After her breakout performance at Lebanon’s 1957 Baalbeck International Festival (where organizers had initially worried that their sophisticated audience would find homegrown music distasteful) the music of Fayrūz went on to become a powerful emblem of Lebanese identity—a position that it holds to this day.
Fayrūz’s performance, which featured music by the Raḥbānī brothers, was the headline act of the Festival’s first Lebanese Nights series, and its resounding success ensured the continuation of the series, with the Fayrūz/Raḥbānī trio as its mainstay, until the Festival’s suspension at the beginning of the Civil War in 1975. During that time, the trio forged a music that both articulated Lebanon’s national character and aspired toward a future in which the country’s liminal position between the Arab world and the West would bring long-lasting peace and prosperity.
While this element of futurity was rhetorical and discursive, it was also profoundly sonic, manifested in the arrangement, instrumentation, and style of their work. The Fayrūz/Raḥbānī trio’s music was clearly positioned in relation to three major reference points that dominated nationalist discourse at the time: Arab nationalism, the West (conceived as European high culture), and Lebanese culture (conceived as local folklore).
While the style developed by the trio continues to shape understandings what it is to sound Lebanese today, Fayrūz’s voice has become symbolic of Lebanon itself. Notably, she did not sing there during the Civil War; she came back to perform in 1994, and returned to Baalbeck’s stage on the occasion of the Festival’s postwar resumption in 1998. Her wartime silence was publicly received as an act of resistance against violence on Lebanese soil and as a show of solidarity with the Lebanese people—further reinforcing the identification of her voice and persona with Lebanon as a country.
This according to “Hearing cosmopolitan nationalism in the work of Fairuz and the Rahbani Brothers” by Nour El Rayes (Yearbook for traditional music LIV/1 [2022] 49–72; RILM Abstracts of Music Literature 2022-16150).
Above, Fayrūz performing in 1971 (public domain). Below, the official music video for the Fayrūz/Raḥbānī song Lebnan el akhdar(لبنان الأخضر/Lebanon the verdant); the recording is the subject of a detailed analysis in El Rayes’s article.
In the first half of the 20th century South Indian temple dance underwent a remarkable transformation from a low-caste activity to a national art form—from nautch to bharatanāṭyam. This transformation was nurtured by the Indian nationalist movement, which was deeply rooted in European Orientalism and Victorian morality.
The earlier dance repertoire focused on amorous relationships between a nayaki (female devotee) and nayaka (male deity), the latter often identified as the earthy, sensual, and sometimes philandering Krishna or Murugan. For the newer repertoire, a more suitable nayaka was Shiva as Naṭarāja—resonant with spiritual detatchment and masculine power, an ideal model for both revivers of dance and Indian nationalist politicians.
The Western-educated philosopher Ananda Coomaraswamy groomed Naṭarāja for this role and brought him to the attention of artists including Rukmini Devi Arundale, Ruth St. Denis, and Ted Shawn. Arundale, in particular, moved Naṭarāja to center stage, both as an independent force and as one heavily conditioned by a set of people and ideas.
This according to “Rewriting the script for South Indian dance” by Matthew Harp Allen (TDR: The drama review XLI/3 [fall 1997] pp. 63–100; RILM Abstracts of Music Literature 1997-28267).
Above, a traditional sculpture depicting Shiva as Naṭarāja; below, a bharatanāṭyam piece that evokes the cosmic dancer.
New York. — January 17, 2023 — Répertoire International de Littérature Musicale (RILM) has entered a three-year collaboration with the Institut du Monde Arabe in Paris (IMA, Arab World Institute) that aims to increase public engagement, advance global cultural understanding, and connect diverse communities by highlighting and sharing the Institute library’s holdings on music from the Arab world. RILM, which documents and disseminates music research worldwide, supports this initiative by drawing on its comprehensive digital resources to create blog posts about a selection of Arabic music literature. Each post is enhanced with an expertly curated bibliography.
The bibliographic references stem from one of the richest and most exhaustive resources of global music research,RILM Abstracts of Music Literature™, which contains 1.5 million bibliographic records from relevant writings on music published from the early 19th century to the present in over 170 countries and in more than 140 languages.
Répertoire International de Littérature Musicale (RILM), New York: RILM is committed to the comprehensive and accurate representation of music scholarship in all countries and languages, and across all disciplinary and cultural boundaries. It publishes a suite of digital resources aimed at facilitating and disseminating music research. Its flagship publication is RILM Abstracts of Music Literature, the international bibliography of writings on music covering publications from the early 19th century to the present, now available in an enhanced version that includes the full text content of over 260 music journals. RILM Abstracts is available on the EBSCOhost platform along with RILM Music Encyclopedias, a full-text repository of a wide-ranging and growing list of music reference works, and the Index to Printed Music, a finding aid for searching specific musical works contained in printed collections, sets, and series. Distributed worldwide on RILM’s own platform are the continually updated music encyclopedia MGG Online, RILM Music Encyclopedias, and the Dizionario Enciclopedico Universale della Musica e dei Musicisti (coming in mid-2023). RILM is a joint project of the International Association of Music Libraries, Archives, and Documentation Centres (IAML); International Council for Traditional Music (ICTM); the International Musicological Society (IMS); and the International Association for the Study of Popular Music (IASPM). www.rilm.org
Institut du Monde Arabe, Paris: The Institut du Monde Arabe was founded to create strong and durable cultural ties while cultivating constructive dialogue between the Arab world, France, and Europe. This cross-discipline space is the central place for the development of cultural projects, in collaboration with institutions, creators and thinkers from the Arab world. The Institut du Monde Arabe is fully anchored in the present. It aims to reflect the Arab world’s current dynamics. It intends to make a distinctive contribution to the institutional cultural landscape. No other organization in the world offers such a wide range of events in connection with the Arab world. Debates, colloquia, seminars, conferences, dance shows, concerts, films, books, meetings, language and culture courses, and large exhibitions all contribute to raising awareness of this unique and vibrant world. https://www.imarabe.org
For more information, please contact:
Michael Lupo Marketing & Media Répertoire International de Littérature Musicale 365 Fifth Avenue, Suite 3108 • New York, NY 10016-4309 mlupo@rilm.org • Phone 1 212 817 1992 • www.rilm.org
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An account by the German physician Engelbert Kaempfer (1651–1716) of meetings in 1691 with the shōgun Tokugawa Tsunayoshi (1646–1709) evinces examples of exoticism on both sides.
Each man was curious about the other’s culture, but the situation was unbalanced. The visitor was in a position to gain a fairly objective view of the world of his host, although the situation was far too restrictive to allow in-depth research.
On the other hand, while the shōgun could order his guests to perform for his entertainment—to dance, sing, and so on—he did not know whether or not the information that he gained thereby was reliable. For example, when Kaempfer complied with the order to sing a song and was subsequently asked for a translation of the text, he responded that it expressed his deep wish for the health and prosperity of the shōgun and his family.
This according to “Exoticism and multi-emics: Reflections upon an earliest record of culture contact between Japan and Europe” by Osamu Yamaguchi, an essay included in Music cultures in interaction: Cases between Asia and Europe (Tōkyō: Academia Music, 1994, pp. 243–248; RILM Abstracts of Music Literature 1999-35931).
Above, a version of the map that Kaempfer brought back from Japan in 1692 (click to enlarge); below, the opening movement of Manzai raku (Ten thousand years of music), an example of the bugaku genre that was flourishing in Japanese courts at the time.
In Bali, the concept of désa kala patra (place-time-context) anchors the levels of meaning enacted in performances of tembang (vocal music), informs the construction of traditional dance and theater events, and underlies pedagogical methods.
The preservation of this ideological core is fundamental to Balinese identity as modern elements, such as electronic sound technology, are woven into the cultural fabric. The concept of taksu (spiritual energy) illuminates the religious underpinnings of Balinese artistic values.
This according to Voices in Bali: Energies and perceptions in vocal music and dance theater by Edward Herbst (Hanover: University Press of New England, 1997).
Above, Pura Besakih (Mother Temple of Besakih) is a stunning example of Balinese aesthetics; below, a taste of Balinese gamelan and dance.
“Rejoice in what you learn, and spray it.” – Tim Minchin
The multifarious methods used to communicate, transmit, and preserve musical knowledge reflect the diversity of this knowledge and the assumptions that lie behind what constitutes it. Students around the world learn about music in a wide range of settings—on stage, in the classroom, one-on-one with a specialist, and through personal reflection and rehearsing, to name only some examples. Music pedagogy, whether practiced within or outside of formalized institutions of learning, is a vibrant and important field of study. Those who teach pass on traditions, provide opportunities for economic advancement, exercise neurological pathways, and even instill ethical values on communities large and small. With music teachers and students in mind, and in recognition of the value of book reviews, this installment of our Instant Classics series highlights RILM’s eight most reviewed music pedagogy texts from 2016 to 2019. Although merely a snapshot of a moment in a dynamic publication environment, it is one worth taking.
And as always, an important reminder: We need your help! RILM always welcomes your reviews or reviews of your publications. Notice an omission? Help us fill in our gaps by submitting your review.
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#8. Campbell, Patricia Shehan. Music, education, and diversity: Bridging cultures and communities. Multicultural education series (New York: Teachers College Press, 2018). [RILM Abstracts of Music Literature, 2018-685]
Abstract: Music is a powerful means for educating citizens in a multicultural society and meeting many challenges shared by teachers across all subjects and grade levels. By celebrating heritage and promoting intercultural understandings, music can break down barriers among various ethnic, racial, cultural, and language groups within elementary and secondary schools. This book provides important insights for educators in music, the arts, and other subjects on the role that music can play in the curriculum as a powerful bridge to cultural understanding. The author documents key ideas and practices that have influenced current music education, particularly through efforts of ethnomusicologists in collaboration with educators, and examines some of the promises and pitfalls in shaping multicultural education through music. The text highlights World Music Pedagogy as a gateway to studying other cultures as well as the importance of including local music and musicians in the classroom. It chronicles the historical movements and contemporary issues that relate to music education, ethnomusicology, and cultural diversity; offers recommendations for the integration of music into specific classes, as well as throughout school culture; examines performance, composition, and listening analysis of art (folk/traditional and popular) as avenues for understanding local and global communities; and documents music’s potential to advance dimensions of multicultural education, such as the knowledge-construction process, prejudice reduction, and an equity pedagogy.
#7. Abrahams, Frank and Paul D. Head, eds. The Oxford handbook of choral pedagogy. Oxford handbooks (New York: Oxford University Press, 2017). [RILM Abstracts of Music Literature, 2017-925]
Abstract: Explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee clubs, and choirs that meet the needs of marginalized singers. Those who contributed chapters discuss a variety of theoretical frameworks including critical pedagogy, constructivism, singer and conductor agency and identity, and the influences of popular media on the choral art. The text is not a how-to book. While it may be appropriate in various academic courses, the intention is not to explain how to conduct or to organize a choral program. While there is specific information about vocal development and vocal health, it is not a text on voice science. Instead, the editors and contributing authors intend that the collection serve as a resource to inform, provoke, and evoke discourse and dialogue concerning the complexity of pedagogy in the domain of the choral art.
#6. Ódena Caballol, Óscar. Musical creativity revisited: Educational foundations, practices and research. SEMPRE studies in the psychology of music (Abingdon: Routledge, 2018). [RILM Abstracts of Music Literature, 2018-4287]
Abstract: How is creativity understood and facilitated across music education settings? What is the power of creativity in enhancing individual and group learning? How is musical creativity used as a tool for cross-community integration? How can we research the interactions of those engaged in musical activities aimed at creative development? These are just some of the questions addressed in this book, which includes insights from theory, practice-based research, and methodological analyses. Its chapters celebrate the diversity of the many different ways in which young and adult learners develop musical creativity. Following on from the volume cited as RILM 2012-8068, the author offers novel examples from practice and precise suggestions on how to research it. Chapters are organized into three sections: Foundations, Practices, and Research. They include examples from in-depth studies focused on a secondary school in England, higher music education in Spain, and out-of-school settings in Northern Ireland.
#5. Kertz-Welzel, Alexandra. Globalizing music education: A framework. Counterpoints: Music and education (Bloomington: Indiana University Press, 2018). [RILM Abstracts of Music Literature, 2018-2953]
Abstract: How do globalization and internationalization impact music education around the world? By acknowledging different cultural values and priorities, the author’s vision challenges the current state of international music education and higher education, which has been dominated by English-language scholarship. Her framework uses an interdisciplinary approach and emphasizes the need for developing a pluralistic mode of thinking, while underlining shared foundations and goals. She explores issues of educational transfer, differences in academic discourses worldwide, and the concept of the global mindset to help facilitate much-needed transformations in global music education. This thinking and research, she argues, provides a means for better understanding global transfers of knowledge and ways to avoid culturally and linguistically hegemonic standards.
#4. Downing, Sonja Lynn. Gamelan girls: Gender, childhood, and politics in Balinese music ensembles. New perspectives on gender in music (Urbana: University of Illinois Press, 2019). [RILM Abstracts of Music Literature, 2019-10637]
Abstract: In recent years, girls’ and mixed-gender ensembles have challenged the tradition of male-dominated gamelan performance. The change heralds a fundamental shift in how Balinese think about gender roles and the gender behavior taught in children’s music education. It also makes visible a national reorganization of the arts taking place within debates over issues like women’s rights and cultural preservation. The author draws on over a decade of immersive ethnographic work to analyze the ways Balinese musical practices have influenced the processes behind these dramatic changes. Girls and young women assert their agency within the gamelan learning process to challenge entrenched notions of performance and gender. One dramatic result is the creation of new combinations of femininity, musicality, and Balinese identity that resist messages about gendered behavior from the Indonesian nation-state and beyond. Such experimentation expands the accepted gender aesthetics of gamelan performance but also sparks new understanding of the role children can and do play in ongoing debates about identity and power.
#3. Wallbaum, Christopher, ed. Comparing international music lessons on video. Hochschule für Musik und Theater “Felix Mendelssohn Bartholdy” Leipzig: Schriften 14 (Hildesheim: Georg Olms, 2018). [RILM Abstracts of Music Literature, 2018-58022]
Abstract: Video-recorded music lessons (on multi-angle DVDs) were used to inspire and improve understanding among experts from different cultures and discourses of music education. To make the process manageable and focused, we developed the Analytical Short Film (2–3 minutes) to address particular areas of interest and starting points for debate. We asked selected music teachers from seven nation-states to allow a typical and (in their opinion) good lesson to be recorded. We also asked the students and their parents for permission. At a symposium, held at Leipzig’s Hochschule für Musik und Theater Felix Mendelssohn Bartholdy in September 2014, national experts and researchers presented views on their lessons through Analytical Short Films. Discussion followed which included implicit and explicit comparisons. Each presenter also used a lesson from one of the other countries to stimulate discussion about assumptions in and challenges to their own views. We documented all comparisons made and compared these to derive cross-cultural categories. These categories should be relevant for understanding what makes a music lesson “good”. The different perspectives and discussions offered by the authors in this book—together with ten DVDs, interviews with the teachers and students, and associated research—provide rich and diverse material for researchers, teachers, and teacher educators. A related article is abstracted as RILM 2015-83222.
#2. Cook, Nicholas. Music as creative practice. Studies in musical performance as creative practice 5 (New York: Oxford University Press, 2018) [RILM Abstracts of Music Literature, 2018-2373]
Abstract: Until recently, ideas of creativity in music revolved around composers in garrets and the lone genius. But the last decade has witnessed a sea change: musical creativity is now overwhelmingly thought of in terms of collaboration and real-time performance. This book synthesizes both perspectives. It begins by developing the idea that creativity arises out of social interaction—of which making music together is perhaps the clearest possible illustration—and then shows how the same thinking can be applied to the ostensibly solitary practices of composition. The book also emphasizes the contextual dimensions of musical creativity, ranging from the prodigy phenomenon, long-term collaborative relationships within and beyond the family, and creative learning, to the copyright system that is supposed to incentivize creativity. This book encompasses the classical tradition, jazz, and popular music, and music emerges as an arena in which changing concepts of creativity—from the old myths about genius to present-day sociocultural theory—can be traced with particular clarity. The perspective of creativity tells us much about music, but the reverse is also true, and this book offers an approach to musical creativity that is attuned to the practices of both music and everyday life.
#1. Allsup, Randall Everett. Remixing the classroom: Toward an open philosophy of music education.Counterpoints: Music and education (Bloomington: Indiana University Press, 2016). [RILM Abstracts of Music Literature, 2016-3531]
Abstract: Provides alternatives for the traditional master-apprentice teaching model that has characterized music education. By providing examples across the arts and humanities, the author promotes a vision of education that is open, changing, and adventurous at heart. He contends that the imperative of growth at the core of all teaching and learning relationships is made richer, though less certain, when it is fused with a student’s self-initiated quest. In this way, the formal study of music turns from an education in teacher-directed craft and moves into much larger and more complicated fields of exploration. The author advocates for an open, quest-driven teaching model that has repercussions for music education and the humanities more generally.
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Among the people of Aceh, Sumatra, four concepts of space—cardinal directional, upstream-downstream, central-point-in-circle, and geometric—guide dance formations, the making of rapa’i Pasè frame drums, and the colors and associations of performing costumes and stage decorations.
The upstream-downstream concept, which stems from the tendency to travel upstream for raw materials and downstream for trade, associates upstream spaces with an inward-looking, mystical attitude and downstream spaces with an outward-looking attitude and commercial success. The cardinal directional concept, which is related to the upstream-downstream concept since most rivers in Aceh run between north and south, relates specific colors and metals to the four directions.
The central-point-in-a-circle concept enacts Perso-Arabic models, such as the building of towns around a central mosque, connecting Aceh with its historical links to the larger Muslim world. The dominant geometric concept, which probably dates to before 300 B.C.E., is expressed in straight lines, parallelograms, diamonds, and curved forms including figure-eights, ovals, and leaf and flower shapes.
This according to “Some implications of local concepts of space in the dance, music, and visual arts of Aceh” by Margaret J. Kartomi (Yearbook for traditional music XXXVI [2004] 1–49; RILM Abstracts of Music Literature 2004-5577).
Below, an Acehnese dance celebrates the winnowing and planting of rice.
“Rukmini Devi and I noticed a girl watching, day after day, from the window, the dance classes we were teaching in the Mirror Cottage in the Theosophical Society where Kalakshetra was then situated. The child did this invariably on her way back home from The Besant Theosophical High School.”
“Rukmini Devi—Athai—called the child inside and asked her: ‘Would you like to dance?’ The child’s joy knew no bounds and she readily tried to repeat the dance she had been viewing. Athai immediately arranged for her, Krishnaveni, to join Kalakshetra as a part-time student.”
Lakshmanan went on to become “a danseuse of exceptional talent, versatility, and genius. Indeed, a very rare combination of stage presence and presentation! Devoted and totally dedicated to her career, which balances both teaching and performing. Krishnaveni is God’s beautiful gift to the magic world of dance.”
Quoted from “Krishnaveni of Kalakshetra” (Sruti 241 [October 2004] 19–22; RILM Abstracts of Music Literature 2004-34001.)
Today would have been Lakshmanan’s 80th birthday! Below, rare footage of her in performance.
The story of jazz in China spans a century, encompassing the introduction of jazz in the early 1920s, its interruption under Mao in 1949, and its rejuvenation in the early 1980s with China’s opening to the world under Deng Xiaoping.
As a highly democratic form of music characterized by improvisation and individual freedom of expression, in the 1920s jazz embodied the antithesis of thousands of years of Chinese cultural history. A hundred years later, Chinese jazz is engaged in a balancing act between consumerism, political ideology, and censorship.
This according to Jazz in China: From dance hall music to individual freedom of expression by Eugene Marlow (Jackson: University Press of Mississippi, 2018; RILM Abstracts of Music Literature 2018-7991).
Above and below, Li Gaoyang, one of the musicians discussed in the book.
A longstanding tradition among Karṇāṭak composers involves weaving hidden meanings into their song texts; generally known as mudrās, such terms may serve to identify the composer through a pseudonym, or they may indicate aspects of the music itself.
The highly revered composer Muttusvāmi Dīkṣitar typically included his signature pseudonym Guruguha somewhere in his song texts. He also often worked in the name of the rāga in which the composition is set, sometimes ingeniously encasing the reference in two adjacent words that, taken together, reveal the rāga mudrā.
This according to Rāga mudrās in Dīkshitar kritis by K. Omanakutty (Thiruvananthapuram: University of Kerala, 2012; RILM Abstracts of Music Literature; RILM Abstracts of Music Literature 2010-50861).
Above, a depiction of Dīkṣitar on a stamp issued by India Post; below, Gayathri Girish sings his Sārasa daḷa nayana, one of the works discussed in the book.
The main entrance to the New York Public Library for the Performing Arts’s exhibition Lou Reed: Caught between the twisted stars opens up on Lincoln Plaza, directly adjacent to the The Metropolitan Opera house. On a sunny day, the Met’s … Continue reading →
Seven strings/Сім струн (dedicated to Uncle Michael)* For thee, O Ukraine, O our mother unfortunate, bound, The first string I touch is for thee. The string will vibrate with a quiet yet deep solemn sound, The song from my heart … Continue reading →
Introduction: Dr. Philip Ewell, Associate Professor of Music at Hunter College and the Graduate Center of the City University of New York, posted a series of daily tweets during Black History Month (February 2021) providing information on some under-researched Black … Continue reading →
For it [the Walkman] permits the possibility…of imposing your soundscape on the surrounding aural environment and thereby domesticating the external world: for a moment, it can all be brought under the STOP/START, FAST FOWARD, PAUSE and REWIND buttons. –Iain Chambers, “The … Continue reading →
