Efforts within the past decade to address the HIV/AIDS pandemic in sub-Saharan Africa have dealt with HIV/AIDS principally as a medical concern—despite the fact that doctors continue to be confronted with the complex relationship of the disease to broader social issues. When medical and governmental institutions fail, artists step in. Contemporary performances in Uganda often focus on gender and health-related issues specific to women and youths, in which song texts warn against risky sexual environments or unprotected sexual behavior. Music, dance, and drama are principal tools of local initiatives that disseminate information, mobilize resources, and raise societal consciousness regarding issues related to HIV/AIDS. Through case studies, song texts, interviews, and testimonies, Singing for Life: HIV/AIDS and Music in Uganda examines the links between the decline in Uganda’s infection rate and grassroots efforts that make use of music, dance, and drama. Only when supported and encouraged by such performances drawing on localized musical traditions have medical initiatives taken root and flourished in local healthcare systems. Gregory Barz shows how music can be both a mode of promoting health and a force for personal therapy, presenting a cultural analysis of hope and healing.

The classic folk poem, retold in Uganda.

An introduction to storytelling, with tips on choosing, learning and telling stories and annotated lists of preferred stories.

Includes twenty folktales that encourage audience participation.

With this Eighth Edition, The Musical Classroom celebrates thirty years as a leading resource for future and in-service teachers as they engage children in the exciting world of music! Teachers, with the help of this user-friendly text, can develop the understandings and skills needed to teach elementary school music. The forty-four model lessons are the centerpiece to the book's long-lasting success. A collection of over 170 children's songs from around the world; instructional information for learning to play the recorder, keyboard, guitar, and Autoharp(TM); and the theoretical, pedagogical, and practical backgrounds needed for reaching all learners complete the comprehensive resource of The Musical Classroom. Note: This is the standalone book. If you want the accompanying audio CD, order the ISBN 9781138656703, which is available for separate sale.

From acclaimed author Dinaw Mengestu, a recipient of the National Book Foundation’s 5 Under 35 award, The New Yorker’s 20 Under 40 award, and a 2012 MacArthur Foundation genius grant, comes an unforgettable love story about a searing affair between an American woman and an African man in 1970s America and an unflinching novel about the fragmentation of lives that straddle countries and histories. All Our Names is the story of two young men who come of age during an African revolution, drawn from the safe confines of the university campus into the intensifying clamor of the streets outside. But as the line between idealism and violence becomes increasingly blurred, the friends are driven apart—one into the deepest peril, as the movement gathers inexorable force, and the other into the safety of exile in the American Midwest. There, pretending to be an exchange student, he falls in love with a social worker and settles into small-town life. Yet this idyll is inescapably darkened by the secrets of his past: the acts he committed and the work he left unfinished. Most of all, he is haunted by the beloved friend he left behind, the charismatic leader who first guided him to revolution and then sacrificed everything to ensure his freedom. Elegiac, blazing with insights about the physical and emotional geographies that circumscribe our lives, All Our Names is a marvel of vision and tonal command. Writing within the grand tradition of Naipul, Greene, and Achebe, Mengestu gives us a political novel that is also a transfixing portrait of love and grace, of self-determination and the names we are given and the names we earn. This eBook edition includes a Reading Group Guide.

Ethnomusicologists face complex and challenging professional landscapes for which graduate studies in the field do not fully prepare them. The essays in Voices of the Field: Pathways in Public Ethnomusicology, edited by León F. García Corona and Kathleen Wiens, provide a reflection on the challenges, opportunities, and often overlooked importance of public ethnomusicology. These essays capture years of experience of fourteen scholars who have simultaneously navigated the worlds within and outside of academia, sharing valuable lessons often missing in ethnomusicological training. Power and organizational structures, marketing, content management and production are among the themes explored as an extension and re-evaluation of what constitutes the field of/in ethnomusicology. Many of the authors in this volume share how to successfully acquire funding for a project, while others illustrate how to navigate non-academic workplaces, and yet others share perspectives on reconciling business-like mindsets with humanistic goals. Grounded in case studies in multiple institutional and geographical locations, authors advocate for the importance and relevance of ethnomusicology in our society at large.