Eva Moreda Rodríguez – författare

This cross-disciplinary volume illuminates the history of early phonography from a transnational perspective, recovering the myriad sites, knowledge practices, identities and discourses which dynamically shaped early recording cultures. With case studies from China, Australia, the United States, Latin America, Russia, Sweden, Germany, Spain, Portugal, France, and Italy, Phonographic Encounters explores moments of interaction and encounter, as well as tensions, between local and global understandings of recording technologies.

Drawing on an array of archival sources often previously unavailable in English, it moves beyond western-centric narratives of early phonography and beyond the strict confines of the recording industry. Contributions from media history, musicology, popular music studies, cultural studies, area studies and the history of science and technology make this book a key and innovative resource for understanding early phonography against the backdrop of colonial and global power relations.

This cross-disciplinary volume illuminates the history of early phonography from a transnational perspective, recovering the myriad sites, knowledge practices, identities and discourses which dynamically shaped early recording cultures. With case studies from China, Australia, the United States, Latin America, Russia, Sweden, Germany, Spain, Portugal, France, and Italy, Phonographic Encounters explores moments of interaction and encounter, as well as tensions, between local and global understandings of recording technologies.

Drawing on an array of archival sources often previously unavailable in English, it moves beyond western-centric narratives of early phonography and beyond the strict confines of the recording industry. Contributions from media history, musicology, popular music studies, cultural studies, area studies and the history of science and technology make this book a key and innovative resource for understanding early phonography against the backdrop of colonial and global power relations.

The use of historical recordings as primary sources is relatively well established in both musicology and performance studies and has demonstrated how early recording technologies transformed the ways in which musicians and audiences engaged with music. This edited volume offers a timely snapshot of a wide range of contemporary research in the area of performance practice and performance histories, inviting readers to consider the wide range of research methods that are used in this ever-expanding area of scholarship. The volume brings together a diverse team of researchers who all use early recordings as their primary source to research performance in its broadest sense in a wide range of repertoires within and on the margins of the classical canon – from the analysis of specific performing practices and parameters in certain repertoires, to broader contextual issues that call attention to the relationship between recorded performance and topics such as analysis, notation and composition. Including a range of accessible music examples, which allow readers to experience the music under discussion, this book is designed to engage with academic and non-academic readers alike, being an ideal research aid for students, scholars and performers, as well as an interesting read for early sound recording enthusiasts.

The use of historical recordings as primary sources is relatively well established in both musicology and performance studies and has demonstrated how early recording technologies transformed the ways in which musicians and audiences engaged with music. This edited volume offers a timely snapshot of a wide range of contemporary research in the area of performance practice and performance histories, inviting readers to consider the wide range of research methods that are used in this ever-expanding area of scholarship. The volume brings together a diverse team of researchers who all use early recordings as their primary source to research performance in its broadest sense in a wide range of repertoires within and on the margins of the classical canon – from the analysis of specific performing practices and parameters in certain repertoires, to broader contextual issues that call attention to the relationship between recorded performance and topics such as analysis, notation and composition. Including a range of accessible music examples, which allow readers to experience the music under discussion, this book is designed to engage with academic and non-academic readers alike, being an ideal research aid for students, scholars and performers, as well as an interesting read for early sound recording enthusiasts.

This book intends to reflect the variety and diversity of the musical responses that arose in favour of the Republic and against fascism during the Spanish Civil War (1936-1939), encompassing a wide range of music (classical music, film music, popular music), geographies (the US, the URSS, Britain, Germany) and individuals (from well-known figures such as Paul Robeson and Dimitri Shostakovich, to unknown men and women). In doing so, the book expands upon existing bibliography on the Spanish Civil War, which has enjoyed significant advances in the last fifteen years but has paid limited attention to the international dimensions of such musical activity. In particular, the six chapters of this book together bring in pioneering perspectives to the study of music and the Spanish Civil War (e.g., race issues), while at the same time calling for an increased transnational approach to the study of music and war more generally.

Spain in our Ears will be of great value to students and researchers interested in Spanish politics and history, as well as the relationship between music and politics. The chapters in this book were originally published as a special issue of Journal of War and Cultural Studies.

This book intends to reflect the variety and diversity of the musical responses that arose in favour of the Republic and against fascism during the Spanish Civil War (1936-1939), encompassing a wide range of music (classical music, film music, popular music), geographies (the US, the URSS, Britain, Germany) and individuals (from well-known figures such as Paul Robeson and Dimitri Shostakovich, to unknown men and women). In doing so, the book expands upon existing bibliography on the Spanish Civil War, which has enjoyed significant advances in the last fifteen years but has paid limited attention to the international dimensions of such musical activity. In particular, the six chapters of this book together bring in pioneering perspectives to the study of music and the Spanish Civil War (e.g., race issues), while at the same time calling for an increased transnational approach to the study of music and war more generally.

Spain in our Ears will be of great value to students and researchers interested in Spanish politics and history, as well as the relationship between music and politics. The chapters in this book were originally published as a special issue of Journal of War and Cultural Studies.

In this book, the contributors reconsider the fundamentals of Music as a university discipline by engaging with the questions: What should university study of music consist of? Are there any aspects, repertoires, pieces, composers and musicians that we want all students to know about? Are there any skills that we expect them to be able to master? How can we guarantee the relevance, rigour and cohesiveness of our curriculum? What is specific to higher education in music and what does it mean now and for the future? The book addresses many of the challenges students and teachers face in current higher education; indeed, the majority of today’s music students undoubtedly encounter a greater diversity of musical traditions and critical approaches to their study as well as a wider set of skills than their forebears. Welcome as these developments may be, they pose some risks too: more material cannot be added to the curriculum without either sacrificing depth for breadth or making much of it optional. The former provides students with a superficial and deceptive familiarity with a wide range of subject matter, but without the analytical skills and intellectual discipline required to truly master any of it. The latter easily results in a fragmentation of knowledge and skills, without a realistic opportunity for students to draw meaningful connections and arrive at a synthesis.

The authors, Music academics from the University of Glasgow, provide case studies from their own extensive experience, which are complemented by an Afterword from Nicholas Cook, 1684 Professor of Music at the University of Cambridge. Together, they examine what students can and should learn about and from music and what skills and knowledge music graduates could or should possess in order to operate successfully in professional and public life. Coupled with these considerations are reflections on music’s social function and universities’ role in public life, concluding with the conviction that a university education in music is more than a personal investment in one’s future; it contributes to the public good.

In this book, the contributors reconsider the fundamentals of Music as a university discipline by engaging with the questions: What should university study of music consist of? Are there any aspects, repertoires, pieces, composers and musicians that we want all students to know about? Are there any skills that we expect them to be able to master? How can we guarantee the relevance, rigour and cohesiveness of our curriculum? What is specific to higher education in music and what does it mean now and for the future? The book addresses many of the challenges students and teachers face in current higher education; indeed, the majority of today’s music students undoubtedly encounter a greater diversity of musical traditions and critical approaches to their study as well as a wider set of skills than their forebears. Welcome as these developments may be, they pose some risks too: more material cannot be added to the curriculum without either sacrificing depth for breadth or making much of it optional. The former provides students with a superficial and deceptive familiarity with a wide range of subject matter, but without the analytical skills and intellectual discipline required to truly master any of it. The latter easily results in a fragmentation of knowledge and skills, without a realistic opportunity for students to draw meaningful connections and arrive at a synthesis.

The authors, Music academics from the University of Glasgow, provide case studies from their own extensive experience, which are complemented by an Afterword from Nicholas Cook, 1684 Professor of Music at the University of Cambridge. Together, they examine what students can and should learn about and from music and what skills and knowledge music graduates could or should possess in order to operate successfully in professional and public life. Coupled with these considerations are reflections on music’s social function and universities’ role in public life, concluding with the conviction that a university education in music is more than a personal investment in one’s future; it contributes to the public good.