Over the past four decades, the spectacular, "globalized" aspects of cultural circulation have received the majority of scholarly - and consumer - attention, particularly in the study of South Asian music. Ethnomusicologists increasingly cast their studies in transnational terms, in part to take account of these emerging, globally mediated forms and their localized counterparts. As a result, a broad range of community-based and other locally-focused performance traditions in the regions of South Asia have remained relatively unexplored. markets have fostered the development of an aesthetic based The authors of Theorizing the Local provide a challenging and compelling counter-perspective to the overwhelming attention paid to the "globalized," arguing for the sustained value of comparative microstudies which are not concerned primarily with the flow of capital and neoliberal politics. What does it mean, they ask, for musical activities to be local in an increasingly interconnected world? What are the motivations for theoretical thought, and how are theoretical formulations instigated by the needs of performers, agents promoting regional identity, efforts to sustain or counter gender conventions, or desires to compete? To what extent can theoretical activity be localized to the very acts of making music, interacting, and composing? intriguing-often music sharing common melodic, harmonic, or Theorizing the Local offers unusual glimpses into rich musical worlds of south and west Asia, worlds which have never before been presented in a single volume. The authors cross the traditional borders of scholarship and region, exploring in unmatched detail a vast array of musical practices and significant ethnographic discoveries extending from Nepal to India, India to Sri Lanka, Pakistan to Iran. Enriched by audio and video tracks on the extensive companion website, Theorizing the Local represents an important and necessary addition to the study of South Asian musical traditions and a broader understanding of 21st century music of the world.

World Music Pedagogy, Volume VI: School-Community Intersections provides students with a resource for delving into the meaning of "world music" across a broad array of community contexts and develops the multiple meanings of community relative to teaching and learning music of global and local cultures. It clarifies the critical need for teachers to work in tandem with community musicians and artists in order to bridge the unnecessary gulf that often separates school music from the music of the world beyond school and to consider the potential for genuine collaborations across this gulf. The five-layered features of World Music Pedagogy are specifically addressed in various school-community intersections, with attention to the collaboration of teachers with local community artist-musicians and with community musicians-at-a-distance who are available virtually. The authors acknowledge the multiple routes teachers are taking to enable and encourage music learning in community contexts, such as their work in after-school academies, museums and libraries, eldercare centers, places of worship, parks and recreation centers, and other venues in which adults and children gather to learn music, make music, and become convivial through music This volume suggests that the world's musical cultures may be found locally, can be tapped virtually, and are important in considerations of music teaching and learning in schools and community contexts. Authors describe working artists and teachers, scenarios, vignettes, and teaching and learning experiences that happen in communities and that embrace the role of community musicians in schools, all of which will be presented with supporting theoretical frameworks.

This work examines the spread of the steelpan art form within U.S. music education, specifically in schools and universities. This is set within the context of a large Caribbean diaspora, which brought the music and culture to the U.S. This is followed by an in-depth examination into the implications for steel bands and music education going forward. This research includes 'family trees' that illustrate the impact of various programs on the spread of the art form and includes information on one of the earliest U.S. school steel band programs in the concluding case study chapter. The work includes numerous resources for steel band directors and music educators interested in this topic.

As West Africa's oldest form of popular music, Highlife was the soundtrack of the independence era and its influence still resonates widely today. Highlife Giants is an intimate portrait of the pioneering artistes of West Africa's vibrant music scene from the 1920s onwards. It is packed full of inside information from interviews with stars including E.T Mensah, Kofo Ghanaba, Bobby Benson and Ignace De Souza, revealing priceless behind-the-scene moments such as Louis Armstrong giving Eddie Okonta a trumpet with a golden mouthpiece after seeing him perform. Together with an illuminating account of Highlife's instruments, rhythms and influences, Highlife Giants comprehensively charts the development of this rich and varied popular music, which has come to influence contemporary West African music such as Afrobeat and hiplife. Highlife remains crucial in generating social commentary and protest, and contributing to the consolidation of a pan-African musical identity. This book will enthrall readers wishing to delve into the rich musical history of West Africa.

World Music Pedagogy, Volume III: Secondary School Innovations provides a rationale and a resource for the implementation of World Music Pedagogy in middle and high school music classes, grades 7-12 (ages 13-18). Such classes include secondary general music, piano, guitar, songwriting, composition/improvisation, popular music, world music, music technology, music production, music history, and music theory courses. This book is not a depository of ready-made lesson plans but rather a tool to help middle and high school teachers to think globally in the music classroom. Strategies and techniques of World Music Pedagogy are promoted by discussions of a multicultural music education, descriptive vignettes of realistic teaching environments, conversations with culture-bearers/pedagogues, and prompts for self-reflection. This volume approaches important issues of multicultural education and social justice that are often neglected in music education texts-proving to be a valuable resource for both nascent music educators and veteran practitioners alike.

New York City has long been a generative nexus for the transnational Latin music scene. Currently, there is no other place in the Americas where such large numbers of people from throughout the Caribbean come together to make music. In this book, Benjamin Lapidus seeks to recognize all of those musicians under one mighty musical sound, especially those who have historically gone unnoticed. Based on archival research, oral histories, interviews, and musicological analysis, Lapidus examines how interethnic collaboration among musicians, composers, dancers, instrument builders, and music teachers in New York City set a standard for the study, creation, performance, and innovation of Latin music. Musicians specializing in Spanish Caribbean music in New York cultivated a sound that was grounded in tradition, including classical, jazz, and Spanish Caribbean folkloric music. For the first time, Lapidus studies this sound in detail and in its context. He offers a fresh understanding of how musicians made and formally transmitted Spanish Caribbean popular music in New York City from 1940 to 1990. Without diminishing the historical facts of segregation and racism the musicians experienced, Lapidus treats music as a unifying force. By giving recognition to those musicians who helped bridge the gap between cultural and musical backgrounds, he recognizes the impact of entire ethnic groups who helped change music in New York. The study of these individual musicians through interviews and musical transcriptions helps to characterize the specific and identifiable New York City Latin music aesthetic that has come to be emulated internationally.

The definitive survey, combining current scholarship with a vibrant narrative. Carefully informed by feedback from dozens of scholars, it remains the book that students and teachers trust to explain what's important, where it fits and why it matters. Peter Burkholder weaves a compelling story of people, their choices and the western musical tradition that emerged. From chant to hip-hop, he connects past to present to create a context for tomorrow's musicians.

Ofrece ejercicios y melodA-as para: Estudios del Pedal * Escalas cromAticas y menores * Arreglos fAciles de algunas piezas clAsicas * Ejercicios rA-tmicos y mAs. [Spanish]
[The Michael Aaron Piano Course Lesson books have been completely re-engraved, expanded (adding more definitions of musical terms and more musical pieces), updated (with modernized artwork), and re-edited (with less emphasis on fingerings and more on note-reading)].

From the storied ache of mbube harmonies of the '40s to the electronic boom of kwaito and the amapiano and house explosion of the '00s, this book explores vignettes taken from across South Africa's popular music history. There are moments in time where music can be a mighty weapon in the fight for freedom. Disguised in a danceable hook or shouted for the world to hear, artists have used songs to deliver important truths and bring listeners together in the face of a segregated reality. In the grip of the brutal apartheid era, South Africa crafted its own idiosyncratic popular musical vernacular that operated both as sociopolitical tool and realm of escape. In a country with 11 official languages, music had the power to unite South Africans in protest. Artists bloomed a new idyll from the branches of countless storied musical traditions, and in turn found themselves banned or exiled-the profoundly foolish epiphany that music can exist both within the pleasure of itself and for serving a far greater purpose.

One of the defining aspects of music is that it exists in time. From clapping to dancing, toe-tapping to head-nodding, the responses of musicians and listeners alike capture the immediacy and significance of the musical beat. This Companion explores the richness of musical time through a variety of perspectives, surveying influential writings on the topic, incorporating the perspectives of listeners, analysts, composers, and performers, and considering the subject across a range of genres and cultures. It includes chapters on music perception, visualizing rhythmic notation, composers' writings on rhythm, rhythm in jazz, rock, and hip-hop. Taking a global approach, chapters also explore rhythmic styles in the music of India, Africa, Bali, Latin America and the Caribbean, and Indigenous music of North and South America. Readers will gain an understanding of musicians' approaches to performing complex rhythms of contemporary music, and revealing insights into the likely future of rhythm in music.

The magic couple Amadou and Mariam are one of the most loved and successful acts to come out of Africa this century, but their story is not one of overnight success. They have been singing their warm notes for more than thirty years. This autobiography traces Amadou's early years in Mali, first accepting his blindness, then adapting, to finding a source of joy in music and playing alongside some of the country's leading musicians. On meeting Mariam at an institute for the blind in Bamako, he discovers they share a passion for music and for life, they fall in love and begin their career as a duo in search of an international stage. "Away from the Light of Day" is an inspiring story which reveals the source of this golden duo's contagious music, threading its way between tradition, religion, hope and superstition.

The definitive survey, combining current scholarship with a vibrant narrative. Carefully informed by feedback from dozens of scholars, it remains the book that students and teachers trust to explain what's important, where it fits, and why it matters. Peter Burkholder weaves a compelling story of people, their choices, and the western musical tradition that emerged. From chant to hip-hop, he connects past to present to create a context for tomorrow's musicians.

As part of the Gottingen-based research project Minor Transmission of Polyphonic Music Before 1550 in German-Speaking Areas, Martin Staehelin, has systematically indexed previously unknown late medieval sources from Germany and Switzerland."

World Music Pedagogy, Volume II: Elementary Music Education delves into the theory and practices of World Music Pedagogy with children in grades 1-6 (ages 6-12). It specifically addresses how World Music Pedagogy applies to the characteristic learning needs of elementary school children: this stage of a child's development-when minds are opening up to broader perspectives on the world-presents opportunities to develop meaningful multicultural understanding alongside musical knowledge and skills that can last a lifetime. This book is not simply a collection of case studies but rather one that offers theory and practical ideas for teaching world music to children. Classroom scenarios, along with teaching and learning experiences, are presented within the frame of World Music Pedagogy. Ethnomusicological issues of authenticity, representation, and context are addressed and illustrated, supporting the ultimate goal of helping children better understand their world through music.

The definitive survey, combining current scholarship with a vibrant narrative. Carefully informed by feedback from dozens of scholars, it remains the book that students and teachers trust to explain what's important, where it fits and why it matters. Peter Burkholder weaves a compelling story of people, their choices and the western musical tradition that emerged. From chant to hip-hop, he connects past to present to create a context for tomorrow's musicians.

Small Musical Worlds in the Mediterranean is a pioneering book-length study of the complex topics of identity, ethnicity and global processes in children's musical lives in the Republic of Cyprus - a Mediterranean country during its post-colonial era. What is it about this country's musical enculturation that made musical identity such a potent element in Greek Cypriot children's worlds? How is history, tradition, modernity, ethnic fluidity, syncretism and diversification in the Mediterranean negotiated in the construction of musical 'self' and 'other' in children's daily lives? This book, through a journey of 'fieldwork at home', discusses how children select, reject, reproduce and transform meanings and create new ones at the micro-level of their lives through which individuals and groups define themselves and others. Towards this exploration, musical identity in childhood is discussed in terms of cultural production and reproduction, human expression, inter-relating and learning. Ethnographic vignettes of children's musical practices and direct words add depth and humour to the flow of the book. This study is a synthesis of ethnomusicology, musical anthropology, education and folklore in which the author effectively weaves together theories of musical enculturation and identity, sociocultural learning and human agency. The book will be invaluable to scholars interested in musical enculturation, musical identities, children's contextual musical practices, ethnicity, globalization studies, music education and Mediterranean studies.

The success of the Hip-Hop album The Calling (2003) by the Hilltop Hoods was a major event on the timeline of Hip-Hop in Australia. It launched a formerly ‘underground’ scene into the spotlight, radically transforming the group members’ lives and creating new opportunities for other Hip-Hop artists. This book analyses the impact of the album by drawing on original interviews with fifteen Hip-Hop practitioners from across Australia, including artists who contributed to the album. These primary interviews are interwoven with material from media sources and close readings of song lyrics and album imagery. An exploration of the early histories of Hip-Hop in Australia with a focus on the formation of Obese Records and the Hilltop Hoods’ biography gives way to analysis of specific tracks from the album and the Hoods’ prowess as live performers. The book uses The Calling as a lens to examine the beliefs and practices of Hip-Hop enthusiasts in Australia, including changes since the album was released. Published in 2023 to coincide with the album’s twenty-year anniversary, the book is an engaging evaluation of a musical release that was so significant that people now use it explain two distinct periods in Australian Hip-Hop (pre or post The Calling).

This book brings insights to begin a new examination of the human musical experience. The world of music is rich with artifacts that make us want to know the correlations of these artifacts and the human socio-cultural milieu. In this text, Dr. Akombo has defined and re-examined both music and dance from a global perspective. He has endeavored to portray music and dance as a composite whole by considering them inherent in every culture. While in some cultures music means sound and body movement, in others, dance means body movement and sound. This book surveys music and dance around the world and tries to put dance and music back to the context in which they were first created by humans: as a composite whole to coexist and compliment each other in an attempt to complete the human sphere. The book presents and shows the connection of the two units of music and dance as complimenting each other and also that the human experience of music and dance is timeless.

On September 2, 1945, Ho Chi Minh read out the Vietnamese Declaration of Independence over a makeshift wired loudspeaker system to thousands of listeners in Hanoi. Five days later, Ho's Viet Minh forces set up a clandestine radio station using equipment brought to Southeast Asia by colonial traders. The revolutionaries garnered support for their coalition on air by interspersing political narratives with red music (nhac do). Voice of Vietnam Radio (VOV) grew from these communist and colonial foundations to become one of the largest producers of music in contemporary Vietnam. In this first comprehensive English-language study on the history of radio music in mainland Southeast Asia, Lonan O Briain examines the broadcast voices that reconfigured Vietnam's cultural, social, and political landscape over a century. O Briain draws on a year of ethnographic fieldwork at the VOV studios (2016-17), interviews with radio employees and listeners, historical recordings and broadcasts, and archival research in Vietnam, France, and the United States. From the Indochinese radio clubs of the 1920s to the 75th anniversary celebrations of the VOV in 2020, Voices of Vietnam: A Century of Radio, Red Music, and Revolution offers a fresh perspective on this turbulent period by demonstrating how music production and sound reproduction are integral to the unyielding process of state formation.

The Dead C’s Clyma est mort (1993) is the record of a live gig for one person. Tom Lax was running the Siltbreeze label in Philadelphia and had come to New Zealand to meet the artists he was releasing. He heard The Dead C at their noisy, improvised best, turning rock music on its head with a free-form style of blaring, loosely organised sound. Leading a second wave of music from Dunedin, New Zealand, The Dead C were an assault against the kind of jangly pop that had made the Dunedin Sound famous during the 1980s. This book uses The Dead C and in particular their album Clyma est mort (1993) to offer insights into the way the best of rock music plays vertigo with our senses, illustrating a sonic picture of freedom and energy. It places the album into the history of independent music in New Zealand, and into an international context of independent labels posting, faxing and phoning each other.

World Music Pedagogy, Volume III: Secondary School Innovations provides a rationale and a resource for the implementation of World Music Pedagogy in middle and high school music classes, grades 7-12 (ages 13-18). Such classes include secondary general music, piano, guitar, songwriting, composition/improvisation, popular music, world music, music technology, music production, music history, and music theory courses. This book is not a depository of ready-made lesson plans but rather a tool to help middle and high school teachers to think globally in the music classroom. Strategies and techniques of World Music Pedagogy are promoted by discussions of a multicultural music education, descriptive vignettes of realistic teaching environments, conversations with culture-bearers/pedagogues, and prompts for self-reflection. This volume approaches important issues of multicultural education and social justice that are often neglected in music education texts-proving to be a valuable resource for both nascent music educators and veteran practitioners alike.

Popular World Music, Second Edition introduces students to popular music genres and artists from around the world. Andrew Shahriari discusses international music styles familiar to most students-Reggae, Salsa, K-Pop, and more-with a comprehensive listening-oriented introduction to mainstream musical culture. Each chapter focuses on specific music styles and their associated geographic origin, as well as best-known representative artists, such as Bob Marley, Carmen Miranda, ABBA, and Ladysmith Black Mambazo. The text assumes no prior musical knowledge and emphasizes listening as a pathway to learning about music and culture. The subject matter fulfills core, general education requirements found today in the university curriculum. The salient musical and cultural features associated with each example are discussed in detail to increase appreciation of the music, its history, and meaning to its primary audience. NEW to this edition Updates to content to reflect recent developments in resources and popular music trends. Contributing authors in additional areas, including Folk Metal, Chinese Ethnic Minority Rock, and Trinidadian Steel Drum and Soca. "Artist Spotlight" sections highlighting important artists, such as Mary J. Blige, Bob Marley, Tito Puente, Enya, Umm Kulthum and more. "Ad-lib Afterthought" sections and "Questions to Consider" to prompt further discussion of each chapter. Lots of new photos! Updated and additional website materials for students and instructors.

(Guitar Educational). Bossa Nova Guitar is intended for a wide range of guitarists, from those with little experience in complex musical styles like jazz, Samba, or Bolero, to highly trained professional guitarists looking to expand their musical palettes. From Joao Gilberto to Antonio Carlos Jobim, the Bossa Nova guitar style has become firmly entrenched in the jazz culture. In this book, you'll gain a strong command of the style, concentrating on these core elements: harmony, rhythms, right-hand technique, chord progressions, essential patterns, and more. Includes a CD with demos.

World Music Pedagogy, Volume IV: Instrumental Music Education provides the perspectives and resources to help music educators craft world-inclusive instrumental music programs in their teaching practices. Given that school instrumental music programs-concert bands, symphony orchestras, and related ensembles-have borne musical traditions that broadly reflect Western art music and military bands, instructors are often educated within the European conservatory framework. Yet a culturally diverse and inclusive music pedagogy can enrich, expand, and transform these instrumental music programs to great effect. Drawing from years of experience as practicing music educators and band and orchestra leaders, the authors present a vision characterized by both real-world applicability and a great depth of perspective. Lesson plans, rehearsal strategies, and vignettes from practicing teachers constitute valuable resources. With carefully tuned ears to intellectual currents throughout the broader music education community, World Music Pedagogy, Volume IV provides readers with practical approaches and strategies for creating world-inclusive instrumental music programs.