In 1825, an enterprising Canterbury newsagent by the name of Henry Ward raised a subscription to commission a lasting tribute to his beloved musical society. The result was a fine lithograph showing 100 gentlemen in assured poses, carefully placed in surroundings eloquently freighted with classical allusion, cultural literacy, deep-rooted patriotism, and strictly masculine politics. That image is the subject of this book. With insights gleaned from a unique collection of music, papers, and artefacts in the archives of the city and the cathedral, this study considers not only the accomplished performance of bourgeois status which is clearly visible in the print, but other characteristics of the Club which are either less pictorially privileged or entirely omitted. Deploying iconographical, cultural, and musicological analysis, the book discusses this curiously contradictory slice of British social history in which the respectable apparently coexisted happily with the libertine. What emerges is an unusually clear view of the production, performance and consumption of music in a provincial city at a fascinating time: a period when cultural activity was a strategic assertion of socio-political identity.

The Routledge Companion to Aural Skills Pedagogy offers a comprehensive survey of issues, practice, and current developments in the teaching of aural skills. The volume regards aural training as a lifelong skill that is engaged with before, during, and after university or conservatoire studies in music, central to the holistic training of the contemporary musician. With an international array of contributors, the volume captures diverse perspectives on aural-skills pedagogy, and enables conversation between different regions. It addresses key new developments such as the use of technology for aural training and the use of popular music. This book will be an essential resource and reference for all university and conservatoire instructors in aural skills, as well as students preparing for teaching careers in music.

Women and Music in the Age of Austen highlights the central role women played in musical performance, composition, reception, and representation, and analyzes its formative and lasting effect on Georgian culture. This interdisciplinary collection of essays from musicology, literary studies, and gender studies challenges the conventional historical categories that marginalize women’s experience from Austen’s time. Contesting the distinctions between professional and amateur musicians, public and domestic sites of musical production, and performers and composers of music, the contributors reveal how women’s widespread involvement in the Georgian musical scene allowed for self-expression, artistic influence, and access to communities that transcended the boundaries of gender, class, and nationality. This volume’s breadth of focus advances our understanding of a period that witnessed a musical flourishing, much of it animated by female hands and voices. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

There She Goes Again interrogates the representation of ostensibly powerful women in transmedia franchises, examining how presumed feminine traits—love, empathy, altruism, diplomacy—are alternately lauded and repudiated as possibilities for effecting long-lasting social change. By questioning how these franchises reimagine their protagonists over time, the book reflects on the role that gendered exceptionalism plays in social and political action, as well as what forms of knowledge and power are presumed distinctly feminine. The franchises explored in this book illustrate the ambivalent (post)feminist representation of women protagonists as uniquely gifted in ways both gendered and seemingly ungendered, and yet inherently bound to expressions of their femininity. At heart,There She Goes Again asks under what terms and in what contexts women protagonists are imagined, envisioned, embodied, and replicated in media. Especially now, in a period of gradually increasing representation, women protagonists demonstrate the importance of considering how we should define—and whether we need—feminine forms of knowledge and power.

How was large-scale music directed or conducted in Britain before baton conducting took hold in the 1830s?