psychoanalytical positions, Gina MacKenzie establishes, defines, and interprets mother figures in contemporary Broadway, according to original categorizations of the absent, inconsequential, and overbearing mothers. MacKenzie considers how and why commercial representation of mother figures are limited and predominantly negative, even as fiction, poetry, and other forms of drama offer a much wider and progressive view of the varieties of motherhood possible in society, asserting the need for greater representation of mother figures in commercial musical theatre today.

This volume seeks to offer a new approach to the study of music through the lens of recent works in science and technology studies (STS), which propose that facts are neither absolute truths, nor completely relative, but emerge from an intensely collective process of construction. Applied to the study of music, this approach enables us to reconcile the human, social, factual, and technological aspects of the musical world, and opens the prospect of new areas of inquiry in musicology and sound studies. Rethinking Music through Science and Technology Studies draws together a wide range of both leading and emerging scholars to offer a critical survey of STS applications to music studies, considering topics ranging from classical music instrument-making to the ethos of DIY in punk music. The book's four sections focus on key areas of music study that are impacted by STS: organology, sound studies, music history, and epistemology. Raising crucial methodological and epistemological questions about the study of music, this book will be relevant to scholars studying the interactions between music, culture, and technology from many disciplinary perspectives.

Gender Issues in Scandinavian Music Education: From Stereotypes to Multiple Possibilities introduces much-needed updates to research and teaching philosophies that envision new ways of considering gender diversity in music education. This volume of essays by Scandinavian contributors looks beyond the dominant Anglo-American lens while confronting a universal need to resist and rethink the gender stereotypes that limit a young person's musical development. Addressing issues at all levels of music education-from primary and secondary schools to conservatories and universities- topics discussed include: the intersection of social class, sexual orientation, and teachers' beliefs; gender performance in the music classroom and its effects on genre and instrument choice; hierarchical inequalities reinforced by power and prestige structures; strategies to fulfill curricular aims for equality and justice that meet the diversity of the classroom; and much more! Representing a commitment to developing new practices in music education that subvert gender norms and challenge heteronormativity, Gender Issues in Scandinavian Music Education fills a growing need to broaden the scope of how gender and equality are situated in music education-in Scandinavia and beyond.

Music at the Intersection of Brazilian Culture takes an interdisciplinary approach by utilizing several aspects of Brazilian music, race, and food as a window to understanding Brazilian culture, with music at the core. Through a holistic understanding of the Brazilian experience - exploring issues of race, colonization, sustainable development, and the contributions of the three distinct ethnic groups in the making of Brazil - the authors create a narrative based on their own recollection of memories, traditions, customs, sounds, and landscapes that they experienced in Brazil. Each engaging section begins with an overview of the topic that places it in historical context, and then focuses on each subtopic with a thorough presentation of the content as well as suggested activities that can be implemented in the classroom. The chapters conclude with a list of useful references, resources, and audio recording examples, which are available on Spotify, to present readers with a musical landscape of the folktales. These can be found online via the Routledge catalogue page for this book. This book is an essential resource for students and teachers of music and cultural studies, as it unpicks complex issues to help readers better understand and appreciate Brazilian culture.

- Presenting a cutting-edge framework which will be of interest to both aspiring and practicing professionals in sound design for all manner of media - Author has impressive professional credentials, with more than 700 IMDb credits. - An excellent addition to our growing 'Sound Design' series