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Music of Ghana and Tanzania
MUSIC OF GHANA AND TANZANIA: A BRIEF COMPARISON AND DESCRIPTION OF VARIOUS AFRICAN MUSIC SCHOOLS Heather Bergseth A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTERDecember OF 2011MUSIC Committee: David Harnish, Advisor Kara Attrep © 2011 Heather Bergseth All Rights Reserved iii ABSTRACT David Harnish, Advisor This thesis is based on my engagement and observations of various music schools in Ghana, West Africa, and Tanzania, East Africa. I spent the last three summers learning traditional dance- drumming in Ghana, West Africa. I focus primarily on two schools that I have significant recent experience with: the Dagbe Arts Centre in Kopeyia and the Dagara Music and Arts Center in Medie. While at Dagbe, I studied the music and dance of the Anlo-Ewe ethnic group, a people who live primarily in the Volta region of South-eastern Ghana, but who also inhabit neighboring countries as far as Togo and Benin. I took classes and lessons with the staff as well as with the director of Dagbe, Emmanuel Agbeli, a teacher and performer of Ewe dance-drumming. His father, Godwin Agbeli, founded the Dagbe Arts Centre in order to teach others, including foreigners, the musical styles, dances, and diverse artistic cultures of the Ewe people. The Dagara Music and Arts Center was founded by Bernard Woma, a master drummer and gyil (xylophone) player. The DMC or Dagara Music Center is situated in the town of Medie just outside of Accra. Mr. Woma hosts primarily international students at his compound, focusing on various musical styles, including his own culture, the Dagara, in addition music and dance of the Dagbamba, Ewe, and Ga ethnic groups. -
Kiswahili Loanwords in Pazande1
SWAHILI FORUM 27 (2018) KISWAHILI LOANWORDS IN PAZANDE1 CHARLES KUMBATULU HELMA PASCH and Université de Kisangani Universität zu Köln ___________________________________________________________________________ The greater part of Pazande speaking territory is located quite far away from the major swahilophone territories and most speakers of Zande have never been in close contact with speakers of Kiswahili. Only when Tippu Tip reached the north-east of present DR Congo and got a political position of power, the Zande came into contact with Kiswahili. This contact was not intense and there are so few Kiswahili loanwords in Zande, that this has never been a topic of research. The existence of such loanwords is, however, a matter of fact, e.g. kiti 'chair'. Some of the loanwords may have entered the language via Lingala or its variant Bangala. ___________________________________________________________________________ 1. Introduction Kiswahili, one of the most important languages of the African continent, a vehicular which is used in large areas of East Africa and in the Congo basin, has been in contact with many other languages. It is well known, that the language has borrowed extensively from Arabic, and also from English and other languages. At the same time lexemes from Kiswahili, including words of Arabic origin (Baldi 2012) have been borrowed by primarily local African languages, which makes Swahili a major distributor of words of different linguistic origins. In given cases it may be difficult to decide whether a given language borrowed a specific loanword directly from Kiswahili or from third language which has functioned as intermediary of transfer. In Pazande2, an Ubangian language spoken in the triangle South Sudan, Central African Republic (CAR) and Democratic Republic of Congo (DRC), there is a relatively short lists of words which are also found in Kiswahili. -
Kenya.Pdf 43
Table of Contents PROFILE ..............................................................................................................6 Introduction .................................................................................................................................................. 6 Facts and Figures.......................................................................................................................................... 6 International Disputes: .............................................................................................................................. 11 Trafficking in Persons:............................................................................................................................... 11 Illicit Drugs: ................................................................................................................................................ 11 GEOGRAPHY.....................................................................................................12 Kenya’s Neighborhood............................................................................................................................... 12 Somalia ........................................................................................................................................................ 12 Ethiopia ....................................................................................................................................................... 12 Sudan.......................................................................................................................................................... -
Wildlife and Forest Biodiversity Conservation in Taita, Kenya Njogu, J.G
Community-based conservation in an entitlement perspective: wildlife and forest biodiversity conservation in Taita, Kenya Njogu, J.G. Citation Njogu, J. G. (2004). Community-based conservation in an entitlement perspective: wildlife and forest biodiversity conservation in Taita, Kenya. Leiden: African Studies Centre. Retrieved from https://hdl.handle.net/1887/12921 Version: Not Applicable (or Unknown) License: Leiden University Non-exclusive license Downloaded from: https://hdl.handle.net/1887/12921 Note: To cite this publication please use the final published version (if applicable). Community-based conservation in an entitlement perspective African Studies Centre Research Report 73 / 2004 Community-based conservation in an entitlement perspective Wildlife and forest biodiversity conservation in Taita, Kenya James Gichiah Njogu This PhD project was part of the research programme Resources, Environment and Development Research Associates (REDRA) of the Amsterdam Research Institute for Global Issues and Development Studies (AGIDS). It also formed part of Working Programme 1, Natural resource management: Knowledge transfer, social insecurity and cultural coping, of the Research School for Resource Studies for Development (CERES). The Netherlands Foundation for the Advancement of Tropical Research (WOTRO) jointly with the Amsterdam Research Institute for Global Issues and Development Studies (AGIDS) of the University of Amsterdam funded this research. The School of Environmental Studies of Moi University (Eldoret, Kenya) provided institutional support. Published by: African Studies Centre P.O. Box 9555 2300 RB Leiden Tel: + 31 - 71 - 527 33 72 Fax: + 31 - 71 - 527 33 44 E-mail: [email protected] Website:http://asc.leidenuniv.nl Printed by: PrintPartners Ipskamp B.V., Enschede ISBN 90.5448.057.2 © African Studies Centre, Leiden, 2004 Contents List of maps viii List of figures viii List of boxes viii List of tables ix List of plates x List of abbreviations x Acknowledgements xii PART 1: THE CONTEXT 1 1. -
Service, Slavery ('Utumwa') and Swahili Social Reality
AAP 37 (1994}. 87-107 SERVICE, SLAVERY ('UTUMWA') AND SWAHILI SOCIAL REALITY CAROL M. EASTMAN Introduction A basic dichotomy between what is civilized (uungwana) and what is barbarian (ushenzi or 'foreign, strange') has existed for centuries on the East African Coast. The concept of utumwa 'slavery, service' may be seen to mediate the opposition between the civilized and the uncivilized over time In this paper, I invoke a sociolinguistic approach to complement the historical record in order to examine the use of the word utumwa itself as it has changed to reveal distinct class and gender connotations especially in northem Swahili communities. To explore utumwa is difficult. There is no consensus with regard to what the word and its derivatives mean that applies consistently, yet it is clear that there has been a meaning shift since the nineteenth century. This paper examines the construction and transformation of a non-Westem-molded form of service in Africa. Oral traditions and terminological variation will be brought to bear on an analysis of utumwa 'slavery, service' as an important concept of social change in East Africa and, in particular, on the northern Kenya coast What this term, its derivatives, and other terms associated with it have come to mean to Swahili speakers and culture bearers will be seen to mirror aspects of the history of Swahili-speaking people fi-om the 1Oth-11th century to the present Utumwa functioned in contrast to notions of civilization (uungwana) and, later, Arabness (uarabu or ustaarabu). The construction -
Zanzibar: Religion, Politics, and Identity in East Africa
CAS PO 204: Zanzibar: Religion, Politics, and Identity in East Africa Timothy Longman Summer 2013 M-R 10-12, plus field trips May 27-July 3 Email: [email protected] The islands of Zanzibar have been a crossroads of African, Persian, Arab, Indian, and European cultures for two millenniums, making them a unique setting in which to explore issues of religion, ethnicity, race, gender, class, and politics in East Africa. From about 1000 A.D., the first permanent settlers began to arrive from the African mainland, and they mixed with Arab, Persian, and Indian traders who had used Zanzibar as a port for centuries. Zanzibar was linked early into the Muslim world, with the first mosque in the southern hemisphere was built in there in 1107. Zanzibar’s two main islands of Unguja and Pemba ultimately developed a plantation economy, with slaves imported from the mainland growing cloves, cinnamon, cardamom, and other spices. Zanzibar’s strategic and economic importance made it a coveted prize, as it was alternately controlled by the Portuguese, Omani, and British empires. Zanzibar became the launching site for H.M. Stanley and other explorers, the center for many missionary groups, and an important base for European colonial expansion into East Africa. This course explores the role of Zanzibar as a gateway between East Africa and the Middle East, South Asia, and Europe and the fascinating legacy of social diversity left by the many different cultures that have passed through the islands. We study the contrast between the historical development of mainland East Africa and the Swahili coastal communities that range from Mozambique to Somalia and the role of Zanzibar in the expansion of colonialism into East Africa. -
The Migration of Indians to Eastern Africa: a Case Study of the Ismaili Community, 1866-1966
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2019 The Migration of Indians to Eastern Africa: A Case Study of the Ismaili Community, 1866-1966 Azizeddin Tejpar University of Central Florida Part of the African History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Tejpar, Azizeddin, "The Migration of Indians to Eastern Africa: A Case Study of the Ismaili Community, 1866-1966" (2019). Electronic Theses and Dissertations, 2004-2019. 6324. https://stars.library.ucf.edu/etd/6324 THE MIGRATION OF INDIANS TO EASTERN AFRICA: A CASE STUDY OF THE ISMAILI COMMUNITY, 1866-1966 by AZIZEDDIN TEJPAR B.A. Binghamton University 1971 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2019 Major Professor: Yovanna Pineda © 2019 Azizeddin Tejpar ii ABSTRACT Much of the Ismaili settlement in Eastern Africa, together with several other immigrant communities of Indian origin, took place in the late nineteenth century and early twentieth centuries. This thesis argues that the primary mover of the migration were the edicts, or Farmans, of the Ismaili spiritual leader. They were instrumental in motivating Ismailis to go to East Africa. -
Esoto: Where Girls and Warriors Meet the Changing Space and Perceptions of Esoto Over Generations of the Maasai Women of Engare Sero Lisa Wilmore SIT Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Fall 2010 Esoto: Where Girls and Warriors Meet The Changing Space and Perceptions of Esoto Over Generations of the Maasai Women of Engare Sero Lisa Wilmore SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the African Languages and Societies Commons, Dance Commons, and the Social and Cultural Anthropology Commons Recommended Citation Wilmore, Lisa, "Esoto: Where Girls and Warriors Meet The hC anging Space and Perceptions of Esoto Over Generations of the Maasai Women of Engare Sero" (2010). Independent Study Project (ISP) Collection. 900. https://digitalcollections.sit.edu/isp_collection/900 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Esoto: where girls and warriors meet The changing space and perceptions of esoto over generations of the Maasai women of Engare Sero by Lisa Wilmore SIT Tanzania: Political Ecology and Wildlife Conservation Fall 2010 Acknowledgements I must first express my thanks to the Engare Sero community who welcomed Team Natron into a place that we have all come to love after our three-week stay. Your generosity and friendship made our experience memorable. Thank you to all of the women for your graceful cooperation in the heat of a typical Engare Sero day. Your interest, sincerity, and laughter gave my project life from the first day. -
Unrivalled Art
EN Temporary exhibition UNRIVALLED ART Curator Julien Volper A 109 HOW TO USE THE BOOKLET • The numbers on the showcases match the page numbers in the booklet. - Numbers on top of the showcase refer to the theme. See p. 88 - Numbers on the bottom of the glass panels provide information on objects. See p. 43 • You can also download this booklet using the QR code below or on www.africamuseum.be A MASKS For more than fifty years, a large mask – half human, half animal – was the symbol of this museum. Most Congolese masks take the form of a human or an animal, or a mix of the two. Just as with statues, the style varies from the most breathtaking naturalism, to minimalism, to total abstraction. What we are showing here in the display cases – the faces – is only a part of what the Congolese public could see. The wearers were also dressed in costumes and sometimes carried accessories. Some shook their ankle bells and danced a choreography to the rhythm of the musicians. Isolated from costume and context, these faces on display have lost a large part of their identity. Depending on the culture that a mask belonged to, it performed alone or in company. Some had a precisely defined identity, while others were widely deployed. Most masks had a connection with the world of the dead or with the world of nature spirits. They only performed at important oc- casions or at established ritual moments. In the first half of the 20th century, masks were increasingly used on festive and profane occasions - if they did not entirely disappear from the scene. -
Tippu Tip Overview
Tippu Tip Overview Arab-African Relations The Zanzibar Slave Trade Colonialism But first… Tippu Tip (1837 - 1905) Full name Hamed bin Mohammed el Murjeb Both of his parents were Arab however Hamed was born with dark African features Father was a well established and respected Arab ivory and slave trader Tippu Tip (1837 - 1905) Ambitious from an early age and eager to prove himself to his father and his father’s peers On his first trading trip at age 18 he established a reputation by not revealing his own fatigue Receives the name Tippu Tip because of the onomatopoeic sound of his rifle Tippu Tip (1837 - 1905) Primarily known as a slave trader “Today Tippu Tipp cannot be regarded as a hero since his exploits and gains were at the expense of other human beings” (Farrant 1975) Tippu Tip (1837-1905) “He must however, be regarded as a brave and daring adventurer, a good administrator, and a great leader of men” (Farrant 1975) Tippu Tip (1837 - 1905) Ivory Ivory Ivory!!!! Expanded knowledge of Central Africa Provided safe passage to Europeans through dangerous territories How does it end??? African-Arab Relations: A New Social Order Creation of a new hierarchy of relations - Arab, African converts, Africans Ability to gain status - conversion, concubinage, elite slavery African-Arab Relations: A New Social Order Loyal followers advance Tippu’s expansion Islam used as a method of gaining support Appropriation of culture African-Arab Relations: A New Social Order Tippu’s mother concerned that father would reject an African -
Title an Account of Intercultural Contact in Nyakyusa Personal
An Account of Intercultural Contact in Nyakyusa Personal Title Names Author(s) LUSEKELO, Amani Citation African Study Monographs (2018), 39(2): 47-67 Issue Date 2018-06 URL https://doi.org/10.14989/231403 Copyright by The Center for African Area Studies, Kyoto Right University, June 1, 2018. Type Journal Article Textversion publisher Kyoto University African Study Monographs, 39(2): 47–67, June 2018 47 AN ACCOUNT OF INTERCULTURAL CONTACT IN NYAKYUSA PERSONAL NAMES Amani LUSEKELO Department of Languages and Literature, Dar es Salaam University College of Education, University of Dar es Salaam ABSTRACT The impact of intercultural contact in African societies may be well articulated by examining personal names bestowed to children. The contact between different cultures yields different naming systems, apparent in the trends in personal names of children in the Nyakyusa community in Tanzania. Qualitative analysis of a sample of 220 personal names col- lected by the author yielded three layers: a layer of names with words and clauses with meaning in Nyakyusa language, another layer of names starting with mwa- which indicates the descent of the family, and yet another layer of nativized English, Swahili and/or Christian names. The findings were consistent with another sample of 786 names of primary school pupils in rural areas, foreign names accounted for about 60 percent of all names outnumbering, by far, the in- digene names. It may follow that most parents in the Nyakyusa community opt for foreign names rather than native ones. This paper is a testimony that traditions in the Nyakyusa naming system are diminishing. Key Words: Intercultural contact; Languages-in-contact; Personal names; Nyakyusa; Tanzania. -
The Difficulties Experienced by Luo and Swahili Children
THE DIFFICULTIES EXPERIENCED BY LUO AND SWAHILI CHILDREN IN LEARNING ENG LISH by DONALD OWUOR. B~ A~ A Thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts. Department of Education, McGill University. Montreal. August, 1963. PREFACE The purpose of the dissertation is to locate, analyse and define the diliiculties which Luo and Swahili children· in the schools of Kenya experience when learning English, and to make sorne suggestions regarding the elimination of those difficulties. English is the official language of Kenya. It is also the language of instruc tion at alllevels of education above secondary school. It is important, therefore. that the teaching of English in the schools of Kenya be of the highest standard attainable. Sorne knowledge of the factors which influence the way African children learn Engllsh is essential if the standards of the teaching of English in Kenya are to be improved. I wish to express my indebtedness to Mr. B. J. Spolsky for his valuable suggestions and guidance throughout this study. I am also grateful to Prof. Reginald Edwards for the counsel and help I received from him. CONTENTS 1. CHAPTER 1 Introduction .......................... Page 1 2. CHAPTER II Luo and Swahili children at schoo1 •••••••••••••• • 17 (a) The schoo1 system • • ••••• . 18 (b} The LuQ child in the system •••••••• . 28 (c) The Swahili child in the system ••• . .. 35 (d) Sorne of their ex.ternal handicaps ••• . 39 3. CHAPTER ID The sounds of English, Luo_ and Swahili • • • • • • • • • • • 47 (a) The consonantal phonemes. • • • • • • • • • • • • • • • • 50 (b) Consonant clusters • • • • • • • 60 (c) Vowel phonemes • • • • • • • • • • • • • • • • • 63 4.