Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music presents an approach to conceptualizing and utilizing technology as a tool for music learning. Designed for use by pre- and in-service music teachers, it provides the essential understandings required to become an adaptive expert with music technology, creating and implementing lessons, units, and curriculum that take advantage of technological affordances to assist students in developing their musicianship. Author William I. Bauer makes connections among music knowledge and skill outcomes, the research on human cognition and music learning, best practices in music pedagogy, and technology. His essential premise is that music educators and students benefit through use of technology as a tool to support learning in the three musical processes - creating, performing, and responding to music. The philosophical and theoretical rationales, along with the practical information discussed in the book, are applicable to all experience levels. However, the technological applications described are focused at a beginning to intermediate level, relevant to both pre-service and in-service music educators and their students. This expanded second edition features an all-new student-friendly design and updated discussions of recent technological developments with applications for music teaching and learning. The revamped companion website also offers a new teacher's guide, with sample syllabi and lessons for each chapter.

Music as Prayer explores the spiritual and theological character of church music. Author Thomas H. Troeger-a theologian, preacher, poet and flutist-traces how making and listening to music can be an act of prayer, a way of sensing the irrepressible resilience of the divine vitalities, in down-to-earth language that everyone can enjoy. The book employs a wide range of perspectives: from scientific observations about the affect of music on the brain, to the insights of early church fathers about the place of music in worship, to the compositions of great composers and their reflections upon their art, to the Bible and theologians, to organists, choir directors and instrumentalists, to hymnists and poets. Listening to the wisdom of these varied tribes, Troeger finds them to be a cloud of witnesses, a choir giving testimony to how music puts the human heart in touch with the spirit in times of sorrow and seeking, in times of joy and gratitude. The book is addressed to listeners and performers alike, instrumentalists and singers, clergy and seminarians, worship committees and congregation members, scholars and teachers of liturgy and sacred music. It helps musicians and clergy to develop a mutual understanding of the theological and spiritual dimensions of their collaborative work. As a whole, the book celebrates the ministry of making music that awakens people to those gifts of the spirit that sustain hope, promote healing, and enliven a visionary faith in the possibility of a transformed world.

In the late 1920s, Hollywood's conversion from silent to synchronized-sound film production not only instigated the convergence of the film and music industries but also gave rise to an extraordinary period of song use in American cinema. Saying It With Songs considers how the increasing interdependence of Hollywood studios and Tin Pan Alley music publishing firms influenced the commercial and narrative functions of popular songs in a variety of film genres. Whereas most scholarship on film music of the period focuses on adaptations of Broadway musicals, Saying It With Songs examines the functions of songs in a variety of non-musical genres, including melodramas, romantic comedies, Westerns, prison dramas, and action-adventure films, and shows how filmmakers tested and refined their approach to songs in order to reconcile the tension produced by three competing forces: the spectacle of song performance, the classical norms of storytelling, and the established conventions of background orchestral scoring inherited from the period of silent cinema. By 1931, a so-called "song glut" led the studios to curtail their use of popular music in favor of a growing alternative - the classical film score - but popular songs continued to fulfill critical functions of narration in Hollywood films of subsequent decades. Written in language accessible to film and music scholars as well as general readers, Saying It With Songs illuminates the seminal origins of the popular song score aesthetic of American cinema.

Designed to coordinate page-by-page with Lesson Book 1B. Contains enjoyable games and quizzes that reinforce the principles presented in the Lesson Book. Students can increase their musical understanding while they are away from the keyboard.

A framework for understanding the deep archive of Black performance in the digital era In an era of Big Data and algorithms, our easy access to the archive of contemporary and historical Blackness is unprecedented. That iterations of Black visual art, such as Bert Williams's 1916 silent film short "A Natural Born Gambler" or the performances of Josephine Baker from the 1920s, are merely a quick YouTube search away has transformed how scholars teach and research Black performance. While Black Ephemera celebrates this new access, it also questions the crisis and the challenge of the Black musical archive in a moment when Black American culture has become a global export. Using music and sound as its primary texts, Black Ephemera argues that the cultural DNA of Black America has become obscured in the transformation from analog to digital. Through a cross-reading of the relationship between the digital era and culture produced in the pre-digital era, Neal argues that Black music has itself been reduced to ephemera, at best, and at worst to the background sounds of the continued exploitation and commodification of Black culture. The crisis and challenges of Black archives are not simply questions of knowledge, but of how knowledge moves and manifests itself within Blackness that is obscure, ephemeral, fugitive, precarious, fluid, and increasingly digital. Black Ephemera is a reminder that for every great leap forward there is a necessary return to the archive. Through this work, Neal offers a new framework for thinking about Black culture in the digital world.

Pyotr Ilyich Tchaikovsky remains to this day one of the most-performed Russian composers. Based on recent studies and source editions, this book demonstrates the close interrelationship between Tchaikovsky's life and his work. The author portrays the versatility of the musician who died at the mere age of 53 under controversial circumstances in St. Petersburg. About the German edition of this book: "[...] Constantin Floros devotes himself initially to the biography and then to the compositional oeuvre, divided according to genre and supplemented by concrete illustrations, thus giving greater significance to the music." (Forum Musikbibliothek 27, 2006) "[...] the music gets more weight of its own in the more detailed analyses - illustrated with revealing note citations - which yet always remain readily accessible." (Steffen A. Schmidt, Das Orchester 02/2007)

Rhythm is the fundamental pulse that animates poetry, music, and dance across all cultures. And yet the recent explosion of scholarly interest across disciplines in the aural dimensions of aesthetic experience-particularly in sociology, cultural and media theory, and literary studies-has yet to explore this fundamental category. This book furthers the discussion of rhythm beyond the discrete conceptual domains and technical vocabularies of musicology and prosody. With original essays by philosophers, psychologists, musicians, literary theorists, and ethno-musicologists, The Philosophy of Rhythm opens up wider-and plural-perspectives, examining formal affinities between the historically interconnected fields of music, dance, and poetry, while addressing key concepts such as embodiment, movement, pulse, and performance. Volume editors Peter Cheyne, Andy Hamilton, and Max Paddison bring together a range of key questions: What is the distinction between rhythm and pulse? What is the relationship between everyday embodied experience, and the specific experience of music, dance, and poetry? Can aesthetics offer an understanding of rhythm that helps inform our responses to visual and other arts, as well as music, dance, and poetry? And, what is the relation between psychological conceptions of entrainment, and the humane concept of rhythm and meter? Overall, The Philosophy of Rhythm appeals across disciplinary boundaries, providing a unique overview of a neglected aspect of aesthetic experience.

How can an abstract sequence of sounds so intensely express emotional states? How does music elicit or arouse our emotions? What happens at the physiological and neural level when we listen to music? How do composers and performers practically manage the expressive powers of music? How have societies sought to harness the powers of music for social or therapeutic purposes? In the past ten years, research into the topic of music and emotion has flourished. In addition, the relationship between the two has become of interest to a broad range of disciplines in both the sciences and humanities. The Emotional Power of Music is a multidisciplinary volume exploring the relationship between music and emotion. Bringing together contributions from psychologists, neuroscientists, musicologists, musicians, and philosophers, the volume presents both theoretical perspectives and in-depth explorations of particular musical works, as well as first-hand reports from music performers and composers. In the first section of the book, the authors consider the expression of emotion within music, through both performance and composing. The second section explores how music can stimulate the emotions, considering the psychological and neurological mechanisms that underlie music listening. The third section explores how different societes have sought to manage and manipulate the power of music. The book is valuable for those in the fields of music psychology and music education, as well as philosophy and musicology

Manchester Beethoven studies presents ten original chapters by scholars with close ties to the University of Manchester. It throws new light on many aspects of Beethoven’s life and works, with a special emphasis on early or little-known compositions such as his concert aria Erste Liebe, his String Quintet Op. 104 and his folksong settings. Biographical elements are prominent in a wide-ranging reassessment of his religious attitudes and beliefs, while Charles Hallé, founder of the Manchester-based Hallé Orchestra, is revealed to have been a tireless and energetic promoter of Beethoven’s music in the later nineteenth century. -- .

Playing Beyond the Notes: A Pianist's Guide to Musical Interpretation demystifies the vague and complex concept of musical interpretation in Western tonal piano music by boiling it down to basic principles in an accessible writing style. Its intended audience is performing pianists, independent piano teachers, and piano pedagogy students, and the over 200 repertoire excerpts in the book cover the intermediate to advanced piano literature. Rather than dealing with issues pertaining to performance practice, specific composers, or genres, this book focuses solely on musical interpretation. Each chapter tackles a different interpretive principle, explaining clearly, for example, how to play effective ornaments and rubatos or how to understand transitional sections of pieces. The author supplies a helpful checklist of questions at the end of each chapter. The book aims to help pianists understand concrete ways to apply interpretive concepts to their own playing and to give teachers practical ways to teach interpretation to their students. The book is supplemented by a companion website that hosts over 100 audio recordings to enhance the reader's experience.

Based on educational theory, and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. Also included are Profiles of Practice: firsthand accounts of music teachers using technology in their classrooms based on the author's observations, and the teachers' own reflections on their work. Because TBMI is situated in the world of public education, issues of accountability and standards are addressed. Also included are recommendations for professional development in technology based music instruction. Finally, the text looks to the future to discuss emerging technologies, alternative ensembles, and social issues that may impact technology based music instruction in years to come.

Breaking the global record for streams in a single day, nearly 10 million people around the world tuned in to hear Kendrick Lamar's sophomore album in the hours after its release. To Pimp a Butterfly was widely hailed as an instant classic, garnering laudatory album reviews, many awards, and even a canonized place in Harvard's W. E. B. Du Bois archive. Why did this strangely compelling record stimulate the emotions and imaginations of listeners? This book takes a deep dive into the sounds, images, and lyrics of To Pimp a Butterfly to suggest that Kendrick appeals to the psyche of a nation in crisis and embraces the development of a radical political conscience. Kendrick breathes fresh life into the Black musical protest tradition and cultivates a platform for loving resistance. Combining funk, jazz, and spoken word, To Pimp a Butterfly's expansive sonic and lyrical geography brings a high level of innovation to rap music. More importantly, Kendrick's introspective and philosophical songs compel us to believe in a future where, perhaps, we gon' be alright.

Teaching Music through Composition offers a practical and fully multimedia curriculum of over 60 lesson plans in 29 units of study, including student assignments sheets, worksheets, handouts, and audio, MIDI, and video files on a companion website. Author and award-winning music educator Barbara Freedman presents classroom-tested ways of teaching a wide array of musical topics, including general/basic music theory, music appreciation and analysis, keyboarding, composing/arranging, even ear-training (aural theory) using technology that will directly engage students in the twenty first century. The larger curriculum objective of this book is to teach basic musical concepts through the creative process of music composition. The tool with which students create, edit, save, and reproduce music is the technology. As Freedman demonstrates, technology allows a musical experience for all skill levels in opportunities never before available to compose music without having to know much about traditional music theory or notation. All students can have meaningful hands-on applied learning experiences that will impact not only their music experience and learning but also their understanding and comfort with 21st century technology. Whether the primary focus of your class is to use technology to create music or to explore using technology as a unit or two, this book will show you how it can be done with practical, tried-and-true lesson plans and student activities.

This book explores the fascinating and intimate relationship between music and physics. Over millennia, the playing of, and listening to music have stimulated creativity and curiosity in people all around the globe. Beginning with the basics, the authors first address the tonal systems of European-type music, comparing them with those of other, distant cultures. They analyze the physical principles of common musical instruments with emphasis on sound creation and particularly charisma. Modern research on the psychology of musical perception - the field known as psychoacoustics - is also described. The sound of orchestras in concert halls is discussed, and its psychoacoustic effects are explained. Finally, the authors touch upon the role of music for our mind and society. Throughout the book, interesting stories and anecdotes give insights into the musical activities of physicists and their interaction with composers and musicians.

The Sounds of the Silents in Britain explores the sonic dimension of film exhibition in Britain, from the emergence of cinema through to the introduction of synchronized sound. Edited by Julie Brown and Annette Davison, the volume includes original scholarship from many highly-regarded experts on British silent film from a range of disciplinary backgrounds, such as film history, theatre studies, economic history, and musicology. The essays provide an introduction to diverse aspects of early film sound: vocal performance, from lecturing and reciting, to voicing the drama; music, from the forerunners of music for visual spectacle to the impact of legislation and the development of film music practice; and performance in cinemas more generally, from dancing and singalong films, to live stage prologues, and even musical performances captured in British Pathe's early sound shorts. Other topics include the sonic eclecticism of performances at the Film Society, British International Pictures' first synchronized sound films, and the role of institutions such as the Musicians' Union and the Performing Right Society in relation to cinema music and musicians. In addition to tackling these familiar topics from surprising new angles, The Sounds of the Silents in Britain also debunks some of the myths about the sonic dimension of film exhibition. For example, the book reveals that local venue licensing decisions had a profound effect on whether music could even be performed with film in some British performances spaces and cities, and that the same was true of live acts alongside film - even into the late 1920s. The books also bring to light the fact that, in terms of special film presentation and orchestral accompaniment, practices in London were arguably more sophisticated than those in New York before the onset of World War I; that lecturing to film in Aberdeen, Scotland had almost as long a life as Japanese benshi; and that the London Film Society was as eclectic in its approach to sound as it was in programming the films themselves. Filled with both archival research and sound musicological analysis, The Sounds of the Silents in Britain represents an important addition to early film and film music scholarship.

A speech for the defence in a Paris murder trial, a road-safety slogan, Hobbes' political theory; each appeals to reason of a kind, but it remains an oblique and rhetoricalldnd. Each relies on comparisons rather than on direct statements, and none can override or supersede the conclusions of ethical reasoning proper. Nevertheless, just as slogans may do more for road safety than the mere recital of accident statistics, or of the evidence given at coroners' inquests, so the arguments of a Hobbes or a Bentham may be of greater practical effect than the assertion of genuinely ethical or political statements, however true and relevant these may be. Stephen Toulmin, Reason in Ethics, 1950. The International Colloquium on Cognitive Science (ICCS), held in Donostia - San Sebastian every two years since 1989, has become one of the most important plazas for cognitive scientists in Europe to present the results of their research and to exchange ideas. The seventh edition, co-organized as usual by the Institute for Logic, Cognition, Language, and Information (ILCLI) and the Department of Logic and Philosophy of Science, both from the University of the Basque Country, took place from May 9 to 12, 200 1, addressing the following main topics: 1. Truth: Epistemology and Logic. 2. Rationality in a Social Setting. 3. Music, Language, and Cognition. Vlll TRUTH, RATIONALITY, COGNITION, AND MUSIC 4. The Order of Discourse: Logic, Pragmatics, and Rhetoric.

Although research in music psychology, education and therapy has expanded exponentially in the 21st century, there is something of a 'black hole' around which much of the discourse circles: music itself. While writers have largely been occupied with what people think about musical engagement, the little musical analysis that exists has tended to be at a low level compared to the sophisticated non-musical exploration that is present. This highlights the tenuous connection between musical enquiry in the context of the humanities and that occurring within the social sciences, the one exception being the partial intersection of music theory and psychology. Here, however, progress has largely been in one direction, with something of the objectivity that characterizes psychological research reading across to music analysis, and taking the form of what has been called 'empirical musicology'. 'Applied Musicology' takes a further, reciprocal step, in which certain of the techniques of empirical musicology (in particular, the author's 'zygonic' theory) are used to inform thinking in the domains of music-psychological, educational and therapeutic research. Within the book, the authors sketches out a new, interdisciplinary sphere of endeavour, for which the term 'applied musicology' is coined. The book adopts a phenomenological, inductive approach, using the analysis of hundreds of real-life examples of musical engagement and interaction in order to build new theories of musical intentionality and influence, and to shed new light on our understanding of aspects of music perception and cognition. Intended for those in the fields of music psychology, music education, and musicology, Applied Musicology will lay the foundations upon which a new category of interdisciplinary work will be built.

Chances and Choices: Exploring the Impact of Music Education considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. Pitts addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and the recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including cross-cultural comparisons; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. Poised to shed new light on the long-term effects of music education, this book is an important resource to understand how we can encourage lifelong involvement with music and general engagement in cultural activities in every individual.

The music of Maurice Ravel (1875-1937), beloved by musicians and audiences since its debut, has been a difficult topic for scholars. The traditional stylistic categories of impressionism, symbolism, and neoclassicism, while relevant, have offered too little purchase on this fascinating but enigmatic work. In Ravel the Decadent, author Michael Puri provides an innovative and productive solution by locating the aesthetic origins of this music in the French Decadence and demonstrating the extension of this influence across the length of his oeuvre. From an array of Decadent topics Puri selects three--memory, sublimation, and desire--and uses them to delineate the content of this music, pinpoint its overlap with contemporary cultural discourse, and link it to its biographical context, as well as to create new methods altogether for the analysis and interpretation of music.
Ravel the Decadent opens by defining the main concepts, giving particular attention to memory and decadence. It then stakes out contrasting modes of memory in this music: a nostalgic mode that views the past as forever lost, and a more optimistic one that imagines its resurrection and reanimation. Acknowledging Ravel's lifelong identity as a dandy--a figure that embodies the Decadence and its aspiration toward the sublime--Puri identifies possible moments of musical self-portraiture before stepping back to theorize dandyism in European musical modernism at large. He then addresses the dialectic between desire and its sublimation in the pairing of two genres--the bacchanal and the idyl--and leverages the central trio of concepts to offer provocative readings of Ravel's two waltz sets, the Valses nobles et sentimentales and La valse. Puri concludes by invoking the same terms to identify a topic of "faun music" that promises to create new common ground between Ravel and Debussy. Rife with close readings that will satisfy the musicologist, Ravel the Decadent also suits a more general reader through its broadly humanistic key concepts, immersion in contemporary art and literature, and clarity of language.

This book shows how information theory, probability, statistics, mathematics and personal computers can be applied to the exploration of numbers and proportions in music. It brings the methods of scientific and quantitative thinking to questions like: What are the ways of encoding a message in music and how can we be sure of the correct decoding? How do claims of names hidden in the notes of a score stand up to scientific analysis? How many ways are there of obtaining proportions and are they due to chance? After thoroughly exploring the ways of encoding information in music, the ambiguities of numerical alphabets and the words to be found "hidden" in a score, the book presents a novel way of exploring the proportions in a composition with a purpose-built computer program and gives example results from the application of the techniques. These include information theory, combinatorics, probability, hypothesis testing, Monte Carlo simulation and Bayesian networks, presented in an easily understandable form including their development from ancient history through the life and times of J. S. Bach, making connections between science, philosophy, art, architecture, particle physics, calculating machines and artificial intelligence. For the practitioner the book points out the pitfalls of various psychological fallacies and biases and includes succinct points of guidance for anyone involved in this type of research. This book will be useful to anyone who intends to use a scientific approach to the humanities, particularly music, and will appeal to anyone who is interested in the intersection between the arts and science.With a foreword by Ruth Tatlow (Uppsala University), award winning author of Bach's Numbers: Compositional Proportion and Significance and Bach and the Riddle of the Number Alphabet."With this study Alan Shepherd opens a much-needed examination of the wide range of mathematical claims that have been made about J. S. Bach's music, offering both tools and methodological cautions with the potential to help clarify old problems." Daniel R. Melamed, Professor of Music in Musicology, Indiana University

Why don't Guitar Hero players just pick up real guitars? What happens when millions of people play the role of a young black gang member in Grand Theft Auto: San Andreas? How are YouTube-based music lessons changing the nature of amateur musicianship? This book is about play, performance, and participatory culture in the digital age. Miller shows how video games and social media are bridging virtual and visceral experience, creating dispersed communities who forge meaningful connections by "playing along" with popular culture. Playing Along reveals how digital media are brought to bear in the transmission of embodied knowledge: how a Grand Theft Auto player uses a virtual radio to hear with her avatar's ears; how a Guitar Hero player channels the experience of a live rock performer; and how a beginning guitar student translates a two-dimensional, pre-recorded online music lesson into three-dimensional physical practice and an intimate relationship with a distant teacher. Through a series of engaging ethnographic case studies, Miller demonstrates that our everyday experiences with interactive digital media are gradually transforming our understanding of musicality, creativity, play, and participation.

The MENC Handbook of Research on Music Learning, Volume 2: Applications brings together the best and most current research on best practice for music learning, focusing squarely on the profession's empirical and conceptual knowledge of how students gain competence in music at various ages and in different contexts. The collection of chapters, written by the foremost figures active in the field, addresses a range of best practices for approaching current and important areas in the field, including cognition and perception, music listening, vocal/choral learning, and the needs of special learners. The book's companion volume, Strategies, provides the solid theoretical framework and extensive research upon which these practices stand.
Throughout both volumes in this essential set, focus is placed on the musical knowledge and musical skills needed to perform, create, understand, reflect on, enjoy, value, and respond to music. A key point of emphasis rests on the relationship between music learning and finding meaning in music, and as music technology plays an increasingly important role in learning today, chapters move beyond exclusively formal classroom instruction into other forms of systematic learning and informal instruction.
Either individually or paired with its companion Volume 1: Strategies, this indispensable overview of this growing area of inquiry will appeal to students and scholars in Music Education, as well as front-line music educators in the classroom.

The MENC Handbook of Research on Music Learning, Volume 1: Strategies brings together the best and most current research on methods for music learning, focusing squarely on the profession's empirical and conceptual knowledge of how students gain competence in music at various ages and in different contexts. The collection of chapters, written by the foremost figures active in the field, takes a broad theoretical perspective on current, critical areas of research, including music development, music listening and reading, motivation and self-regulated learning in music, music perception, and movement. The book's companion volume, Applications, builds an extensive and solid position of practice upon the frameworks and research presented here.
Throughout both volumes in this essential set, focus is placed on the musical knowledge and musical skills needed to perform, create, understand, reflect on, enjoy, value, and respond to music. A key point of emphasis rests on the relationship between music learning and finding meaning in music, and as music technology plays an increasingly important role in learning today, chapters move beyond exclusively formal classroom instruction into other forms of systematic learning and informal instruction.
Either individually or paired with its companion Volume 2: Applications, this indispensable overview of this growing area of inquiry will appeal to students and scholars in Music Education, as well as front-line music educators in the classroom.

Germany in the Loud Twentieth Century seeks to understand recent German history and contemporary German culture through its sounds and musics, noises and silences, using the means and modes of the emerging field of Sound Studies. German soundscapes present a particularly fertile field for investigation and understanding, Feiereisen and Hill argue, due to such unique factors in Germany's history as its early and especially cacophonous industrialization, the sheer loudness of its wars, and the possibilities of shared noises in its division and reunification. Organized largely but not strictly chronologically, chapters use the unique contours of the German aural experience to examine how these soundscapes - the sonic environments, the ever-present arrays of noises with which everyone lives - ultimately reveal the possibility of "national" sounds. Together the chapters consider the acoustic national identity of Germany, or the cultural significance of sounds and silence, since the development and rise of sound-recording and sound-disseminating technologies in the early 1900s Chapters draw examples from a remarkably broad range of contexts and historical periods, from the noisy urban spaces at the turn of the twentieth century to battlefields and concert halls to radio and television broadcasting to the hip hop soundscapes of today. As a whole, the book makes a compelling case for the scholarly utility of listening to them. An online "Bonus Track" of teaching materials offers instructors practical tips for classroom use.