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.

Critical Themes in World Music is a reader of nine short essays by the authors of the successful Excursions in World Music, Eighth Edition, edited by Timothy Rommen and Bruno Nettl. The essays introduce key and contemporary themes in ethnomusicology-gender and sexuality, coloniality and race, technology and media, sound and space, and more-creating a counterpoint to the area studies approach of the textbook, a longstanding model for thinking about the musics of the world. Instructors can use this flexible resource as a primary or secondary path through the materials, on its own, or in concert with Excursions in World Music, allowing for a more complete understanding that highlights the many continuities and connections that exist between musical communities, regardless of region. Critical Themes in World Music presents a critically-minded, thematic study of ethnomusicology, one that serves to counterbalance, complicate, and ultimately complement the companion textbook.

World Music Pedagogy, Volume VII: Teaching World Music in Higher Education addresses a pedagogical pathway of varied strategies for teaching world music in higher education, offering concrete means for diversifying undergraduate studies through world music culture courses. While the first six volumes in this series have detailed theoretical and applied principles of World Music Pedagogy within K-12 public schools and broader communities, this seventh volume is chiefly concerned with infusing culture-rich musical experiences through world music courses at the tertiary level, presenting a compelling argument for the growing need for such perspectives and approaches. These chapters include discussions of the logical trajectories of the framework into world music courses, through which the authors seek to challenge the status quo of lecture-only academic courses in some college and university music programs. Unique to this series, each of these chapters illustrates practical procedures for incorporating the WMP framework into sample classes. However, this volume (like the rest of the series) is not a prescriptive "recipe book" of lesson plans. Rather, it seeks to enrich the conversation surrounding cultural diversity in music through philosophically-rooted, social justice-conscious, and practice-oriented perspectives.

Scholars have long known that world music was not merely the globalized product of modern media, but rather that it connected religions, cultures, languages and nations throughout world history. The chapters in this History take readers to foundational historical moments - in Europe, Oceania, China, India, the Muslim world, North and South America - in search of the connections provided by a truly world music. Historically, world music emerged from ritual and religion, labor and life-cycles, which occupy chapters on Native American musicians, religious practices in India and Indonesia, and nationalism in Argentina and Portugal. The contributors critically examine music in cultural encounter and conflict, and as the critical core of scientific theories from the Arabic Middle Ages through the Enlightenment to postmodernism. Overall, the book contains the histories of the music of diverse cultures, which increasingly become the folk, popular and classical music of our own era.

Inside the global music industry and the racialized and gendered assumptions we make about what we hear Fearing the rapid disappearance of indigenous cultures, twentieth-century American ethnographers turned to the phonograph to salvage native languages and musical practices. Prominent among these early "songcatchers" were white women of comfortable class standing, similar to the female consumers targeted by the music industry as the gramophone became increasingly present in bourgeois homes. Through these simultaneous movements, listening became constructed as a feminized practice, one that craved exotic sounds and mythologized the 'other' that made them. In Modernity's Ear, Roshanak Kheshti examines the ways in which racialized and gendered sounds became fetishized and, in turn, capitalized on by an emergent American world music industry through the promotion of an economy of desire. Taking a mixed-methods approach that draws on anthropology and sound studies, Kheshti locates sound as both representative and constitutive of culture and power. Through analyses of film, photography, recordings, and radio, as well as ethnographic fieldwork at a San Francisco-based world music company, Kheshti politicizes the feminine in the contemporary world music industry. Deploying critical theory to read the fantasy of the feminized listener and feminized organ of the ear, Modernity's Ear ultimately explores the importance of pleasure in constituting the listening self.

This detailed ethnographic study explores the intercultural crafting of contemporary forms of Aboriginal manhood in the world of country, rock and reggae music making in Central Australia. Focusing on four different musical contexts - an Aboriginal recording studio, remote Aboriginal settlements, small non-indigenous towns, and tours beyond the musicians' homeland - the author challenges existing scholarly, political and popular understandings of Australian Aboriginal music, men, and related indigenous matters in terms of radical social, cultural and racial difference. Based on extensive anthropological field research among Aboriginal rock, country and reggae musicians in small towns and remote desert settlements in Central Australia, the book investigates how Aboriginal musicians experience and articulate various aspects of their male and indigenous sense of selves as they make music and engage with indigenous and non-indigenous people, practices, places, and sets of values.Making Aboriginal Men and Music is a highly original, intimate study which advances our understanding of contemporary indigenous and male identity formation within Aboriginal Australian society. Providing new analytical insights for scholars and students in fields such as social and cultural anthropology, cultural studies, popular music, and gender studies, this engaging text makes a significant contribution to the study of indigenous identity formation in remote Australia and beyond.

Chronicles the work of Norberto Tavares, a Cabo Verdean musician and humanitarian who served as the conscience of his island nation during the transition from Portuguese colony to democratic republic. Based on twenty years of collaborative fieldwork, Songs for Cabo Verde: Norberto Tavares's Musical Visions for a New Republic focuses on the musician Norberto Tavares but also tells a larger story about postcolonial nation building, musical activism, and diaspora life within the Lusophone sphere. It follows the parallel trajectories of Cabo Verdean independence and Tavares's musical career over four decades (1975-2010). Tavares lived and worked in Cabo Verde, Portugal, and the United States, where he died in New Bedford, Massachusetts at age fifty-four. Tavares's music serves as a lens through which we can view Cabo Verde's transition from a Portuguese colony to an independent, democratic nation, one that was shaped in part through the musician's persistent humanitarian messages.

This detailed ethnographic study explores the intercultural crafting of contemporary forms of Aboriginal manhood in the world of country, rock and reggae music making in Central Australia. Focusing on four different musical contexts - an Aboriginal recording studio, remote Aboriginal settlements, small non-indigenous towns, and tours beyond the musicians' homeland - the author challenges existing scholarly, political and popular understandings of Australian Aboriginal music, men, and related indigenous matters in terms of radical social, cultural and racial difference. Based on extensive anthropological field research among Aboriginal rock, country and reggae musicians in small towns and remote desert settlements in Central Australia, the book investigates how Aboriginal musicians experience and articulate various aspects of their male and indigenous sense of selves as they make music and engage with indigenous and non-indigenous people, practices, places, and sets of values.Making Aboriginal Men and Music is a highly original, intimate study which advances our understanding of contemporary indigenous and male identity formation within Aboriginal Australian society. Providing new analytical insights for scholars and students in fields such as social and cultural anthropology, cultural studies, popular music, and gender studies, this engaging text makes a significant contribution to the study of indigenous identity formation in remote Australia and beyond.

The Music of Malaysia, first published in Malay in 1997 and followed by an English edition in 2004 is still the only history, appreciation and analysis of Malaysian music in its many and varied forms available in English. The book categorizes the types of music genres found in Malaysian society and provides an overview of the development of music in that country. Analyses of the music are illustrated with many examples transcribed from original field recordings. Genres discussed include theatrical and dance forms, percussion ensembles, vocal and instrumental music and classical music. It is an excellent introduction to and exploration of the country's vibrant musical culture. This new, fully revised and updated edition includes time lines, listening guides and downloadable resources of field recordings that are analysed and discussed in the text.

Race and music seem fatally entwined in a way that involves both creative ethnic hybridity and ongoing problems of racism. This book presents a sociological analysis of this enduring relationship and asks: how are ideas of race critical to the understanding of music genres and preferences? What does the 'love of difference' via music contribute to contemporary perspectives of racism? Previous studies of world music have situated it within the dynamics of local/global musical production, the representation of nations and ethnic groups, theories of globalization, hybridization and cultural appropriation. Haynes adds a conceptual and textual shift to these debates by utilizing world music as a lens for examining cultural imaginaries of race and analytical nuances of racialization. The text offers a view of world music from 'within, ' building on original, qualitative, interview-based research with people from the British world music scene. These interviews provide unique insights into the discursive repertoires that underpin contemporary culture, and will make a significant contribution to the mainly theoretical debates about world music.

World Music: A Global Journey, Fifth Edition, explores the diversity of musical expression around the world, taking students across the globe to experience cultural traditions that challenge the ear, the mind, and the spirit. It surveys world music within a systematic study of the world's major cultures, supported by a strong pedagogical framework. Providing historical and cultural overviews of the world's seven continents, and fortified by in-depth studies of varied musical traditions, World Music: A Global Journey is known for its student-friendly approach and lively visits to "sites" that host musics of the world. The robust companion website with audio is ideal for online coursework. FEATURES Easy-to-follow proven chapter structure, organized by geographic region Listening Guides, detailed maps, and hundreds of colorful photos, with more than two dozen new images Coverage of an eclectic blend of world musics, including both popular and traditional music New "Inside Look" entries spotlight distinguished ethnomusicologists and musicians, such as Patricia Shehan-Campbell, Oleg Kruglyakov, Chan E. Park, Vivek Virani, and Mia Gormandy New "Musical Markers" feature that summarizes key musical elements of each audio example New site visiting Georgia, a new "Explore More" feature focused on Slovenian Polka, a new track for North Indian Raga with sitar, and much more New streamed music delivery! Hosted on the book's dedicated website Audiobook-extra value! Presented by chapter on the book website Used in classrooms around the globe, World Music: A Global Journey, Fifth Edition, is an internationally acclaimed and best-selling fundamental resource for students and instructors to begin their exploration of world music and culture. www.routledge.com/cw/miller

Colombia, November 1993: a reconstructed old passenger train is carrying one hundred musicians, acrobats and artists on a daring adventure through the heart of a country soaked in violence. Leading this crusade of hope is Manu Chao with his band Mano Negra. Manu's father Ramon Chao is on board to chronicle the journey. As the papa of the train, he endures personal discomfort, internal strife, derailments, stowaways, disease, guerrillas and paramilitaries. When the train arrives in Aracataca, the real-life Macondo of One Hundred Years of Solitude, Mano Negra disintegrates, leaving Manu to pick up the pieces with those determined to see this once-in-a-lifetime adventure through to the end.

World Music Pedagogy, Volume I: Early Childhood Education is a resource for music educators to explore the intersection of early childhood music pedagogy and music in cultural contexts across the world. Focusing on the musical lives of children in preschool, kindergarten, and grade 1 (ages birth to 7 years), this volume provides an overview of age-appropriate world music teaching and learning encounters that include informal versus formal teaching approaches and a selection of musical learning aids and materials. It implements multimodal approaches encompassing singing, listening, movement, storytelling, and instrumental performance. As young children are enculturated into their first family and neighborhood environments, they can also grow into ever-widening concentric circles of cultural communities through child-centered encounters in music and the related arts, which can serve as a vehicle for children to know themselves and others more deeply. Centered around playful engagement and principles of informal instruction, the chapters reveal techniques and strategies for developing a child's musical and cultural knowledge and skills, with attention to music's place in the development of young children. This volume explores children's perspectives and capacities through meaningful (and fun!) engagement with music.

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.

In Musicians in Transit Matthew B. Karush examines the transnational careers of seven of the most influential Argentine musicians of the twentieth century: Afro-Argentine swing guitarist Oscar Aleman, jazz saxophonist Gato Barbieri, composer Lalo Schifrin, tango innovator Astor Piazzolla, balada singer Sandro, folksinger Mercedes Sosa, and rock musician Gustavo Santaolalla. As active participants in the globalized music business, these artists interacted with musicians and audiences in the United States, Europe, and Latin America and contended with genre distinctions, marketing conventions, and ethnic stereotypes. By responding creatively to these constraints, they made innovative music that provided Argentines with new ways of understanding their nation's place in the world. Eventually, these musicians produced expressions of Latin identity that reverberated beyond Argentina, including a novel form of pop ballad; an anti-imperialist, revolutionary folk genre; and a style of rock built on a pastiche of Latin American and global genres. A website with links to recordings by each musician accompanies the book.

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.

Discover the richness and beauty of Bali's many performing art forms. This book is a lavishly illustrated introduction to the most popular forms of traditional performing arts in Bali--among the most intricate and spectacular musical and theatrical performances found anywhere. Ideal reading for visitors to the island, as well as anyone interested in Balinese culture, this book presents the history and form of each performance--with 250 watercolor illustrations and full-color photos to aid in identification. Introductory sections discuss how the performing arts are learned in Bali and the basic religious and cultural tenets expressed through the arts. Subsequent chapters describe each form, including Gamelan Gong Keybar, Gambuh, Legong Keraton, Baris, Wayang Kulit and many more! Chapters include: What is Gamelan? Women in Non-Traditional Roles The Stories in Balinese Theatre Sacred and Ceremonial Dances And many more! Expert authors I Wayan Dibya and Rucina Ballinger discuss how the performing arts in Bali are passed from one generation to the next and the traditional values these performances convey, as well as their place within religious celebrations and how and when the performances are staged. In addition to including a bibliography and discography, the book is enhanced with over 200 stunning photographs and specially-commissioned watercolor illustrations from artist Barbara Anello.

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.

Music and Traditions of the Arabian Peninsula provides a pioneering overview of folk and traditional urban music, along with dance and rituals, of Saudi Arabia and the Upper Gulf States of Kuwait, Bahrain, and Qatar. The nineteen chapters introduce variegated regions and subcultures and their rich and dynamic musical arts, many of which heretofore have been unknown beyond local communities. The book contains insightful descriptions of genres, instruments, poetry, and performance practices of the desert heartland (Najd), the Arabian/Persian Gulf shores, the great western cities including Makkah and Medinah, the southwestern mountains, and the hot Red Sea coast. Musical customs of distinctive groups such as Bedouin, seafarers, and regional women are explored. The book is packaged with downloadable resources and almost 200 images including a full color photo essay, numerous music transcriptions, a glossary with over 400 specialized terms, and original Arabic script alongside key words to assist with further research. This book provides a much-needed introduction and organizational structure for the diverse and complex musical arts of the region.

Throughout Brazil, Afro-Brazilians face widespread racial prejudice. Many turn to religion, with Afro-Brazilians disproportionately represented among Protestants, the fastest-growing religious group in the country. Officially, Brazilian Protestants do not involve themselves in racial politics. Behind the scenes, however, the community is deeply involved in the formation of different kinds of blackness-and its engagement in racial politics is rooted in the major new cultural movement of black music. In this highly original account, anthropologist John Burdick explores the complex ideas about race, racism, and racial identity that have grown up among Afro-Brazilians in the black music scene. By immersing himself for nearly a year in the vibrant worlds of black gospel, gospel rap, and gospel samba, Burdick pushes our understanding of racial identity and the social effects of music in new directions. Delving into the everyday music-making practices of these scenes, Burdick shows how the creative process itself shapes how Afro-Brazilian artists experience and understand their racial identities. This deeply detailed, engaging portrait challenges much of what we thought we knew about Brazil's Protestants,provoking us to think in new ways about their role in their country's struggle to combat racism.

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.

A combination of button accordion and bajo sexto, conjunto originated in the Texas-Mexico borderlands as a popular dance music and became a powerful form of regional identity. Today, listeners and musicians around the world have embraced the genre and the work of conjunto masters like Flaco Jimenez and Mingo Saldivar. Erin E. Bauer follows conjunto from its local origins through three processes of globalization--migration via media, hybridization, and appropriation--that boosted the music's reach. As Bauer shows, conjunto's encounter with globalizing forces raises fundamental questions. What is conjunto stylistically and socioculturally? Does context change how we categorize it? Do we consider the music to be conjunto based on its musical characteristics or due to its performance by Jimenez and other regional players? How do similar local genres like Tejano and norteno relate to ideas of categorization? A rare look at a fascinating musical phenomenon, Flaco's Legacy reveals how conjunto came to encompass new people, places, and styles.

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.