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At the turn of the century, visionary composer Charles Tomlinson Griffes synthesized highly diverse elements from other musical traditions into his distinct artistic voice. As American as he was far ranging in his interests, Griffes was an aesthetic polyglot, combining elements of literature, visual arts, global folk melodies, and contemporary European art music into a new musical language. The breadth of his sources of inspiration are breathtaking, including the sensual harmonies of fin-de-siècle French music, the British Aesthetic Movement, folk music drawn from the Middle East and Java, and a wide range of poets, including William Blake, Samuel Taylor Coleridge, and William Sharp. The Pastoral in Charles Griffes's Music explores both his music and the rich historical context from which it grew to enrich our understanding of the composer's artistic contribution and reveal new intersections and contradictions in European and American culture during the early twentieth century. Taylor A. Greer also critiques the philosophical foundation of topic theory and its relationship to the pastoral in Griffes's music to reflect on the end of the nineteenth century and clarify our understanding of his artistic influences. With Griffes's conception of the pastoral, he transformed the siciliana-based tradition he inherited from the eighteenth century into a new and vibrant genre that preserved the usual associations of simplicity and tranquility and introduced new elements of tension into the pastoral ideal, including global voices, paradox, and occasional conflict.
The Routledge Handbook of Music Signification captures the richness and complexity of the field, presenting 30 essays by recognized international experts that reflect current interdisciplinary and cross-disciplinary approaches to the subject. Examinations of music signification have been an essential component in thinking about music for millennia, but it is only in the last few decades that music signification has been established as an independent area of study. During this time, the field has grown exponentially, incorporating a vast array of methodologies that seek to ground how music means and to explore what it may mean. Research in music signification typically embraces concepts and practices imported from semiotics, literary criticism, linguistics, the visual arts, philosophy, sociology, history, and psychology, among others. By bringing together such approaches in transparent groupings that reflect the various contexts in which music is created and experienced, and by encouraging critical dialogues, this volume provides an authoritative survey of the discipline and a significant advance in inquiries into music signification. This book addresses a wide array of readers, from scholars who specialize in this and related areas, to the general reader who is curious to learn more about the ways in which music makes sense.
Why teach music? Who deserves a music education? Can making and learning about music contribute to the common good? In Humane Music Education for the Common Good, scholars and educators from around the world offer unique responses to the recent UNESCO report titled Rethinking Education: Toward the Common Good. This report suggests how, through purpose, policy, and pedagogy, education can and must respond to the challenges of our day in ways that respect and nurture all members of the human family. The contributors to this volume use this report as a framework to explore the implications and complexities that it raises. The book begins with analytical reflections on the report and then explores pedagogical case studies and practical models of music education that address social justice, inclusion, individual nurturance, and active involvement in the greater public welfare. The collection concludes by looking to the future, asking what more should be considered, and exploring how these ideals can be even more fully realized. The contributors to this volume boldly expand the boundaries of the UNESCO report to reveal new ways to think about, be invested in, and use music education as a center for social change both today and going forward.
Counterpoints: Music and Education--Estelle R. Jorgensen, editor
". . . a major contribution to cornett research and belongs in the library of every cornettist." —Historic Brass Society ". . . scrupulously detailed. . . The first successful attempt to provide a comprehensive reference book on the cornett and its music. Recommended for both upper-division undergraduate libraries and collections serving music scholars and performers." —Choice " . . . it will likely stand as the definitive bibliography of cornett music for many years." —Notes ". . . this is a groundbreaking study of the subject . . . likely to remain the only major study of the instrument and the music composed for it." —American Reference Books Annual ". . . every cornett player owes an immense debt of gratitude to [the authors and their assistants] for revealing such a wealth of performing opportunities . . ." —European Journal of Early Music The cornett is made of wood but has a brass cup mouthpiece and uses woodwind finger technique. Here the authors have compiled a bibliography of all extant sources of instrumental and vocal music which specify the cornett.
Over the past quarter century, music studies in the academy have their postmodern credentials by insisting that our scholarly engagements start and end by placing music firmly within its various historical and social contexts. In Music and the Politics of Negation, James R. Currie sets out to disturb the validity of this now quite orthodox claim. Alternating dialectically between analytic and historical investigations into the late 18th century and the present, he poses a set of uncomfortable questions regarding the limits and complicities of the values that the academy keeps in circulation by means of its musical encounters. His overriding thesis is that the forces that have formed us are not our fate.
"This book comes from a very fine music educator with exceptional experience, who has common sense and a real understanding of what a beginning teacher should know. The book puts into print issues that are widely discussed at conventions and at conferences, and that are common knowledge for the experienced teacher, but that are not covered in a music education class. It is a plain and simple book, written in a language that is easy for anyone going into the profession to understand. It makes valuable suggestions in just about every aspect of the role of a choral music teacher." -- Michael Schwartzkopf, Professor of Music Education, Indiana University School of Music
Departing from the traditional German school of music theorists, Michael Klein injects a unique French critical theory perspective into the framework of music and meaning. Using primarily Lacanian notions of the symptom, that unnamable jouissance located in the unconscious, and the registers of subjectivity (the Imaginary, the Symbolic Order, and the Real), Klein explores how we understand music as both an artistic form created by "the subject" and an artistic expression of a culture that imposes its history on this modern subject. By creatively navigating from critical theory to music, film, fiction, and back to music, Klein distills the kinds of meaning that we have been missing when we perform, listen to, think about, and write about music without the insights of Lacan and others into formulations of modern subjectivity.