Groove, as a musical quality, is an important part of jazz and pop music appreciative practices. Groove talk is widespread among musicians and audiences, and considerable importance is placed on generating and appreciating grooves in music. However, musicians, musicologists, and audiences use groove attributions in a variety of ways that do not track one consistent underlying concept. I argue that that there are at least two distinct concepts of groove. On one account, groove is ‘the feel of the music’ (...) and, on the other, groove is the psychological feeling (induced by music) of wanting to move one’s body. Further, I argue that recent work in music psychology shows that these two concepts do not converge on a unified set of musical features. Finally, I also argue that these two concepts play different functional roles in the appreciative practices of jazz and popular music. This should cause us to further consider the mediating role genre plays for aesthetic concepts and provides us with reason for adopting a more communitarian approach to aesthetics which is attentive to the ways in which aesthetic discourse serves the practices of different audiences. (shrink)

When a jazz, rock, or hip-hop drummer strikes certain notes in each measure slightly late, instead of hearing the degree to which those notes are late, we typically hear the effects of those variations; namely, a groove, the "feel" of a rhythm. Slight variations of pitch function similarly. In this essay, I argue that certain analytic theorists go astray due to their preoccupation with the variations themselves. By invoking Maurice Merleau- Ponty's insights into subtle visual perceptions, and his notion of (...) perceptual indeterminacy, I avoid an account of musical subtlety suggested by Daniel Dennett that is too coarse-grained, as well as the bleak conclusion that certain musical subtleties are ineffable, Diana Raffman's view. I conclude that elements of music that are perceived ambiguously can perform a positive function in such aesthetic experiences: they can mediate or foster emergent qualities; moreover, they must be perceived in this way to do so. (shrink)

Music is an important philosophical theme in Confucian writings, one that is intimately related to ritual. But the relationship between music and ritual requires clarification. This paper seeks to argue for a general sense of music that reflects a particular aspect of ritual that has to do with performance. There is much material available in classical texts, such as the 'Record of Music' ('Yueji'), that allows for nuanced explications of the musical qualities of such performances. Thus explicated, those (...) class='Hi'>musical terms provide for a way of speaking about the overall effects of ritual that is not bound to specific choreographic details or particular ritual rules. Finally, it is suggested that the Confucian notion of ren 仁 could be usefully compared to the generalised notion of music. (shrink)

Our study explored the application of emotion philosophy in vocal music teaching. We utilized surveys, semi-structured interviews, and focus group discussions to gather data from a group of 18 students. The survey results revealed an average familiarity with emotion philosophy concepts but a strong agreement on the importance of understanding a song's emotions for effective singing. Students perceived their current vocal training to be somewhat helpful in understanding emotional background but felt it focused more on technical skills than fostering emotional (...) connection. Thematic analysis of interview data highlighted several key themes. Students emphasized the importance of imagination and storytelling techniques to connect with a song's emotions. Additionally, they valued understanding the historical context of a work and viewed developing emotional intelligence as beneficial. Integrating philosophical frameworks on emotional expression was seen as a way to gain a deeper understanding of vocal performance. In terms of vocal techniques, timbre variations were seen as a powerful tool for emotional expression. Nuances in dynamics and phrasing were viewed as ways to create specific emotions, and clear articulation was considered important for ensuring listeners grasped the lyrical message and connected with the song's emotional core. Overall, this study suggests that incorporating emotion philosophy concepts and techniques into vocal training has the potential to enhance students' understanding and expression of emotions in their singing. (shrink)

Music impacting on speech processing is vividly evidenced in most reports involving professional musicians, while the question of whether the facilitative effects of music are limited to experts or may extend to amateurs remains to be resolved. Previous research has suggested that analogous to language experience, musicianship also modulates lexical tone perception but the influence of amateur musical experience in adulthood is poorly understood. Furthermore, little is known about how acoustic information and phonological information of lexical tones are processed (...) by amateur musicians. This study aimed to provide neural evidence of cortical plasticity by examining categorical perception of lexical tones in Chinese adults with amateur musical experience relative to the non-musician counterparts. Fifteen adult Chinese amateur musicians and an equal number of non-musicians participated in an event-related potential (ERP) experiment. Their mismatch negativities (MMNs) to lexical tones from Mandarin Tone 2–Tone 4 continuum and non-speech tone analogs were measured. It was hypothesized that amateur musicians would exhibit different MMNs to their non-musician counterparts in processing two aspects of information in lexical tones. Results showed that the MMN mean amplitude evoked by within-category deviants was significantly larger for amateur musicians than non-musicians regardless of speech or non-speech condition. This implies the strengthened processing of acoustic information by adult amateur musicians without the need of focused attention, as the detection of subtle acoustic nuances of pitch was measurably improved. In addition, the MMN peak latency elicited by across-category deviants was significantly shorter than that by within-category deviants for both groups, indicative of the earlier processing of phonological information than acoustic information of lexical tones at the pre-attentive stage. The results mentioned above suggest that cortical plasticity can still be induced in adulthood, hence non-musicians should be defined more strictly than before. Besides, the current study enlarges the population demonstrating the beneficial effects of musical experience on perceptual and cognitive functions, namely, the effects of enhanced speech processing from music are not confined to a small group of experts but extend to a large population of amateurs. (shrink)

Theodor W. Adorno, one of the principal figures associated with the Frankfurt School, wrote extensively on culture, modernity, aesthetics, literature, and—more than any other subject—music. To this day, Adorno remains the single most influential contributor to the development of qualitative musical sociology which, together with his nuanced intertextual readings of musical works, gives him broad claim as a continuing force in the study of music. This long-awaited collection of twenty-seven essays represents the full range of Adorno's music writing. (...) Nearly half of the essays appear in English for the first time; all of the essays are fully annotated; and the previously translated essays have been corrected and missing text restored, making this volume the definitive resource on Adorno's musical thought. (shrink)

Some facets of making music are explored by combining arguments of Raffman's cognitivist explanation of ineffability with Merleau-Ponty's view of embodied perception. Behnke's approach to a phenomenology of playing a musical instrument serves as a further source. Focusing on the skilled performer-listener, several types of ineffable knowledge of performing music are identified: gesture feeling ineffability —the performer's sensorimotor knowledge of the gestures necessary to produce instrumental sounds is not exhaustively communicable via language; gesture nuance ineffability —the performer is (...) aware of nuances of instrumental gestures, e.g., micro-variations of intensity or duration of musical gestures, but cannot perceptually, and consequently conceptually, categorize those fine-grained variations; and ineffabilities of inter-subjectivity —the non-verbal interaction between performers that makes a performance a vibrant dialogue is similarly incommunicable. An attempt to identify some of the ineffable dimensions of this dialogue is proposed. Further ineffabilities relating the acoustical embedding of performing are identified. (shrink)

Philosophy and Theory in Music Therapy: Navigating the Labyrinth invites students, clinicians, and educators to explore the foundational philosophies and theories that shape music therapy. For students, it emphasizes the importance of philosophy and theory as the cornerstones of practice, research, and professional growth. For clinicians, it offers fresh perspectives to enhance their practice, delving into ideas that may not have been part of their formal training. For educators, it provides nuanced explanations of music therapy theories, transcending the adaptation of (...) frameworks from other disciplines. Designed as more than just a textbook, this book is a versatile resource. Some chapters align with specific coursework, while others span multiple academic or clinical contexts. Clinicians may find certain sections helpful in explaining treatment approaches to colleagues or administrators, while other chapters are simply enjoyable for intellectual exploration. Educators can draw inspiration for developing new theories, and researchers may discover frameworks to test and refine. Rich with case studies and clinical examples, each chapter offers practical insights and tangible applications, bringing music therapy philosophies and theories to life. Whether for study, practice, or teaching, this book provides an inclusive and accessible guide to the dynamic and ever-evolving field of music therapy. (shrink)

Roholt explains why grooves, which are forged in music’s rhythmic nuances, remain hidden to some listeners. He argues that grooves are not graspable through the intellect nor through mere listening; rather, grooves are disclosed through our bodily engagement with music. We grasp a groove bodily by moving with music’s pulsations. By invoking the French philosopher Maurice Merleau-Ponty’s notion of “motor intentionality,” Roholt shows that the “feel” of a groove, and the understanding of it, are two sides of a coin: to (...) “get” a groove just is to comprehend it bodily and to feel that embodied comprehension. (shrink)

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach?a differently nuanced model of expert skill aligned with the integrative spirit of the Noices? research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

The central point of Raffman’s discussion is to distinguish the perception, knowledge, and effability of the standard chromatic “categorical” pitch events from what she calls “nuance” pitch events—events whose individuation is more fine-grained than C-events, and which seem to resist reliable, psychologically available categorization. Thus, two pitches a quarter-tone apart may be classified as the same C-event, even though they are different N-events. Experimental evidence suggests that whereas people are quite good at recall and discrimination of C-events, they are (...) considerably poorer with respect to N-events, and this, according to Raffman, is due to the availability of “schemas,” or conceptual “cubby-holes,” in the former but not the latter case. But this is not to say that people aren’t aware of N-events: a good deal of musical pleasure turns on appreciation of such N-events as vibrato, slides, and pitch coloration. The point is merely that “it is overwhelmingly unlikely that we have, or could have, interval schemas as fine-grained as the N-pitches and N-intervals we can hear”. (shrink)

An adequate account of musical understanding must be sufficiently detailed and nuanced so as to be able to make sense of the experience of listeners with diverse musical and cultural backgrounds. It should also help us begin to understand the wide variety of responses to music, including the responses of those who hear music as having semantic content. I approach these issues in the more general philosophical context of aesthetic understanding. As an approach to my own position, I (...) examine the accounts of aesthetic understanding offered by Nelson Goodman, Roger Scruton, and Peter Kivy. Because each can be seen as broadly within the Kantian tradition, I also undertake an examination of Kant's aesthetics. ;My account of what it is to understand music and of how this understanding is achieved draws upon a phenomenological analysis of listening. I argue that a continuum of two levels of understanding music can be distinguished. At the lowest level, "recognitional understanding," the listener can hear a series of tones as a rhythmic and melodic gestalt, and understand a minimum of expressive and gestural characteristics. The second level, "enhanced understanding," requires greater sensitivity to the music's expressive character, being able to place the music in an appropriate historical context, and some awareness of musical form. Beyond these two levels but presupposing them is a third, which I call "interpretive understanding." Listening to music, we sometimes get the sense that the music is "profound" or has something to say, if only we could grasp it. ;For musical understanding of any sort, involvement with the music is crucial. I develop an account of involvement with music which stresses the similarities between following a musical performance and following or constructing a narrative. I conclude by suggesting the ways in which my account of musical understanding captures some of the strengths of the accounts already discussed , and consider some objections which might be made against it. (shrink)

Designing and developing a digital musical instrument (DMI) to a level of refinement that provides musically rich applications and nuanced interaction capabilities requires a long-term commitment to both technical and creative aspects. This process often leads to the acquisition of sensory, communicative, and intuitive knowledge—dimensions of instrument design that are typically overlooked in mainstream discussions. This paper explores this development journey through the lens of three instruments: the Resonant Object Interface (ROI), the Floors, and the Table Floor. These instruments (...) have undergone extensive development, with the latest instrument building upon the lessons learned from the previous two. We discuss the challenges encountered during the ongoing refinement of these devices and our evolving interaction with their physical complexities. A key focus is the tacit knowledge gained through hands-on engagement, which, though often taken for granted once established, requires significant time and effort to develop. Further, we reflect on our experiences sharing these instruments with other musicians, highlighting how tacit engagement plays a critical role in the creation of new processes, materials, sensing technologies, and sensory experiences in the realm of digital musical instrument design. (shrink)

Abstract:For decades, education has been inundated with neoliberal policies described as enabling its structures to adjust to a global knowledge economy. Located at the intersection of such "reform" language and classical liberal economic theory is a troubling paradox–the idea that knowledge should be centrally concentrated in order to "liberalize" education along free market lines. This essay considers implications of centralized knowledge for music education in light of this contradiction and the rhetoric that obscures it. To raise awareness of this paradox, (...) I briefly summarize some of the literature on neoliberalism and state intervention before examining the ideas of an individual skeptical of central knowledge planning despite his pivotal role in the birth of modern educational "reform": Peter Drucker. The ideological collapsing of Drucker's nuanced views by neoliberal interests stands in stark contrast with what could be a less instrumental argument for the development of problem-solving skills for lifelong benefit. Finally, I ask whether we reinforce this contradiction if we champion music's curricular legitimacy and relevance, yet fail to teach students to think musically for themselves as evidenced by prescriptive instructional methods or participation in standardizing musical knowledge through failure to resist the totalizing ideology of the audit culture. (shrink)

ABSTRACT In this article I venture the hypothesis that music confronts education with the possibility to think violence in ways that are both inherently educational and radically affirmative. Beginning with a reflection on a poem by Elizabeth Barrett Browning, which emphatically evokes the violence within the genesis of music, I then move in a different direction in the second section, which surveys how extant (music-) educational has thematized violence so far. Concluding that this thematization, notwithstanding many nuances, invariably implies a (...) negative validation of violence, I devote the third section to a search for more affirmative concepts of educational violence. Eventually, this culminates in a return to the issue of a possibly intrinsic, positive relation between violence and music education. I first discuss this possibility more generally, connecting the discussed affirmative concepts of violence to the antipodal music-educational ideas of Plato and Nietzsche. Finally, in the last section, returning to Browning’s poem, I specify it by reclaiming the particular violence of music’s instrumental aspects for music education. (shrink)

The Eurocentric canon remains the predominant focus of music education often excluding the role of music and experiences of Black individuals and people of color. This singular perspective creates an incomplete and inaccurate understanding of the comprehensive nature of music and the humans who create, perform, and engage with it. In this article, the author shares her experience as a Black music educator and her aspirations for a music profession that incorporates the full range of human music engagement and expression. (...) The paper begins with a reflection on W.E.B. DuBois’s double consciousness followed by an exploration of the nuances, complexities, contradictions, and beauty of being a Black educator in a primarily white field. Subsequently, the essay presents four conceptual principles for a reimagined, inclusive music education approach, drawing inspiration from Sylvia Wynter’s “new science of the Word.” These principles advocate retelling the music education narrative to incorporate historically marginalized voices, reorienting music education to be human-centered, embracing interdisciplinary approaches to view music teaching and learning, and acknowledging the power of music in uplifting the human condition. Finally, this paper proposes a pathway for reconciling diverse identities prevalent in American culture with music education and academia. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Rethinking Social Action through Music: The Search for Coexistence and Citizenship in Medellín’s Music Schools by Geoffrey BakerKim BoeskovGeoffrey Baker: Rethinking Social Action through Music: The Search for Coexistence and Citizenship in Medellín’s Music Schools (Cambridge, UK: Open Book Publishers, 2021)If indeed there exists, as Geir Johansen has proposed,1 a self-critical movement within the field of music education, Geoffrey Baker is undoubtedly one of its leading figures. According (...) to Johansen, the self-critical turn is characterized by an increasing number of music educators directing criticism toward music education itself by denouncing overly romantic visions of “the power of music” and scrutinizing how music educational practices are implicated in the propulsion of problematic social forces of inequality, oppression, and injustice. Baker’s widely read book from 2014, El Sistema: Orchestrating Venezuela’s Youth,2 thoroughly denounced the globally acclaimed Venezuelan ‘musical miracle’ as a myth. Based on extensive field work in Venezuela, Baker painstakingly dissected El Sistema as an archaic, morally, and pedagogically flawed model of music education veiled in the empty rhetoric of music as a tool of social redemption and documented how such models are ripe with opportunities for abuse, in every sad sense of the word.The continuation of Baker’s critical project is published in the form of a four-hundred-page book, entitled Rethinking Social Action Through Music. Baker presents the text as “a ‘post-El Sistema’ project”3 as it constitutes a departure [End Page 92] from his preoccupation with ‘The System’ toward potential alternatives to the Venezuelan model. He finds such an alternative in the Red (Red de Escuelas de Música de Medellín), a network of music schools in the Colombian city of Medellín, which figures as the center of attention in Baker’s institutional ethnography. However, even as the Colombian institution is invoked as a counterexample to its Venezuelan sibling, the Red is not held up for its ability to enact social change or display of innovative pedagogical principles. What Baker finds exemplary and worthy of investigation is the willingness he locates within the administrative layer of the Red to continuously engage in reflective work with regards to the tensions, conflicts, and pitfalls, as well as potentials of musical-social work. Particularly, Baker’s attention is directed to the decision-making processes and discussions among the leaders of the institution; how senior staff members adopt self-critical stances, how needs for institutional change are recognized, the recurring frictions between musical staff and members of the institution’s social team, and tensions between public statements expressing confidence in the program’s efficacy and internal conversations full of ambivalence and doubt.It is with reference to the reflexive processes of the Red that Baker conducts insightful and well-informed discussions of a range of themes relevant to music educators and scholars. Baker situates his analysis within the wider landscape of SATM (Social Action Through Music), which can roughly be understood as the field of musical practice emanating from the large socio-musical orchestral programs conceived in Latin America in the last decades of the 20th century and subsequently spread as ‘Sistema-inspired’ offspring throughout the globe in the beginning of the 21st century. Yet, the discussions found in this book are easily connected to pertinent themes of the philosophy and sociology of music education, such as the notion of artistic citizenship, decolonization, the political nature of music education, ‘the social’ in music education, to name a few. One of the striking qualities of this book is its ability to identify important issues in the local context of Medellín, extract the underlying mechanisms and through empirical examples unfold a much broader discussion of what social justice and social change might mean in the field of music education. Baker, originally educated as an ethnomusicologist, reflects on these topics with depth and nuance, underscoring the relevance of approaching these complex issues through ethnographic work, rather than basing such discussions solely on conceptual exploration.Appearing as a red line throughout the book is Baker’s insistence on foregrounding the ambiguity and ambivalence of musical-social work. In fact, his critical encounter with the field... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Singing Democracy:Music and Politics in Jean-Jacques Rousseau's ThoughtJulia SimonComment? Tous les intervalles de mon Clavecin sont altérés?... Fi, le vilain instrument; ne m'en parlez plus.... Je veux chanter.—Anton Bemetzrieder, Leçons de ClavecinDemocratic theory of the eighteenth century, and particularly Rousseau's, is suffused with the idealism and lack of pragmatism that make it both immensely compelling and extraordinarily frustrating. Conceived under the decaying edifice of the absolute monarchy, it strives (...) toward perfection, offering theoretical formulations that often defy practical application. Yet this theory continues to inspire democratic practice and political debates even more than 200 years after its writing. In one passage of Du contrat social Rousseau asserts, "If there were a people of Gods, it would govern itself democratically. Such a perfect government is not suited to men."1 And yet the thrust of the work and the critical force of Rousseau's corpus encourage and challenge us to strive toward democracy, as impossible a goal as it may be for mere mortals.Alongside Rousseau's works in social and political theory lies another vast body of theoretical work in music. Rarely, if ever, are they read in tandem. Music in the eighteenth century suffers from many of the same difficulties that political theory does, especially the tendency toward a level of abstraction that defies practical application. Like the problem of democracy in the eighteenth century, music also presents the temptation of retreat into a world of abstract perfection based on mathematical certainty with little relation to practical reality. [End Page 433] Perhaps nowhere is the tension so acute between the ideal and the real in music as in the domain of tuning specifically, in keyboard tuning, and the question of tempering. So as in the political domain, there is a potentially wide gulf between music theory and music practice.If there is any hope of realizing democracy in the way that Rousseau understood it, an exploration of his music theory may provide the crucial bridge between theory and practice. Rousseau's theoretical work in music, and singing in particular, covers a number of distinct subject areas. First, his proposal for a new system of musical notation links directly to democratic impulses in his political and social theory. Second, the kinds of emotions that music stirs are related in Rousseau's thought to forms of expression that remain closer to their natural origins. Finally, Rousseau's preference for melody, as opposed to harmony, relates directly to his conception of the political sphere and specifically to the relationship between the general will and the workings of the body politic in a democracy. Unexpectedly, reading Rousseau's musical theory alongside his democratic theory produces a nuanced and moderate view of the social contract that deepens our understanding of the relationship between relative and absolute values in politics as well as in music and offers a model for practice.Musical Notation and DemocracyA distinctly democratic impulse motivates the Projet concernant de nouveaux signes pour la musique for Rousseau's revision of the musical notation system is designed to increase accessibility to music. With characteristic rhetoric Rousseau introduces his project for "simplifying" musical notation with a short, to-the-point paragraph: "This project tends to make music easier to write down, easier to learn and much less diffuse."2 Following this statement of purpose, Rousseau relates, in a contrasting rhetorical style—replete with specialized vocabulary—the current state of affairs in musical notation:This quantity of lines, keys, transpositions, of sharps, flats, naturals, of simple and complex measures, of whole-notes, half-notes, quarter-notes, eighth-notes, sixteenth-notes, thirty-second notes, of rests, half-rests, quarter-rests, eighth-rests, sixteenth-rests, etc. gives a quantity of signs and combinations from which result two principle inconveniences: the first, to occupy too great a volume, and the second to overload the memory of schoolchildren in such a way that the ear being formed and the organs having acquired all the necessary facility long before one is [End Page 434] capable of singing from a book, it follows that the difficulty is more in the observation of rules than in the execution of... (shrink)

Flourishing has become a popular ideal in the educational debate. Could flourishing guide meaningful choices in education? My skepticism rests on unclear definitions of _flourishing_, a hidden insistence of theories of flourishing on selfish and individualistic themes, and an elitist vision of flourishing as the consequence of favorable conditions. To avoid the controversial aspects of flourishing theories, I will suggest that education could instead promote medium-term goals that, without directly aiming at students’ realization, nurture the base on which students can (...) imagine their flourishing. Drawing on ancient Greek culture, I will discuss _metron_ as an inspiring medium-term goal for music education. In its archaic meaning, _metron_, the right measure, is both a dynamic balance and an ongoing movement that regulates individual actions and guides individuals toward their realization. I believe that _metron_ in music education could help students explore their possibilities and limits as individual and social agents toward a more nuanced understanding of their selves. Thus, I will consider how promoting _metron_ in music classrooms could enhance students’ self-knowledge and foster their sense of self in and though musical interactions and critical reflections. (shrink)

_This study probes into a comparative multimodal discourse analysis (MDA) of two influential Pakistani rap music videos ‘The Sibbi Song’ by Abid Brohi and ‘Karachi Chal’ performed by Young Stunners, a rap duo consisting of Talha Anjum and Talhah Yunus to explore their portrayal of societal hierarchies and individual identity. Drawing upon the theoretical framework of MDA the analysis has discovered the linguistic, visual, aural, spatial, and gestural elements of each video. The first video portrays the protagonist’s journey from innocence (...) to success, while the other highlights urban working-class struggles through nuanced examination. Major findings reveal themes of resilience, social change, and identity negotiation of urban life and cultural expression in Pakistan’s diverse societal fabric which individuals from distinct cultural backgrounds often use to express their norms and values through various forms of visual arts and entertainment. Furthermore, the global phenomenon of rap music has gained significant traction, offering a platform for contemporary rap music artists in Pakistan to articulate their unique identities, confrontations, and triumphs as a cultural shift towards self-expression._. (shrink)

This inquiry explores the terms yogakshema, sampradaya, and manodharma sangita, as well as theories and practices of improvisation and innovation in music and other fields of Hindu culture. It considers the ways Hindu traditions play out the human contradiction—that life must always combine both old and new; the ways improvising is part of the Hindu frameworks in Vedic chanting, and the performance of ragas and other cultural activities in India. Both set patterns and nuanced interpretations in literary and musical (...) works present processes which suggest models of progress and renewal in various fields of human endeavor. I am unpacking the scholar V. Raghavan’s ideas about how traditions in Indian culture can adapt creatively in time. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Complicating, Considering, and Connecting Music Education by Lauren Kapalka RichermeNasim NiknafsLauren Kapalka Richerme, Complicating, Considering, and Connecting Music Education (Bloomington, IN: Indiana University Press, 2020)Laurern Kapalka Richerme courageously engages with some of the significant concepts of Gilles Deleuze and Félix Guattari in a timely bounded volume, Complicating, Considering, and Connecting Music Education. Through this colossal endeavor, though not the first time a music education scholar deeply explores Deleuzian (...) concepts and theoretical analyses, Richerme provides a fresh perspective on his oeuvre within the field and paves the way for more engaged scholarly exploration on the roles and responsibilities of music education.1Considering the vanity in saying what one sees, as “what we see never resides in what we say,”2 any review of works related to Deleuzian concepts is more of an arborescent endeavor than a rhizomatic one. Consequently, the current review of Richerme’s book may also refute and go against Deleuze and Guattari’s most salient arguments. However, I would like to specifically elaborate on Richerme’s treatment of time; a much welcomed and overlooked aspect of education that Richerme has appositely and strongly delivered. “Music education is not a stagnant ‘what’ but a temporal ‘when’... While the question, ‘What is music education?’ solidifies music education into an immobile identity, asking ‘When is music education?’ emphasizes the differing, individually constructed nature of [End Page 202] educational experiences.”3 Not necessarily an original proposition to treat music education as a process rather than a product, a journey rather than a destination, a meandering rather than walking on a straight line, a desired path rather than a pre-constructed road, Richerme’s angle of this conversation takes on an entirely new path. Rather than solving the problem, as the problem is one’s music education, she elegantly modifies the question: “When is music education?”4 Richerme redirects the reader’s attention from the “spatial turn” in which the field has been engrossed to a temporal one, and from a totalizing music education to a totality of music education:5 “My voice cannot be ‘lost’ or ‘found,’ only silenced or embraced—restrained or encouraged to grow. It will always exist in an uncertain middle, differing day after day.”6Written in eight chapters with two bookending chapters with the same title, “Rhizomatic Journeying,” while the middle chapter re-considers considering and the penultimate chapter discusses the when in music education, Richerme demands the reader to attend to not only the book’s content but the poetic delivery of its prose. One could even recite the sentences and feel the elevation. Richerme’s unique voice is laudable for its humility of approach and candid pronouncements of mistakes made along the way of becoming-toward7 music educator. When reading, I felt I was a fellow traveler crossing paths with her while she shared some of her moments with me. She and I were the Nighthawks of Edward Hopper’s painting. Richerme was there to tell her story and I was there to silently listen; “the story is told and untold. Then retold.”8 And it is in this retelling that I would like to situate this review.This volume is first and foremost an ode to music education. Richerme has a command of the music education literature which manifests itself in the myriad examples she explores. She does not claim to portray novel ideas but crossing paths with other scholars in music education concerning not only Deleuzian concepts but ethical matters of education: “deeming something ‘good for’ is not the same as finding it ‘good’ in the ethical sense.”9 She does not disagree with scholars, perhaps following Deleuzian footsteps, but complements them; an exercise in nuance and scholarly practice not always historically prevalent in the field.However, this practical side of the book that attempts to situate Deleuzian concepts within music education are brought forth at the expense of a deeper level of theoretical analysis of and engagement with their comprehensively theorized concepts such as becoming, striated space, immanence, refrain, and deterritorialization. At times, it feels as though these concepts have been magiccarpeted rather than integrated within music education situations. This volume comes across, marvellously... (shrink)

Extending a nascent line of Asian philosophical research in music education, we mine Indian philosophies of music and education. Three key questions guide our project: What are Vedic philosophies of music? What are Vedic philosophies of education? Taken together, what insights can we draw for contemporary music education writ large? To address our questions, we analyze key passages from the Upanishads and synthesize ideas from these texts. A quartet of inter-related ideas emerge from our analysis: the guru, the shishya, vidya, (...) and moksha. In brief, the guru (teacher) is revered as one would god, for it is the teacher who leads the shishya (student) toward vidya (knowledge) and through that toward moksha (liberation of the soul), which can also be attained via making music, such as the singing of Om (the absolute sound). In addition to proffering insights for contemporary music education, particularly in terms of how the ancient Vedic guru-shishya parampara adds nuance to contemporary discussions on the master-apprentice model of music education, we imagine how music education philosophy might look like if it were to be sung. (shrink)

The paper’s authors are composers operating within the field of experimental music. Their music is created from the use of limited materials placed into repetitive structures involving cyclic pitch patterns and sustained tone textures. This reductive approach to composition provides a fertile area for discussions of temporality, as the music functions outside of standard teleological narrative structures thereby prompting more varied subjective temporal experiences for listeners. The paper will take as its starting point the experience of the listener, rather than (...) the musical score, enhancing discussions from Thomas Clifton’s Music as Heard.1 This angle is particularly relevant when discussing minimal works, as the score does not (and is not intended to) give an indication to what the auditory experience will be, it simply acts as what pianist Philip Thomas describes as a ‘prescription for action’ for the performers.2 Drawing particularly upon work on the temporal experience by Merleau-Ponty (after Husserl), the paper discusses how phenomenological approaches can provide effective insight into the experience of sustained tone and repetitive music. By discussing notions of retention and protention, the two composers will explore how this permeates their compositional approach, particularly in relation to the use of repetition, examining the different types of musical materials used by the composers and how this affects the temporalities experienced upon performance. Points of similarity and variance between the two outlooks are explored in detail, providing an in-depth discussion as to how attitudes towards temporality can result in nuanced differences in output. Fundamental essences are clarified and discussed in relation to other composers’ work, and in particular American composer James Tenney’s work in applying a phenomenological model upon the listening experience is considered alongside the central discussion. The results of this investigation provide both clear artistic statements on the role of phenomenological thought in the creative process, and also tentative starting points for further discussion on experiential temporalities in minimal and experimental musics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Lauren Kapalka Richerme, "The Diversity Bargain and the Discourse Dance of Equitable and Best," Philosophy of Music Education Review 27, no. 2 (Fall, 2019)Nasim NiknafsI was asked to write a response to Lauren Richerme's convincing research on why and how one should distinguish between "equitable educational practices"1 and what she calls following Ellen Berry the "diversity bargain" where equity as the second-best option has always taken a (...) hit from the more dashing diversity. If I may metaphorically put this conversation into a romantic comedy, equity is always the wingperson of color to diversity as the main protagonist; by the end of the show it is the main protagonist who survives the hardship and reaches salvation, be it a long-lost love, an oasis of sorts, or making it to the finish line. The rest of the cast have the function of complementing and highlighting the main actor but never substituting for it; or they are as Homi Bhabha would say, "almost the same but not quite."2 For the sake of filling in the blank of let's-add-more-color-into-it, the genuine conversation over the nuances of equitable practices gets undermined and diffused of its poignancy. And this is what Richerme is arguing against: let us not forget that a more significant challenge than a mere technicolor presence is at play. In that, my response to Richerme's essay would [End Page 215] not be so much of a response but a grand nod, a body gesture, an embedded signal of approval between two human beings born and raised in two different parts of planet earth who after years of diverse and perhaps un-equitable educational access ended up in the same room at the same time. Thus, my nod to Richerme also originated from personal experiences and intimate familiarities with unequitable educational access. Yes, people of color can be assets to their institutions and their corresponding fields who add to the diversity of knowledge creation practices, but it is not people of color's project or responsibility to act as the trophy to alleviate the unhappy conscience of educational malpractice or give a helping hand to the main protagonists for whom the scenario has already been written. Undoubtedly, they can take on that role if they want to, but it is only contingent upon where their desires lie not where they should lie.I strongly agree with Richerme's claim that music classrooms and I would add any classroom and learning environment should be a place and space for "sharing stories and insights"3 to not only learn about the content material whatever it may be but to learn to empathize with one another, understand positive and negative human behaviors toward humans and their environment, and act against discriminatory practices, racial, ethnic, religious, and gender prejudices, and to the point of Richerme's essay, unequitable practices that are insistent in today's political climate on a global scale.At this very juncture I diverge not from Richerme's fine thesis and argumentation, but from the larger issue of the premise of her arguments grounded on Thomas Green's educational framework.4 Green argues that the "rank order of political arguments that can be mustered in support of the [educational] system … [is] roughly as follows": (1) the fundamental or compelling interests of the state; (2) the aggregate of individual or parental interests; (3) societal interests; and (4) educational goods for their own sake."5 Following Green's framework Richerme analyzes contemporary music education initiatives in relation to the differing political strengths of each group of stakeholders: the state, parents, society, and educational goods for their own sake.There is a sense of mistrust in the local and national government implied by Green's framework, reminding one of the cumulative mistrust of the elite by U.S. citizens. Years of neglect, condescension, and lack of attention to the real and tangible needs of people amalgamated into what today one sees as white nationalism, plutocracy, and protectionism across borders. Green wrote his book, Predicting the Behavior of the Educational System, in 1980; historically the world order was increasingly metamorphosing and establishing itself... (shrink)

Musicians of all sorts talk of getting “into a groove,” whether using those words or others; musical listeners also talk about the groove of a passage of music, a performance, or a recording. In his four-chapter essay, Groove, Tiger Roholt offers answers to questions that seem obvious candidates for philosophical inquiry yet that few philosophers have even touched on: what is a groove, exactly, and what is it to perceive or understand—to get— a groove? His answers are intriguing, not (...) just because they are thoughtfully argued positions on an important yet neglected topic, but because, if correct, they challenge some central orthodoxies of philosophy of music, at least in the analytic tradition.Roholt’s main... (shrink)

Let us look first at poetry. It is well known that by the fifteenth century, lyric poetry had undergone a radical transformation; the early lyric fluidity and formal variability had hardened into the nonlyric and even, some maintain, antilyric forms fixes which characterize the poetic formalism of late medieval France. Dispensing with the details of how and why this occurred, the essential point is that by the end of the Middle Ages, the poet in France and Burgundy saw himself as (...) an artisan of words, not as a singer.6 He refers to himself as a craftsman , and it is plain, sometimes painfully so, to anyone who reads the works that the rhétoriqueur is, indeed, an artisan of forms—or, if you will, an architecte de la parole, a specialist in verbal matter. He works words, sounds, metric and strophic forms into intricate patterns and arranges his elaborate designs in blocks of exact and harmonious symmetry. He is, in fact, from Machaut on, a virtuoso of the verbal equivalent of the architectural art of carrelage which adorned the princely château in which he worked and lived. No one familiar with the period will avoid noticing the strikingly similar types of patters in the poet’s works and in his surroundings.I have gathered elsewhere the visual documentation which bears out Zumthor’s suggestions quoted above with respect to the meticulously constructivist mentality of the Franco-Burgundian artisan. But the analogies I found are much more than perceptual. It is true that the elaborate designs on the walls, floors, ceilings, windows, woodwork, and so forth of the early Renaissance château are, indeed, composed of intricate blocks of material; but their function is not merely decorative , it is also narrative, with emblematic motifs and allegorical figures arrayed in linear patterns of “visual” discourse—the invariable “discours de la gloire” which silently proclaims the magnificence of the patron prince and proprietor of the château .7 6. A summary of internal and external factors in the transformation of lyric to Rhetoric is provided in my review of Die musikalische Erscheinungsform der Trouvèrepoesie by Hans-Herbert S. Räkel , in Romance Philology 34 : 250-58.7. This following collage of fragments from ML was constructed ôto serve as commentary on photographs of tile designs compared with verbal texts, in an earlier version of this paper , from which the examples in figs. 1-4 are taken.Culte de l’objet subtilement travaillé, au-delà de toute fonctionnalité primaire *** primat du labeur ardu, patient, du difficile, de l’inattendu *** les mots mêmes semblent travaillés d’un besoin de scientificité fictive, d’anoblissement par le savoir *** les … mots ne sont plus que les particules d’une parole dont la seule signification est globale *** matériau émancipé des contraintes de la phrase, transposé sur un plan où le signe devient le nom vide de ce signe *** goût du bricolage plutôt que de l’industrie; … du bariolage plus que du fondu et de la nuance; de l’équilibre numéral des parties plus que de la synthèse; du multiple plus que de l’un. Outil forgé martelé d’ “aornures” sans fonction utilitaire; enchâssements cubiques, coniques, pyramidaux, cruciformes du bâtiment … meubles marquetés, forrés de tiroirs minuscules et secrets [and so forth].For the iconography of these examples , see Emile Amé, Less Carrelages émaillés du Moyen Age et de la Renaissance , pp. 61-108. Jonathan Beck is associate professor of French at the University of Arizona. He is the author of Théâtre et propaganda aux débuts de la Réforme , a sequel to his edition and study, Le Concil de Basle: Le Origines du theater réformiste et partisan en France. (shrink)

In this paper I argue for a fully intended and carefully tailored allusion in Plato’s Phaedrus to Pindar’s Pythian 1 with the pivotal image of Typho. The analysis of verbal and conceptual links leads to a better appreciation of the nuances in the Platonic passage, including a hitherto utterly unexplored layer of the text, its musical metaphoricity. On this level several main themes of Plato’s thought, such as the problem of singleness vs. manyness, musical ethos and criticism, converge (...) in an extraordinarily dense expression. (shrink)

L'humour en musique n'a pas bonne presse. Labile, déroutant, anecdotique, il a été vilipendé par certains philosophes et compositeurs de la modernité – Schopenhauer, Adorno, Varèse et Boulez en tête – tandis que d'autres – Bergson, Jankélévitch – y voyaient l'expression d'une légèreté sérieuse, l'essence même de l'art. Après une période de déni, consécutive à la Seconde Guerre mondiale, l'humour musical se manifeste depuis les années 1960 chez de multiples compositeurs comme Mauricio Kagel, Gyêrgy Ligeti, Luc Ferrari, Luciano Berio, (...) Bruno Maderna, Arvo Part, Krzysztof Penderecki, Régis Campo, etc. Les quatorze articles réunis dans ce volume tentent tout d'abord d'en éclaircir les principales nuances et de caractériser les cousinages avec le comique, la satire, la parodie, l'ironie. Un deuxième temps est consacré à l'étude du rire musical, ses techniques et sa sémantique. Sans être toujours attaché à l'humour, il engendre des significations secondaires : la peur, la folie, le désespoir. La dernière partie aborde l'esthétique de la satire, qui révèle de riches intertextualités, en particulier à travers le détournement de citations. Y sont également abordés les liens qu'entretiennent l'humour et ses dérivés avec les mutations postmodernes et hypermodernes des sociétés occidentales. (shrink)

Birdsong is widely analysed and discussed by people coming from both musical and scientific backgrounds. Both approaches provide valuable insight, but I argue that it is only through combining musical and scientific points of view, as well as perspectives from more tangentially related fields, that we can obtain the best possible understanding of birdsong. In this paper, I discuss how my own training as a musician, and in particular as a composer, affects how I listen to and parse (...) birdsong. I identify nine areas of overlap between human music and birdsong, which may serve as starting points both for musical and scientific analysis, as well as for interdisciplinary analysis as practiced in the developing field of “zoomusicology.” Using the hermit thrush (Catharus guttatus) as an example, I discuss how the song of a single species has been described by writers from a variety of disciplines, including music, literature, and the sciences, as well as how we can contextualise these varied perspectives in terms of broader cultural thought trends. I end with discussion of how combining approaches from multiple fields can help us to figure out new questions to ask, can help us identify how our own cultural biases may affect how we hear birdsong, and ultimately can help us develop richer and more nuanced understandings of the songs themselves. (shrink)

The sonic and aesthetic nuances of Black religious traditions have often gone underexamined as critical resources for Christian ethical reflections and scholarship. Many Christian ethics scholars have focused on text-based analyses of lyrics, doctrinal statements, sermons, and archives. More teaching and scholarship on how the sounds and aesthetics performed in specific Black religious contexts could enrich Christian ethics discourses. But how should teachers responsibly engage the Black religious sonic in teaching and learning Christian ethics? This essay posits Black religious sounds (...) and aesthetics as a site for contesting, deconstructing, and constructing ontologies, notions of communal flourishing, and racial, gender, and sexual identities. The result is the assemblage of new knowledge critically resourced by sound, music, and aesthetics that emphasizes how sound facilitates communal moral formation. Specifically, I look to the 2018 Aretha Franklin Homegoing as a site for Black religious sonic sources and ethical dilemmas. (shrink)

Fado, the urban folk of Lisbon and Coimbra, is an art of nuances. These nuances music takes from poetry; as ‘sung poetry’ (‘poema cantado’ in Portuguese) fados are not to be equated with ‘songs’ that turn the word into a vehicle – a dominant procedure in, e.g., rock music. Again, ‘voice’ in fado does not so much manifest individual expression; rather it is, as it were, ‘on loan’ from tradition. Keeping some distance from dance, too, fado at the beginning of (...) the 21st century could and can resist being swallowed up into the mainstream of global popular music. (shrink)

The production of artworks can be based on a fixed modus operandi, i.e., on a general manner and, alongside, specific patterns to be applied all over again. Alternatively, each artwork can be seen as (cor-)responding to an individual problem for which there is no recipe; in this case it needs to be looked at afresh. That approach characterizes the aesthetics of music composer Isabel Mundry (*1963); her art, ever unpredictable, is one of nuances.

The article focuses on meaning generation in music and language cognition based on complexes of image schemas. We hypothesize that schemas are involved in dynamic interactions fostering online complex conceptual construction found both in language and elsewhere in various cognitive code expressions. Expanding on recent work, we propose that an account of image-schema interaction should include the notion of scalarity, a higher-order parameter which captures the intensity with which schemas occur and/or interact with one another. In that sense, schemas are (...) proposed to have a binary valence (positive or negative) and a three-tier range of intensity levels. We focus on some examples of the interaction of force, path, link, balance, and containment image schemas in language and music to illustrate how a formal routine emerging from our proposal may help in addressing not only aspects of propositional semantics, but also affective and connotative nuances in musical and linguistic expression. (shrink)

What do exotic area rugs, handcrafted steel-string guitars, and fiddling have in common today? Many contemporary tradition bearers embrace complexity in form and content. They construct objects and performances that draw on the past and evoke nostalgia effectively but also reward close attention. In Rugs, Guitars, and Fiddling: Intensification and the Rich Modern Lives of Traditional Arts, author Chris Goertzen argues that this entails three types of change that can be grouped under an umbrella term: intensification. First, traditional creativity can (...) be intensified through virtuosity, through doing hard things extra fluently. Second, performances can be intensified through addition, by packing increased amounts of traditional materials into the conventionally sized packages. Third, in intensification through selection, artistic impact can grow even if amount of information recedes by emphasizing compelling ideas-e.g., crafting a red and black viper poised to strike rather than a pretty duck decoy featuring more colors and contours. Rugs handwoven in southern Mexico, luthier-made guitars, and southern US fiddle styles experience parallel changes, all absorbing just enough of the complex flavors, dynamics, and rhythms of modern life to translate inherited folklore into traditions that can be widely celebrated today. New mosaics of details and skeins of nuances don't transform craft into esoteric fine art, but rather enlist the twists and turns and endless variety of the contemporary world therapeutically, helping transform our daily chaos into parades of negotiable jigsaw puzzles. Intensification helps make crafts and traditional performances more accessible and understandable and thus more effective, bringing past and present closer together, helping folk arts continue to perform their magic today. (shrink)

Patricia Joy Huntington reflects that loneliness does not only consist of the heartfelt absences of a friend, partner, spouse, or child, but rather stems from a radical breach in one's life journey. In this conceptually rigorous and warmly poetic book, Huntington develops a unique philosophy of receptivity and an original portrait of redemptive suffering. By fully exploring notions of pain, she also examines how the relation between the heart's musical attunement and meaning-filled life passages can lead one to a (...) more spiritual philosophy and a more independent life. Huntington reveals the maternal face of God and encourages the feminine divine in her poignant narrative of overcoming. This deeply philosophical meditation offers a nuanced view of religious experience, providence, and transcendence. (shrink)

Schafer contends that we suffer from an overabundance of acoustic information, and explores ways to restore our ability to hear the nuances of sounds around us.

Translated and with an Introduction by Daniel W. Smith Afterword by Tom Conley Gilles Deleuze had several paintings by Francis Bacon hanging in his Paris apartment, and the painter’s method and style as well as his motifs of seriality, difference, and repetition influenced Deleuze’s work. This first English translation shows us one of the most original and important French philosophers of the twentieth century in intimate confrontation with one of that century’s most original and important painters. In considering Bacon, Deleuze (...) offers implicit and explicit insights into the origins and development of his own philosophical and aesthetic ideas, ideas that represent a turning point in his intellectual trajectory. First published in French in 1981, _Francis Bacon_ has come to be recognized as one of Deleuze’s most significant texts in aesthetics. Anticipating his work on cinema, the baroque, and literary criticism, the book can be read not only as a study of Bacon’s paintings but also as a crucial text within Deleuze’s broader philosophy of art. In it, Deleuze creates a series of philosophical concepts, each of which relates to a particular aspect of Bacon’s paintings but at the same time finds a place in the “general logic of sensation.” Illuminating Bacon’s paintings, the nonrational logic of sensation, and the act of painting itself, this work—presented in lucid and nuanced translation—also points beyond painting toward connections with other arts such as music, cinema, and literature. _Francis Bacon_ is an indispensable entry point into the conceptual proliferation of Deleuze’s philosophy as a whole. Gilles Deleuze was professor of philosophy at the University of Paris, Vincennes–St. Denis. He coauthored _Anti-Oedipus_ and _A Thousand Plateaus_ with Félix Guattari. These works, as well as _Cinema 1, Cinema 2, The Fold, Proust and Signs_, and others, are published in English by Minnesota. Daniel W. Smith teaches in the Department of Philosophy at Purdue University. (shrink)

L'intitulé du présent ouvrage a été choisi pour faire écho à la critique formulée naguère par Jean-François Lyotard à l'encontre d'Adorno : Lyotard réclamait, pour aborder les musiques qu'il estimait susceptibles de participer authentiquement à la " réécriture de la modernité ", que l'on abandonnât l'" alternative " définie par cet auteur ; n'étant " ni apparence, musica ficta, ni connaissance laborieuse, musica fingens ", l'œuvre (ou la non-œuvre) " littérale ", povera, serait " jeu métamorphique d'intensités sonores, travail parodique (...) de rien, musica figura ". On s'est donc efforcé, d'enquêter sur l'élaboration de la " catégorie postmodernité " prise in statu nascendi, c'est-à-dire à sa source musicale. Cela permettait de faire droit à la relative complexité sémantique du mot fiction. Celui-ci n'est pas seulement synonyme de " fabrication ", car au latin fabricare, le fingere ajoute la nuance d'une " feinte ". Et " feinte " nous expédie vers l'eirôneia des Grecs " ironie " et postmodernité ne peuvent que s'entendre. Mais le premier des ironistes postmodernes n'est autre que le premier musicien vraiment répétitif : Nietzsche. Son Fragment an sich, un morceau de piano de 22 mesures daté de 1871, comporte en effet un Da Capo non chiffré : illimité! La fiction musicale de la postmodernité, ne serait-ce pas dès lors la ritournelle, figure (figura) de l'éternel retour? (shrink)

Après avoir rappelé le sens musical du mot variation, l’article se penche sur les nuances synonymiques du lexique de la variation dans les dictionnaires des synonymes et dans les articles de Diderot de l’Encyclopédie. Emerge alors un embarras du philosophe sur la question morale et politique de la variation. Inéluctable et parfois souhaitable, la variation des pensées, des individus et des sociétés doit cependant être compensée par des ferments d’unité et de constance. L’écriture fictionnelle permet de mettre en scène (...) librement les variations morales des individus, notamment dans Jacques le fataliste, comme le constate avec jubilation Milan Kundera dans une nouvelle variation qu’il propose deux siècles plus tard sur le roman de Diderot. (shrink)

More than thirty-five years after its first release in 1971, Don McLean’s “American Pie” still resonates deeply with music listeners and consumers of popular culture. In a 2001 public poll sponsored by the National Endowment for the Arts and the Recording Industry Association of America, McLean’s eight-and-a-half-minute masterpiece was ranked number 5 among the 365 “most memorable” songs of the twentieth century. In 2002, the song was voted into the Grammy Hall of Fame. In 1997, Garth brooks performed “American Pie” (...) at a concert in Central Park, and in 2000, pop icon Madonna performed her own version of “American Pie” on the soundtrack of her movie The Next Best Thing. In 1999, American Pie became the title of a popular – and irreverently comical – coming-of-age movie starring Jason Biggs (the movie American Pie was followed by American Pie 2 in 2001, American Wedding in 2003, and American Pie Present – Band Camp in 2005). Like the movie to which it lent its name, the song “American Pie” presents a coming-of-age narrative; and, also like the movie, the song appealed strongly and immediately to its contemporary audience. Three months after its release in November of 1971, the song reached the number one slot on the charts in January of 1972, and it remained in the Top 40 for a total of seventeen weeks (longer than any other single during the year of 1972). Unlike the movie, however, the song “American Pie” is highly nuanced and sophisticated, containing multiple allusions and layers of meaning which challenge and heighten our understanding of rock ’n’ roll music and the possibility of self-reflection and self-critique in popular culture. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Mystery on the Move:Aquinas’s Theological Method as Transforming WisdomGilles Mongeau, S.J.CONTEMPORARY APPROACHES to the thought of Thomas Aquinas have begun to recover its character as a “wisdom practice” aimed at the transformation of persons and sociocultural situations.1 The wise person helps others move along a path through the mysteries of faith toward a wisely ordered life for themselves in a justly ordered society. The starting point of this essay (...) is the supposition that Aquinas’s theological method in the Summa theologiae, rooted in the practice of the three arts of language (grammar, dialectic, and rhetoric) is itself a wisdom practice that proposes an ordered series of exercises that must be performed by the student, leading him or her to a greater participation in divine wisdom. I will show that Aquinas’s use of the tools of rhetoric, particularly the enthymemes known as arguments of fittingness, are a set of practical instructions that facilitate an affective response to divine mystery in order to enable a judgment by connaturality. [End Page 285] Thus, we can learn from Aquinas how fruitfully to order affect and reason in the exercise of the theological craft.The essay proceeds in three parts. First, a thought experiment will help us understand (a) how a medieval text works as a guide to performance, and (b) how intellect and affect interact in both artistic performance and aesthetic appreciation. Second, I will trace the role of affect and reason in knowledge for Aquinas, specifically in knowledge of the beautiful, of the good, and of divine mysteries. Third, I will show how Aquinas’s use of rhetorical enthymemes, specifically the argument of fittingness, promotes an affectively founded judgment whose fruit is true knowledge of the divine mysteries.I. A Thought ExperimentThe image below reproduces the sheet music for “O nuit d’amour,” a duet for tenor and soprano between Faust and Marguerite in Gounod’s opera Faust. A person with absolutely no training in music, looking at this page, will be able to glean only a small amount of information from it: the content of the text itself; the fact—indicated by the names “Faust” and “Marg.” listed above the score—that there are two singers; possibly, if he or she is enterprising and looks up a translation of “andante,” the fact that this piece of music is sung at a walking pace, moderately slow and mellow. But he or she is unlikely to be able to sing the duet without memorizing it from a performance he or she hears.Now, someone with singing experience in a choir, though without training in solfège, will be able to get a bit more information from the page: he or she will likely be able to recognize the time signature and the sequence and value of the notes and rests, as well as the ascending and descending patterns of the melody, so that given solid accompaniment and competent direction, and enough practice time, he or she could sing the duet. But this performance will not rely so much on the sheet music as it will rely on the external supports, and the nuances of the performance will be minimal. [End Page 286] Click for larger view View full resolutionFinally, two singers with training in solfège will be able to notice a number of things about the duet: first, that it is in D flat major, but that Faust’s part shades at bars five and six into B flat minor, adding a mysteriously ambiguous quality to his declaration of love; second, that Marguerite’s part remains always in a major key, though it shifts between D flat major and G flat major, adding a kind of temporary “lift” at key points in [End Page 287] her melody; that some of the chords in the accompaniment, at key points in the duet, are not played in their root positions, but in their second or third inversions, thus transforming the quality of the sound; they will also note instructions for holding notes. All of this information will allow a well-trained singer to sight-sing the duet and supply the necessary nuances from the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Economy, Society, Tragedy: Moral Reflections in an Age of Crisis and Austerity LOUIS A. RUPRECHT JR. Precisely their tragedies prove that the Greeks were not pessimists... In this sense, I have the right to understand myself as the first tragic philosopher—that is to say, the most extreme antithesis and antipode of a pessimistic philosopher. —Nietzsche, Ecce Homo, “The Birth of Tragedy” Orgiastic religion leads most readily to song and (...) music; ritualistic religion inclines toward the pictorial arts; religions enjoining love favor the development of poetry and music. In all of this, the one important fact for us is the significance of the marked rejection of all distinctively aesthetic devices by those religions which are rational, in our special sense. —Max Weber, The Sociology of Religion tragedy and society The title of this review essay is taken from Max Weber’s posthumous magnum opus, Economy and Society,1 an ambitious and wide-ranging comparative sociological analysis of economic orders, social orders and the normative structures that both emerge from and lend meaning to the intersecting economic, political and religious spheres in which complex human arion 28.2 fall 2020 Kathryn A. Kozaitis, Indebted: An Ethnography of Despair and Resilience in Greece’s Second City (New York, NY: Oxford University Press, 2021), 248 pages. This book is the fifteenth in Oxford’s important series, “Issues of Globalization: Case Studies in Contemporary Anthropology,” edited by Carla Freeman and Li Zhang. 138 economy, society, tragedy societies take shape. To Weber’s grand and capacious sociological categories, economy and society, I have added a third literary and philosophical term: tragedy. Now, to be sure, Weber thought a great deal about tragedy,2 and was drawn to tragic themes in many of his most salient and influential sociological studies. One need think only of his account of the bureaucratic “routinization” of prophetic charisma in The Sociology of Religion,3 or his depiction of modern humanity’s self-imposed “iron cage” in the rousing final pages of The Protestant Ethic and the Spirit of Capitalism,4 a text to which I will return at the end of this essay.5 But tragedy entails far more than systemic collapse or self-inflicted disaster. In this essay, I want to explore some of the implications of combining close attention to the lived experience of concrete individuals to the highly theoretical, systems-level analysis inspired by such Weberian categories. Put another way, how may Cultural Anthropology, and more specifically Ethnography, deepen such a globally-oriented Sociology? Here, I intend to supplement Weber’s sociological dyad, economy and society, with a conception of tragedy drawn from the cognate social sciences of Comparative Religion and Cultural Anthropology; I will be using Attic Greek tragedy as a benchmark. More specifically, I wish to highlight some of the ways in which the first book-length ethnographic study of the Greek economic crisis may add vital nuance to Weber’s more theoretical, world-systems approach. That book is Kathryn Kozaitis’s Indebted: An Ethnography of Despair and Resilience in Greece’s Second City, an ethnographic study of the lived reality of Greeks experiencing the double -whammy of a sovereign debt crisis and externally imposed austerity regimes in the Greek city of Thessaloniki; the book is the fifteenth to appear inOxford’s “Issues of Globalization: Case Studies in Contemporary Anthropology” series, edited by Carla Freeman and Li Zhang. As Kozaitis demonstrates with sensitivity and eloquence, by zeroing in on the people, rather than the economic policies or the social and administrative structures, Louis A. Ruprecht Jr. 139 certain normative categories and ethical stances become more relevant, many of them implicated in ancient Greek tragedy, and drama more broadly. tragic crises appropriately to a work of cultural ethnography, Kozaitis links the personal to her profession; further still, she weaves her own personal story into the story of the people to whom she is attempting to give voice. This, she notes, constitutes “the auto-ethnography in this ethnography” (4–6). How, then, did this professor of Cultural Anthropology, based in the United States, find her way to Greece’s “second city”? The path was circuitous, and its destination unclear for quite some time. That Kozaitis’s personal... (shrink)

This comprehensive Research Handbook explores the wide variety of work conducted in legal semiotics, providing a thorough understanding of how the law works through signs and symbols. Demonstrating that the law is a strategical system of fluctuating signs, contributors critically analyse the ever-evolving conceptualisations of law and legal discourse. Bringing together leading international experts, this Research Handbook focuses on the material, everyday forms of law comprised by non-verbal legal semiotics. Contributors conduct culturally nuanced semiotic analyses of the modern world, covering (...) topics from COVID-19, religion, and human rights, to comic books and music. Chapters consider the foundations of semiotics, as well as the philosophy of law, identifying the cross-cultural similarities in how legal semiotics and visual legal semiotics intersect. Ultimately, the Research Handbook demonstrates that the law is in a state of perpetual flux, with many unique dimensions only made visible by semiotic analysis. The Research Handbook on Legal Semiotics will be an invaluable resource for students and scholars of law, jurisprudence, legal culture, linguistics, and semiotics. It will also be an important guide for legal practitioners seeking to better understand the nuances of the legal system. (shrink)

continent. 1.2 (2011): 125-128. What is the nature of sound? What is the nature of volume? William James, in attempting to address these simple questions wrote, “ The voluminousness of the feeling seems to bear very little relation to the size of the ocean that yields it . The ear and eye are comparatively minute organs, yet they give us feelings of great volume” (203-­4, itals. original). This subtle extensivity of sensation finds its peer in the subtle yet significant influence (...) of habituated action upon our lives. This expansive quality of habit­making is what Craig Dongoski's bodies of work enable us to appreciate. Nearly ten years ago Dongoski had a habit of turning on his audio recorder every day at three o'clock for three minutes. No matter what the setting, what the activity, Dongoski recorded the ambient sounds in his environment at that moment. As it happened, one day he was teaching a drawing class and he recorded the sounds of their pencils scratching across their respective surfaces. This was a critical moment for him. Later he would place a contact mic onto a drawing surface and record the sound of his signature. Signatures change over time, they respond to the conditions in which they are performed. Signatures speak volumes about the author, but a practice of attunement is required for the volume to be audible. To hear all that a signature can tell about its author, the listener must tune into the frequency at which this information is being broadcast. Dongoski's drawings and video works draw­out the peculiar artifact that habit makes of living: habits establish a tempo of living and it seems that one's habitus is the signature of habitual living. I sat down with Craig in an attempt to sound­out some of the depths of thought in his practice. What follows is selected from our conversation. Paul Boshears (PB): Clearly your work is dealing with time: from the painstaking action of rendering the drawing to the free­form approach of launching a microphone into a body of water and waiting to see what's recorded. Craig Dongoski (CD): Are we talking about the films or the drawings? PB: Well, it's a bit of both in my mind. I know the drawings on first glance seem to be these flows of lines without concern but I realize that there is this painstaking action involved. CD: I'm interested in time because I'm interested in forms outside of control, outside of politics, and outside of economics. I think that art, when it's alive, does go beyond those. I'm interested in duality and paradox—a stream of contradiction, I suppose. For instance, scale and size. There is a tendency to think that these are the same thing. But really you can have something small that has a lot of scale—look at Goya's drawings, Los Caprichos , they're very small but they have a lot of scale. Likewise things that are spontaneous don't necessarily mean that they take only two or three seconds to do. This latter distinction is what I'm most interested in. Having that appearance of spontaneity. The image has rhythm, you can latch onto it; but the reality is that it took many hours—and many months in some cases—to arrive at. And this is in keeping with geological time. I like to insert this series of thoughts into my work sometimes as an attempt to make some of this stuff comprehensible. There are all these distractions inundating us throughout our days now. Time gets tweaked by all these technologies that we interact with daily. There's more than just digital time or the mechanical time of your watch. There's biological time, that time in which you're growing. PB: I'm reminded of McLuhan here: he made his career by making that strong claim that the humans of today are not the same humans of three generations ago because technology has fundamentally changed us. Are we not the same human beings as a hundred years ago? CD: I mean, I don't think we're the same human beings that we were when he was around! It's my understanding that before painting a flower, monks would meditate for hours on that flower and then they would complete the painting of that flower in less than a minute. That's what I want to point out about our world today, we have all this information, but how much of it are we metabolizing? PB: Is there a message you're looking for? Or that you're trying to share? CD: These drawings set­up the circumstances for me to continue them forever. I'm only about six years into it, but with more time, things can unfold. You know? If you take this cup of coffee and vow to restrict your work to only this material and medium for seven years—you'll make interesting work. The problem is that most people can't hold on to things or they give up or they get distracted. They don't trust that anything is possible; anything is potential material. Staying with this cup of coffee example, we can get enveloped in the history of the recycling logo, or the process for harvesting coffee and so on. The same is true for my work as it has lead me into places like graphical music scores. I had, of course, known about John Cage's notations and I'd always been interested in sound itself, but this drawing practice made it feasible to explore the intersections in a meaningful way. I think that if you trust your instincts and your curiosities and your abilities, then the bus drives itself. Look at Roman Opalka, he's kind of the patron saint of time painting. The claim is that no one can count to a billion in a lifetime so he's set­out to paint to seven sevens (7,777,777). He began with white numbers on a black field but over the years he has gradually reduced the black field to ever­lightening grays. His plan is to paint these seven sevens on what ostensibly will be white on white. PB: It occurs to me that I've never thought of the actual, literal, meaning of “microphone” in relation to “microscope.” The mic has made everything loud, the world's not allowed to be quiet anymore. Maybe we should call them “macrophones” since telephone's already taken... CD: Well, a microscope is a lens. What got me interested in sound was that a microphone acts like a lens. There are wide angle lenses, or a lens that gets your eye up close to something far away, or at a tiny level. The same is true of the microphone. You can use a parabolic mic to hear what the coach is saying on a sports field or a mic that picks­up the sound from the entire cathedral. There's this whole gamut... I'm kind of playing with the words here. I'm into the minuteness of the sound, but I'm interested in the minuteness of the mark itself. PB: I guess it's a Deluezean, generative, statement, then? It's not a metaphor, it's an actual thing with which we can work. CD : That's right. PB: While doing some background work on you I found myself at interesting places on the internet. For example, Konstantin Raudive and a brief jog into Electronic Voice Phenomena (EVP); perhaps this was just synchronicity. But, it's a happy coincidence nonetheless because the them of this issue of continent. is “the moraine” and one of the nuances of this term is “what remains.” Is there a metaphysical or epistemological problem that you're sorting­out here? CD: Think about fossils: fossils are the first recording device, you know? It's the first, natural, recording device. It's in this way that I think my works are fossilized time. Artifacts of that process. Van Gogh is a strong source for me in this regard: it's not what he's painting it's how. You're seeing his nervous system at work. The what is so incidental, the chairs, the flowers, etc. It's funny: when I first started doing this, before I started drawing voices, I was doing these things in cemeteries. I was doing automatic drawings. And when I took this experiment to its maximum I was taking hydrophones and burying them in abandoned graves. I was thinking about the mic rig as the south coordinate and I'd use a shortwave radio as the north coordinate. Usually it was just white noise, but on the east and west I'd station a writer and a drawer. So I'd have these things going on simultaneously and I'd be mixing them at the same time. PB: How'd it come out? CD: Well, just like you'd expect. It was a lot of white noise. But I think that Raudive was on to something. Burroughs used to say something similar when he'd talk about being in a foreign country where he didn't know the language and then he'd start to hear things. At the base, what I'm doing is pattern recognition. I do have a writing component to the drawings. I haven't exploited it in a while but... I use a vocoder, which was developed to encrypt spy signals during one of the World Wars. The mechanism takes two channels, one being the spy's signal combined with noise and then the other channel is a sine wave so that the intended recipient can pick out the words. So I did something like this with Beowulf. I tried combining the spoken word with other television and radio sources, but that didn't work because a book on tape is usually read in a very steady clip and the result was too garbled. So the second try, instead of drawing I was writing, trying to articulate the sounds that I could hear in this garbled transmission of Beowulf. You start to think you hear something, so you start to write what you think you're hearing. But what you're hearing is just being triggered by this articulating action. When the sound of the drawing lines up with the sound of the word you get something. But it's not ever what you're really hearing. You start writing and you're trying to keep up with what you think you're hearing and it is truly, in the most true sense of the phrase, automatic writing. You can contrive and go into a “spirit trance” or whatever, but... PB: It's uninteresting to you? CD: Well, it's unbelievable. It's just listening to sounds and following along. The magic is out there, there are no tricks or anything. You do this exercise with twenty people and you will get twenty totally different writings. But, you're creating the sound and you're creating the writing as an interpretation. That's the thing with EVP, it's homophonic translation. PB: Do you trust a straight line? I know you start with these meticulous lines at the beginning of the drawings but they do change over time. CD: I'm trying to show that there are these imperfections in structures and that over the reiterations of these structures these imperfections become amplified. But you can see them in tree formation as well. The rings alter their shape as the trees grow. PB: Is that your transmission then? You're not just receiving these sounds but you're broadcasting this message as well? CD: Things exist because of their opposites. These drawings are really about nothing. It's the first body of work I've had where people project so much of stuff onto the works. So there you go, things existing because of their opposites. It's kind of like with Mike Kelley: the work was about a critique of commodity culture and commodifying emotions. Using toys this was a critique of production. But then suddenly people were saying it was about abuse and the abuse that Mike Kelley had suffered. And it wasn't but he heard that and said, “I'll go with it,” and so he did. I think that's the nature of communication: I send this but you receive that instead and this makes me think about what I sent in a different way. (shrink)

Jean-Luc Nancy stands as one of the great French theorists of "deconstruction." His writings on philosophy, politics, aesthetics, and religion have significantly contributed to the development of contemporary French thought and helped shape and transform the field of continental philosophy. Through Nancy's immense oeuvre, which covers a wide range of topics such as community, freedom, existence, sense/ touch, democracy, Christianity, the visual arts and music, and writing itself, we have learned to take stock of the world in a more nuanced (...) fashion. In this collection, contemporaries of Nancy and eminent scholars of continental philosophy, including Giorgio Agamben, Étienne Balibar, Ginette Michaud, Georges Van Den Abbeele, Gregg Lambert and Ian James, have been invited to reflect on the force of Nancy's "deconstruction" and how it has affected, or will affect, the ways we approach many of the most pertinent topics in contemporary philosophy. The collection also includes Jean-Luc Nancy's previously unpublished 'Dialogue Beneath the Ribs', where he reflects, twenty years after, on his heart transplant. Nancy Now will be of critical interest not only to scholars working on or with Nancy's philosophy, but also to those interested in the development and future of French thought. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.2 (2004) 1-6 [Access article in PDF] Once Again, This Time with Feeling Stephen Davies The arbitrariness of so many virtuosos is partly responsible for the excess of expression marks to be found in the works of composers who thus hoped to forestall distortion and misinterpretation. Yet, complete control over the performer is not only impossible but also undesirable. The only remedy is to (...) improve the education of performers in matters of musical style and taste. The most common fault is the application of a Romantic, that is, a highly expressive treatment of non-Romantic music, such as the works of Bach, Mozart, Beethoven. The deplorable result is an overdoing of all nuances: the use of prestissimo instead of allegro, of larghissimo instead of adagio, of fff and ppp instead of f and p, of frequent crescendi and decrescendi instead of an even level of sonority, of numerous rubatos, ritardandos, and accelerandos instead of strictly kept tempo, etc. In view of all these tendencies nothing seems to be more important for the student than to learn to play without expression. Only the pianist who has learned to play Bach's Chromatic Fantasia or Beethoven's Apassionata in the most rigid way will be able to add that amount of nuances and shades which these works properly require.1 Prelude How does the performer communicate the emotional expressiveness imparted by the composer to his music? The response to this question will depend on one's view of performance. For Western works specified notationally(to which I will restrict the following discussion), a plausible position regards musical performance as analogous to quotation. The performer's task and intention is, by following the composer's score, to repeat or re-create an "utterance" made originally by the composer, and, thereby, to convey what he meant by it. The response will depend also on one's theory as regards the manner in which music is expressive of emotion. [End Page 1] Expressive Performance as Feeling or Simulation One such account, known as the expression theory, has it that music is expressive of an emotion just in case the composer experienced that emotion and gave vent to it through the act of composition; the work, his "utterance," betrays what he felt. In that case, the performer's task is to quote the composer's utterance in a manner that betrays the same emotion. Rather than merely mouthing what he says, she will invest it with the passion that would be typical of someone's giving direct expression to his or her experience of the relevant emotion. She might adopt either of two approaches to this end. Like the "method" actor, she might induce an equivalent emotion in herself and affirm what she quotes as an expression of her own feeling, this being one she shares with the composer. Or she might simulate the expression of the appropriate emotion. She articulates the composer's utterance as if she felt what he did.According to the arousal theory, music is expressive of a given emotion just in case the audience is aroused to an experience of that emotion as a consequence of listening to and following the music. In that case, the performer's goal is to move the auditor to an appropriate emotional response by "quoting" the composer. One of the most compelling ways of doing so would be by eliciting an empathetic reaction. Provided the performer demonstrates the appropriate feeling with sufficient ardor, she can rely on the natural human sympathy of the audience to kindle in them a reaction echoing her own emotion. Accordingly, she should proceed as already described, either by inciting herself to the appropriate emotion and showing it in her manner of playing, or, at least, by acting if she is in the grip of that emotion, even if she is not.There are grounds for rejecting both the emotivist and the arousal theories of musical expressiveness, but independent of those reasons, it should be apparent that what these accounts imply about the manner of performing music expressively is... (shrink)

Arguments over the value of ‘extreme music’ and the use of highly controversial imagery within these genres have existed since its inception. Detractors claim that using extreme imagery such as fascist symbols, pornography and racially charged photographs inherently promotes the corrosive ideologies behind these images. Some purveyors of extreme music disagree, arguing that musicians use these images to explore humanity’s darker elements which, in turn, allow audiences to better understand these problematic aspects of modern society. When played out within underground (...) music communities, these arguments often devolve into name calling and accusations of censorship. However, by addressing extreme music on its own terms and critiquing the effectiveness of these genres, a more nuanced understanding of the issues intrinsically embedded within extreme music emerges. In this article, I employ this approach by exploring the music and imagery of power electronics band Whitehouse and argue that the ambiguous nature of their work partially mirrors the intention behind Paulo Freire’s concept of codifications. While this notion provides some defence for extreme music more broadly, the lack of venues that promote communal explorations of these images hinders the genre’s ability to achieve its own goals. (shrink)