In The Positive Pianist: How Flow Can Bring Passion to Practice and Performance, author Thomas J. Parente applies the concept of flow to the practice of piano playing, demonstrating how student musicians can experience enjoyment and confidence from succeeding at something that challenges them to an engaging level. By using Mihaly Csikszentmihalyi's theory of flow to musical performance, Parente shows that linking productivity and enjoyment in piano playing has a positive impact on students, motivating them to practice more in order to experience flow again; this creates optimal learning conditions for piano practicing. As the chapters progress, Parente shows students how to evaluate their own progress and offers teachers the tools to impart on their students an optimal practice method: one informed by flow. Parente argues for an objective, goal-oriented backdrop that will lead piano students to achieve greater confidence, accuracy, and musicality. The Positive Pianist draws on the author's forty years of teaching experience and research to show piano students and their teachers how to develop a productive, focused mental state when practicing the piano.

The Oxford Handbook of Children's Musical Cultures is a compendium of perspectives on children and their musical engagements as singers, dancers, players, and avid listeners. Over the course of 35 chapters, contributors from around the world provide an interdisciplinary enquiry into the musical lives of children in a variety of cultures, and their role as both preservers and innovators of music. Drawing on a wide array of fields from ethnomusicology and folklore to education and developmental psychology, the chapters presented in this handbook provide windows into the musical enculturation, education, and training of children, and the ways in which they learn, express, invent, and preserve music. Offering an understanding of the nature, structures, and styles of music preferred and used by children from toddlerhood through childhood and into adolescence, The Oxford Handbook of Children's Musical Cultures is an important step forward in the study of children and music.

Topics are musical signs developed and employed primarily during the long eighteenth century. Their significance relies on associations that are clearly recognizable to the listener with different genres, styles and types of music making. Topic theory, which is used to explain conventional subjects of musical composition in this period, is grounded in eighteenth-century music theory, aesthetics, and criticism, while drawing also from music cognition and semiotics. The concept of topics was introduced into by Leonard Ratner in the 1980s to account for cross-references between eighteenth-century styles and genres. As the invention of a twentieth-century academic, topic theory as a field is comparatively new, and The Oxford Handbook of Topic Theory provides a much-needed reconstruction of the field's aesthetic underpinnings.
The volume grounds the concept of topics in eighteenth-century music theory, aesthetics, and criticism. Documenting the historical reality of individual topics on the basis of eighteenth-century sources, it traces the origins of topical mixtures to transformations of eighteenth-century musical life, and relates topical analysis to other methods of music analysis conducted from the perspectives of composers, performers, and listeners. Focusing its scope on eighteenth-century musical repertoire, The Oxford Handbook of Topic Theory lays the foundation for further investigation of topics in music of the nineteenth, twentieth, and twenty-first centuries.

The prevailing discourse surrounding urban music education suggests the deficit-laden notion that urban school settings are "less than," rather than "different than," their counterparts. Through the lens of contextually-specific teaching, this book provides a counternarrative on urban music education that encourages urban music teachers to focus on the strengths of their students as their primary resource. Through a combination of research-based strategies and practical suggestions from the author's own experience teaching music in urban settings, the book highlights important issues for teachers to consider, such as culturally relevant pedagogy, the "opportunity gap," race, ethnicity, socioeconomic status, musical content, curricular change, music program development, student motivation, and strategies for finding inspiration and support. Throughout the book, the stories of 5 highly successful urban music teachers are highlighted, providing practical, real-world advice for music teachers across the domains of general, choral, band, and string music teaching. Recognizing that the term "urban" can encompass a wide variety of different school and community settings, this book challenges all teachers who work in under-served and under-resourced settings to take a critical look at their own music classroom and work to tailor their pedagogy to meet the particular needs of their students.

Moving back through Dewey, Heidegger, Nietzsche, and Rousseau, the lineage of Western music education finds its origins in Plato and Pythagoras. Yet theories not rooted in the ancient Greek tradition are all but absent. A Way of Music Education provides a much-needed intervention, integrating ancient Chinese thought into the canon of music education in a structured, systematized, and philosophical way. The book's three central sources - the Yijing (The Book of Changes), Confucianism, and Daoism - inform author C. Victor Fung's argument: that the human being exists as an entity at the center of an organismic world in which all things and events, including music and music education, are connected. Fung ultimately proposes a new educational philosophy based on three key ideas in Chinese thought: change, balance, and liberation. A unique work, A Way of Music Education offers a universal approach engrained in a specific and ancient cultural tradition.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fifth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fifth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Fifth Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

'Jazz Survivor' tells the story of Louis Bannet, the Dutch Louis Armstrong. Louis Bannet was sent to Auschwitz-Birkenau during the was, but his skill as a musician saved his life: he became the 'star' of the Auschwitz Orchestra, as well as the personal bandleader for Dr Josef Mengele and the founder of the Gypsy Camp Orchestra.

Posthuman Rap listens for the ways contemporary rap maps an existence outside the traditional boundaries of what it means to be human. Contemporary humanity is shaped in neoliberal terms, where being human means being viable in a capitalist marketplace that favors whiteness, masculinity, heterosexuality, and fixed gender identities. But musicians from Nicki Minaj to Future to Rae Sremmurd deploy queerness and sonic blackness as they imagine different ways of being human. Building on the work of Sylvia Wynter, Alexander Weheliye, Lester Spence, LH Stallings, and a broad swath of queer and critical race theory, Posthuman Rap turns an ear especially toward hip hop that is often read as apolitical in order to hear its posthuman possibilities, its construction of a humanity that is blacker, queerer, more feminine than the norm.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fourth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of fourth graders but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fourth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Over 100 children's books are incorporated into Kodaly in the Fourth Grade Classroom, as well as 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for elementary music teachers everywhere.

In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum, integrating multimedia assets, designing forum discussions, developing assignments, preparing rubrics, engaging in forum discussions, preparing, managing, and teaching, the course, providing feedback and grading, and following up with struggling and challenging students. The book can serve as a resource to those already teaching music appreciation online or as a comprehensive guide to those new to the field. Additionally, it may serve as a resource to instructors in other disciplines who seek to shift live-courses to the online format, as well as music appreciation instructors who would like to integrate digital or online components into traditional face-to-face courses. The book is organized into five major sections, designed to guide the novice online educator in depth while also appealing to the seasoned veteran through the ability to review each section as a stand-alone resource. Although some readers will desire to read from cover to cover, they will also be able to move in a non-linear manner from chapter to chapter, using chapters in modular form, in order to benefit from the sections that most apply to them at any given time.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Third Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of third grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Third Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Third Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

This thoroughly revised second edition of Allan Moore's ground-breaking book features new sections on melody, Britpop, authenticity, intertextuality, and an extended discussion of texture. Rock's 'primary text' - its sounds - is the focus of attention here. Allan Moore argues for the development of a musicology particular to rock within the context of the background to the genres, the beat and rhythm and blues styles of the early 1960s, 'progressive' rock and subsequent styles. He also explores the fundamental issue of rock as a medium for self-expression, and the relationship of this to changing musical styles. Rock: The Primary Text remains innovative in its exploration of an aesthetics of rock.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Second Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of second grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Second Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Second Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

The Singer's Guide to German Diction is the essential foundation for a complete course in German diction for singers, vocal coaches, choral conductors, and anyone wishing to learn to learn the proper pronunciation of High German. Written by Valentin Lanzrein and Richard Cross, who each have years of experience on stage, in the voice studio, and in the diction classroom, it provides an all-encompassing and versatile reference for the rules of German diction and their exceptions. Featuring an easily navigable format that uses tables and charts to support a visual understanding of the text, this guide allows the reader to find information on diction rules and quick help with the formation of each sound. It also places an emphasis on exceptions to the rules, which are crucial in learning the proper pronunciation of any language. Exceptions are not only provided with the diction rules, but are also gathered in a specific section for ease of reference. A glossary of difficult words, names, and exceptions is provided in the appendix, along with a section on Latin pronounced in the German manner. Extensive pronunciation exercises, as well as IPA transcription worksheets and short examples from the vocal literature, are used for practical application of the diction rules, and feature musical exercises drawn from art song, opera, and oratorio. The book's companion website supplements these musical exercises with high-quality audio clips recorded by leading professional singers, providing an invaluable resource for independent study. A comprehensive companion for teachers, students, and singers alike, The Singer's Guide to German Diction brings German diction to life through its well-structured system of practice and reference materials.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the First Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the First Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the First Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

From the condemnation of protest to skepticism of religious ecstasy, radical movement has been defined by freedoms and restrictions relative to class conflict, national policy, and colonialism. In this book, author Kelina Gotman examines choreographies of unrest, rethinking the modern formation of choreomania, a fantastical concept across scientific disciplines used to designate the spontaneous and uncontrolled movements of crowds. In these misformations of body politics, prejudices against spontaneity unravel, suggesting widespread anxieties about impulsiveness and irregularity. In tandem with dialogues of the erratic, Gotman makes use of histories of nineteenth-century control which identify the period as one of increasing regimentation. As she notes, constraints on movement signal constraints on political power and agency and on individuals' capacity to shift their allegiances, inhabiting more hospitable terrains. In each chapter, Gotman confronts the many ways choreomania functions as an extension of colonialism, dismissing expressive bodies as mentally and physically infected others. Through her research, Gotman unearths the many instances of choreomania that represent collective efforts to escape social tyranny inflicted by the upper class.

Get into the music with David Leander Williams as he charts the rise and fall of Indiana Avenue, the Majestic Entertainment Boulevard of Indianapolis, which produced some of the nation's most influential jazz artists. The performance venues that once lined the vibrant thoroughfare were an important stop on the Chitlin' Circuit and provided platforms for greats like Freddie Hubbard and Jimmy Coe. Through this biography of the bustling street, meet scores of the other musicians who came to prominence in the avenue's heyday, including trombonist J.J. Johnson and guitarist Wes Montgomery, as well as songwriters like Noble Sissle and Leroy Carr.

In this groundbreaking book, acclaimed film music author Kevin Donnelly offers the first sustained theorization of synchronization in sound film. Donnelly addresses the manner in which the lock of the audio and the visual exerts a perceptible synergy, an aesthetic he dubs occult: a secret and esoteric effect that can dissipate in the face of an awareness of its existence. Drawing upon theories of sound from Sergei Eisenstein to Pierre Schaeffer to Michel Chion, the book investigates points of synchronization as something like repose, providing moments of comfort in a potentially threatening environment that can be fraught with sound and image stimuli. Correspondingly, lack of synchrony between sound and images is characterized as potentially disturbing for the viewer, a discomfort that signals moments of danger. From this perspective, the interplay between the two becomes the central dynamic of audio-visual culture more generally, which, as Donnelly argues, provides a starting point for a new understanding of audio/visual interactions. This fresh approach to the topic is discussed in theoretical and historical terms as well as elaborated through analysis of and reference to a broad selection of films and their soundtracks including, among others, Singin' in the Rain, Saw, Shanghai Express, and Assault on Precinct 13.

The aim of this study is to increase understanding of folk music within an historical, European framework, and to show the genre as a dynamic and changing art form. The book addresses a plethora of questions through its detailed examination of a wide range of music from vastly different national and cultural identities. It attempts to elucidate the connections between, and the varying development of, the music of peoples throughout Europe, firstly by examining the ways in which scholars of different ideological and artistic ambitions have collected, studied and performed folk music, then by investigating the relationship between folk and popular music. Jan Ling is Professor of Musicology at Goteborg University, Sweden.

Critiques and calls for reform have existed for decades within music education, but few publications have offered concrete suggestions as to how things might be done differently. Motivated by a desire to do just that, College Music Curricula for a New Century considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Editor Robin Moore creates a dialogue among faculty, administrators, and students about what the future of college music instruction should be and how teachers, institutions, and organizations can transition to new paradigms. Including contributions from leading figures in ethnomusicology, music education, theory/composition, professional performance, and administration, College Music Curricula for a New Century addresses college-level curriculum reform, focusing primarily on performance and music education degrees, and offer ideas and examples for a more inclusive, dynamic, and socially engaged curriculum of applied musical study. This book will appeal to thoughtful faculty looking for direction on how to enact reform, to graduate students with investment in shaping future music curricula, and to administrators who know change is on the horizon and seek wisdom and practical advice for implementing change. College Music Curricula for a New Century reaches far beyond any musical subdiscipline and addresses issues pertinent to all areas of music study.

Bennett Zon's Representing Non-Western Music in Nineteenth-Century Britain is the first book to situate non-Western music within the intellectual culture of nineteenth-century Britain. It covers many crucial issues -- race, orientalism, otherness, evolution -- and explores the influence of important anthropological theories on the perception of non-Western music. The book also considers a wide range of other writings of the period, from psychology and travel literature to musicology and theories of musical transcription, and it reflects on the historically problematic term "ethnomusicology." Representing Non-Western Music discusses such theories as noble simplicity, monogenism and polygenism, the comparative method, degenerationism, and developmentalism. Zon looks at the effect of evolutionism on the musical press, general music histories, and histories of national music. He also treats the work of Charles Samuel Myers, the first Britain to record non-Western music in the field, and explores how A. H. Fox Strangways used contemporary translation theory as an analogy for transcription in The Music of Hindostan (1914) to show that individuality can be retained by embracing foreign elements rather than adapting them to Western musical style. Bennett Zon is Reader in Music and Fellow of the Institute of Advanced Study, Durham University UK and author of Music and Metaphor in Nineteenth-Century British Musicology (Ashgate, 2000).

- Directly relevant to the needs of teachers and researchers in music, musicology, ethnomusicology and social anthropology. This book examines the significance of music in the construction of identities and ethnicities, and suggests ways to understand music as social practice. The authors focus on the role of music in the construction of national and regional identities; the media and 'postmodern identity'; concepts of authenticity; aesthetics; meaning; performance; 'world music'; and the use of music as a focus for discursive evocations of 'place'. The chapters tackle a wide range of subjects including 16th century etiquette, Celtic music and Chopin. The volume will be of interest to social anthropologists, and those working in the fields of cultural studies, politics, gender studies, musicology and folklore.

Melodious panpipes and kena flutes. The shimmering strums of a charango. Poncho-clad musicians playing "El Condor Pasa" at subway stops or street corners while selling their recordings. These sounds and images no doubt come to mind for many "world music" fans when they recall their early encounters with Andean music groups. Ensembles of this type - known as "Andean conjuntos" or "pan-Andean bands" - have long formed part of the world music circuit in the Global North. In the major cities of Latin America, too, Andean conjuntos have been present in the local music scene for decades, not only in Peru, Bolivia, and Ecuador (i.e., in the Andean countries), but also in Argentina, Chile, Colombia, and Mexico. It is solely in Bolivia, however, that the Andean conjunto has represented the preeminent folkloric-popular music ensemble configuration for interpreting national musical genres from the late 1960s onward. Despite its frequent association with indigenous villages, the music of Andean conjuntos bears little resemblance to the indigenous musical expressions of the Southern Andes. Created by urban criollo and mestizo folkloric artists, the Andean conjunto tradition represents a form of mass-mediated folkloric music, one that is only loosely based on indigenous musical practices. Panpipes & Ponchos reveals that in the early-to-mid 20th century, a diverse range of musicians and ensembles, including estudiantinas, female vocal duos, bolero trios, art-classical composers, and mestizo panpipe groups, laid the groundwork for the Andean conjunto format to eventually take root in the Bolivian folklore scene amid the boom decade of the 1960s. Author Fernando Rios analyzes local musical trends in conjunction with government initiatives in nation-building and the ideologies of indigenismo and mestizaje. Beyond the local level, Rios also examines key developments in Bolivian national musical practices through their transnational links with trends in Peru, Argentina, Chile, Mexico, and France. As the first book-length study that chronicles how Bolivia's folkloric music movement articulated, on the one hand, with Bolivian state projects, and on the other, with transnational artistic currents, for the pivotal era spanning the 1920s to 1960s, Panpipes & Ponchos offers new perspectives on the Andean conjunto's emergence as Bolivia's favored ensemble line-up in the field of national folkloric-popular music.