Reading Spanish American National Anthems: "Sonograms"
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Nationalism in the French Revolution of 1789
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Nationalism in the French Revolution of 1789 Kiley Bickford University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Cultural History Commons Recommended Citation Bickford, Kiley, "Nationalism in the French Revolution of 1789" (2014). Honors College. 147. https://digitalcommons.library.umaine.edu/honors/147 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NATIONALISM IN THE FRENCH REVOLUTION OF 1789 by Kiley Bickford A Thesis Submitted in Partial Fulfillment of the Requirement for a Degree with Honors (History) The Honors College University of Maine May 2014 Advisory Committee: Richard Blanke, Professor of History Alexander Grab, Adelaide & Alan Bird Professor of History Angela Haas, Visiting Assistant Professor of History Raymond Pelletier, Associate Professor of French, Emeritus Chris Mares, Director of the Intensive English Institute, Honors College Copyright 2014 by Kiley Bickford All rights reserved. Abstract The French Revolution of 1789 was instrumental in the emergence and growth of modern nationalism, the idea that a state should represent, and serve the interests of, a people, or "nation," that shares a common culture and history and feels as one. But national ideas, often with their source in the otherwise cosmopolitan world of the Enlightenment, were also an important cause of the Revolution itself. The rhetoric and documents of the Revolution demonstrate the importance of national ideas. -
Mixed Folios
mixed folios 447 The Anthology Series – 581 Folk 489 Piano Chord Gold Editions 473 40 Sheet Music Songbooks 757 Ashley Publications Bestsellers 514 Piano Play-Along Series 510 Audition Song Series 444 Freddie the Frog 660 Pop/Rock 540 Beginning Piano Series 544 Gold Series 501 Pro Vocal® Series 448 The Best Ever Series 474 Grammy Awards 490 Reader’s Digest Piano 756 Big Band/Swing Songbooks 446 Recorder Fun! 453 The Big Books of Music 475 Great Songs Series 698 Rhythm & Blues/Soul 526 Blues 445 Halloween 491 Rock Band Camp 528 Blues Play-Along 446 Harmonica Fun! 701 Sacred, Christian & 385 Broadway Mixed Folios 547 I Can Play That! Inspirational 380 Broadway Vocal 586 International/ 534 Schirmer Performance Selections Multicultural Editions 383 Broadway Vocal Scores 477 It’s Easy to Play 569 Score & Sound Masterworks 457 Budget Books 598 Jazz 744 Seasons of Praise 569 CD Sheet Music 609 Jazz Piano Solos Series ® 745 Singalong & Novelty 460 Cheat Sheets 613 Jazz Play-Along Series 513 Sing in the Barbershop 432 Children’s Publications 623 Jewish Quartet 478 The Joy of Series 703 Christian Musician ® 512 Sing with the Choir 530 Classical Collections 521 Keyboard Play-Along Series 352 Songwriter Collections 548 Classical Play-Along 432 Kidsongs Sing-Alongs 746 Standards 541 Classics to Moderns 639 Latin 492 10 For $10 Sheet Music 542 Concert Performer 482 Legendary Series 493 The Ultimate Series 570 Country 483 The Library of… 495 The Ultimate Song 577 Country Music Pages Hall of Fame 643 Love & Wedding 496 Value Songbooks 579 Cowboy Songs -
Europäische Nationalhymnen Als Ausdruck Nationaler Identitäten Unter Besonderer Berücksichtigung Der Länder Mittel-, Ost- Und Südosteuropas
Christiane Rothenpieler, Bakk. Phil. Europäische Nationalhymnen als Ausdruck nationaler Identitäten unter besonderer Berücksichtigung der Länder Mittel-, Ost- und Südosteuropas MASTERARBEIT Zur Erlangung des akademischen Grades Magistra der Philosophie Studium: Angewandte Kulturwissenschaft Alpen-Adria-Universität Klagenfurt Fakultät für Kulturwissenschaften Begutacher: Dr. habil. Wolfgang Geier Institut für Kultur-, Literatur- und Musikwissenschaft April 2012 II Ehrenwörtliche Erklärung Ich erkläre ehrenwörtlich, dass ich die vorliegende wissenschaftliche Arbeit selbständig angefertigt und die mit ihr unmittelbar verbundenen Tätigkeiten selbst erbracht habe. Ich erkläre weiters, dass ich keine anderen als die angegebenen Hilfsmittel benutzt habe. Alle aus gedruckten, ungedruckten oder im Internet im Wortlaut oder im wesentlichen Inhalt übernommenen Formulierungen und Konzepte sind gemäß den Regeln für wissenschaftliche Arbeiten zitiert und durch Fußnoten bzw. durch andere genaue Quellenangaben gekennzeichnet. Die während des Arbeitsvorganges gewährte Unterstützung einschließlich signifikanter Betreuungshinweise ist vollständig angegeben. Die wissenschaftliche Arbeit ist noch keiner anderen Prüfungsbehörde vorgelegt worden. Diese Arbeit wurde in gedruckter und elektronischer Form abgegeben. Ich bestätige, dass der Inhalt der digitalen Version vollständig mit dem der gedruckten Version übereinstimmt. Ich bin mir bewusst, dass eine falsche Erklärung rechtliche Folgen haben wird. Christiane Rothenpieler Klagenfurt, 26.04.2012 III Inhaltsverzeichnis -
Lift Every Voice and Sing
“Lift Ev’ry Voice and Sing”--Manhattan Harmony Four (1923); Melba Moore and Friends (1990) Added to the National Registry: 2016 Essay by Burton W. Peretti (guest post)* James Weldon Johnson (left) and John Rosamond Johnson Few songs have captured as much of the sweep of US history as “Lift Ev’ry Voice and Sing.” For over a century, like “America the Beautiful” or the Pledge of Allegiance, “Lift Ev’ry Voice” has allowed its reciters to express and embrace the ideals and promise of the American experiment: Lift ev’ry voice and sing Till earth and heaven ring Ring with the harmonies of Liberty. Let our rejoicing rise, High as the list’ning skies, let it resound loud as the rolling sea. Sing a song full of faith that the dark past has taught us. Sing a song full of the hope that the present has brought us. Facing the rising sun of our new day begun Let us march on till victory is won. While this first stanza alludes to “the dark past,” it only in the second and third stanzas that the song reveals itself to be an anthem for African Americans: Stony the road we trod, Bitter the chast’ning rod Felt in the day that hope unborn had died. Yet with a steady beat, Have not our weary feet Come to the place on which our fathers sighed? We have come over a way that with tears has been watered. We have come, treading our path through the blood of the slaughtered. Out from the gloomy past, till now we stand at last Where the white gleam of our star is cast. -
Proiektua Jeitsi [2.34
URUGUAYKO EUSKAL KOLEKTIBITATEARREN MANIFESTAZIO KULTURAL BATZUK JAIALDIAK, MUSIKA ETA DANTZA URUGUAYKO EUSKAL KOLEKTIBITATEAREN MANIFESTAZIO KULTURAL BATZUK JAIALDIAK, MUSIKA ETA DANTZA. ESKERRAK Jorge Aríni emandako testigantza eta material guztiengaitik Baldomero Anzóri Margarita Luongori, Museoko zuzendariari Daniel Ramelari, San José hiriko historialaria, eskainitako laguntza eskuzabalarengaitik. Teresita Pérezi, Tacuarembóko intendentziako kultura sailaren zuzendaria dena. Tacuarembóko kultur etxean lan egiten duten Víctor Amaral Maisuari, Isai López eta Olga Piedrari. Óscar Padrón Favreri, Duraznoko Museo Casa de Riverako zuzendariari. Aitor Otaño eta Barbara Blancori emandako laguntza guztiarengaitik. Oscar Alvarez Gilari beti bertan egoteagaitik. - 2 - 2 URUGUAYKO EUSKAL KOLEKTIBITATEAREN MANIFESTAZIO KULTURAL BATZUK JAIALDIAK, MUSIKA ETA DANTZA. AURKIBIDEA Zer da euskaldun izatea? Aurrekariak eta immigrazioa. Euskal musikari buruzko lehenengo erreferentziak Uruguayen (1848 – 1876) 1848 – Euskal batailoiak Guerra Granden. 1850 – Pilota Kantxak (pilotalekuak). 1867 – Filarmoniken sorrera. Mercedesko Filarmónica. Facundo Alzola Lazcano Gerónimo de Amilivia Idiarte Borda Euskal presentzia San Jose de Mayon. San Jose de Mayoko Filarmonikak. Luis Astigarraga Atanasio Zabala 1869 – Betharramitar Aitak Hemeretzigarren mendeko euskal elkarteak (1876 -1900) 1876 – Laurac Bat, euskal inmigrazioaren babes elkartea. 1883 – Laurac Bateko Fiestas Euskaras ( euskal festak). Bandera berri bat eta himno (ereserki) berri bat. Krisi finisekularra. -
EL NACIONALISMO VASCO: MITOS, CONMEMORACIONES Y LUGARES DE LA MEMORIA Javier Ugarte (Coord.) Javier Moreno Luzón (Coord.) El Árbol De Gernika
EL NACIONALISMO VASCO: MITOS, CONMEMORACIONES Y LUGARES DE LA MEMORIA Javier Ugarte (coord.) Javier Moreno Luzón (Coord.) El árbol de Gernika. Vicisitudes del símbolo foral de los vascos* FÉLIX LUENGO TEIXIDOR ANDER DELGADO CENDAGORTAGALARZA Dpto. de Historia Contemporánea de la UPV L 7 de octubre de 1936, tras la aprobación por parte de las Cortes Españolas del Estatuto Vasco y la proclamación del primer go- E bierno autónomo vasco, el presidido por José Antonio Agui- rre, que por primera vez en su historia unía política y administrati- vamente a las provincias vascas, aunque solo fuera sobre el papel —no de facto, dado que las tropas franquistas controlaban ya para entonces buena parte de su territorio, reduciendo su control real poco más que a Vizcaya—, el nuevo ejecutivo autónomo se reunió en la villa de Gernika para jurar solemnemente sus cargos bajo el roble secular, símbolo de las «libertades» vascas. Muchos años des- pués, superados los largos años del franquismo y su dictadura, re- suelto el proceso de transición política que permitió recuperar la democracia y la autonomía con la aprobación del Estatuto de la Co- munidad Autónoma Vasca de 1979, el nuevo gobierno vasco nacido de las urnas, presidido por el peneuvista Carlos Garaikoetxea, vol- vió a elegir Gernika, y su Árbol, como lugar simbólico del juramento de su cargo. Una tradición que, desde entonces, han mantenido los sucesivos lehendakaris que han ido presidiendo los gobiernos au- tónomos del País Vasco hasta nuestros días, siempre con mayoría del PNV. Con ello no han hecho más que recoger una vieja práctica asumida por todos que, cuando menos desde la primera mitad del siglo XIX, es decir, durante todo el período en el que se ha ido pro- duciendo la conocida como «cuestión vasca» y sus problemas de in- tegración en la España liberal, fijaba en Gernika y en su roble, el principal referente simbólico de sus fueros y libertades, en el esce- nario más idóneo para todo tipo de actos de exaltación foral, auto- nómica, nacionalista o identitaria en general. -
Cuban Music Teaching Unit
Thesis Advisor: Frank Martignetti THE MUSIC AND DANCE OF CUBA: by Melissa Salguero Music Education Program Submitted in partial fulfillment of the requirements for the degree Master of Science in Elementary Education in the School of Education University of Bridgeport 2015 © 2015 by Melissa Salguero Salguero 2 Abstract (Table of Contents) This unit is designed for 5th grade students. There are 7 lessons in this unit. Concept areas of rhythm, melody, form, and timbre are used throughout the unit. Skills developed over the 7 lessons are singing, moving, listening, playing instruments, reading/writing music notation, and creating original music. Lesson plans are intended for class periods of approximately 45-50 minutes. Teachers will need to adapt the lessons to fit their school’s resources and the particular needs of their students. This unit focuses on two distinct genres of Cuban music: Son and Danzón. Through a variety of activities students will learn the distinct sound, form, dance, rhythms and instrumentation that help define these two genres. Students will also learn about how historical events have shaped Cuban music. Salguero 3 Table of Contents: Abstract……………………………………………..…………………………..2 Introduction……………………………………….……………………………4 Research…………………………………………..……………………………5 The Cuban Musical Heritage……………….……………………………5 The Discovery of Cuba…….……………………………………………..5 Indigenous Music…...…………………………………………………….6 European Influences……………………………………………….……..6 African Influences………………………………………………………...7 Historical Influences……………………….……………………………..7 -
Schellackplattensammlung Klaus Jürgen Hohn, PL 4459-5339 Titelblatt
Albert-Ludwigs-Universität Freiburg, Zentrum für Populäre Kultur und Musik Schellackplattensammlung Klaus Jürgen Hohn, PL 4459-5339 Titelblatt Schellackplattensammlung Klaus Jürgen Hohn PL 4459-5339 Die über vier Jahrzehnte privat aufgebaute "Sammlung Klaus-Jürgen Hohn" umfasst rund 900 Schellackplatten mit Liedern und Musik der Arbeiterbewegung bis 1933. Zur Sammlung gehörten außerdem 131 Bücher, die nach dem Pertinenzprinzip in der Bibliothek des ZPKM aufgestellt sind. Sie sind im Online-Katalog des ZPKM unter dem Abrufzeichen"abl: SHOH" recherchierbar. Unter der Signatur S 0194 (Nachweis in Kalliope) sind Bücher aus der Sammlung Klaus-Jürgen Hohn archiviert, die bereits in der Bibliothek des ZPKM vorhanden waren. Die Sammlung wurde im Jahr 2010 mit Mitteln der Deutschen Forschungsgemeinschaft (DFG) angekauft. Im ZPKM sind für die komplette Sammlung Digitalisate vorhanden. Die hier veröffentlichte Liste wurde wurde im Zuge der Digitalisierung von der Firma Truesound Transfers erstellt. Quelle: http://kalliope-verbund.info/DE-611-BF-31751 Seite 1 von 139 Albert-Ludwigs-Universität Freiburg, Zentrum für Populäre Kultur und Musik Schellackplatten Schellackplattensammlung Klaus Jürgen Hohn, PL 4459-5339 Schellackplatten Titel Untertitel Interpreten Ort RecDate Größe Matrizennr. Tonart Anmerkungen Signatur Jetzt trink' ma no a Flascherl Wein — Holloderoh-Marsch (M + W: Carl Lorens) NN:cnd︱Büchner-Orchester:O GEM: Berlin 1908.06. 25 1137 DVA_PL04459_a Sozialisten-Marsch (Carl Gramm, op.30 / Max Kegel) NN:cnd︱Büchner-Orchester:O GEM: Berlin 1908.08. 25 1241 DVA_PL04459_b Sozialisten-Marsch (Carl Gramm, op.30 / Max Kegel) NN:cnd︱Büchner-Orchester:O GEM: Berlin 1908.08. 25 1241 DVA_PL04460_a Die Entlassung des Der Hauptmann von Köpenick Hauptmanns Gustav SCHÖNWALD:M︱VG GEM: Berlin 1908.08. -
Progetto Erasmus + Virtuosamente Virtuali - Virtuosly Virtual Inni Nazionali Paesi Partners
PROGETTO ERASMUS + VIRTUOSAMENTE_VIRTUALI - VIRTUOSLY_VIRTUAL INNI NAZIONALI PAESI PARTNERS ITALIAN NATIONAL ANTHEM FRATELLI D’ITALIA VIDEO INNO NAZIONALE IN ITALIANO Brothers of Italy, Italy has awakened, Of the helmet of Scipio She wrapped her head around. Where is the victory? Give her your hair, What a slave of Rome God created it. Let us join together in cohort, We are ready to die. We are ready to die, Italy called. Let us join together in cohort, We are ready to die. We are ready to die, Italy calls ', yes'! We have been for centuries You trample, mocked, Because we are not peoples, Because we are divided. Collect us one Flag, a hope: To merge together Already'… PORTUGUESE NATIONAL ANTHEM A PORTUGUESA VIDEO INNO NAZIONALE PORTOGHESE CON TRADUZIONE IN ITALIANO Heroes of the sea, noble people, Brave, immortal nation, Get up again today The splendor of Portugal! Among the mists of memory, O Fatherland the voice is felt Of your egregious grandparents, That will guide you to victory! To guns, to guns! Over the land, over the sea, To guns, to guns! Fight for the Fatherland Against the cannons march, march! Undress the unbeaten flag, In the bright light of your sky! Shout Europe to the whole land: Portugal didn't perish Kiss the ground your jucundo The Ocean, roaring of love, And your winning arm It gave the world new worlds! To guns, to guns! Over the land, over the sea, To guns, to guns! Fight for the Fatherland Against the cannons march, march! Greet the rising sun About a future future; Be the echo of an affront The sign of resurgence. -
My Country, 'Tis of Thee Introduction
1 My Country, ’Tis of Thee Introduction Samuel Francis Smith was a twenty-four-year-old Baptist seminary student in Massachusetts when he wrote the lyrics of “America (My Country, ’Tis of Thee),” the patriotic song that would serve as an unofficial national anthem for nearly one-hundred years. In 1831, while studying at Andover Theological Seminary, Smith was asked by composer Lowell Mason to translate some German song books. Inspired by one of the German songs— “God Bless Our Native Land” (set to the tune of “God Save the King”)—Smith set out to write an original patriotic song for America set to the same melody. The result was what Smith called “America” and what would eventually be better known as “My Country, ’Tis of Thee.” The song was first performed on July 4, 1831, by a children’s choir in Boston. Smith’s lyrics invoked the history of America—“Land where my fathers died, / Land of the Pilgrims’ Pride, / From every mountain side / Let freedom ring”—as well as its beauty and sense of itself as a blessed land—“I love thy rocks and rills, / Thy woods and templed hills, / My heart with rapture thrills, / Like that above.” “America” soon took on a life of its own, quickly becoming widely known and well loved, and the song served as an unofficial national anthem until the adoption of “The Star-Spangled Banner” in 1931. In 1864, in the midst of the Civil War, Smith sent a copy of the song to former US Representative J. Wiley Edmands of Massachusetts. -
Building the Nation: the Success and Crisis of Korean Civil Religion
religions Article Building the Nation: The Success and Crisis of Korean Civil Religion Andrew Eungi Kim 1 and Daniel Connolly 2,* 1 Division of International Studies, Korea University, Anam-ro, Seongbuk-gu, Seoul 02841, Korea; [email protected] 2 Division of International Studies, Hankuk University of Foreign Studies, Seoul 02450, Korea * Correspondence: [email protected] Abstract: Civil religion refers to a country’s beliefs, symbols, and rituals that bolster national unity and strengthen its citizens’ sense of identity and belonging. However, the literature on civil religion is divided between those who attribute it to bottom-up cultural spontaneity and those who see it as an ideological top-down construction. Moreover, there has been a relative lack of scholarly attention to Korean civil religion. This paper addresses both issues by arguing that a strong civil religion indeed exists in the country and that it has been an important part of the “nation-building” process since the founding of the Republic of Korea in 1948. The paper highlights how a succession of authoritarian regimes (1948–1987) successfully mobilized a strong civil religion for political purposes. The resulting civil religion targeted economic growth as the national goal to overcome all social ills, focused on the country’s ethnic and cultural homogeneity to boost national confidence and pride, exalted its traditional religions, especially Confucianism, as repositories of Korean traditional culture, and rendered sacred meanings to national symbols such as the flag and national anthem. Even after democratization, Korean civil religion remains largely ideological, as the Korean government is heavily involved in framing, planning, sponsoring, and promoting the country’s civil religion. -
Visual Culture and Us-Cuban Relations, 1945-2000
University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 9-10-2010 INTIMATE ENEMIES: VISUAL CULTURE AND U.S.-CUBAN RELATIONS, 1945-2000 Blair Woodard Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Recommended Citation Woodard, Blair. "INTIMATE ENEMIES: VISUAL CULTURE AND U.S.-CUBAN RELATIONS, 1945-2000." (2010). https://digitalrepository.unm.edu/hist_etds/87 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. INTIMATE ENEMIES: VISUAL CULTURE AND U.S.-CUBAN RELATIONS, 1945-2000 BY BLAIR DEWITT WOODARD B.A., History, University of California, Santa Barbara, 1992 M.A., Latin American Studies, University of New Mexico, 2001 M.C.R.P., Planning, University of New Mexico, 2001 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy History The University of New Mexico Albuquerque, New Mexico May, 2010 © 2010, Blair D. Woodard iii ACKNOWLEDGEMENTS The writing of my dissertation has given me the opportunity to meet and work with a multitude of people to whom I owe a debt of gratitude while completing this journey. First and foremost, I wish to thank the members of my committee Linda Hall, Ferenc Szasz, Jason Scott Smith, and Alyosha Goldstein. All of my committee members have provided me with countless insights, continuous support, and encouragement throughout the writing of this dissertation and my time at the University of New Mexico.