Play & Culture Studies is a bi-annual, peer-reviewed series published by the Association for the Study of Play. For forty years The Association for the Anthropological Study of Play (TAASP), now The Association for the Study of Play (TASP) has served as the premier professional organization in academia dedicated to interdisciplinary research and theory construction concerning play. During that time TASP has promoted the study of play, forged alliances with various organizations advancing the cause for play, organized yearly meetings to disseminate play research, and produced an impressive catalog of play research through a variety of publications. Volume 13 of the Play and Culture Studies Series highlights contributions that reflect upon the rich forty-year history of TASP, that explore current research examining the field of play, and that advance future directions for play research.

First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

Playing Along shows how video games and social media are bridging virtual and visceral experience, transforming our understanding of musicality, creativity, play, and participation.

Dedicated to the late Gerard Béhague (1937-2005), whose pioneering work in Latin American music, popular culture, and performance studies contributed extensively to ethnomusicological discourse in the 1970s-1990s, this anthology offers comparative perspectives on the evolving legacy of performance ethnography in socio-musical analysis. President of the Society for Ethnomusicology from 1979-81, editor of its journal, Ethnomusicology, from 1974-78, and founder and editor of the trilingual Latin American Music Review from 1980 until his death, Béhague also established the ethnomusicology graduate program at the University of Texas at Austin in 1974, thereby influencing the training and thinking of dozens of the field’s practitioners. Among these are the volume’s eight authors, whose contributions reflect the heritage but also contemporary trajectories of Béhague’s scholarly concerns. Prefaced by an essay outlining key developments in the ethnography of performance paradigm, the volume’s seven case studies portray snapshots of musical life in representative communities of the Americas, including the southwestern and Pacific United States, Puerto Rico, Bolivia, Chile, Cuba, and Ecuador. Situated in milieus ranging from the indigenous festivals of the Andean highlands, to the competitive public gatherings of poet-singers in post-Pinochet Chile, to the Puerto Rican dance halls of the Hawaiian islands, these studies pose anthropological inquiries into the ontology of performance practice, the social power of poetic performativity, and the experience and embodiment of sound in place.

Serious games provide a unique opportunity to engage students more fully than traditional teaching approaches. Understanding the best way to utilize games and play in an educational setting is imperative for effectual learning in the twenty-first century. Gamification: Concepts, Methodologies, Tools, and Applications investigates the use of games in education, both inside and outside of the classroom, and how this field once thought to be detrimental to student learning can be used to augment more formal models. This four-volume reference work is a premier source for educators, administrators, software designers, and all stakeholders in all levels of education.

Until the 70s and 80s anthropologists studying different cultures had mainly confined themselves to the behaviour and idea systems of adults. Psychologists, on the other hand, working mainly in Europe and America, had studied child development in their own settings and simply assumed the universality of their findings. Thus both disciplines had largely ignored a crucial problem area: the way in which children from birth onwards learn to become competent members of their culture. This process, which has been called ‘the quintessential human adaptation’, constitutes the theme of this volume, originally published in 1988. It derives from a workshop held at the London School of Economics which brought together fieldworkers who in their studies had paid more than usual attention to children in their cultures. Their experience and foci of interest were varied but this very diversity serves to illuminate different facets of the acquisition of culture by children, ranging in age from pre-verbal infants to adolescents. Evolutionarily primed for culture-learning, children are responsive to a rich web of influences from subtle and indirect as in their music and dance to direct teaching in the family guided by culture-specific ideas about child psychology. Some of the salient things they learn relate to gender, status and power, critical for the functioning of all societies. The introductory essay provides the necessary historical background of the development of child study in both anthropology and psychology and outlined how future research in the ethnography of childhood should proceed. The book concludes with an annotated bibliography providing a guide to the literature from 1970 onwards.