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Inspired by interesting research in the field of neuroscience, Dorothea Haspelmath-Finatti argues that singing in a liturgical context is not only an essential part of the act of praising and praying, but it is also healthy.
What makes music an enduring art that has withstood the test of time across so many cultural contexts? Here we review the literature on emotion and reward as it relates to music, grounding our review on multiple methodological traditions in neuroscience, as well as newer work that combines these tools with music technology and sound design. Key to these disparate lines of research is the idea that the reward system is functionally and structurally connected to the auditory system, giving rise to individual differences in the sensitivity and felt emotion for music. We conclude with implications of this research for the design and implementation of music-based interventions for improving cognitive and brain health, especially for those with neurodegenerative diseases.
Music is a powerful resource for human relating and the expression of meaning. From birth, infants are sensitive to music, explore vocal sounds in musical ways and have the ability to process music. Studies examining interactions between infants and their adult caregivers have discovered the fundamental musicality of these interactions, and the more musical these interactions, the more meaningful they tend to be. However, the potential of music functioning as a conduit for meaning expression, particularly in application to the education and care of young children, has largely been overlooked.
In this chapter, Sarah Parker interviews Tom Floyd and Sophie Goldrick of Shadow Opera about the process of creating Veritable Michael, an opera and podcast inspired by Michael Field’s life and work. Tom Floyd is the Artistic Director of Shadow Opera and Sophie Goldrick is the Producer and mezzo-soprano, who sings the part of Katharine Bradley in the show. In this interview, they respond to questions about how they originally conceived the piece, why opera is a suitable form for telling Katharine Bradley and Edith Cooper’s story, how the collaborative creative process worked, and how audiences have reacted to the performance and the podcast.
The body acquires knowledge through interactions with the world. This knowledge resides in the body and shapes our physical, social and emotional experiences. Older adults possess extensive embodied knowledge, but its expression can be suppressed by environmental and social change, such as relocating to a residential care home (RCH). Dancing is more than movement; it is an embodied activity that involves complex interactions among the body, space, time and other people. Dance has been shown to benefit older adults, yet existing research often focuses on physical and cognitive outcomes, with limited attention to dance as an embodied lived experience, especially in an RCH context. This study explores six older adults’ lived experiences of dancing. Its interpretative phenomenological analysis reveals that participants possessed a vast reserve of embodied knowledge which emerged when they participated in synchronised seated dance. Two superordinate themes – embodied musicality and rekindled connections to the lifeworld – detail how older adults expressed embodied knowledge during dance, becoming connected with their body, space, time and others, nurturing a sense of self. Dancing also helped participants navigate the changes in their body and environment, enriching their living experience in an RCH. The findings contribute to the broader field of dance research, demonstrating how seated dance facilitates accessing and expressing embodied knowledge later in life, and to the limited research on dance in RCHs, positioning dance as a meaningful mode of self-expression and continuity for older adults, supporting their transition to these settings with rich emotional experiences.
Does music sound all the same nowadays? This article revives the Frankfurt School’s critique of the culture industry by recontextualizing it within contemporary financialized platform capitalism. We argue that Digital Streaming Platforms (DSPs) like Spotify showcase the proliferation of the future-oriented asset logic inherent to both financialization and platformization. This process intensifies the standardization of music that was first recognized by Theodor Adorno. The playlist is the central device of this assetization of music, contributing to a noticeable decrease in sonic and stylistic diversity in music. We illustrate this novel development through a diachronic content analysis of hip-hop music, comparing Apple Music’s Hip-Hop/R&B Hits: 2002 playlist based on hip-hop charts from the pre-DSP era and Spotify’s largest in-house curated playlist RapCaviar (from 2022). Rather than democratizing the music market, as Spotify is often hailed to do, the twenty-first-century culture industry facilitates further homogenization of artistic expression. Our findings contribute to ongoing political economy debates about the effects of financialization, platformization, and assetization on music, culture, and the everyday.
A Primeira República (1889–1930) é considerada um divisor de águas da história cultural brasileira graças ao modernismo. No entanto, muito do que foi escrito sobre o período deriva diretamente das concepções nacionalistas dos modernistas, que estabeleceram o paradigma da identidade nacional que ainda hoje é válido, o que leva à desconsideração dos trabalhos da geração que lhes é anterior. O objetivo deste artigo é problematizar emergência de um campo artístico autônomo no Brasil a partir de uma análise das tomadas de posição dos atores da época frente ao par “nacionalismo” e “cosmopolitismo”. O argumento central é que esse período marca o começo da ascensão de um regime artístico moderno no Brasil, que tem como base a ideia de autonomização de campo profissional, que se realiza em um espaço artístico e literário nacional secundário dentro do espaço mundial. Assim, para se autonomizar e proclamar sua liberdade estética, as artes no Brasil devem se libertar não somente da dominação política, mas também da dominação internacional.
Quality arts education delivered in early childhood has a positive impact on children's early development and learning. The Arts and Meaning-Making with Children focuses on arts in early childhood through the lenses of 'play' and 'meaning making'. Examples of creative arts such as drawing, painting, sculpture, movement, music, dramatising and storytelling are provided alongside theoretical principles, to showcase how children can express ideas and make meaning from early ages. Each chapter includes case studies, examples of arts-based research, links to the EYLF guidelines, and end-of-chapter questions and activities to engage students and help them reflect on the content. Suggested adaptations for younger and older children are also included. Written by experienced educators, artists and academics, The Arts and Meaning-Making with Children offers a focused, in-depth exploration of the arts in early childhood and is an essential resource for pre-service and in-service educators.
Anton Webern is recognised as one of the pivotal figures of atonality and precursors to post-war serialism. However, his earlier, tonal works have been largely neglected and shrouded in clichés. A study of both the generative elements of Webern's aesthetic imagination, and the philosophical signatures of musical modernity, this first book-length account of Webern's tonal music explores the complex and variegated ways in which the young composer engaged with, and sought to contribute to, the cultural discourses of fin-de-siècle modernism, well before he self-consciously embarked upon his famous 'path' to the New Music. While acknowledging the rapid stylistic transformation that Webern's musical language underwent, the author suggests that earliness in Webern is not simply a chronological term but is rather best understood in terms of a constitutive tension between phenomenological and dialectical modes of musical thought.
This chapter makes a case for a historical materialism in the study of Ulysses. The historical materialism in question is conditioned by Joyce’s work. The historical contexts it considers as most relevant are those indicated by Ulysses itself, not ours nor continental European ones. They are, firstly, Irish and, secondly, British. A Joycean historical materialism seeks to deepen and complicate our knowledge of those contexts in all their myriad detail, and to read Ulysses accordingly. Assuming the historical priority of Irish and British preoccupations, what is it likely Joyce cared about, in any given episode, passage, or detail? The chapter contrasts a historically materialist method with others relying on a more idealist historicism. In line with this case, the chapter moves from concrete detail – a lengthy, highly particularized discussion of ‘Sirens’ – to a more theoretical conclusion whilst seeking to avoid the limitations of an unreflective empiricism.
Niall Crumlish (1974 – 2025) was a profoundly compassionate psychiatrist, uniquely gifted music journalist, and cherished husband, father, son, brother, and friend. He embodied humility, kindness, and compassion in all he did. Niall qualified in medicine from University College Dublin (UCD) in 1997; obtained membership of the Royal College of Psychiatrists in 2002; graduated with a Masters degree (MSc) in Transcultural Mental Healthcare from Queen Mary University of London in 2009; and obtained the degree of Doctor of Medicine (MD) from UCD in 2014. During his clinical training, Niall spent 18 months at St John of God Mental Health Services in Mzuzu, Malawi, a country which left a deep impression on him. In 2010, Niall was appointed as Consultant General Adult Psychiatrist at St James’s Hospital, Dublin with the Camac sector where his sense of humour and generosity left a lasting impression on all who worked with him. Niall was an especially gifted writer about music with an unrivalled depth of knowledge and sensibility. He wrote voraciously for Hot Press magazine from 1993 onwards, where his contributions were widely acclaimed. Through his writings in various publications and on his blog ‘Psychiatry and Songs’, Niall created a body of work that is elegant and intelligent, eloquent and heartfelt, intimate and universal.
This chapter contributes an Australian perspective to a growing body of scholarship that explores “applied” hip-hop programs. It begins by introducing international studies that examine how and why hip-hop is used for applied aims, including concerns that hip-hop culture may be trivialised or exploited in institutional settings. The focus then shifts to Australia, where hip-hop workshops have been running since the 1980s. This background informs a literature review that outlines how hip-hop is drawn on in diverse settings from schools to youth centres with an emphasis on hip-hop music (rhyme writing / music production). The review suggests that applied programs are important creative outlets that achieve diverse educational and wellbeing outcomes. However, a recurrent theme is the need for further research. The chapter concludes by linking the literature review with a case study: a pilot project that evaluated hip-hop workshops for First Nations young people in Adelaide. This project found that mentors who run applied programs view hip-hop as a vital tool for self-expression and emotional healing. Together, the literature review and case study demonstrate the potential power of hip-hop but also the need for more evaluations of applied hip-hop programs especially in settings outside of North America, like Australia.
Drill YouTube music videos are contradictory – nihilistic and collective, empty and humanizing, negatively assessing marginalization and societal nihilism, performing those scripts as a placebo for pain and humiliation, and also shaping popular culture in that image. This chapter explores drill YouTube music videos as cultural form, for what they tell us about the historical transformation of black diasporic sound culture, contemporary popular culture and its alternative cultural politics. Through an analysis of drill music videos, it identifies a shift away from sound culture towards video-music, and therein a shift to the networked and platformed moving image, and to narrative. This requires a reevaluation of the role of sound in alternative cultural politics and in black diasporic popular culture, and asks that drill video-music be evaluated on its contingent cultural terms, not on the terms of other cultural and musical moments.
In this chapter, the founding of the magazine The End and the Toxteth riots are twin jumping off points for a history of Liverpool’s subcultural resistance to Thatcherism via music, fanzines, and football in the 1980s. The chapter analyses the tensions between race, class, and politics, which profoundly shaped the history of the club and the city during this troubled decade.
Wherever we are in society, we are surrounded by the Arts. This text has been designed by artists, and the words you read are just visual artworks representing the oral storytelling foundation of all societies. Its layout was designed by artists, using multiple media forms. You are reading it in an environment where the soundscape will hopefully allow you to concentrate. Your body is probably positioned to minimise discomfort and maximise efficiency, while communicating your current state of thought to all those around you (whether consciously or not). Surrounding you may be posters, objects, noises, people interacting with facial expressions, probably some communicating via Facebook, Instagram or other social media using increasingly advanced technologies. The Arts power our lives, yet too often we power down children as they enter formal education (preschool and upwards), stifle their natural forms of communication and interaction, and slowly destroy their ability to be creative and to think diversely.
This chapter will explore the fundamentals of drama, both as a skill and as a methodology for teaching other curricular requirements. It also offers practical activities and assessment practices, as well as theoretical underpinnings and methods to further develop teaching methodologies beyond this text. You will have the confidence and knowledge to engage learners of all ages and abilities to explore their own ideas through dramatic performance and to evaluate the performance of others. The key to drama is not only the development of skills, but also the ability to apply processes and value these processes as equal to the end product of a drama activity. The application of drama in literacy, numeracy and other areas of learning will be embedded throughout. In Australia, much of the focus on drama in the classroom is from a Western perspective.
To this day, Wajid ‘Ali Shah (1822–1887), the last nawab of Awadh, is remembered either as a hedonist and political failure who was forced to surrender his kingdom to the British East India Company or as a musical genius and important patron of the arts. However, few accounts engage with his personal religiosity and public acts of Shī’ah piety. This article examines Wajid ‘Ali Shah’s own scholarship and poetry, and considers his mourning practices and investment in rites relating to Muharram. By focusing on the era of his exile in Calcutta (1856–1887), I explore how these rituals integrated the nawab into the public life of the city. More broadly, this article considers his court’s activities as a case study to explore the history of nineteenth-century Shī’ah sound art practices and examine how instrumentation, oratory, and processions were understood by contemporary Muslim scholars of religion, the arts, and music.
The Egyptian singer-composer Shaykh Imam (1918-1995) holds an almost mythical place in the social imaginary of the Arab left. An icon of dissent, he rose to fame in the late 1960s with a stream of songs commenting on current events and criticising the failings of successive political regimes. This article, based on ethnographic fieldwork in Egypt with fans of Imam (all of whom were involved with student / leftist politics to varying degrees during the 1960s and 1970s) and a close listening of his repertoire, explores why this generation of the Egyptian left embraced Shaykh Imam so wholeheartedly, and why they remain so attached to his songs. I argue that identifying with Shaykh Imam was not only central in bolstering leftists’ claims to be the authentic representatives of the Egyptian nation, amidst many competing claims, but importantly enabled his listeners to perform national belonging of a more intimate kind.
Los estudios sobre la relación entre música y fuerzas militares suelen estar mediados por enfoques tradicionales que analizan la música marcial o sus usos para los fines de la institución. Sin embargo, existe una producción musical de integrantes activos y retirados de las fuerzas militares que no es marcial, que no necesariamente está institucionalizada y que se aleja de los usos y temáticas que usualmente se asocian a la música militar. El estudio de estas producciones complejiza y enriquece los enfoques tradicionales sobre la relación entre música y fuerzas militares. Este texto presenta los hallazgos de la recopilación y análisis de 463 canciones compuestas y/o interpretadas por militares activos y retirados en Colombia entre 1989 y 2021, junto con entrevistas a algunos de estos artistas. Los hallazgos sugieren que abordar este tipo de música, que pocas veces es reconocida como ‘militar’, permite conocer la perspectiva del soldado como individuo en contextos de guerra y posconflicto; facilita la comprensión de la relación entre música institucional y no institucional y los distintos usos que se le da; y abre líneas de investigación sobre la forma en la que estas producciones entran en diálogo con géneros musicales, identidades regionales y el mercado artístico en el que participan.
Students of the arts are empowered to explore new concepts, communicate confidently and grow into creative, critical thinkers. Teaching the Arts: Early Childhood and Primary Education emphasises the fundamental nature of the arts in learning and development. Arranged in three parts and focusing on the key areas of dance, drama, media arts, music and visual arts, this book encourages educators to connect to the 'why', 'what' and 'how' of arts education. This fourth edition continues to provide up-to-date and comprehensive coverage of arts education in Australia, with links to the updated Australian Curriculum and Early Years Learning Framework. The text supports further learning in each area of the Arts through teacher tips, spotlights on Arts education and teaching in the remote classroom. Teaching the Arts is an essential resource for all pre-service early childhood and primary teachers aiming to diversify and enhance their engagement with the Arts in early education environments.