Bassekou Kouyate and Ngoni Ba
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Ngaraya: Women and Musical Mastery in Mali
Bulletin of SOAS, 70, 3 2007), 569±602. E School of Oriental and African Studies. Printed in the United Kingdom. Ngaraya: Women and musical mastery in Mali Lucy DuraÂn School of Oriental and African Studies [email protected] Abstract This article aims to contribute to an understanding of the evaluation of musical artistry in Africa, through Mali as a case study. The discussion focuses on the informal discourses of the occupational group of Mande artisan-musicians known as jeli pl. jeliw, jalilu), concerning the ideal of musical greatness, signified by the polysemic term ngaraya; while there is consensus about the ideal, there is much debate about who qualifies. Drawing on extensive interviews and fieldwork with leading jeliw over the past twenty years, it pays special attention to the views of and about Malian women singers, who since the 1980s have ± somewhat controversially, as explored here ± been the ``stars'' on the home scene. The article shows how local discourses challenge the widely accepted view that only men are the true masters ngaraw). Many women jeli singers jelimusow) have a special claim to ngaraya, and some also seek to position themselves within the canon, as they increasingly move into centre-stage of Malian popular culture. The importance of learning directly from senior master jeliw remains a core issue in the evaluation of ngaraya for both men and women, encapsulated in the phrase ``the true ngaraw are all at home''. Introduction An important part of any musical culture is the recognition of certain artists as being exceptional in some way. This article looks at the informal discourses of the occupational group of artisan-musicians known as jeli among the Mande peoples of West Africa, concerning the evaluation of musical greatness, known in core Mande languages as ngaraya. -
15.1 Introduction 15.2 West African Oral and Written Traditions
Name and Date: _________________________ Text: HISTORY ALIVE! The Medieval World 15.1 Introduction Medieval cultures in West Africa were rich and varied. In this chapter, you will explore West Africa’s rich cultural legacy. West African cultures are quite diverse. Many groups of people, each with its own language and ways of life, have lived in the region of West Africa. From poems and stories to music and visual arts, their cultural achievements have left a lasting mark on the world. Much of West African culture has been passed down through its oral traditions. Think for a moment of the oral traditions in your own culture. When you were younger, did you learn nursery rhymes from your family or friends? How about sayings such as “A penny saved is a penny earned”? Did you hear stories about your grandparents or more distant ancestors? You can probably think of many ideas that were passed down orally from one generation to the next. Kente cloth and hand-carved Suppose that your community depends on you to furniture are traditional arts in West remember its oral traditions so they will never be Africa. forgotten. You memorize stories, sayings, and the history of your city or town. You know about the first people who lived there. You know how the community grew, and which teams have won sports championships. On special occasions, you share your knowledge through stories and songs. You are a living library of your community’s history and traditions. In parts of West Africa, there are people whose job it is to preserve oral traditions and history in this way. -
West Africa Manual English
Manual Disclaimer The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments. “Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru ments GmbH. Mac, macOS, GarageBand, Logic, iTunes and iPod are registered trademarks of Apple Inc., registered in the U.S. and other countries. Windows, Windows Vista and DirectSound are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other trademarks are the property of their respective owners and use of them does not imply any affiliation with or endorsement by them. Document authored by: Adam Hanley Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product. Contact NATIVE INSTRUMENTS GmbH NATIVE INSTRUMENTS North America, Inc. Schlesische Str. 29-30 6725 Sunset Boulevard D-10997 Berlin 5th Floor Germany Los Angeles, CA 90028 www.native-instruments.de USA www.native-instruments.com NATIVE INSTRUMENTS K.K. NATIVE INSTRUMENTS UK Limited YO Building 3F 18 Phipp Street Jingumae 6-7-15, Shibuya-ku, London EC2A 4NU Tokyo 150-0001 UK Japan www.native-instruments.co.uk www.native-instruments.co.jp NATIVE INSTRUMENTS FRANCE SARL SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 113 Rue Saint-Maur 5F, Shenzhen Zimao Center 75011 Paris 111 Taizi Road, Nanshan District, Shenzhen, Guangdong France China www.native-instruments.com www.native-instruments.com © NATIVE INSTRUMENTS GmbH, 2018. -
" African Blues": the Sound and History of a Transatlantic Discourse
“African Blues”: The Sound and History of a Transatlantic Discourse A thesis submitted to The Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Master of Music in the Division of Composition, Musicology, and Theory of the College-Conservatory of Music by Saul Meyerson-Knox BA, Guilford College, 2007 Committee Chair: Stefan Fiol, PhD Abstract This thesis explores the musical style known as “African Blues” in terms of its historical and social implications. Contemporary West African music sold as “African Blues” has become commercially successful in the West in part because of popular notions of the connection between American blues and African music. Significant scholarship has attempted to cite the “home of the blues” in Africa and prove the retention of African music traits in the blues; however much of this is based on problematic assumptions and preconceived notions of “the blues.” Since the earliest studies, “the blues” has been grounded in discourse of racial difference, authenticity, and origin-seeking, which have characterized the blues narrative and the conceptualization of the music. This study shows how the bi-directional movement of music has been used by scholars, record companies, and performing artist for different reasons without full consideration of its historical implications. i Copyright © 2013 by Saul Meyerson-Knox All rights reserved. ii Acknowledgements I would like to express my utmost gratitude to my advisor, Dr. Stefan Fiol for his support, inspiration, and enthusiasm. Dr. Fiol introduced me to the field of ethnomusicology, and his courses and performance labs have changed the way I think about music. -
Growing Into Music in Mali: Perspectives on Informal Learning
Growing into music in Mali: perspectives on informal learning from West Africa By Lucy Durán, SOAS, University of London Chapter in Economidou, Natassa, and Stakelum, Mary (eds). European Perspectives on Music Education vol. 4: every learner counts. Innsbruck: Helbling Verlag (2015), pp. 49-64 Photo caption Adama Diarra (balafon, right) leads a rehearsal at home with his children and nephews including Waly Coulibaly (balafon, left), and Thierre Diarra (djembe, left). Photo: Lucy Duran, Bamako, March 2015 Abstract Despite the fact that Mali is famous for its musical traditions, some of which date back to the 13th century, very little research has been done on the passing down of musical knowledge from one generation to the next. Yet surely this is a key to understanding how these oral musics have survived into the 21st century with such vigour. In this chapter I reflect on how children within specialist Malian musical families (jelis, also known as as griots) acquire musical skills. The chapter draws on many years of research in the region, particularly between 2009 to 2012 when I engaged in a film-based project entitled ‘Growing into music – musical enculturation in oral traditions’. There is a small but growing ethnomusicological literature documenting aspects of childhood musicality in Africa (see Rice 2003, Campbell & Wiggins 2013), but almost nothing on Mali except for passing comments in Charry (2000). I am inspired by the idea of ‘enskilment’, a term from anthropology, first used by Gísli Pálsson in his study of apprenticeship in Icelandic fishing (Pálsson 1994), and since taken up by others including Tim Ingold (2000) and Trevor Marchand (2010, 2015) writing about the acquisition of artisanal skills. -
Habib Koite Study Guide 0809.Indd
2008-2009 Season SchoolTime Study Guide Habib Koité and Bamada Friday, April 3, 2009 at 11 a.m. Zellerbach Hall, University of California, Berkeley Welcome to SchoolTime! On Friday, April 3, 2009, at 11 am, your class will attend a performance of Habib Koité and Bamada. Considered Mali’s greatest pop star, Habib Koité integrates elements of Western folk, rock, jazz and blues into music inspired by his homeland of Mali in West Africa. With Mr. Koité on guitar and his band Bamada playing traditional African as well as contemporary instruments, the musicians celebrate Mali’s diverse musical and cultural landscape. Using This Study Guide This study guide will enrich your fi eld trip to Zellerbach Hall by engaging your students more deeply with the performance. Prior to the show, we encourage you to: • Copy the student resource sheet on page 2 & 3 and hand it out to your students several days before the show. • Discuss the information on pages 4- 5 About the Performance and the Artists. • Read About the Art Form on page 6 and About Mali sections on page 8. • Engage your students in two or more of the activities on pages 11-12. • Refl ect with your students by asking the guiding questions, found on pages 2, 4, 6 & 8. • Familiarize students further with the art form by using the glossary and resource sections on pages 12-13. At the performance: Your students can actively participate during the performance by: • OBSERVING how the musicians work together to communicate with their music • LISTENING to the harmonies, rhythms and lyrics of the songs • THINKING ABOUT how history, culture, and ideas can be expressed through music • MARVELLING at the sounds, sights, and performance skills experienced at the theater • REFLECTING on the history and culture of Mali We look forward to seeing you at SchoolTime! SchoolTime Habib Koité and Bamada | III Table of Contents 1. -
The Global Origins of Atlantic Slavery and the African Diaspora
Mapping the Beat: A Geography through Music Curriculum ArtsBridge America Center for Learning through the Arts and Technology, UC Irvine Funded by National Geographic Education Foundation This curriculum unit for Mapping the Beat: A Geography through Music Curriculum was developed by the ArtsBridge America program at the University of California, San Diego with support from a grant from the National Geographic Education Foundation. The original curriculum was compiled by Dr. Nina Eidsheim and William Boyer (2002). The extended unit below was created by Dr. Timothy Keirn and the ArtsBridge America program at the California State University, Long Beach (2009). Music Extension and classroom worksheets created by Sarah Tochiki, Lawrence University ArtsBridge scholar (2006). Curriculum complied by Jasmine Yep for the UCI Center for Learning through the Arts and Technology. Other on-line resources, videos and lesson plans complied by the UC Irvine Center for Learning through the Arts and Technology are available at: http://www.clat.uci.edu/. LESSON: THE GLOBAL ORIGINS OF ATLANTIC SLAVERY AND THE AFRICAN DIASPORA Included in this document are: Part I: Lesson Part II: Music Extension Part II: On-line Resources for use with Lesson Part III: Supporting Materials Part IV: Classroom Handouts, Worksheets and Visuals PART I: LESSON Mapping the Beat Fifth Grade Lesson: The Global Origins of Atlantic Slavery and the African Diaspora LESSON OBJECTIVE To identify how characteristics of different physical and social environments placed constraints on the creation of music among African Slaves in the United States and recognize parallel changes in their own lives. Ideally a banjo player would be invited to perform as part of this lesson. -
Rio Loco 2021
AFRIKA 13~20 JUIN 2021 PRAIRIE DES FILTRES DU 13 AU 20 JUIN, SELON CONTEXTE SANITAIRE 20 JUIN, SELON DU 13 AU www.rio-loco.org C’EST UNE INVITATION AU VOYAGE. Après plus d’un an de crise, Rio Loco nous propose une photographie lumineuse du continent africain, un continent avec lequel la France a tant de liens. De la Tunisie à l’Angola, en passant par le Cameroun, le Nigéria ou encore la République Démocratique du Congo, chanteurs, danseurs, photographes ou plasticiens nous font découvrir les richesses © P. Nin - Mairie de Toulouse de Nin - Mairie © P. extraordinaires de ce continent qui nous est si cher. Le voyage, c’est l’ouverture aux autres, l’enrichissement, la beauté. C’est la vie. Pour cette 26e édition, Rio Loco sera une nouvelle fois synonyme de fusions musicales, d’identités nationales fertiles, de mélange de couleurs au service de l’art, de la musique, du rythme et de la poésie. Afrika, c’est un moment de partage au-delà des frontières, pour SAISON découvrir le monde et nous retrouver, enfin ! Création : Insign / Photographe : Omar Diop Victor / Photographe : Insign Création AFRICA Jean-Luc Moudenc Maire de Toulouse 2020 Président de Toulouse Métropole + 200 DÉCEMBRE ÉVÉNEMENTS 2020 PARTOUT SEPTEMBRE EN FRANCE 2021 #SaisonAfrica2020 SaisonAfrica2020 SAISONAFRICA2020.COM Soutenu par Comité des mécènes de la Saison Africa2020 Partenaires Redonner vie à Rio Loco comme "AfriKa Ba’a" ou "Mama Afrika" et aussi avec LES RETROUVAILLES cette année après son AFRIKA un K comme "Kasàlà", cette poésie d’origine africaine annulation due à la pandémie en 2020 était un pari. -
Bassekou Kouyate Biography
Bassekou Kouyate Biography Bassekou Kouyate was born on the 7 August 1966 in Garana, a small and multi-ethnic village 60 km from Segu located at the banks of the Niger river. Garana is at the nexus of several villages with deep griot traditions, and a long history. Only a few kilometers away is the grave of the legendary buffalo woman, Do Kamissa, who precipitated the founding of the Mali Empire. (She was the aunt of Sunjata Keita who founded the empire in 1235). Several centuries later these same villages provided many of the celebrated griots of the Bamana empire (1712-1861), and the songs of that period are the constant inspiration behind Bassekou’s music. Bassekou is descended from a long line of griots on both sides. He is the son of Moustapha Kouyate, who played the ngoniba, or large lute, and Yakare Damba, a singer. Moustapha Kouyate was married twice and had 13 children with Yakare (of whom eight are still alive, all of them musicians) and 5 with his second wife Oumou Damba. His ancestors originally came from the Mande heartland (Kangaba) but moved northeast into Segu a few generations ago and adopted the Bamana style of music as their own. Brilliant though he was, Bassekou’s father never made any recordings; he believed that God would punish him if his recordings were played after his death. He also refused to play live on the radio or on television, although Radio Mali tried on several occasions to record him. Neither would he allow his wife Yakare to record, despite the fact that she was a well known singer on the traditional griot circuit in the region of Segu, with a powerful voice much in demand at wedding parties. -
Detailed Instrument List & Descriptions
DIRECTORY OF INSTRUMENTS IN GARRITAN WORLD INSTRUMENTS 66 THE WIND INSTRUMENTS ARIA name: Description: Controls: Africa Arghul The Arghul is a reed woodwind instrument that Vel (attack), MW consists of two asymmetrical pipes. One pipe, (vol/eq), Porta, a chanter with between five and seven finger Lgth, VAR1, holes, is dedicated to the melody. The second VAR2, FiltLv, pipe, longer than the first, produces a drone. FiltFq, VibSpd, Arghuls come in different sizes and are played in Vib Amt, AirNs, Egypt and surrounding regions. Fluttr, Auto- • Range: C3- C6 Legato, BndSpd, Keyswitches Mijwiz 1 The Mijwiz is a traditional instrument of Egypt Vel (attack), MW and is one of the oldest wind instruments. Its (vol/eq), Porta, name means “dual” as it consists of two short Lgth, VAR1, bamboo reed pipes tied together. Instead of hav- VAR2, FiltLv, ing a separate reed attached to a mouthpiece, FiltFq, VibSpd, the reed in the Mijwiz is a vibrating tongue Vib Amt, AirNs, made from a slit cut into the wall of the instru- Fluttr, Auto- ment itself. Legato, BndSpd, • Range: C3 - C6 Keyswitches Mijwiz 2 Another Mijwiz instrument with a different Vel (attack), MW range and character. (vol/eq), Porta, • Range: C4 - C6 Lgth, VAR1, VAR2, FiltLv, FiltFq, VibSpd, Vib Amt, AirNs, Fluttr, Auto- Legato, BndSpd, Keyswitches A User’s Guide to Garritan World Instruments THE WIND INSTRUMENTS ARIA name: Description: Controls: China Bawu The Bawu is a side-blown wind instrument Vel (attack), MW found throughout China. Although it re- (vol/eq), Porta, Lgth, sembles a flute, it is actually a reed instrument. -
MANSA Meeting .,...International Conference on Mande Studies
ANSA MANSA Meeting acquired a number of firm commitments of The twenty-first annual meeting of the Mande support as well as some tentative offers to be Studies Association will be held in San confirmed later: Francisco at the Westin St. Francis Hotel on 1. The Culture Director Rui Pereira Saturday, November 18th from 7:00 to 8:00 p.m. responded that the Lisbon Town-Hall (Camara Municipal de Lisboa) is offering conference .,...International Conference on Mande participants a boat tour on the Tagus River (Rio Studies (Update) Tejo) with dinner on board. As unanimously and enthusiastically decided at 2. The Calouste Gulbenkian Foundation of the 2005 annual MANSA meeting (see MANSA Lisbon has committed to funding the travel, Newsletter 58, p. 5), the 7th International accommodation, and a "per diem" for from two Conference on Mande Studies will be held in to six African colleagues coming from West Lisbon, Portugal, 24-28 June, 2008. Our Africa, conference coordinators in Lisbon are Jose da 3. The Foundation for Science and Silva Horta and Eduardo Costa Dias. Among Technology (FCf - Portuguese Science) has those collaborating with them on arrangements been contacted because "they usually support in Lisbon will be MANSA members Peter Mark this kind of international scientific event with an and Lucy Duran. Peter is well acquainted with average of 2500 euro" (official request for Lisbon, and our Portuguese organizers report sponsorship to be submitted September 2(07). that they are counting on him to help them "in 4. The President of the Board of Lisbon making the MANSA members' stay nice and University-ISCTE (Instituto Superior de stimulating." They also tell us that Lucy is well Ciencias do Trabalho e da Empresa) has acquainted with Mande musicians living in promised us use of the ISCfE facilities including Portugal who might perform for us, and that she two meeting-halls of c. -
Empires of Medieval West Africa
GREAT EMPIRES OF THE PAST Empires of Medieval WestAfrica Ghana, Mali, and Songhay DAVID C. CONRAD Great Empires of the Past: EMPIRES OF MEDIEVAL WEST AFRICA Copyright © 2005 David C. Conrad David C. Conrad is professor of African history at the State University of New York, Oswego. All rights reserved. No part of this book may be reproduced or used in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information, contact: Facts On File, Inc. 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data Conrad, David C. Empires of medieval West Africa : Ghana, Mali, and Songhay / David Conrad. p. cm. — (Great empires of the past) Includes bibliographical references and index. ISBN 0-8160-5562-9 (acid-free paper) 1. Ghana (Empire) — History — Juvenile literature. 2. Mali (Empire) — History — Juvenile literature. 3. Songhai Empire — History — Juvenile literature. 4. Soninke (African people) — History — Juvenile literature. 5. Mandingo (African people) — History — Juvenile literature. 6. Ethnology — Africa, West — History — Juvenile literature. 7. Africa, West — History — To 1884 — Juvenile literature. 8. Africa — History — To 1498 — Juvenile literature. I. Title. II. Series. DT532.C66 2005 966'.021 — dc22 2004028478 Facts On File books are available at special discounts when purchased in bulk quantities for businesses, associations, institu- tions, or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. You can find Facts On File on the World Wide Web at http://www.factsonfile.com Produced by the Shoreline Publishing Group LLC Editorial Director: James Buckley Jr.