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84 books match the query 'Instruction & Study' and 9 start with s

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School for Cool

The Academic Jazz Program and the Paradox of Institutionalized Creativity

Eitan Y. Wilf

University of Chicago Press, 2014

Jazz was born on the streets, grew up in the clubs, and will die—so some fear—at the university. Facing dwindling commercial demand and the gradual disappearance of venues, many aspiring jazz musicians today learn their craft, and find their careers, in one of the many academic programs that now offer jazz degrees. School for Cool is their story. Going inside the halls of two of the most prestigious jazz schools around—at Berklee College of Music in Boston and the New School for Jazz and Contemporary Music in New York—Eitan Y. Wilf tackles a formidable question at the heart of jazz today: can creativity survive institutionalization?

Few art forms epitomize the anti-institutional image more than jazz, but it’s precisely at the academy where jazz is now flourishing. This shift has introduced numerous challenges and contradictions to the music’s practitioners. Solos are transcribed, technique is standardized, and the whole endeavor is plastered with the label “high art”—a far cry from its freewheeling days. Wilf shows how students, educators, and administrators have attempted to meet these challenges with an inventive spirit and a robust drive to preserve—and foster—what they consider to be jazz’s central attributes: its charisma and unexpectedness. He also highlights the unintended consequences of their efforts to do so. Ultimately, he argues, the gap between creative practice and institutionalized schooling, although real, is often the product of our efforts to close it.

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Sensing Sound

Singing and Listening as Vibrational Practice

Nina Sun Eidsheim

Duke University Press, 2016

In Sensing Sound Nina Sun Eidsheim offers a vibrational theory of music that radically re-envisions how we think about sound, music, and listening. Eidsheim shows how sound, music, and listening are dynamic and contextually dependent, rather than being fixed, knowable, and constant. She uses twenty-first-century operas by Juliana Snapper, Meredith Monk, Christopher Cerrone, and Alba Triana as case studies to challenge common assumptions about sound—such as air being the default medium through which it travels—and to demonstrate the importance a performance's location and reception play in its contingency. By theorizing the voice as an object of knowledge and rejecting the notion of an a priori definition of sound, Eidsheim releases the voice from a constraining set of fixed concepts and meanings. In Eidsheim's theory, music consists of aural, tactile, spatial, physical, material, and vibrational sensations. This expanded definition of music as manifested through material and personal relations suggests that we are all connected to each other in and through sound. Sensing Sound will appeal to readers interested in sound studies, new musicology, contemporary opera, and performance studies.

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Solfege, Ear Training, Rhythm, Dictation, and Music Theory

A Comprehensive Course

Marta Arkossy Ghezzo

University of Alabama Press, 1993

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Solfege, Ear Training, Rhythm, Dictation, and Music Theory

A Comprehensive Course

Marta Arkossy Ghezzo

University of Alabama Press, 2005

One of the most highly acclaimed resources for the study of ear training in music education today

Solfège has become one of the most highly acclaimed resources for the study of ear training in music education today. This revised and expanded third edition includes a multitude of new musical examples and dictations covering the entire continuum of musical development from classical to modern. This edition is enhanced with a free online companion library of rich and definitive audio performances of each of the 51 musical dictations, keyed by track number to the musical notation in the text. As students progress from the simple to the complex by following these carefully interrelated lessons, the results are, according to Mel Powell, “akin to miracle-making.”

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Sound Pedagogy

Radical Care in Music

Edited by Colleen Renihan, John Spilker, and Trudi Wright. Foreword by William Cheng

University of Illinois Press, 2024

Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve our communities in higher education. But, as the essayists in Sound Pedagogy show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, a neoliberal individualist and competitive mindset, and classical music’s white patriarchal roots. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music.

Contributors: Molly M. Breckling, William A. Everett, Kate Galloway, Sara Haefeli, Eric Hung, Stephanie Jensen-Moulton, Mark Katz, Nathan A. Langfitt, Matteo Magarotto, Mary Natvig, Frederick A. Peterbark, Laura Moore Pruett, Colleen Renihan, Amanda Christina Soto, John Spilker, Reba A. Wissner, and Trudi Wright

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Sounding Out Pop

Analytical Essays in Popular Music

Mark Spicer and John Covach, editors

University of Michigan Press, 2010

"A variety of approaches are brought to bear on fascinating repertoire, but with the underlying aim of better understanding some brilliant music. There’s nothing more exciting in music writing than something which entices you to listen to what’s familiar to you in a new way, and this collection brings such excitement in abundance."
---Allan Moore, author of Jethro Tull: Aqualung and Rock: The Primary Text

"These essays bring together a remarkable range of tools and perspectives to such diverse topics and contexts as the behind-the-scenes collaborations of composers, performers, arrangers, producers and engineers; pop culture; narratology; and race, politics and gender. The reader continuously benefits from a complementary lineup of sensitive ears that discover novelty in the familiar, exposing the heart of many rock and pop classics through imaginative and authoritative prose."
---Walter Everett, author of The Foundations of Rock and The Beatles as Musicians

The nine essays in Sounding Out Pop work together to map the myriad styles and genres of the pop-rock universe through detailed case studies that confront the music from a variety of engaging, thought-provoking perspectives---from historical to music-analytic, aesthetic to ethnographic, with several authors drawing liberally from ideas in other disciplines. The range of bands and artists covered is as vast and varied as the more than fifty-year history of pop and rock music, from the Coasters and Roy Orbison to Marvin Gaye, Bob Dylan, Radiohead, Beck, Genesis, Tori Amos, and the Police. Together these diverse essays cover a broad spectrum of studies ideally suited for classroom use and for other readers interested in gaining a deeper knowledge of the way popular music works.

Mark Spicer is Associate Professor and Director of Undergraduate Studies in Music at Hunter College and the Graduate Center, City University of New York. His writings have appeared in Contemporary Music Review, Gamut, Music Theory Online, twentieth-century music, and other scholarly journals and essay collections.

John Covach is Professor of Music at the University of Rochester and Professor of Theory at the Eastman School of Music. He is the author of the college textbook What's That Sound? An Introduction to Rock and Its History and the coeditor of Understanding Rock, American Rock and the Classical Music Tradition, and Traditions, Institutions, and American Popular Music.

Cover art credit: © iStockphoto.com/Aleksandar Dickov

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Stories of Tonality in the Age of François-Joseph Fétis

Thomas Christensen

University of Chicago Press, 2019

Stories of Tonality in the Age of François-Joseph Fétis explores the concept of musical tonality through the writings of the Belgian musicologist François-Joseph Fétis (1784–1867), who was singularly responsible for theorizing and popularizing the term in the nineteenth century. Thomas Christensen weaves a rich story in which tonality emerges as a theoretical construct born of anxiety and alterity for Europeans during this time as they learned more about “other” musics and alternative tonal systems. Tonality became a central vortex in which French musicians thought—and argued—about a variety of musical repertoires, be they contemporary European musics of the stage, concert hall, or church, folk songs from the provinces, microtonal scale systems of Arabic and Indian music, or the medieval and Renaissance music whose notational traces were just beginning to be deciphered by scholars. Fétis’s influential writings offer insight into how tonality ingrained itself within nineteenth-century music discourse, and why it has continued to resonate with uncanny prescience throughout the musical upheavals of the twentieth and twenty-first centuries.

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Style and Music

Theory, History, and Ideology

Leonard B. Meyer

University of Chicago Press, 1997

Leonard Meyer proposes a theory of style and style change that relates the choices made by composers to the constraints of psychology, cultural context, and musical traditions. He explores why, out of the abundance of compositional possibilities, composers choose to replicate some patterns and neglect others.

Meyer devotes the latter part of his book to a sketch-history of nineteenth-century music. He shows explicitly how the beliefs and attitudes of Romanticism influenced the choices of composers from Beethoven to Mahler and into our own time.

"A monumental work. . . . Most authors concede the relation of music to its cultural milieu, but few have probed so deeply in demonstrating this interaction."—Choice

"Probes the foundations of musical research precisely at the joints where theory and history fold into one another."—Kevin Korsyn, Journal of American Musicological Society

"A remarkably rich and multifaceted, yet unified argument. . . . No one else could have brought off this immense project with anything like Meyer's command."—Robert P. Morgan, Music Perception

"Anyone who attempts to deal with Romanticism in scholarly depth must bring to the task not only musical and historical expertise but unquenchable optimism. Because Leonard B. Meyer has those qualities in abundance, he has been able to offer fresh insight into the Romantic concept."—Donal Henahan, New York Times

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Sync

Stylistics of Hieroglyphic Time

Authored by James Tobias

Temple University Press, 2010

In Sync, James Tobias examines the development of musical sound and image in cinema and media art, indicating how these elements define the nature and experience of reception. Placing musicality at the center of understanding streaming media, Tobias presents six interwoven stories about synchronized audiovisual media—from filmmaker Sergei Eisenstein’s Alexander Nevsky to today’s contemporary digital art and computer games—to show how these effects are never merely "musical" in the literal sense of organized sound.

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