Greek Cypriot Wedding Music and Customs: Revival and Identity
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Cyprus Tourism Organisation Offices 108 - 112
CYPRUS 10000 years of history and civilisation CONTENTS CONTENTS INTRODUCTION 5 CYPRUS 10000 years of history and civilisation 6 THE HISTORY OF CYPRUS 8200 - 1050 BC Prehistoric Age 7 1050 - 480 BC Historic Times: Geometric and Archaic Periods 8 480 BC - 330 AD Classical, Hellenistic and Roman Periods 9 330 - 1191 AD Byzantine Period 10 - 11 1192 - 1489 AD Frankish Period 12 1489 - 1571 AD The Venetians in Cyprus 13 1571 - 1878 AD Cyprus becomes part of the Ottoman Empire 14 1878 - 1960 AD British rule 15 1960 - today The Cyprus Republic, the Turkish invasion, 16 European Union entry LEFKOSIA (NICOSIA) 17 - 36 LEMESOS (LIMASSOL) 37 - 54 LARNAKA 55 - 68 PAFOS 69 - 84 AMMOCHOSTOS (FAMAGUSTA) 85 - 90 TROODOS 91 - 103 ROUTES Byzantine route, Aphrodite Cultural Route 104 - 105 MAP OF CYPRUS 106 - 107 CYPRUS TOURISM ORGANISATION OFFICES 108 - 112 3 LEFKOSIA - NICOSIA LEMESOS - LIMASSOL LARNAKA PAFOS AMMOCHOSTOS - FAMAGUSTA TROODOS 4 INTRODUCTION Cyprus is a small country with a long history and a rich culture. It is not surprising that UNESCO included the Pafos antiquities, Choirokoitia and ten of the Byzantine period churches of Troodos in its list of World Heritage Sites. The aim of this publication is to help visitors discover the cultural heritage of Cyprus. The qualified personnel at any Information Office of the Cyprus Tourism Organisation (CTO) is happy to help organise your visit in the best possible way. Parallel to answering questions and enquiries, the Cyprus Tourism Organisation provides, free of charge, a wide range of publications, maps and other information material. Additional information is available at the CTO website: www.visitcyprus.com It is an unfortunate reality that a large part of the island’s cultural heritage has since July 1974 been under Turkish occupation. -
“Folk Music in the Melting Pot” at the Sheldon Concert Hall
Education Program Handbook for Teachers WELCOME We look forward to welcoming you and your students to the Sheldon Concert Hall for one of our Education Programs. We hope that the perfect acoustics and intimacy of the hall will make this an important and memorable experience. ARRIVAL AND PARKING We urge you to arrive at The Sheldon Concert Hall 15 to 30 minutes prior to the program. This will allow you to be seated in time for the performance and will allow a little extra time in case you encounter traffic on the way. Seating will be on a first come-first serve basis as schools arrive. To accommodate school schedules, we will start on time. The Sheldon is located at 3648 Washington Boulevard, just around the corner from the Fox Theatre. Parking is free for school buses and cars and will be available on Washington near The Sheldon. Please enter by the steps leading up to the concert hall front door. If you have a disabled student, please call The Sheldon (314-533-9900) to make arrangement to use our street level entrance and elevator to the concert hall. CONCERT MANNERS Please coach your students on good concert manners before coming to The Sheldon Concert Hall. Good audiences love to listen to music and they love to show their appreciation with applause, usually at the end of an entire piece and occasionally after a good solo by one of the musicians. Urge your students to take in and enjoy the great music being performed. Food and drink are prohibited in The Sheldon Concert Hall. -
Music for the People: the Folk Music Revival
MUSIC FOR THE PEOPLE: THE FOLK MUSIC REVIVAL AND AMERICAN IDENTITY, 1930-1970 By Rachel Clare Donaldson Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2011 Nashville, Tennessee Approved Professor Gary Gerstle Professor Sarah Igo Professor David Carlton Professor Larry Isaac Professor Ronald D. Cohen Copyright© 2011 by Rachel Clare Donaldson All Rights Reserved For Mary, Laura, Gertrude, Elizabeth And Domenica ACKNOWLEDGEMENTS I would not have been able to complete this dissertation had not been for the support of many people. Historians David Carlton, Thomas Schwartz, William Caferro, and Yoshikuni Igarashi have helped me to grow academically since my first year of graduate school. From the beginning of my research through the final edits, Katherine Crawford and Sarah Igo have provided constant intellectual and professional support. Gary Gerstle has guided every stage of this project; the time and effort he devoted to reading and editing numerous drafts and his encouragement has made the project what it is today. Through his work and friendship, Ronald Cohen has been an inspiration. The intellectual and emotional help that he provided over dinners, phone calls, and email exchanges have been invaluable. I greatly appreciate Larry Isaac and Holly McCammon for their help with the sociological work in this project. I also thank Jane Anderson, Brenda Hummel, and Heidi Welch for all their help and patience over the years. I thank the staffs at the Smithsonian Center for Folklife and Cultural Heritage, the Kentucky Library and Museum, the Archives at the University of Indiana, and the American Folklife Center at the Library of Congress (particularly Todd Harvey) for their research assistance. -
Critiquing the Crisis Through Music – Three Songs About Life in Cyprus Before and After the ‘Haircut’ of March 2013
9_MIKE_HAJIMICHAEL:2_TAO 9/6/15 14:23 233 Critiquing the Crisis through Music – Three Songs about Life in Cyprus Before and After the ‘Haircut’ of March 2013 MIKE HAJIMICHAEL Abstract This essay reflects on three songs from Cyprus written, released and performed on/or about/around the bailout crisis of March 2013. While the songs come from three different musical genres and artists they articulate a number of themes which are pertinent to understanding the economic crisis as a possible succession of a number of political crises and unresolved wounds that go back to the 1970s. One of the essay’s main objectives is to contribute to an emerging field in contemporary Cypriot scholarship, namely that of popular music studies through a contextual analysis of songs and the art of listening (Back, 2008). The essay also aims to develop an understanding of songs as commentary, as a form of media narrative on everyday lived experiences as reflected by musicians living through economic and political crises in Cyprus. Keywords: popular music, protest, songs, ethnomusicology, Cyprus, crisis, ethnography Introduction Music has always been a barometer of society’s problems, often reflecting on social, economic and political conditions. Musicians act as commentators on the present, reflecting on society’s anxieties, injustices and problems. We listen to songs by modern day ‘troubadours’ who express ideas through the looking glass of music on the world around them, as they see it. Every generation and moment in history has its own epoch-defining music. Bob Dylan’s ‘Blowin in the Wind’, John Lennon’s ‘Imagine’, The Sex Pistols ‘God Save The Queen’ and Bob Marley’s ‘Redemption Song’. -
A Musical Instrument of Global Sounding Saadat Abdullayeva Doctor of Arts, Professor
Focusing on Azerbaijan A musical instrument of global sounding Saadat ABDULLAYEVA Doctor of Arts, Professor THE TAR IS PRObabLY THE MOST POPULAR MUSICAL INSTRUMENT AMONG “The trio”, 2005, Zakir Ahmadov, AZERbaIJANIS. ITS SHAPE, WHICH IS DIFFERENT FROM OTHER STRINGED INSTRU- bronze, 40x25x15 cm MENTS, IMMEDIATELY ATTRACTS ATTENTION. The juicy and colorful sounds to the lineup of mughams, and of a coming from the strings of the tar bass string that is used only for per- please the ear and captivate people. forming them. The wide range, lively It is certainly explained by the perfec- sounds, melodiousness, special reg- tion of the construction, specifically isters, the possibility of performing the presence of twisted steel and polyphonic chords, virtuoso passag- copper strings that convey all nuanc- es, lengthy dynamic sound rises and es of popular tunes and especially, attenuations, colorful decorations mughams. This is graphically proved and gradations of shades all allow by the presence on the instrument’s the tar to be used as a solo, accom- neck of five frets that correspondent panying, ensemble and orchestra 46 www.irs-az.com instrument. But nonetheless, the tar sounding board instead of a leather is a recognized instrument of solo sounding board contradict this con- mughams when the performer’s clusion. The double body and the mastery and the technical capa- leather sounding board are typical of bilities of the instrument manifest the geychek which, unlike the tar, has themselves in full. The tar conveys a short neck and a head folded back- the feelings, mood and dreams of a wards. Moreover, a bow is used play person especially vividly and fully dis- this instrument. -