Music: Its Language, History, and Culture
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Toom-Bah-Ee-Lero”
ESO WORLD TOUR Grades 1 through 8 Tuesday, April 2, 2019 (Middle School Day) Wednesday, April 3, 2019 Thursday, April 4, 2019 Friday, April 5, 2019 1 ESO WORLD TOUR Spring Festival Overture Li Huanzhi Shepherd’s Hey Percy Grainger Polonaise brillante No. 2 Henryk Wieniawski Claire Arias-Kim, violin African Drumming Demo Michael Folker Beneath Alex Shapiro Suite from “Frozen” Arr. Krogstad Mambo from West Side Story Leonard Bernstein 2 Many thanks to the Elgin Symphony’s education committee for the idea to take this concert on a world tour! It was a unanimous choice: let’s sample orchestral music from the world’s seven continents. Choosing the repertoire for the concert was not as easy as we thought it might be during the conception of this program. How can we narrow down the large quantity of orchestral music from Europe, where the symphony orchestra originated? Bach, Mozart, Brahms, Beethoven would all be obvious choices. In a surprising twist we chose a composer from Poland, the home of the brilliant violinist and composer Henryk Wieniawski. We are thrilled to have young violinist Claire Arias-Kim as our soloist for Wieniawski’s Polonaise brilliante No. 2. What repertoire can we choose from the continents with musical traditions that don’t necessarily include traditional western orchestral instruments? What do we do about Antarctica? (We always try to program something that’s just pure fun.) For Africa, we felt it was important to demonstrate the drumming traditions and to highlight the expertise of one of our members, percussionist Michael Folker. It became a concert of interesting connections. -
An Online Cultural Mobility Funding Guide for AFRICA
An online cultural mobility funding guide for AFRICA — by ART MOVES AFRICA – Research INSTITUT FRANÇAIS – Support ON THE MOVE – Coordination Third Edition — Suggestions for reading this guide: We recommend that you download the guide and open it using Acrobat Reader. You can then click on the web links and consult the funding schemes and resources. Alterna- tively, you can also copy and paste the web links of the schemes /resources that interest you in your browser’s URL field. This guide being long, we advise you not to print it, especially since all resources are web-based. Thank you! Guide to funding opportunities for the international mobility of artists and culture professionals: AFRICA — An online cultural mobility funding guide for Africa by ART MOVES AFRICA – Research INSTITUT FRANÇAIS – Support ON THE MOVE – Coordination design by Eps51 December 2019 — GUIDE TO FUNDING OPPORTUNITIES FOR THE INTERNATIONAL MOBILITY OF ARTISTS AND CULTURE PROFESSIONALS – AFRICA Guide to funding opportunities for the international This Cultural Mobility Funding Guide presents a mapping of mobility of funding opportunities for interna- tional cultural mobility, focused artists and culture on the African continent. professionals The main objective of this cul- tural mobility funding guide is to AFRICA provide an overview of the fund- ing bodies and programmes that support the international mobility of artists and cultural operators from Africa and travelling to Africa. It also aims to provide input for funders and policy makers on how to fill the existing -
“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. -
Fitzgerald in the Late 1910S: War and Women Richard M
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Duquesne University: Digital Commons Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations 2009 Fitzgerald in the Late 1910s: War and Women Richard M. Clark Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Clark, R. (2009). Fitzgerald in the Late 1910s: War and Women (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/416 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. FITZGERALD IN THE LATE 1910s: WAR AND WOMEN A Dissertation Submitted to the McAnulty College and Graduate School Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Richard M. Clark August 2009 Copyright by Richard M. Clark 2009 FITZGERALD IN THE LATE 1910s: WAR AND WOMEN By Richard M. Clark Approved July 21, 2009 ________________________________ ________________________________ Linda Kinnahan, Ph.D. Greg Barnhisel, Ph.D. Professor of English Assistant Professor of English (Dissertation Director) (2nd Reader) ________________________________ ________________________________ Frederick Newberry, Ph.D. Magali Cornier Michael, Ph.D. Professor of English Professor of English (1st Reader) (Chair, Department of English) ________________________________ Christopher M. Duncan, Ph.D. Dean, McAnulty College and Graduate School of Liberal Arts iii ABSTRACT FITZGERALD IN THE LATE 1910s: WAR AND WOMEN By Richard M. Clark August 2009 Dissertation supervised by Professor Linda Kinnahan This dissertation analyzes historical and cultural factors that influenced F. -
A Life Transformed: the 1910S
TWO A Life Transformed: The 1910s Not the least significant element of modem political history is contained in the constant growth of individual personality accompanied by the limitation of the State.! Georg Jellinek, 1892 FIRST TRIP TO CHINA AND THE JAPANESE COMMUNITY IN PEKING When Nakae grew bored with working for the South Manchurian Rail way Company, once again his benefactors came to his rescue and found something else for him. Around October 1914, his mother's former boarder, Ts'ao Ju-lin, managed to land him an offer. Ts'ao summoned Nakae to Peking with a one-year contract to work as secretary to Ariga Nagao (1860-1921). Ariga was a professor of international law at Waseda University and had been a friend of Ushikichi's father, although thei; political views diverged sharply. Apparently, years before, Mrs. Nakae out of concern for her wayward son's future had prevailed on the ever grateful Ts'ao to intercede on behalf of Ushikichi if necessary. Nakae received the handsome monthly salary of one hundred yuan for responsibilities neither especially demanding nor explicit. One suspects that he held this sinecure, which might otherwise not have existed, because of his mother's earlier appeal. We know, however, that Nakae spent a great deal of his time in China that year leading what he himself would later refer to as the life of a "profligate villain" (hi5ti5 burai).2 In 1914 Ariga accepted an invitation to serve as an advisor to the gov- "'-------------------- -- 28 A Life Transformed ernment of Yuan Shih-k'ai (1859-1916), which had taken power several years earlier in the young Republic of China. -
Music Standards
5th Grade Singing alone and with others Standard 1 Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor. 5.1.1 Sing warm-ups that stress diction, posture, and an appropriate singing tone. 5.1.2 Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat. 5.1.3 Sing a memorized song in a foreign language. 5.1.4 Follow the conductor. Playing an instrument alone and with others Standard 2 Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. 5.2.1 Play an ostinato part independently. 5.2.2 Play a melody or rhythm in the proper tempo, using appropriate dynamics. 5.2.3 Play an accompaniment to a class or group song. Example: On a keyboard, guitar, mallet instrument, or autoharp, play an ostinato pattern while the group sings. 5.2.4 Play a variety of music of various cultures and styles. 5.2.5 Maintain an independent part on an instrument in a group while following the conductor. -
DJ Skills the Rise of the Hip-Hop DJ 3
The Rise of the Hip-Hop DJ 1 74 The Rise of The Hip-hop DJ DJs were Hip-hop’s original architects, and remain crucial to its contin- ued development. Hip-hop is more than a style of music; it’s a culture. As with any culture, there are various artistic expressions of Hip-hop, the four principal expressions being: • visual art (graffiti) • dance (breaking, rocking, locking, and popping, collectively known in the media as “break dancing”) • literature (rap lyrics and slam poetry) • music (DJing and turntablism) Unlike the European Renaissance or the Ming Dynasty, Hip-hop is a culture that is very much alive and still evolving. Some argue that Hip-hop is the most influential cultural movement in history, point- ing to the globalization of Hip-hop music, fashion, and other forms of expression. Style has always been at the forefront of Hip-hop. Improvisation is called free styling, whether in rap, turntablism, breaking, or graf- fiti writing. Since everyone is using the essentially same tools (spray paint for graffiti writers, microphones for rappers and beat boxers, their bodies for dancers, and two turntables with a mixer for DJs), it’s the artists’ personal styles that set them apart. It’s no coincidence that two of the most authentic movies about the genesis of the move- ment are titled Wild Style and Style Wars. There are also many styles of writing the word “Hip-hop.” The mainstream media most often oscillates between “hip-hop” and “hip hop.” The Hiphop Archive at Harvard writes “Hiphop” as one word, 2 DJ Skills The Rise of the Hip-Hop DJ 3 with a capital H, embracing KRS-ONE’s line of reasoning that “Hiphop Kool DJ Herc is a culture with its own foundation narrative, history, natives, and 7 In 1955 in Jamaica, a young woman from the parish of Saint Mary mission.” After a great deal of input from many people in the Hip-hop community, I’ve decided to capitalize the word but keep the hyphen, gave birth to a son who would become the father of Hip-hop. -
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. -
Chapter 6. the Voice of the Other America: African
Chapter 6 Th e Voice of the Other America African-American Music and Political Protest in the German Democratic Republic Michael Rauhut African-American music represents a synthesis of African and European tradi- tions, its origins reaching as far back as the early sixteenth century to the begin- ning of the systematic importation of “black” slaves to the European colonies of the American continent.1 Out of a plethora of forms and styles, three basic pil- lars of African-American music came to prominence during the wave of indus- trialization that took place at the start of the twentieth century: blues, jazz, and gospel. Th ese forms laid the foundation for nearly all important developments in popular music up to the present—whether R&B, soul and funk, house music, or hip-hop. Th anks to its continual innovation and evolution, African-American music has become a constitutive presence in the daily life of several generations. In East Germany, as throughout European countries on both sides of the Iron Curtain, manifold directions and derivatives of these forms took root. Th ey were carried through the airwaves and seeped into cultural niches until, fi nally, this music landed on the political agenda. Both fans and functionaries discovered an enormous social potential beneath the melodious surface, even if their aims were for the most part in opposition. For the government, the implicit rejection of the communist social model represented by African-American music was seen as a security issue and a threat to the stability of the system. Even though the state’s reactions became weaker over time, the offi cial interaction with African-American music retained a political connotation for the life of the regime. -
Teaching Guide: Area of Study 7
Teaching guide: Area of study 7 – Art music since 1910 This resource is a teaching guide for Area of Study 7 (Art music since 1910) for our A-level Music specification (7272). Teachers and students will find explanations and examples of all the musical elements required for the Listening section of the examination, as well as examples for listening and composing activities and suggestions for further listening to aid responses to the essay questions. Glossary The list below includes terms found in the specification, arranged into musical elements, together with some examples. Melody Modes of limited transposition Messiaen’s melodic and harmonic language is based upon the seven modes of limited transposition. These scales divide the octave into different arrangements of semitones, tones and minor or major thirds which are unlike tonal scales, medieval modes (such as Dorian or Phrygian) or serial tone rows all of which can be transposed twelve times. They are distinctive in that they: • have varying numbers of pitches (Mode 1 contains six, Mode 2 has eight and Mode 7 has ten) • divide the octave in half (the augmented 4th being the point of symmetry - except in Mode 3) • can be transposed a limited number of times (Mode 1 has two, Mode 2 has three) Example: Quartet for the End of Time (movement 2) letter G to H (violin and ‘cello) Mode 3 Whole tone scale A scale where the notes are all one tone apart. Only two such scales exist: Shostakovich uses part of this scale in String Quartet No.8 (fig. 4 in the 1st mvt.) and Messiaen in the 6th movement of Quartet for the End of Time. -
Enhancing the Resilience
(Periodicals postage paid in Seattle, WA) TIME-DATED MATERIAL — DO NOT DELAY News Special Issue Learn a little Welcome to our about Norwegian Kunnskap er makt. Education Issue! meteorites – Francis Bacon Read more on page 3 Read more on page 8 – 18 Norwegian American Weekly Vol. 124 No. 7 February 22, 2013 Established May 17, 1889 • Formerly Western Viking and Nordisk Tidende $1.50 per copy News in brief Find more at blog.norway.com Enhancing the resilience News The Norwegian Government has Norges Bank decided to cancel all Guinea’s debt to Norway, which amounts governor calls for to around NOK 100 million a more resilient (USD 17.2 million). Minister of International Development economy in Heikki Eidsvoll Holmås commented, “In August last year, face of Europe’s we cancelled NOK 42 million of financial crisis Guinea’s debt to Norway. I am glad that we can now cancel the rest. This means that this West STAFF COMPILATION African country can now use Norwegian American Weekly more of its income on schools and public health services without the heavy burden of debt.” In his annual address on Feb. (Ministry of Foreign Affairs) 14, Central Bank governor Øystein Olsen argued for ways to enhance Culture the Norwegian economy in light of In most of Norway, schools Europe’s financial suffering. are closed the week of Feb. “Norway’s oil and gas re- 18 for the winter break. Many sources provide an economic base Norwegian families will head that few other countries enjoy. In- up to their cottage this weekend, come levels are among the highest to enjoy the peak of the skiing in the world and the people of Nor- Photo: Ståle Andersen / Norges Bank season. -
View Becomes New." Anton Webern to Arnold Schoenberg, November, 25, 1927
J & J LUBRANO MUSIC ANTIQUARIANS Catalogue 74 The Collection of Jacob Lateiner Part VI ARNOLD SCHOENBERG 1874-1951 ALBAN BERG 1885-1935 ANTON WEBERN 1883-1945 6 Waterford Way, Syosset NY 11791 USA Telephone 561-922-2192 [email protected] www.lubranomusic.com CONDITIONS OF SALE Please order by catalogue name (or number) and either item number and title or inventory number (found in parentheses preceding each item’s price). To avoid disappointment, we suggest either an e-mail or telephone call to reserve items of special interest. Orders may also be placed through our secure website by entering the inventory numbers of desired items in the SEARCH box at the upper left of our homepage. Libraries may receive deferred billing upon request. Prices in this catalogue are net. Postage and insurance are additional. An 8.625% sales tax will be added to the invoices of New York State residents. International customers are asked to kindly remit in U.S. funds (drawn on a U.S. bank), by international money order, by electronic funds transfer (EFT) or automated clearing house (ACH) payment, inclusive of all bank charges. If remitting by EFT, please send payment to: TD Bank, N.A., Wilmington, DE ABA 0311-0126-6, SWIFT NRTHUS33, Account 4282381923 If remitting by ACH, please send payment to: TD Bank, 6340 Northern Boulevard, East Norwich, NY 11732 USA ABA 026013673, Account 4282381923 All items remain the property of J & J Lubrano Music Antiquarians LLC until paid for in full. Fine Items & Collections Purchased Please visit our website at www.lubranomusic.com where you will find full descriptions and illustrations of all items Members Antiquarians Booksellers’ Association of America International League of Antiquarian Booksellers Professional Autograph Dealers’ Association Music Library Association American Musicological Society Society of Dance History Scholars &c.