To what extent does research on musical development impact on educational practices in school and the community? Do musicians from classical and popular traditions develop their identities in different ways? What do teachers and learners take into consideration when assessing progress? This book takes a fresh look at 'the musician' and what constitutes 'development' within the fields of music psychology and music education. In doing so, it explores the relationship between formative experiences and the development of the musician in a range of music education settings. It includes the perspectives of classroom teachers, popular musicians, classical musicians and music educators in higher education. Drawn from an international community of experienced educators and researchers, the contributors offer a range of approaches to research. From life history through classroom observation to content analysis, each section offers competing and complementary perspectives on contemporary practice. The book is an essential resource for musicians, educators, researchers and policy makers, offering insight into the reality of practice from those working within established traditions - such as the conservatoire and school settings - and from those who are currently emerging as significant forces in the fields of popular music education and community music.

The Wallace Muse is an anthology of poem and song inspired by William Wallace - one of Scotland's greatest heroes - composed by some of Scotland's greatest writers. Robert Burns, William Wordsworth, Robert Southey and other literary greats are represented, and a selection of new poems by contemporary Scottish and Scotland-based writers such as Edwin Morgan and Rab Wilson illustrates Wallace's continuing influence on the nation's literature.

With over thirty years as a record company sales rep, Graham has collected a vast number of funny stories and anecdotes. He relates the best of them here, as told to him by those behind the record shop counter. This unique collection of "I'll-hum-it-have-you-got-it?" and similar stories is an engrossing memorial to an increasingly bygone age.

Until the nineteenth century, music occupied a marginal place in British universities. Degrees were awarded by Oxford and Cambridge, but students (and often professors) were not resident, and there were few formal lectures. It was not until a benefaction initiated the creation of a professorship of music at the University of Edinburgh, in the early nineteenth century, that the idea of music as a university discipline commanded serious consideration. The debates that ensued considered not only music's identity as art and science, but also the broader function of the university within education and society. Rosemary Golding traces the responses of some of the key players in musical and academic culture to the problems surrounding the establishment of music as an academic discipline. The focus is on four universities: Edinburgh, Oxford, Cambridge and London. The different institutional contexts, and the approaches taken to music in each university, showcase the various issues surrounding music's academic identity, as well as wider problems of status and professionalism. In examining the way music challenged conceptions of education and professional identity in the nineteenth century, the book also sheds light on the way the academic study of music continues to challenge modern approaches to music and university education.

Two dozen tunes playable on guitar using only G, C and D chords. Includes: Agnus Dei * Because We Believe * Enough * Father I Adore You * Here I Am to Worship * Lord I Lift Your Name on High * More Precious Than Silver * Step by Step * There Is a Redeemer * We Fall Down * Worthy, You Are Worthy * You Are My King (Amazing Love) * and more. No tab.

The dawn of the twenty-first century marked a turning period for American Yiddish culture. The 'Old World' of Yiddish-speaking Eastern Europe was fading from living memory - yet at the same time, Yiddish song enjoyed a renaissance of creative interest, both among a younger generation seeking reengagement with the Yiddish language, and, most prominently via the transnational revival of klezmer music. The last quarter of the twentieth century and the early years of the twenty-first saw a steady stream of new songbook publications and recordings in Yiddish - newly composed songs, well-known singers performing nostalgic favourites, American popular songs translated into Yiddish, theatre songs, and even a couple of forays into Yiddish hip hop; musicians meanwhile engaged with discourses of musical revival, post-Holocaust cultural politics, the transformation of language use, radical alterity and a new generation of American Jewish identities. This book explores how Yiddish song became such a potent medium for musical and ideological creativity at the twilight of the twentieth century, presenting an episode in the flowing timeline of a musical repertory - New York at the dawn of the twenty-first century - and outlining some of the trajectories that Yiddish song and its singers have taken to, and beyond, this point.

Familiarity underpins our engagement with music. This book highlights theoretical and empirical considerations about familiarity from three perspectives: listening, musicology and performance. Part I, 'Listening', addresses familiarity as it relates to listeners' behaviour and responses to music, specifically in regulating our choice and exposure to music on a daily basis; how we get to know music through regular listening; how comfortable we feel in a Western concert environment; and music's efficacy as a pain-reliever. Part II, 'Musicology' exposes the notion of familiarity from varied stances, including appreciation of music in our own and other cultures through ethnomusicology; exploration of the perception of sounds via music analysis; philosophical reflection on the efficiency of communication in musicology; evaluation of the impact of researchers' musical experiences on their work; and the influence of familiarity in music education. Part III, 'Performance', focuses on the effects of familiarity in relation to different aspects of Western art and popular performance, including learning and memorizing music; examination of 'groove' in popular performance; exploration of the role of familiarity in shaping socio-emotional behaviour between members of an ensemble; and consideration about the effects of the unique type of familiarity gained by musicians through the act of performance itself.

This volume is the first to bring together music scholars working on Baltic topics from throughout Europe, North America, and the Middle East for the purpose of exploring the impact of Nazi and Soviet occupation (1940-91) and the restoration of republican independence upon the production of musicological knowledge in and about the Baltic States of Lithuania, Latvia, and Estonia. Its collected essays sketch, for the first time, post-Soviet histories of the sociological dimensions of music study in the region, and examine methodological and ethical problems raised by music scholarship. They shed new light on such topics as the advent of Lithuanian musical modernism, the ecumenicity of Christian musics in Estonia, and the effects of Soviet nationalities policy upon the Latvian musicological discourse. Together, they confront those aspects of Baltic music study that still bear the marks of the Nazi and Soviet experience, and they suggest ways in which the turbulent cultural and political histories of the region might be negotiated by scholars presently active in the field. This book was published as a special issue of the Journal of Baltic Studies.

Capture great sound in the first place and spend less time "fixing it in the mix" with Ian Corbett's Mic It! With this updated and expanded second edition, you'll quickly understand essential audio concepts as they relate to microphones and mic techniques and learn how to apply them to your recording situation. Mic It! gives you the background to explore, discover, and design your own solutions, enabling you to record great source tracks that can be developed into anything from ultra-clean mixes to massive, organic soundscapes. Beginning with essential audio theory and a discussion of the desirable characteristics of "good sound", Mic It! covers microphones, mono and stereo mic techniques, the effect of the recording space or room, and large classical and jazz ensemble recording. This second edition also features new chapters on immersive audio, immersive recording concepts, drum tuning, and recording techniques for audio for video. Mic It! provides in-depth information on how different mic techniques can be used, modified, and fine-tuned to capture not only the best sound, but the best sound for the mix, as well as how to approach and set up the recording session, prepare for mixing, and avoid common recording and mixing mistakes. * Train your ears with practical audio examples on the companion website. * Develop and test your knowledge as you learn, with concise, applicable exercises and examples that cover the concepts presented. * Record the best sound possible in any situation with Mic It! Corbett's expert advice ranges from vital knowledge no novice should be without, to advanced techniques that more experienced engineers can explore to benefit and vary the sound of their recordings. Whether you only ever buy one microphone, are equipping a studio on a budget, or have a vast selection of great mics to use, with Mic It! you'll learn how to make the most of the tools you have.

Innovation in Music: Future Opportunities brings together cutting-edge research on new innovations in the field of music production, technology, performance and business. Including contributions from a host of well-respected researchers and practitioners, this volume provides crucial coverage on a range of topics from cybersecurity, to accessible music technology, performance techniques and the role of talent shows within music business. Innovation in Music: Future Opportunities is the perfect companion for professionals and researchers alike with an interest in the music industry.

In higher music education, learning in social settings (orchestras, choirs, bands, chamber music and so on) is prevalent, yet understanding of such learning rests heavily on the transmission of knowledge and skill from master to apprentice. This narrow view of learning trajectories pervades in both one-to-one and one-to-many contexts. This is surprising given the growing body of knowledge about the power of collaborative learning in general, underpinned by theoretical developments in educational psychology: the social dimensions of learning, situational learning and concepts of communities of learners. Collaborative Learning in Higher Music Education seeks to respond to the challenge of becoming more conscious of the creative and multiple dimensions of social interaction in learning music, in contexts ranging from interdisciplinary projects to one-to-one tuition, and not least in the contemporary context of rapid change in the cultural industries and higher education as a whole. It brings together theoretical papers and case studies of practice. Themes covered include collaborative creativity, communities of practice, peer-learning, co-teaching as co-learning, assessment and curriculum structures. Chapters illuminate reasons for enabling collaborative learning, and provide exemplars of innovative practice and designs for collaborative learning environments in higher music education. A central purpose of the book is to scaffold change, to help in meeting the rapid changes in society and to find constructive stepping stones or signposts for teachers and students.

This volume analyzes innovative forms of media and music (art installations, television commercials, photography, films, songs, telenovelas) to examine the performance of migration in contemporary culture. Though migration studies and media studies are ostensibly different fields, this transnational collection of essays addresses how their interconnection has shaped our understanding of the paradigms through which we think about migration, ethnicity, nation, and the transnational. Cultural representations intervene in collective beliefs. Art and media clearly influence the ways the experience of migration is articulated and recalled, intervening in individual perceptions as well as public policy. To understand the connection between migration and diverse media, the authors examine how migration is represented in film, television, music, and art, but also how media shape the ways in which host country and homeland are imagined. Among the topics considered are new mediated forms for representing migration, widening the perspective on the ways these representations may be analyzed; readings of enactments of memory in trans- and inter-disciplinary ways; and discussions of globalization and transnationalism, inviting us to rethink traditional borders in respect to migration, nation states, as well as disciplines.

Music Education: Source Readings from Ancient Greece to Today is a collection of thematically organized essays that illuminate the importance of music education to individuals, communities and nations. The fourth edition has been expanded to address the significant societal changes that have occurred since the publication of the last edition, with a greater focus on current readings in government, philosophy, psychology, curriculum, sociology, and advocacy. This comprehensive text remains an essential reference for music educators today, demonstrating the value and support of their profession in the societies in which they live.

One of the landmark texts in music education reissued and brought up to date. From its first appearance, this volume has been considered a standard text in music education courses worldwide, tracing the development of music as an educational force from the dawn of European civilisation in ancient Crete, Sparta, and Athens to today. It is a fascinating exploration of the people involved in teaching music over the centuries and their whole way of life, providing a systematic survey of the educational, musical, religious, social and political factors that have led to what is now known as music education; substantial reference is made to trends and events in other lands as well as England. This second edition includes supplementary chapters investigating the recent history of music education, bringing the historical record up to date, and there is a foreword by Sir Peter Maxwell Davies, Master of the Queen's Music.

Bob Dylan is the magician who sprinkled poetic fairy dust on to the popular music of the early sixties and his songwriting sparked a revolution and changed rock music forever. The diminutive poet/singer claimed he was merely a 'song and dance man' but Dylan altered popular music from intellectually bereft teenage rebellion into a serious adult art form worthy of academic study. Dylan headed for the sixties as a Little Richard rock 'n' roller but soon turned acoustic folkie and after absorbing the music and words of Woody Guthrie, Robert Johnson and Brecht, he became a vagabond social troubadour. Basking in Rimbaud he transformed into a poetic symbolist before later immersing himself in lysergic beat surrealism. The chameleon of Dylan in the sixties was bewildering to his followers. His first album was a raw debut folk/blues. Then followed three acoustic poetic gems, three ground-breaking surreal ,electric wonders and four that were more mundane and country-tinged. But by the mid-sixties he was a strung-out polka-dotted rock star. He crashed (physically and mentally) before leaving the sixties as a clean-cut country crooner. Dylan had mutated more times than a trilobite. Dylan's ground-breaking music changed the world and his amazing story is revealed by exploring the eleven albums that he released between 1962 and 1970.

This book offers the first in-depth study of experimental and popular music scenes in Beirut, looking at musicians working towards a new understanding of musical creativity and music culture in a country that is dominated by mass-mediated pop music, and propaganda. Burkhalter studies the generation of musicians born at the beginning of the Civil War in the Lebanese capital, an urban and cosmopolitan center with a long tradition of cultural activities and exchanges with the Arab world, Europe, the US, and the former Soviet Union. These Lebanese rappers, rockers, death-metal, jazz, and electro-acoustic musicians and free improvisers choose local and transnational forms to express their connection to the broader musical, cultural, social, and political environment. Burkhalter explores how these musicians organize their own small concerts for 'insider' audiences, set up music labels, and network with like-minded musicians in Europe, the US, and the Arab world. Several key tracks are analyzed with methods from ethnomusicology, and popular music studies, and contextualized through interviews with the musicians. Discussing key references from belly dance culture (1960s), psychedelic rock in Beirut (1970s), the noises of the Lebanese Civil war (1975-1990), and transnational Pop-Avant-Gardes and World Music 2.0 networks, this book contributes to the study of localization and globalization processes in music in an increasingly digitalized and transnational world. At the core, this music from Beirut challenges "ethnocentric" perceptions of "locality" in music. It attacks both "Orientalist" readings of the Arab world, the Middle East, and Lebanon, and the focus on musical "difference" in Euro-American music and culture markets. On theoretical grounds, this music is a small, but passionate attempt to re-shape the world into a place where "modernity" is not "euro-modernity" or "euro-american modernity," but where possible new configurations of modernity exist next to each other.

What can psychoanalysis learn from music? What can music learn from psychoanalysis? Can the analysis of music itself provide a primary source of psychological data? Drawing on Freud's concept of the oral road to the unconscious, Melodies of the Mind invites the reader to take a journey on an aural and oral road that explores both music and emotion, and their links to the unconscious. In this book, Julie Jaffee Nagel discusses how musical and psychoanalytic concepts inform each other, showing the ways that music itself provides an exceptional non-verbal pathway to emotion - a source of 'quasi' psychoanalytical clinical data. The interdisciplinary synthesis of music and psychoanalytic knowledge provides a schema for understanding the complexity of an individual's inner world as that world interacts with social 'reality'. There are three main areas explored: The Aural Road Moods and Melodies The Aural/Oral Road Less Travelled Melodies of the Mind is an exploration of the power of music to move us when words fall short. It suggests the value of using music and ideas of the mind to better understand and address psychological, social, and educational issues that are relevant in everyday life. It will be of interest to psychoanalysts, psychologists, music therapists, musicians, music teachers, music students, social workers, educators, professionals in the humanities and social services as well as music lovers. Julie Jaffee Nagel is a graduate of The Juilliard School, The University of Michigan, and The Michigan Psychoanalytic Institute. She is on the faculty of the Michigan Psychoanalytic Institute and is in private practice in Ann Arbor, Michigan.

What can psychoanalysis learn from music? What can music learn from psychoanalysis? Can the analysis of music itself provide a primary source of psychological data? Drawing on Freud's concept of the oral road to the unconscious, Melodies of the Mind invites the reader to take a journey on an aural and oral road that explores both music and emotion, and their links to the unconscious. In this book, Julie Jaffee Nagel discusses how musical and psychoanalytic concepts inform each other, showing the ways that music itself provides an exceptional non-verbal pathway to emotion - a source of 'quasi' psychoanalytical clinical data. The interdisciplinary synthesis of music and psychoanalytic knowledge provides a schema for understanding the complexity of an individual's inner world as that world interacts with social 'reality'. There are three main areas explored: The Aural Road Moods and Melodies The Aural/Oral Road Less Travelled Melodies of the Mind is an exploration of the power of music to move us when words fall short. It suggests the value of using music and ideas of the mind to better understand and address psychological, social, and educational issues that are relevant in everyday life. It will be of interest to psychoanalysts, psychologists, music therapists, musicians, music teachers, music students, social workers, educators, professionals in the humanities and social services as well as music lovers. Julie Jaffee Nagel is a graduate of The Juilliard School, The University of Michigan, and The Michigan Psychoanalytic Institute. She is on the faculty of the Michigan Psychoanalytic Institute and is in private practice in Ann Arbor, Michigan.

The music for science fiction television programs, like music for science fiction films, is often highly distinctive, introducing cutting-edge electronic music and soundscapes. There is a highly particular role for sound and music in science fiction, because it regularly has to expand the vistas and imagination of the shows and plays a crucial role in setting up the time and place. Notable for its adoption of electronic instruments and integration of music and effects, science fiction programs explore sonic capabilities offered through the evolution of sound technology and design, which has allowed for the precise control and creation of unique and otherworldly sounds. This collection of essays analyzes the style and context of music and sound design in Science Fiction television. It provides a wide range of in-depth analyses of seminal live-action series such as Doctor Who, The Twilight Zone, and Lost, as well as animated series, such as The Jetsons. With thirteen essays from prominent contributors in the field of music and screen media, this anthology will appeal to students of Music and Media, as well as fans of science fiction television.

Concert Design: The Road, The Craft, The Industry offers an exceptional journey though the world of concert design, exploring not only its unique design attributes but also the industry that has grown around it and how to make a career of 'the road'. Concert designer Seth Jackson analyzes how the industry has changed over the last three decades - from its early days of 'no rules' and 'cowboys' to a thriving and growing industry with countless career opportunities. Drawing on 25 years of experience and clients ranging from Carrie Underwood to Don Henley, he explores design techniques, working with Artists and directors, the rigors of concert touring, and navigating a career path through a challenging industry. The book also includes stories from numerous industry luminaries such as Steve Cohen, Jeff Ravitz, Eric Loader, Howard Ungerleider, and Jim Lenahan, along with Jackson's own experiences. Written for aspiring concert lighting designers and students of Concert Lighting and Theatre Lighting courses, Concert Design is an excellent resource for anyone who has ever wondered what backstage life is really all about.

This book explores the music of Africa and its experience in modern education, offering music education analyses from African perspectives. The collection assembles insights from around Africa to bring African and non-African scholars into the world of music, education, policy, and assessment as played out across the continent. The music of Africa presents multiple avenues for the understanding of the reality of life from a cultural perspective. The teaching and learning of this music closely follows its practice, the latter involving a combination of artistic expressions. With international interest in world music, there is need to engage with concepts and processes of this music. The volume offers new research from culture bearers, scholars, and educators rooted in practices that provide deeper perceptions of the cultural expression of music. With sections focussing on Concepts in Musical Arts, Musical Arts Processes, and Music Education Practice, it captures and documents the concept of musical arts from an African experiential perspective. Articulating the processes of musical arts and their implications for teaching and learning in both African and international learning contexts, it presents a balanced view of music as a phenomenon and generates material for discussion. A valuable resource for those seeking insight into aspects of music practice in Africa, this book will appeal to scholars of Music Education, Ethnomusicology, Community Music, African Studies, and African Music.

Asante Court Music and Verbal Arts in Ghana is a comprehensive portrait of Asante court musical arts. Weaving together historical narratives with analyses of texts performed on drums, ivory trumpets, and a cane flute, the book includes a critical assembly of ancient song texts, the poetry of bards (kwadwom), and referential poetry performed by members of the constabulary (apae). The focus is on the intersections between lived experience, music, and values, and refers to musical examples drawn from court ceremonies, rituals, festivals, as well as casual performances elicited in the course of fieldwork. For the Asante, the performing arts are complex sites for recording and storing personal experiences, and they have done so for centuries with remarkable consistency and self-consciousness. This book draws on archaeological, archival, historical, ethnographical and analytical sources to craft a view of the Asante experience as manifested in its musical and allied arts. Its goal is to privilege the voices of the Asante and how they express their history, religious philosophy, social values, economic, and political experiences through the musical and allied arts. The author's theoretical formulation includes the concept of value, referring to ideas, worldview concepts, beliefs, and social relationships that inform musical practices and choices in Asante.

Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. The fields of 'peace studies' and 'education for international understanding' may better reflect current values shared by the profession, values that often conflict with the nationalistic impulse. This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada.

The Music History Classroom brings together essays written by recognized and experienced teachers to assist in the design, implementation, and revision of college-level music history courses. This includes the traditional music history survey for music majors, but the materials presented here are applicable to other music history courses for music majors and general education students alike, including period classes, composer or repertory courses, and special topics classes and seminars. The authors bring current thought on the scholarship of teaching and learning together with practical experience into the unique environment of the music history classroom. While many of the issues confronting teachers in other disciplines are pertinent to music history classes, this collection addresses the unique nature of musical materials and the challenges involved in negotiating between historical information, complex technical musical issues, and the aesthetics of performing and listening. This single volume provides a systematic outline of practical teaching advice on all facets of music history pedagogy, including course design, classroom technology, listening and writing assignments, and more. The Music History Classroom presents the 'nuts-and-bolts' of teaching music history suitable for graduate students, junior faculty, and seasoned teachers alike.