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"The Companion to Irish Traditional Music is not just the ideal reference for the interested enthusiast and session player, it also provides a unique resource for every library, school and home with an interest in the distinctive rituals, qualities and history of Irish traditional music and song."--BOOK JACKET.
Coupling the narratives of twenty-two Irish traditional musicians alongside intensive field research, Becoming an Irish Traditional Musician explores the rich and diverse ways traditional musicians hone their craft. It details the educational benefits and challenges associated with each learning practice, outlining the motivations and obstacles learners experience during musical development. By exploring learning from the point of view of the learners themselves, the author provides new insights into modern Irish traditional music culture and how people begin to embody a musical tradition. This book charts the journey of becoming an Irish traditional musician and explores how musicality is learned, developed, and embodied.
Music and Identity in Ireland and Beyond represents the first interdisciplinary volume of chapters on an intricate cultural field that can be experienced and interpreted in manifold ways, whether in Ireland (The Republic of Ireland and/or Northern Ireland), among its diaspora(s), or further afield. While each contributor addresses particular themes viewed from discrete perspectives, collectively the book contemplates whether ’music in Ireland’ can be regarded as one interrelated plane of cultural and/or national identity, given the various conceptions and contexts of both Ireland (geographical, political, diasporic, mythical) and Music (including a proliferation of practices and genres) that give rise to multiple sites of identification. Arranged in the relatively distinct yet interweaving parts of ’Historical Perspectives’, ’Recent and Contemporary Production’ and ’Cultural Explorations’, its various chapters act to juxtapose the socio-historical distinctions between the major style categories most typically associated with music in Ireland - traditional, classical and popular - and to explore a range of dialectical relationships between these musical styles in matters pertaining to national and cultural identity. The book includes a number of chapters that examine various movements (and ’moments’) of traditional music revival from the late eighteenth century to the present day, as well as chapters that tease out various issues of national identity pertaining to individual composers/performers (art music, popular music) and their audiences. Many chapters in the volume consider mediating influences (infrastructural, technological, political) and/or social categories (class, gender, religion, ethnicity, race, age) in the interpretation of music production and consumption. Performers and composers discussed include U2, Raymond Deane, Afro-Celt Sound System, E.J. Moeran, Séamus Ennis, Kevin O’Connell, Stiff Little Fingers, Frederick May, Arnold
Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
Abstracts of dissertations available on microfilm or as xerographic reproductions.
The Ottawa Valley is a region of Canada straddling the Ottawa River in Ontario and Québec that is well known for its rich singing, storytelling, fiddling and step dancing traditions. Settled largely by the Irish, Scots and the French over the past two hundred years, it had largest concentration of people of Irish origin in Canada by the late 19th century. Travelling through the Valley one gets the sense of coming face to face with the past. While its dramatic history is filled with incidents of extreme hardship and tragedy, the overriding impression is of a triumphant survivalism associated with its strong men of the past; the voyageurs, the coureurs du bois and the lumbermen. The legacy of this unique heritage—from fiddling and step dancing to tales of priests, lumberman, and Orange and Green rivalries—is explored in this book through the voices of Valley people themselves. The author reveals the importance of place and history in the transmission of this vibrant regional culture down to the present day.
Combining key selections from the classic MENC Handbook of Research on Music Teaching and Learning (Schirmer, 1992) and the widely acclaimed New Handbook of Research on Music Teaching and Learning (Oxford, 2002), the MENC Handbook of Research Methodologies presents comprehensive coverage of the most important issues in music education research in a handy and accessible format. A distinguished team of internationally recognized experts offers cogent and concise insights that provide readers with up-to-date information and references. The volume covers the most important topics in this field, including the role of research in music education, philosophical, historical, qualitative, and quantitative research, as well as assessment and its relationship to research. Practical and affordable, this volume will prove essential for students and scholars of music education. It is both an excellent starting point for those looking to gain an orientation to the field, and an up-to-date reference guide to the most effective strategies for experienced researchers, instructors, and pedagogues.
The rapid pace of technological change over the last decade, particularly the rise of social media, has deeply affected the ways in which we interact as individuals, in groups, and among institutions to the point that it is difficult to grasp what it would be like to lose access to this everyday aspect of modern life. The Oxford Handbook of Social Media and Music Learning investigates the ways in which social media is now firmly engrained in all aspects of music education, providing fascinating insights into the ways in which social media, musical participation, and musical learning are increasingly entwined. In five sections of newly commissioned chapters, a refreshing mix of junior and senior scholars tackle questions concerning the potential for formal and informal musical learning in a networked society. Beginning with an overview of community identity and the new musical self through social media, scholars explore intersections between digital, musical, and social constructs including the vernacular of born-digital performance, musical identity and projection, and the expanding definition of musical empowerment. The fifth section brings this handbook to full practical fruition, featuring firsthand accounts of digital musicians, students, and teachers in the field. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a musical community member in an age of technologically mediated relationships that break down the limits of geographical, cultural, political, and economic place.