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Music is a powerful resource for human relating and the expression of meaning. From birth, infants are sensitive to music, explore vocal sounds in musical ways and have the ability to process music. Studies examining interactions between infants and their adult caregivers have discovered the fundamental musicality of these interactions, and the more musical these interactions, the more meaningful they tend to be. However, the potential of music functioning as a conduit for meaning expression, particularly in application to the education and care of young children, has largely been overlooked.
Quality arts education delivered in early childhood has a positive impact on children's early development and learning. The Arts and Meaning-Making with Children focuses on arts in early childhood through the lenses of 'play' and 'meaning making'. Examples of creative arts such as drawing, painting, sculpture, movement, music, dramatising and storytelling are provided alongside theoretical principles, to showcase how children can express ideas and make meaning from early ages. Each chapter includes case studies, examples of arts-based research, links to the EYLF guidelines, and end-of-chapter questions and activities to engage students and help them reflect on the content. Suggested adaptations for younger and older children are also included. Written by experienced educators, artists and academics, The Arts and Meaning-Making with Children offers a focused, in-depth exploration of the arts in early childhood and is an essential resource for pre-service and in-service educators.
Anton Webern is recognised as one of the pivotal figures of atonality and precursors to post-war serialism. However, his earlier, tonal works have been largely neglected and shrouded in clichés. A study of both the generative elements of Webern's aesthetic imagination, and the philosophical signatures of musical modernity, this first book-length account of Webern's tonal music explores the complex and variegated ways in which the young composer engaged with, and sought to contribute to, the cultural discourses of fin-de-siècle modernism, well before he self-consciously embarked upon his famous 'path' to the New Music. While acknowledging the rapid stylistic transformation that Webern's musical language underwent, the author suggests that earliness in Webern is not simply a chronological term but is rather best understood in terms of a constitutive tension between phenomenological and dialectical modes of musical thought.
This chapter makes a case for a historical materialism in the study of Ulysses. The historical materialism in question is conditioned by Joyce’s work. The historical contexts it considers as most relevant are those indicated by Ulysses itself, not ours nor continental European ones. They are, firstly, Irish and, secondly, British. A Joycean historical materialism seeks to deepen and complicate our knowledge of those contexts in all their myriad detail, and to read Ulysses accordingly. Assuming the historical priority of Irish and British preoccupations, what is it likely Joyce cared about, in any given episode, passage, or detail? The chapter contrasts a historically materialist method with others relying on a more idealist historicism. In line with this case, the chapter moves from concrete detail – a lengthy, highly particularized discussion of ‘Sirens’ – to a more theoretical conclusion whilst seeking to avoid the limitations of an unreflective empiricism.
Niall Crumlish (1974 – 2025) was a profoundly compassionate psychiatrist, uniquely gifted music journalist, and cherished husband, father, son, brother, and friend. He embodied humility, kindness, and compassion in all he did. Niall qualified in medicine from University College Dublin (UCD) in 1997; obtained membership of the Royal College of Psychiatrists in 2002; graduated with a Masters degree (MSc) in Transcultural Mental Healthcare from Queen Mary University of London in 2009; and obtained the degree of Doctor of Medicine (MD) from UCD in 2014. During his clinical training, Niall spent 18 months at St John of God Mental Health Services in Mzuzu, Malawi, a country which left a deep impression on him. In 2010, Niall was appointed as Consultant General Adult Psychiatrist at St James’s Hospital, Dublin with the Camac sector where his sense of humour and generosity left a lasting impression on all who worked with him. Niall was an especially gifted writer about music with an unrivalled depth of knowledge and sensibility. He wrote voraciously for Hot Press magazine from 1993 onwards, where his contributions were widely acclaimed. Through his writings in various publications and on his blog ‘Psychiatry and Songs’, Niall created a body of work that is elegant and intelligent, eloquent and heartfelt, intimate and universal.
This chapter contributes an Australian perspective to a growing body of scholarship that explores “applied” hip-hop programs. It begins by introducing international studies that examine how and why hip-hop is used for applied aims, including concerns that hip-hop culture may be trivialised or exploited in institutional settings. The focus then shifts to Australia, where hip-hop workshops have been running since the 1980s. This background informs a literature review that outlines how hip-hop is drawn on in diverse settings from schools to youth centres with an emphasis on hip-hop music (rhyme writing / music production). The review suggests that applied programs are important creative outlets that achieve diverse educational and wellbeing outcomes. However, a recurrent theme is the need for further research. The chapter concludes by linking the literature review with a case study: a pilot project that evaluated hip-hop workshops for First Nations young people in Adelaide. This project found that mentors who run applied programs view hip-hop as a vital tool for self-expression and emotional healing. Together, the literature review and case study demonstrate the potential power of hip-hop but also the need for more evaluations of applied hip-hop programs especially in settings outside of North America, like Australia.
Drill YouTube music videos are contradictory – nihilistic and collective, empty and humanizing, negatively assessing marginalization and societal nihilism, performing those scripts as a placebo for pain and humiliation, and also shaping popular culture in that image. This chapter explores drill YouTube music videos as cultural form, for what they tell us about the historical transformation of black diasporic sound culture, contemporary popular culture and its alternative cultural politics. Through an analysis of drill music videos, it identifies a shift away from sound culture towards video-music, and therein a shift to the networked and platformed moving image, and to narrative. This requires a reevaluation of the role of sound in alternative cultural politics and in black diasporic popular culture, and asks that drill video-music be evaluated on its contingent cultural terms, not on the terms of other cultural and musical moments.
In this chapter, the founding of the magazine The End and the Toxteth riots are twin jumping off points for a history of Liverpool’s subcultural resistance to Thatcherism via music, fanzines, and football in the 1980s. The chapter analyses the tensions between race, class, and politics, which profoundly shaped the history of the club and the city during this troubled decade.
Wherever we are in society, we are surrounded by the Arts. This text has been designed by artists, and the words you read are just visual artworks representing the oral storytelling foundation of all societies. Its layout was designed by artists, using multiple media forms. You are reading it in an environment where the soundscape will hopefully allow you to concentrate. Your body is probably positioned to minimise discomfort and maximise efficiency, while communicating your current state of thought to all those around you (whether consciously or not). Surrounding you may be posters, objects, noises, people interacting with facial expressions, probably some communicating via Facebook, Instagram or other social media using increasingly advanced technologies. The Arts power our lives, yet too often we power down children as they enter formal education (preschool and upwards), stifle their natural forms of communication and interaction, and slowly destroy their ability to be creative and to think diversely.
This chapter will explore the fundamentals of drama, both as a skill and as a methodology for teaching other curricular requirements. It also offers practical activities and assessment practices, as well as theoretical underpinnings and methods to further develop teaching methodologies beyond this text. You will have the confidence and knowledge to engage learners of all ages and abilities to explore their own ideas through dramatic performance and to evaluate the performance of others. The key to drama is not only the development of skills, but also the ability to apply processes and value these processes as equal to the end product of a drama activity. The application of drama in literacy, numeracy and other areas of learning will be embedded throughout. In Australia, much of the focus on drama in the classroom is from a Western perspective.
To this day, Wajid ‘Ali Shah (1822–1887), the last nawab of Awadh, is remembered either as a hedonist and political failure who was forced to surrender his kingdom to the British East India Company or as a musical genius and important patron of the arts. However, few accounts engage with his personal religiosity and public acts of Shī’ah piety. This article examines Wajid ‘Ali Shah’s own scholarship and poetry, and considers his mourning practices and investment in rites relating to Muharram. By focusing on the era of his exile in Calcutta (1856–1887), I explore how these rituals integrated the nawab into the public life of the city. More broadly, this article considers his court’s activities as a case study to explore the history of nineteenth-century Shī’ah sound art practices and examine how instrumentation, oratory, and processions were understood by contemporary Muslim scholars of religion, the arts, and music.
The Egyptian singer-composer Shaykh Imam (1918-1995) holds an almost mythical place in the social imaginary of the Arab left. An icon of dissent, he rose to fame in the late 1960s with a stream of songs commenting on current events and criticising the failings of successive political regimes. This article, based on ethnographic fieldwork in Egypt with fans of Imam (all of whom were involved with student / leftist politics to varying degrees during the 1960s and 1970s) and a close listening of his repertoire, explores why this generation of the Egyptian left embraced Shaykh Imam so wholeheartedly, and why they remain so attached to his songs. I argue that identifying with Shaykh Imam was not only central in bolstering leftists’ claims to be the authentic representatives of the Egyptian nation, amidst many competing claims, but importantly enabled his listeners to perform national belonging of a more intimate kind.
Los estudios sobre la relación entre música y fuerzas militares suelen estar mediados por enfoques tradicionales que analizan la música marcial o sus usos para los fines de la institución. Sin embargo, existe una producción musical de integrantes activos y retirados de las fuerzas militares que no es marcial, que no necesariamente está institucionalizada y que se aleja de los usos y temáticas que usualmente se asocian a la música militar. El estudio de estas producciones complejiza y enriquece los enfoques tradicionales sobre la relación entre música y fuerzas militares. Este texto presenta los hallazgos de la recopilación y análisis de 463 canciones compuestas y/o interpretadas por militares activos y retirados en Colombia entre 1989 y 2021, junto con entrevistas a algunos de estos artistas. Los hallazgos sugieren que abordar este tipo de música, que pocas veces es reconocida como ‘militar’, permite conocer la perspectiva del soldado como individuo en contextos de guerra y posconflicto; facilita la comprensión de la relación entre música institucional y no institucional y los distintos usos que se le da; y abre líneas de investigación sobre la forma en la que estas producciones entran en diálogo con géneros musicales, identidades regionales y el mercado artístico en el que participan.
Students of the arts are empowered to explore new concepts, communicate confidently and grow into creative, critical thinkers. Teaching the Arts: Early Childhood and Primary Education emphasises the fundamental nature of the arts in learning and development. Arranged in three parts and focusing on the key areas of dance, drama, media arts, music and visual arts, this book encourages educators to connect to the 'why', 'what' and 'how' of arts education. This fourth edition continues to provide up-to-date and comprehensive coverage of arts education in Australia, with links to the updated Australian Curriculum and Early Years Learning Framework. The text supports further learning in each area of the Arts through teacher tips, spotlights on Arts education and teaching in the remote classroom. Teaching the Arts is an essential resource for all pre-service early childhood and primary teachers aiming to diversify and enhance their engagement with the Arts in early education environments.
Outlines the aims and rationale of this guide to The Rite of Spring, sketching the book’s structure across four parts: The Paris Premiere; Contexts; Performance and Interpretation; and Scholarship. Situates the volume within a scholarly context, exploring how it relates to the enormous quantity of published literature on The Rite of Spring – a literature that can be difficult to navigate, especially for newcomers to the work. Also proposes a new, historically sensitive way of approaching the original 1913 production, combining historical and musical perspectives with a focus on the ballet’s intense corporeal impact as noted by some of the first critics inside the theatre.
Over the twentieth century, the Vienna Philharmonic—Austria’s flagship musical institution—became a leading player in global musical life through intercontinental touring, the distribution of recordings, and the establishment of “Austrianness” as a global brand. By framing the mobility of musicians as “world practices,” this article investigates the driving forces behind an Austrian ensemble going global. It understands the Philharmonic’s relation to the music world as an entangled history of globalizing tour destinations, cultural diplomacy, non-European audiences, the agents and interests in the music market, and musical branding. The attitudes that become visible in relation to the musicians’ global mobility and their reluctance to admit non-European players bear witness to the disruptive dimensions of world practices. In conclusion, this article proposes the Philharmonic’s entanglements with Europe, the Americas, East Asia, and the Middle East as an entry point for writing a global history of twentieth-century Austrian culture.
Words in Tagalog/Filipino can be either penult-prominent or ultima-prominent. Scholars have been divided on whether the language has stress, or only phonemic vowel length in penults and default phrase-final prominence. Using a corpus of Original Pilipino Music, we find that both prominent penults and prominent ultimas are set to longer notes and stronger beats, even in phrase-medial position. We further find that among pre-tonic syllables, those that would plausibly attract secondary stress are mostly set to longer notes and stronger beats. Text-setting does not faithfully reflect differences in phonetic cues between the two types of prominence, nor is it sensitive to presumed phonetic differences between high and low vowels. We conclude that songwriters’ text-setting decisions reflect phonological stress in Filipino, and that both penult-prominent and ultima-prominent words bear stress.
Human societies reliably develop complex cultural traditions with striking similarities. These “super-attractors” span the domains of magic and religion (e.g., shamanism, supernatural punishment beliefs), aesthetics (e.g., heroic tales, dance songs), and social institutions (e.g., justice, corporate groups), and collectively constitute what I call the “cultural manifold.” The cultural manifold represents a set of equilibrium states of social and cultural evolution: hypothetically cultureless humans placed in a novel and empty habitat will eventually produce most or all of these complex traditions. Although the study of the super-attractors has been characterized by explanatory pluralism, particularly an emphasis on processes that favor individual- or group-level benefits, I here argue that their development is primarily underlain by a process I call “subjective selection,” or the production and selective retention of variants that are evaluated as instrumentally useful for satisfying goals. Humans around the world are motivated towards similar ends, such as healing illness, explaining misfortune, calming infants, and inducing others to cooperate. As we shape, tweak, and preferentially adopt culture that appears most effective for achieving these ends, we drive the convergence of complex traditions worldwide. The predictable development of the cultural manifold reflects the capacity of humans to sculpt traditions that apparently provide them with what they want, attesting to the importance of subjective selection in shaping human culture.
A Companion not only to the historic, path-breaking ballet production by Diaghilev, Nijinsky, Roerich and Stravinsky that premiered in Paris in 1913, but also to its legacy across the centuries. The newly commissioned essays will guide students and ballet-goers as they encounter this fascinating work and enable them to navigate the complex artistic currents it set in motion, intertwining music, theatrical ballet and modern dance with the wider world of ideas. The book embraces The Rite of Spring as a spectrum of creative possibility that has impacted the arts, politics, gender, race and national identity, and even popular culture, from the 1910s to the present day. It distils an enormous body of literature, sharing insights from the very latest research while inviting readers to rethink standard scholarly narratives, and brings together contributions from specialists across multiple disciplines: music history, theory and analysis, dance and theatre studies, art history, Russian history, and European modernism.
Specifically analysing the experiences of Palestinian youth in a West Bank refugee camp, Chapter IV analyses the navigation of emotions inevitably precipitated by the grinding realities of colonisation and military occupation, in a setting in which normative conceptions of masculinity assert that ‘men don’t cry’. Using Palestinian rap music as a case study to explore young refugee men’s navigation and subversion of these dynamics, I argue that emotional expression in this particular musical culture both functions to reconfigure binary gendered norms in a context of invasive settler colonialism, while simultaneously masculinising emotionality through a dialogic performance of emotion, nationalism, resistance, and paternalism. I illustrate, therefore, that in some ways gendered binaries are challenged in and through the performance of Palestinian rap as a form of resistance and release, while in other ways, these are reconfigured so that men’s emotional expression can be subsumed within them.