Whose Music? combines historical, musicological, and sociological materials and styles of analysis in ways that connect to the field of sociology. The analyses of social class systems presented here speak in translatable ways to analyses of musical forms. Not only that, both are connected to an understanding of the organizations through which works are distributed to their audiences. Perhaps most importantly for the contemporary reader, this book depicts the part of the process by which dominant class groups justify their domination--cultural and otherwise.

English with excerpts in Spanish and French.

Music in Groups happens all the time: in the street, the classroom, in music colleges, community centres, hospitals, prisons, churches and concert halls; at raves, weddings, music festivals, public ceremonies, music therapy sessions, group music lessons, concerts and rehearsals. Some group musicking seems to 'work' (and play) better than others; some sessions feel exhausting even if things are going well; and at other times, we can't begin to explain the complex musical and relational textures of group music work to funders, employers, friends, colleagues, or line managers. In this book, music therapist Mercédès Pavlicevic develops a broad-based discourse to describe, analyse and guide the practice of group musicking, drawing on her own extensive experience. The text is illustrated with vignettes drawn from a range of formal and informal settings that include spontaneous public occasions, collective rituals, special and mainstream education, music therapy, the concert hall, the music appreciation group and community work. This book makes you think about balancing individual and group needs, the development of group time, dealing with over-enthusiastic performers who 'hog' the group sound, undercurrents in music groups, the complications of dealing with institutions, preparing music listening programmes and buying instruments for group work - if you're involved in any kind of group musicking, this book is for you.

How class divisions shape the definition of Ecuador's national music and identity

The approach of this book, first published in 1982, is multi-disciplinary. Popular music, it is argued, is not only a musical but also a social phenomenon; the criteria needed to assess it are different from those used in the appreciation of ‘classical’ music. The first section of this guide is devoted to setting out just what those criteria should be. A second section puts forward bases for course construction that are detailed and flexible. A final section provides a list of further resources.

When Dmitri Tiomkin thanked Johannes Brahms, Johann Strauss, Richard Strauss, and Richard Wagner upon accepting the Academy Award for his score of The High and the Mighty in 1954, he was honoring a romantic style that had characterized Hollywood's golden age of film composition from the mid-1930s to the 1950s. Exploring elements of romanticism in film scores of composers ranging from Erich Korngold to Bernard Herrmann, Caryl Flinn argues that films tended to link music to the sense of an idealized, lost past. Just as the score of Gone with the Wind captured the grandeur of the antebellum South, others prompted flashbacks or suggested moments of emotional intensity and sensuality. Maintaining that many films treated this utopian impulse as a female trait, Flinn investigates the ways Hollywood genre films--particularly film noir and melodrama--sustained the connection between music and nostalgia, utopia, and femininity. The author situates Hollywood film scores within a romantic aesthetic ideology, noting compositional and theoretical affinities between the film composers and Wagner, with emphasis on authorship, creativity, and femininity. Pointing to the lasting impact of romanticism on film music, Flinn draws from poststructuralist, Marxist, feminist, and psychoanalytic criticism to offer fresh insights into the broad theme of music as an excessive utopian condition.

"Drawing on a series of interviews with musicians aged between fifteen and fifty, Lucy Green explores the nature of pop musicians' informal learning practices, attitudes and values, the extent to which these altered over the last forty years, and the experiences of the musicians in formal music education"--Jacket