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This collection of sixteen new essays, all commissioned from cultural and musical historians, was inspired by the themes and approaches of Professor Cyril Ehrlich's pathbreaking work on British social history in music. This volume discusses issues such as the music marketplace, piano culture, musicians' work patterns, music institutions, concert history, and national and urban identities - all with a clear focus on art music traditions. The cultural importance of serious music, from Belfast to Calcutta, has long been assumed for the period but rarely demonstrated. Here the issue is interwoven with the social and economic realities confronting music and musicians in Britain across the 19th century.
The story of a fascinating, controversial man who influenced almost every sphere of musical life in Britain and helped to change the face of music performance and education in this country. George Dyson (1883-1964) was a highly influential composer, educator and administrator, whose work touched the lives of millions. Yet today, apart from his Canterbury Pilgrims and two sets of canticles for Choral Evensong, his music is little known. In this comprehensive and detailed study, based not only on Dyson's own writings but on unpublished papers, personal correspondence, and interviews with his family and friends, Paul Spicer brings this remarkable man and his lyrical, passionate and engaging music to life once more. Born into a working class family in Halifax, West Yorkshire, he rose from humble beginnings to become the voice of public school music in Britain and Director of the RCM. As a scholarship student, he met and studied with some of the leading musicians of the day, including Sir Charles Villiers Stanford and Sir Hubert Parry. He went on to work in some of the country's greatest schools, where he established his reputation as a composer, particularly of choral and orchestral works, of which Quo Vadis was his most ambitious. A member of the BBC Brains Trust panel, Dyson was also the 'voice of music' on the radio for a number of years and helped to educate the nation through his regular broadcasts. A fascinating, controversial man, George Dyson touched almost every sphere of musical life in Britain and helped to change the face of music performance and education in this country. This seminal book, examining every aspect of his long, colourful career, re-establishes him as the towering figure he undoubtedly was in his time. PAUL SPICER was a composition student of Herbert Howells, whose biography he wrote in 1998. He is well-known as a choral conductor especially of British Music of the twentieth century onwards, a writer, composer, teacher, and producer.
A biography of Ralph Vaughan Williams, published in collaboration with the Bard Music Festival. Ralph Vaughan Williams (1872–1958) was one of the most innovative and creative figures in twentieth-century music, whose symphonies stand alongside those of Sibelius, Nielsen, Shostakovich, and Roussel. After his death, shifting priorities in the music world led to a period of critical neglect. What could not have been foreseen is that by the second decade of the twenty-first century, a handful of Vaughan Williams’s scores would attain immense popularity worldwide. Yet the present renown of these pieces has led to misapprehension about the nature of Vaughan Williams’s cultural nationalism and a distorted view of his international cultural and musical significance. Vaughan Williams and His World traces the composer’s stylistic and aesthetic development in a broadly chronological fashion, reappraising Vaughan Williams’s music composed during and after the Second World War and affirming his status as an artist whose leftist political convictions pervaded his life and music. This volume reclaims Vaughan Williams’s deeply held progressive ethical and democratic convictions while celebrating his achievements as a composer.
Until the nineteenth century, music occupied a marginal place in British universities. Degrees were awarded by Oxford and Cambridge, but students (and often professors) were not resident, and there were few formal lectures. It was not until a benefaction initiated the creation of a professorship of music at the University of Edinburgh, in the early nineteenth century, that the idea of music as a university discipline commanded serious consideration. The debates that ensued considered not only music’s identity as art and science, but also the broader function of the university within education and society. Rosemary Golding traces the responses of some of the key players in musical and academic culture to the problems surrounding the establishment of music as an academic discipline. The focus is on four universities: Edinburgh, Oxford, Cambridge and London. The different institutional contexts, and the approaches taken to music in each university, showcase the various issues surrounding music’s academic identity, as well as wider problems of status and professionalism. In examining the way music challenged conceptions of education and professional identity in the nineteenth century, the book also sheds light on the way the academic study of music continues to challenge modern approaches to music and university education.
This is a comprehensive bibliography of all printed books, articles and standard texts on England, Ireland, Scotland, the Commonwealth and the colonies up to 1970. This handbook will serve as a useful guide to scholars, teachers at all levels, advanced students, and the general reader interested in examining the period in some depth.
This controversial study isolates and identifies the intellectual, social, and political assumptions which surrounded English music in the early-20th century. The authors deconstruct the established meanings of music in this period, arguing that music was not just for the elite, but it had come to represent a stronghold of national values, reflecting the reassuring "Englishness" of middle-class life as well.
First published in 2004, this book demonstrates that while Britain produced many fewer instrumental virtuosi than its foreign neighbours, there developed a more serious and widespread interest in the cultivation of music throughout the nineteenth century. Taking a predominantly historical approach, the book moves from a discussion of general developments and issues to a detailed examination of violin pedagogy, method and content, which indicates society’s influence on cultural trends and informs the discussion of other instruments and institutional training that follows. In the first study of its kind, it examines in depth the inextricable links between trends in society, education and levels of achievement. It also extends beyond profession and ‘art’ music to amateur and ‘popular’ spheres. A useful chronology of developments in nineteenth-century British music education is also included. This book will be of interest to those studying the history of instrumental teaching and Victorian music.
Originally published in 1987, this title was first submitted as a doctoral dissertation at the University of California, Berkeley in 1974. Completed just as the years of expansion in higher education were drawing to a close, it reflects the growing doubts of the period as to the ability of formal education provision alone to effect major changes in the distribution of socio-economic privilege at the group level, whether as between the sexes, classes, or ethnic groups. Reforms in women’s education had traditionally been dealt with as a small part of the women’s emancipation movement. This book approaches the education reforms in a different way and begins with the question of which social groups participated in the movement. Seen from this point of view, a primary interest of the reforms is the function they served in promoting a redefinition of the status and roles of a social elite.