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“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. -
Unit Title: It's About Time – the Power of Folk Music
Colorado Teacher-Authored Instructional Unit Sample Music 7th Grade Unit Title: It’s About Time – The Power of Folk Music Non-Ensemble Based INSTRUCTIONAL UNIT AUTHORS Denver Public Schools Regina Dunda Metro State University of Denver Carla Aguilar, PhD BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Falcon School District Harriet G. Jarmon, PhD Center School District Kate Newmeyer Colorado’s District Sample Curriculum Project This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: MARCH 31, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Music Grade Level 7th Grade Course Name/Course Code General Music (Non-Ensemble Based) Standard Grade Level Expectations (GLE) GLE Code 1. Expression of Music 1. Perform music in three or more parts accurately and expressively at a minimal level of level 1 to 2 on the MU09-GR.7-S.1-GLE.1 difficulty rating scale 2. Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at MU09-GR.7-S.1-GLE.2 the first reading individually and as an ensemble member 3. Demonstrate understanding of modalities MU09-GR.7-S.1-GLE.3 2. Creation of Music 1. Sequence four to eight measures of music melodically and rhythmically MU09-GR.7-S.2-GLE.1 2. -
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. -
Contemporary Folk Dance Fusion Using Folk Dance in Secondary Schools
Unlocking hidden treasures of England’s cultural heritage Explore | Discover | Take Part Contemporary Folk Dance Fusion Using folk dance in secondary schools By Kerry Fletcher, Katie Howson and Paul Scourfield Unlocking hidden treasures of England’s cultural heritage Explore | Discover | Take Part The Full English The Full English was a unique nationwide project unlocking hidden treasures of England’s cultural heritage by making over 58,000 original source documents from 12 major folk collectors available to the world via a ground-breaking nationwide digital archive and learning project. The project was led by the English Folk Dance and Song Society (EFDSS), funded by the Heritage Lottery Fund and in partnership with other cultural partners across England. The Full English digital archive (www.vwml.org) continues to provide access to thousands of records detailing traditional folk songs, music, dances, customs and traditions that were collected from across the country. Some of these are known widely, others have lain dormant in notebooks and files within archives for decades. The Full English learning programme worked across the country in 19 different schools including primary, secondary and special educational needs settings. It also worked with a range of cultural partners across England, organising community, family and adult learning events. Supported by the National Lottery through the Heritage Lottery Fund, the National Folk Music Fund and The Folklore Society. Produced by the English Folk Dance and Song Society (EFDSS), June 2014 Written by: Kerry Fletcher, Katie Howson and Paul Schofield Edited by: Frances Watt Copyright © English Folk Dance and Song Society, Kerry Fletcher, Katie Howson and Paul Schofield, 2014 Permission is granted to make copies of this material for non-commercial educational purposes. -
American Folk Music As Tactical Media
‘Svec in this powerfully revisionist book shows how the HENRY ADAM SVEC folk revival’s communications milieus, metaphors, and, in a brilliant reading of Bob Dylan, its songs, had already discovered that “the folk and the machine are often one and the same”. From Lomax‘s computer-generated Global American Jukebox and Dylan’s Telecaster to today’s music apps and YouTube, from the Hootenanny to the Peoples’ Mic, the folk process, then as now, Svec argues, reclaims our humanity, reinventing media technologies to become both instruments Media as Tactical Music American Folk of resistance and fields for imagining new societies, new Folk Music selves, and new futures.‘ – Robert Cantwell, author of When We Were Good: The Folk Revival ‘Svec’s analysis of the American folk revival begins from the premise that acoustic guitars, banjos, and voices have as Tactical much to teach us about technological communication and ends, beautifully, with an uncovering of “the folk” within our contemporary media environments. What takes center stage, however, is the Hootenanny, both as it informs the author’s own folk-archaeological laboratory of imaginary media and as it continues to instantiate political community – at a Media time when the need for protest, dissent, and collectivity is particularly acute.‘ – Rita Raley, Associate Professor of English at the University of California, Santa Barbara HENRY ADAM SVEC is Assistant Professor of Communica- tion Studies at Millsaps College in Jackson, Mississippi. ISBN 978-94-629-8494-3 HENRY ADAM SVEC Amsterdam AUP.nl University 9 789462 984943 Press AUP_recursions.reeks_SVEC_rug11.7mm_v03.indd 1 09-11-17 14:04 American Folk Music as Tactical Media The book series Recursions: Theories of Media, Materiality, and Cultural Techniques provides a platform for cuttingedge research in the field of media culture studies with a particular focus on the cultural impact of media technology and the materialities of communication. -
What Is Folk Music? Dave Spalding's Discussion Paper
WHAT IS FOLK MUSIC? Throughout the weekend of the Society’s 1987 Annual General Meeting in Quebec City, there was considerable discussion among the Directors o f major policy concerns within the CFMS. This discussion returned again and again to how (or even, whether) folk music should be defined. Accordingly, a committee was formed to look into the question of defining folk music, particularly with regard to the Society’s policies. Due to many exigencies, the committee was unable to meet face-to-face and a a whole during the year, but fortunately David Spalding prepared and distributed a discussion paper, to which a number of the committee's members responded in writing. It was decided to publish both Spalding’s paper and the responses in the Journal, which because of the length and nature of the submissions seemed the most appropriate vehicle for sharing these concerns. When the committee was originally formed, it was emphasized that issues surrounding the definition of folk music were not temporary but rather ongoing for the Society, and that some clear direction was desirable as a basis for framing the Society’s policies. In this spirit, the following discussion paper by David Spalding and the three responses (by Anne Lederman, Ken Persson, and Jay Rahn) are offered to our readership. DAVE SPALDING’S DISCUSSION PAPER Introduction At the Quebec meeting, the board spent a lot of time discussing “what is folk music?” Some members felt that to develop a definition that could be widely accepted by the society would help in dealing with the prob lems of the society; others felt that development of a definition was not either possible or of practical assistance, but that it was an interesting question and that CFMS should continue to provide a forum in which such questions could be discussed. -
“Whiskey in the Jar”: History and Transformation of a Classic Irish Song Masters Thesis Presented in Partial Fulfillment Of
“Whiskey in the Jar”: History and Transformation of a Classic Irish Song Masters Thesis Presented in partial fulfillment of the requirements for the degree of Master of Arts in the Graduate School of The Ohio State University By Dana DeVlieger, B.A., M.A. Graduate Program in Music The Ohio State University 2016 Thesis Committee: Graeme M. Boone, Advisor Johanna Devaney Anna Gawboy Copyright by Dana Lauren DeVlieger 2016 Abstract “Whiskey in the Jar” is a traditional Irish song that is performed by musicians from many different musical genres. However, because there are influential recordings of the song performed in different styles, from folk to punk to metal, one begins to wonder what the role of the song’s Irish heritage is and whether or not it retains a sense of Irish identity in different iterations. The current project examines a corpus of 398 recordings of “Whiskey in the Jar” by artists from all over the world. By analyzing acoustic markers of Irishness, for example an Irish accent, as well as markers of other musical traditions, this study aims explores the different ways that the song has been performed and discusses the possible presence of an “Irish feel” on recordings that do not sound overtly Irish. ii Dedication Dedicated to my grandfather, Edward Blake, for instilling in our family a love of Irish music and a pride in our heritage iii Acknowledgments I would like to thank my advisor, Graeme Boone, for showing great and enthusiasm for this project and for offering advice and support throughout the process. I would also like to thank Johanna Devaney and Anna Gawboy for their valuable insight and ideas for future directions and ways to improve. -
“Talking Union”--The Almanac Singers (1941) Added to the National Registry: 2010 Essay by Cesare Civetta (Guest Post)*
“Talking Union”--The Almanac Singers (1941) Added to the National Registry: 2010 Essay by Cesare Civetta (guest post)* 78rpm album package Pete Seeger, known as the “Father of American Folk music,” had a difficult time of it as a young, budding singer. While serving in the US Army during World War II, he wrote to his wife, Toshi, “Every song I started to write and gave up was a failure. I started to paint because I failed to get a job as a journalist. I started singing and playing more because I was a failure as a painter. I went into the army because I was having more and more failure musically.” But he practiced his banjo for hours and hours each day, usually starting as soon as he woke in the morning, and became a virtuoso on the instrument, and even went on to invent the “long-neck banjo.” The origin of the Almanacs Singers’ name, according to Lee Hays, is that every farmer's home contains at least two books: the Bible, and the Almanac! The Almanacs Singers’ first job was a lunch performance at the Jade Mountain Restaurant in New York in December of 1940 where they were paid $2.50! The original members of the group were Pete Seeger, Lee Hays, Millard Campbell, John Peter Hawes, and later Woody Guthrie. Initially, Seeger used the name Pete Bowers because his dad was then working for the US government and he could have lost his job due to his son’s left-leaning politically charged music. The Singers sang anti-war songs, songs about the draft, and songs about President Roosevelt, frequently attacking him. -
Criffel Creek 07.06.2015 41 Songs, 1.7 Hours, 238.4 MB
Page 1 of 2 Criffel Creek 07.06.2015 41 songs, 1.7 hours, 238.4 MB Name Time Album Artist 1 Cripple Creek 1:32 Blue Grass Favorites The Scottsville Squirrel Barkers 2 I'll Meet You In Church Sunday Morning 2:47 The Father Of Bluegrass Bill Monroe 3 Here Comes A Broken Heart Again 2:59 Band Of Ruhks (M) Band Of Ruhks 4 Wide River To Cross 4:01 Papertown Balsam Range 5 Ashoken Farewell 3:09 Anything Goes Bonnie Phipps 6 Criffel ... (Pause) ... Son Into Your Sunday - DRY 0:05 Jingles Alive Radio 7 Already There 3:02 Anna Laube Anna Laube 8 Old Brown County Barn 2:44 Bill Monroe Centennial Celebration: A Classic Blueg… Michael Cleveland 9 You'd Better Get Right 1:50 Bill Monroe Centennial Celebration: A Classic Blueg… The Vern Williams Band 10 Voice From On High 2:21 Bill Monroe Centennial Celebration: A Classic Blueg… Joe Val & The New England Bluegrass Boys 11 Lonesome Moonlight Waltz 3:52 Bill Monroe Centennial Celebration: A Classic Blueg… The Bluegrass Album Band 12 Dog House Blues 3:17 Bill Monroe Centennial Celebration: A Classic Blueg… Nashville Bluegrass Band 13 Criffel ... Bluegrass & Americana - DRY 0:05 Jingles Alive Radio 14 Walls Of Time 3:49 Bill Monroe Centennial Celebration: A Classic Blueg… The Johnson Mountain Boys 15 Big Mon 2:52 Bill Monroe Centennial Celebration: A Classic Blueg… Tony Rice 16 Footprints In The Snow 2:39 Bill Monroe Centennial Celebration: A Classic Blueg… IIIrd Tyme Out 17 Jerusalem Ridge 4:39 Bill Monroe Centennial Celebration: A Classic Blueg… Michael Cleveland 18 Mansions For Me 3:38 Bill Monroe Centennial Celebration: A Classic Blueg… Bobby Osborne 19 In Despair 2:13 Bill Monroe Centennial Celebration: A Classic Blueg… Ralph Stanley & The Clinch Mountain Boys 20 Criffel .. -
At a Glance Concert Schedule
At A Glance Concert Schedule SC- Supper Club CH- Concert Hall MB- Music Box Full Venue RT- Rooftop Deck RF- Riverfront Porch PDR- Private Dining Room Wed 11/1 CH Paul Thorn Hammer & Nail 20th Anniversary Tour (Tickets) Thu 11/2 SC Johnny Cash Tribute by The Cold Hard Cash Show Spreading the great word and music of The Man in Black, Johnny Cash! (Tickets) Fri 11/3 CH Kevin Griffin of Better Than Ezra Singer, Guitarist, Alt-Rock Frontman (Tickets) Fri 11/3 SC Hey Mavis Northeast Ohio’s Favorite Americana Folk Rock Band (View Page) Sat 11/4 SC Sugar Blue "One of the foremost harmonica players of our time" - Rolling Stone (Tickets) Sun 11/5 SC Crosby, Stills, Nash & Young Brunch Featuring Long Time Gone (View Page) Sun 11/5 CH Elizabeth Cook Outlaw Country Songstress (Tickets) Mon 11/6 CH Lucinda Williams ~ This Sweet Old World 1st set This Sweet Old World, 2nd set Hits & Favorites (View Page) Wed 11/8 SC Strange Tales From Ohio History – Neil Zurcher Cleveland Stories Dinner Parties (View Page) Wed 11/8 CH Tom Rush Blues-Influenced Folk Rocker and Songwriter (Tickets) Fri 11/10 SC Motown & More with Nitebridge Enjoy the jumpin' sounds of your favorite classic hits! (View Page) Fri 11/10 CH Neil Young Tribute by Broken Arrow Spot on rendition of Neil Young hits and standards (Tickets) Sun 11/12 SC Beatles Brunch With The Sunrise Jones (Tickets) Mon 11/13 CH Science Café – Beyond 0’s and 1’s: Using Chemical-Based Memory Devices for Large Scale Data Storage Talk Science, Drink Beer (View Page) Tue 11/14 CH The Electric Strawbs Electric Show -
INTERVIEWS from the 90'S
INTERVIEWS FROM THE 90’s 1 INTERVIEWS FROM THE 90’S p4. THE SONG TALK INTERVIEW, 1991 p27. THE AGE, APRIL 3, 1992 (MELBOURNE, AUSTRALIA) p30. TIMES THEY ARE A CHANGIN'.... DYLAN SPEAKS, APRIL 7, 1994 p33. NEWSWEEK, MARCH 20, 1995 p36. EDNA GUNDERSEN INTERVIEW, USA TODAY, MAY 5, 1995 p40. SUN-SENTINEL TODAY, FORT LAUDERDALE, SEPT. 29, 1995 p45. NEW YORK TIMES, SEPT. 27, 1997 p52. USA TODAY, SEPT. 28, 1997 p57. DER SPIEGEL, OCT. 16, 1997 p66. GUITAR WORLD MAGAZINE, MARCH 1999 Source: http://www.interferenza.com/bcs/interv.htm 2 3 THE SONG TALK INTERVIEW, 1991 Bob Dylan: The Song Talk Interview. By: Paul Zollo Date: 1991 Transcribed from GBS #3 booklet "I've made shoes for everyone, even you, while I still go barefoot" from "I and I" By Bob Dylan Songwriting? What do I know about songwriting? Bob Dylan asked, and then broke into laughter. He was wearing blue jeans and a white tank-top T-shirt, and drinking coffee out of a glass. "It tastes better out of a glass," he said grinning. His blonde acoustic guitar was leaning on a couch near where we sat. Bob Dylan's guitar . His influence is so vast that everything that surrounds takes on enlarged significance: Bob Dylan's moccasins. Bob Dylan's coat . "And the ghost of 'lectricity howls in the bones of her face Where these visions of Johanna have now taken my place. The harmonicas play the skeleton keys and the rain And these visions of Johanna are now all that remain" from "Visions of Johanna" Pete Seeger said, "All songwriters are links in a chain," yet there are few artists in this evolutionary arc whose influence is as profound as that of Bob Dylan. -
New Harmonies
Dear Teacher: Welcome to New Harmonies: Celebrating American Roots Music, an exhibition organized by the Smithsonian Institution’s Museum on Main Street program and brought to you by your state humanities council. These materials and activities were compiled to help your students observe, imagine, learn & contribute to the discussion of American roots music during their visit to the exhibition. While it’s desirable to participate in each step, it’s certainly not required. In fact, each individual piece will provide your students with thought-provoking questions and activities. You can easily customize lessons or even develop your own methods of exploring roots music! The lesson plans that accompany New Harmonies will help you create a meaningful experience for your students. Each includes Pre-visit, Visit, and Post-visit activities. All the lessons can be adapted for younger or older audiences, so evaluate each lesson before selecting activities for your students. The Pre-visit step is designed to be simple, to introduce the students to the exhibit topic, and to be easy to implement. This step is intended to stimulate the students’ curiosity and help students gather information for use in visit and post-visit activities. The Visit step is focused on information gathering. This is a time for the students to explore and read the exhibit content, enjoy audio samples, and utilize interactive components. The activity worksheets included in this section will help students gather enough information to apply their knowledge in a later classroom activity. With all activities and worksheets, students can work individually or in groups. The Post-visit step consists of ideas and activities to implement after your return to the classroom.