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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. -
Rokia Traoré «Dream Mandé Bamanan Djourou»
2019 20:00 16.03.Grand Auditorium Samedi / Samstag / Saturday Autour du monde / iPhil (13–17 ans) Rokia Traoré «Dream Mandé Bamanan Djourou» Rokia Traoré vocals Michèle Kaniba Traoré, Kadiatou Sangaré, Naba Aminata Traoré, Bintou Soumbounou, Aliou Kouyaté, Virginie Dembélé backing vocals Adama Koné guitar Habib Sangaré bolon Alou Coulibaly calabash Mamah Diabaté n’goni Mamadyba Camara kora iPhil Action 18:00 Salle de Répétition I «African Cooking Workshop» Workshop with the team of African Gourmet (F) Den Handysgeck Le célèbre caricaturiste allemand Der renommierte deutsche Karika- Martin Fengel (connu notamment turist Martin Fengel (bekannt u. a. pour ses contributions dans le aus dem Zeit-Magazin) begleitet Zeit-Magazin) ponctue les pro- die Abendprogramme der Saison grammes du soir de la saison 2018/19 mit Momentaufnahmen 2018/19 d’instantanés sur le thème zum Thema geräuschvollen Stö- des nuisances sonores dans les rens im Konzertsaal. Lassen Sie salles de concert. Laissez-vous sich durch die vergnügliche Dar- inspirer par cette présentation stellung zu rücksichtsvollem Musik- ludique, pour savourer la musique genuss inspirieren. en toute tranquillité. Rokia Traoré, le Mali et l’espoir Vincent Zanetti Naturellement mélomane Aussi loin qu’elle s’en souvienne, la musique a toujours fait partie de la vie de Rokia Traoré. Tantôt jeu d’enfant, passe-temps, tantôt moyen d’oublier les petits chagrins d’une enfance nomade ballotée par les migrations professionnelles d’un père diplomate, elle était son antidote à la solitude, une invitation au rêve. Une mélomanie précoce, presque inconsciente et à coup sûr sans projection pro- fessionnelle : dans la famille Traoré, on se glorifie d’ancêtres chasseurs, guerriers et cultivateurs, mais surtout pas de griots et de toute façon, les créations guitare-voix aux couleurs folk de la jeune bachelière détonnent dans le paysage malien de l’époque. -
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. -
Grandir En Musique Chez Les Jelis Du Mande (Mali) Un Entretien Avec Lucy Durán
Cahiers d’ethnomusicologie Anciennement Cahiers de musiques traditionnelles 31 | 2018 Enfants musiciens Grandir en musique chez les jelis du Mande (Mali) Un entretien avec Lucy Durán Marta Amico et Lucy Durán Édition électronique URL : http://journals.openedition.org/ethnomusicologie/3078 ISSN : 2235-7688 Éditeur ADEM - Ateliers d’ethnomusicologie Édition imprimée Date de publication : 10 décembre 2018 Pagination : 271-288 ISBN : 978-2-88474-478-2 ISSN : 1662-372X Référence électronique Marta Amico et Lucy Durán, « Grandir en musique chez les jelis du Mande (Mali) », Cahiers d’ethnomusicologie [En ligne], 31 | 2018, mis en ligne le 10 décembre 2020, consulté le 02 avril 2021. URL : http://journals.openedition.org/ethnomusicologie/3078 Article L.111-1 du Code de la propriété intellectuelle. 271 Grandir en musique chez les jelis du Mande (Mali) Un entretien avec Lucy Durán Marta Amico e parcours de Lucy Durán offre un riche témoignage de ce que l’on appelle Ldésormais couramment l’ethnomusicologie « appliquée », « impliquée » ou « engagée ». Notre première rencontre, en 2007, n’a pas eu lieu dans les cou- loirs d’une université mais à la World Music Expo (WOMEX), une foire interna- tionale qui constitue un rendez-vous annuel incontournable pour les acteurs du marché international des musiques du monde. À l’époque, Lucy Durán venait de terminer la production de Ségou Blue (2007, Out Here Records), premier disque de l’artiste Bassekou Kouyaté, aujourd’hui reconnu comme l’une des icônes de la « musique malienne » dans le monde. Cette femme est en effet une produc- trice musicale reconnue, avec plus de vingt disques à son actif, des vedettes des musiques maliennes (comme Toumani Diabaté ou Kasse Mady Diabaté) aux jeunes groupes émergents – le dernier en date est le Trio Da Kali, qu’elle a réuni en 2015 avec le Kronos Quartet pour la production du disque Ladilikan (2017, World Circuit Records). -
“Indépendance Cha Cha”: African Pop Music Since the Independence Era, In: Africa Spectrum, 45, 3, 131-146
Africa Spectrum Dorsch, Hauke (2010), “Indépendance Cha Cha”: African Pop Music since the Independence Era, in: Africa Spectrum, 45, 3, 131-146. ISSN: 1868-6869 (online), ISSN: 0002-0397 (print) The online version of this and the other articles can be found at: <www.africa-spectrum.org> Published by GIGA German Institute of Global and Area Studies, Institute of African Affairs in co-operation with the Dag Hammarskjöld Foundation Uppsala and Hamburg University Press. Africa Spectrum is an Open Access publication. It may be read, copied and distributed free of charge according to the conditions of the Creative Commons Attribution-No Derivative Works 3.0 License. To subscribe to the print edition: <[email protected]> For an e-mail alert please register at: <www.africa-spectrum.org> Africa Spectrum is part of the GIGA Journal Family which includes: Africa Spectrum • Journal of Current Chinese Affairs • Journal of Current Southeast Asian Affairs • Journal of Politics in Latin America • <www.giga-journal-family.org> Africa Spectrum 3/2010: 131-146 “Indépendance Cha Cha”: African Pop Music since the Independence Era Hauke Dorsch Abstract: Investigating why Latin American music came to be the sound- track of the independence era, this contribution offers an overview of musi- cal developments and cultural politics in certain sub-Saharan African coun- tries since the 1960s. Focusing first on how the governments of newly inde- pendent African states used musical styles and musicians to support their nation-building projects, the article then looks at musicians’ more recent perspectives on the independence era. Manuscript received 17 November 2010; 21 February 2011 Keywords: Africa, music, socio-cultural change Hauke Dorsch teaches cultural anthropology at Johannes Gutenberg Uni- versity in Mainz, Germany, where he also serves as the director of the Afri- can Music Archive. -
Bassekou Kouyate and Ngoni Ba
Thursday Evening, October 20, 2011, at 8:30 Bassekou Kouyate and Ngoni Ba Bassekou Kouyate , Ngoni Barou Kouyate , Ngoni Fousseyni Kouyate , Bass Ngoni Mousa Bah , Ngoni Ba Amy Sacko , Vocals Alou Coulibaly , Calabash Moussa Sissoko , Tamani and Yabara This performance is approximately 75 minutes long and will be performed without intermission. Target is proud to sponsor Target ® Free Thursdays at the David Rubenstein Atrium at Lincoln Center. This performance is made possible in part by the Josie Robertson Fund for Lincoln Center. David Rubenstein Atrium Please make certain your cellular phone, pager, or watch alarm is switched off. WhiteLightFestival.org 39 The White Light Festival is sponsored by Time Upcoming White Light Festival Events: Warner Inc. Friday Evening, October 21 , at 8:00, Additional support for the White Light Festival is in Avery Fisher Hall provided by The Fan Fox and Leslie R. Samuels London Symphony Orchestra Foundation, Inc. and Logicworks. Sir Colin Davis , Conductor Helena Juntunen , Soprano Endowment support is provided by the American Sarah Connolly , Mezzo-soprano Express Cultural Preservation Fund. Paul Groves , Tenor Matthew Rose , Bass MetLife is the National Sponsor of Lincoln Center . London Symphony Chorus BEETHOVEN: Missa solemnis First Republic Bank is the Official Sponsor of the Pre-concert lecture by Benjamin Sosland at 6:45 in Fashion Lincoln Center Online Experience. the Stanley H. Kaplan Penthouse Movado is an Official Sponsor of Lincoln Center . Saturday Morning, October 22, from 11:00 to 12:30, in the Stanley H. Kaplan Penthouse United Airlines is the Official Airline of Lincoln Center . Conversations: The Self John Schaefer , Moderator WABC-TV is the Official Broadcast Partner of Jennifer Koh , Violin Lincoln Center. -
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. -
For the Mande Bala Todd G. Martin A
TOWARD A PEDAGOGY OF "PLAY" FOR THE MANDE BALA TODD G. MARTIN A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO APRIL, 2017 © Todd Martin, 2017 ABSTRACT A theoretical model is proposed that posits "play" as both the long-term goal of bala learning, and as the means through which the short-term steps toward that goal can best be achieved. Play is defined in two different ways. In the first sense it is an orchestrating of means and ends in which means are at the centre of interest. In this sense, play is a goal of bala learning. In the second sense, play is defined (using the framework of Applied Behaviour Analysis) as: activities that (a) are inherently reinforcing (and not inherently punishing), and (b) do not eventuate extinction, escape, or avoidance. In this sense, play is conceived as one possible means through which to achieve pedagogical goals. The case is made that owing to its intrinsic (musical) characteristics—in particular, the inherent scalability of pattern density—Mande bala music is especially well suited to a pedagogy of "play." Although the model proposed is supported by empirical evidence and has a strong rational underpinning, the model itself is not tested in the present study, but rather, is herein articulated (via illustrative case studies depicting the learning of various bala patterns through digitally mediated means—books, CDs, DVDs, etc.) An argument is built to support the notion that in comparison with traditional, immersion- based pedagogical modalities, the digital mediation of bala teaching eventuates a pedagogical loss, but that this pedagogical loss can be attenuated through a more "playful" pedagogical approach. -
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.