Teaching Music History with Cases introduces a pedagogical approach to music history instruction in university coursework. What constitutes a music-historical "case?" How do we use them in the classroom? In business and the hard sciences, cases are problems that need solutions. In a field like music history, a case is not always a problem, but often an exploration of a context or concept that inspires deep inquiry. Such cases are narratives of rich, complex moments in music history that inspire questions of similar or related moments. This book guides instructors through the process of designing a curriculum based on case studies, finding and writing case studies, and guiding class discussions of cases.
This annotated bibliography uncovers the wealth of resources available on the life and music of John Cage, one of the most influential and fascinating composers of the twentieth-century. The guide will focus on documentary studies, archival resources, scholarly research, and autobiographical materials, and place the composer and his work in a larger context of postmodern philosophy, art and theater movements, and contemporary politics. It will support emerging scholarship and inquiry for future research on Cage, with carefully selected sources and useful annotations.
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
Writing in Music demystifies music writing conventions and methods by offering strategies for the types of writing that students most often encounter in college courses on music. The book offers guidance through the writing process and, for research assignments, through the research process. Geared for an audience of music majors and other students taking undergraduate music-major courses--as well as for master's students in music desiring more training in academic writing--Writing in Music covers the two approaches common to academic coursework in virtually all music-major programs: the study of music with a focus on its cultural and historical contexts, and the exploration of works using the tools of music analysis. Whether students want to apply a specific approach or take a broader, interdisciplinary stance, this guide prepares them to think and write about music.
Teaching Music History with Cases introduces a pedagogical approach to music history instruction in university coursework. What constitutes a music-historical "case?" How do we use them in the classroom? In business and the hard sciences, cases are problems that need solutions. In a field like music history, a case is not always a problem, but often an exploration of a context or concept that inspires deep inquiry. Such cases are narratives of rich, complex moments in music history that inspire questions of similar or related moments. This book guides instructors through the process of designing a curriculum based on case studies, finding and writing case studies, and guiding class discussions of cases.
This annotated bibliography uncovers the wealth of resources available on the life and music of John Cage, one of the most influential and fascinating composers of the twentieth-century. The guide will focus on documentary studies, archival resources, scholarly research, and autobiographical materials, and place the composer and his work in a larger context of postmodern philosophy, art and theater movements, and contemporary politics. It will support emerging scholarship and inquiry for future research on Cage, with carefully selected sources and useful annotations.
This is a study in the history of capitalism in the context of colonial New England. The author argues that colonial women's skilled labor undergirded the workings of financial networks and was instrumental in shaping the development of economic and legal systems. The author shows that the economies of the colonial port cities of Boston and Newport could not have functioned without women's labor and credit relationships"--
Since 1967, more than 60,000 Jewish-Americans have settled in the territories captured by the State of Israel during the Six Day War. Comprising 15 percent of the settler population today, these immigrants have established major communities, transformed domestic politics and international relations, and committed shocking acts of terrorism. They demand attention in both Israel and the United States, but little is known about who they are and why they chose to leave America to live at the center of the Israeli-Palestinian conflict. In this deeply researched, engaging work, Sara Yael Hirschhorn unsettles stereotypes, showing that the 1960s generation who moved to the occupied territories were not messianic zealots or right-wing extremists but idealists engaged in liberal causes. They did not abandon their progressive heritage when they crossed the Green Line. Rather, they saw a historic opportunity to create new communities to serve as a beacon—a “city on a hilltop”—to Jews across the globe. This pioneering vision was realized in their ventures at Yamit in the Sinai and Efrat and Tekoa in the West Bank. Later, the movement mobilized the rhetoric of civil rights to rebrand itself, especially in the wake of the 1994 Hebron massacre perpetrated by Baruch Goldstein, one of their own. On the fiftieth anniversary of the 1967 war, Hirschhorn illuminates the changing face of the settlements and the clash between liberal values and political realities at the heart of the Israeli-Palestinian conflict.
Three-quarters of deaths in the U.S. today occur to people over the age of 65, following chronic illness. This new experience of "predictable death" has important consequences for the ways in which societies structure their health care systems, laws, and labor markets. Dying in Old Age: U.S. Practice and Policy applies a sociological lens to the end of life, exploring how macrosocial systems and social inequalities interact to affect individual experiences of death in the United States. Using data from the National Health and Aging Trends Study and Pew Research Center Survey of Aging and Longevity, this book argues that predictable death influences the entire life course and works to generate greater social disparities. The volume is divided into sections exploring demography, the circumstances of dying people, and public policy affecting dying people and their families. In exploring these interconnected factors, the author also proposes means of making "bad death" an avoidable event. As one of the first books to explore the social consequences of end of life practice, Dying in Old Age will be of great interest to graduate and advanced undergraduate students in sociology, social work, and public health, as well as scholars and policymakers in these areas.
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