Esther M. Morgan-Ellis – författare

During the 1920s, a visit to the movie theater almost always included a sing-along. Patrons joined together to render old favorites and recent hits, usually accompanied by the strains of a mighty Wurlitzer organ. The organist was responsible for choosing the repertoire and presentation style that would appeal to his or her patrons, so each theater offered a unique experience. When sound technology drove both musicians and participatory culture out of the theater in the early 1930s, the practice faded and was eventually forgotten.Despite the popularity and ubiquity of community singing—it was practiced in every state, in theaters large and small—there has been scant research on the topic. This volume is the first dedicated account of community singing in the picture palace and includes nearly one hundred images, such as photographs of the movie houses’ opulent interiors, reproductions of sing-along slides, and stills from the original Screen Songs “follow the bouncing ball” cartoons. Esther M. Morgan-Ellis brings the era of movie palaces to life. She presents the origins of theater sing-alongs in the prewar community singing movement, describes the basic components of a sing-along, explores the unique presentation styles of several organists, and assesses the aftermath of sound technology, including the sing-along films and children’s matinees of the 1930s.

During the 1920s, a visit to the movie theater almost always included a sing-along. Patrons joined together to render old favorites and recent hits, usually accompanied by the strains of a mighty Wurlitzer organ. The organist was responsible for choosing the repertoire and presentation style that would appeal to his or her patrons, so each theater offered a unique experience. When sound technology drove both musicians and participatory culture out of the theater in the early 1930s, the practice faded and was eventually forgotten.Despite the popularity and ubiquity of community singing—it was practiced in every state, in theaters large and small—there has been scant research on the topic. This volume is the first dedicated account of community singing in the picture palace and includes nearly one hundred images, such as photographs of the movie houses’ opulent interiors, reproductions of sing-along slides, and stills from the original Screen Songs “follow the bouncing ball” cartoons. Esther M. Morgan-Ellis brings the era of movie palaces to life. She presents the origins of theater sing-alongs in the prewar community singing movement, describes the basic components of a sing-along, explores the unique presentation styles of several organists, and assesses the aftermath of sound technology, including the sing-along films and children’s matinees of the 1930s.

At a time of transformation in the music history classroom and amid increasing calls to teach a global music history, Navigating Stylistic Boundaries in the Music History Classroom adds nuance to the teaching of varied musical traditions by examining the places where they intersect and the issues of musical exchange and appropriation that these intersections raise. Troubling traditional boundaries of genre and style, this collection of essays helps instructors to denaturalize the framework of Western art music and invite students to engage with other traditions—vernacular, popular, and non-Western—on their own terms.

The book draws together contributions by a wide range of active scholars and educators to investigate the teaching of music history around cases of stylistic borders, exploring the places where different practices of music and values intersect. Each chapter in this collection considers a specific case in which an artist or community engages in what might be termed musical crossover, exchange, or appropriation and delves deeper into these concepts to explore questions of how musical meaning changes in moving across worlds of practice. Addressing works that are already widely taught but presenting new ways to understand and interpret them, this volume enables instructors to enrich the perspectives on music history that they present and to take on the challenge of teaching a more global music history without flattening the differences between traditions.

At a time of transformation in the music history classroom and amid increasing calls to teach a global music history, Navigating Stylistic Boundaries in the Music History Classroom adds nuance to the teaching of varied musical traditions by examining the places where they intersect and the issues of musical exchange and appropriation that these intersections raise. Troubling traditional boundaries of genre and style, this collection of essays helps instructors to denaturalize the framework of Western art music and invite students to engage with other traditions—vernacular, popular, and non-Western—on their own terms.

The book draws together contributions by a wide range of active scholars and educators to investigate the teaching of music history around cases of stylistic borders, exploring the places where different practices of music and values intersect. Each chapter in this collection considers a specific case in which an artist or community engages in what might be termed musical crossover, exchange, or appropriation and delves deeper into these concepts to explore questions of how musical meaning changes in moving across worlds of practice. Addressing works that are already widely taught but presenting new ways to understand and interpret them, this volume enables instructors to enrich the perspectives on music history that they present and to take on the challenge of teaching a more global music history without flattening the differences between traditions.