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"This book is for readers who are insatiably curious about music -- "students of music" in the broadest sense of the word. In this category I include those whose musical concerns are more humanistic than technical, as well as those preparing for careers in music... In a library system of classification, Thinking About Music is apt to be filed under the heading "Music -- Aesthetics, history and problems of," and that is a fair description. " - Preface.
Opinionated and example-filled, this extremely concise and accessible book provides a survey of some fundamental and longstanding debates about the nature of music. The central arguments and ideas of historical and contemporary philosophers are presented with the goal of making them as accessible as possible to general readers who have no background in philosophy. The emphasis is on instrumental music, but examples are drawn from many cultures as well as from Western classical, jazz, folk, and popular music.
This textbook enhances preservice and practicing music educators' understanding of ways to successfully engage children in music composition. It offers both a rationale for the presence of composition in the music education program and a thorough review of what we know of children's compositional practices to date. Minds On Music offers a solid foundation for planning and implementing composition lessons with students in grades PreK-12.
Thinking and Playing Music: Intentional Strategies for Optimal Practice and Performance distills cutting-edge teaching and learning methods for musicians of all levels, investigating topics in cognitive science that apply directly to musical development. Containing over one-hundred musical examples, many from the standard piano repertoire, Sheryl Iott uses accessible language to impart practical suggestions that anyone can incorporate into their practice. Maximizing efficiency and effectiveness while cultivating an observant, experimental approach can help musicians make the most of their time and potential while avoiding tension, injury, and burnout. Aligning efforts with inherent mental processes can make learning faster, deeper, and more secure while freeing up attentional space, allowing for creative, personal expression in performance. The book addresses: Beginning musicianship, covering relevant cognition topics such as language acquisition, aural processing and development of audiation while cultivating a playful, relaxed approach to the instrument The intermediate musician, presenting more advanced cognitive topics such as visual processing, chunking, and early problem solving The advanced musician, addressing increased demands on working and long-term memory, how to maximize transfer, a creative approach to problem solving, and strategies to tackle the most difficult repertoire Also included are sample lesson plans, workshop templates, and sample practice assignments.
Offering a broad perspective of the philosophy, theory, and aesthetics of early Indian music and musical ideology, this study makes a unique contribution to our knowledge of the ancient foundations of India's musical culture. Lewis Rowell reconstructs the tunings, scales, modes, rhythms, gestures, formal patterns, and genres of Indian music from Vedic times to the thirteenth century, presenting not so much a history as a thematic analysis and interpretation of India's magnificent musical heritage. In Indian culture, music forms an integral part of a broad framework of ideas that includes philosophy, cosmology, religion, literature, and science. Rowell works with the known theoretical treatises and the oral tradition in an effort to place the technical details of musical practice in their full cultural context. Many quotations from the original Sanskrit appear here in English translation for the first time, and the necessary technical information is presented in terms accessible to the nonspecialist. These features, combined with Rowell's glossary of Sanskrit terms and extensive bibliography, make Music and Musical Thought in Early India an excellent introduction for the general reader and an indispensable reference for ethnomusicologists, historical musicologists, music theorists, and Indologists.
Pack includes 2 books and one CD.
On Milton Babbitt, Schenkerian -- Construction, Cognition, and the Role of the Surface -- The Seam in Babbitt's Compositional Development : Composition for Tenor and Six Instruments -- The Surface and the Series in Composition for Four Instruments -- Poetic Form and Psychological Portraiture in Babbitt's Early Texted Works -- Completeness and Temporality -- Babbitt's Gestural Dialectics -- Afterword. "Anything Vital is Problematical".
It has long been known that practicing musicians and dancers draw upon interdisciplinary relationships between sound and movement to inform their work and that many performance arts educators apply these relationships in working with aspiring composers, choreographers and performers. However, most material on the subject has been, to this point, relegated to single chapters in books and journal articles. Now, Sound, Music and the Moving-Thinking Body brings together the diverse topics researchers and practitioners across the sector are exploring, and raises issues concerning the collaborative aspects of creating and performing new work. Sound, Music and the Moving-Thinking Body is a result of the Composer, Choreographer and Performer Collaboration Conference of Contemporary Music and Dance/Movement 2012 hosted by the Institute of Musical Research, Senate House, University of London, and the Department of Music at Goldsmiths, University of London.
Thinking about Thinking: Metacognition for Music Learning providesmusic educators with information, inspiration, and practical suggestions for teaching music. Written for music educators in multiple content areas and grade levels, the book sets forth guidelines for promoting the use of metacognitive skills among music students. Along with presenting an extensive overview of research on the topic, Dr. Benton shows how ideas gleaned from research can be put into daily practice in music classrooms and studios. General music teachers, directors of choral and instrumental ensembles, applied music teachers, future music educators, and music education collegiate faculty will find useful ideas and information here. In the current educational climate where all teachers are required to demonstrate that they encourage higher order thinking among their students, Thinking about Thinking: Metacognition for Music Learning gives music educators the tools they need to accomplish the task.