Race and gender in the Western music history survey : a teacher's guide /

Submitted by Joseph Hafner on 7 March, 2023 - 14:11

Publication Type:

Book

Authors:

Maxile, Horace J.,; Turner, Kristen M.,

Source:

Routledge, Taylor & Francis Group,, New York, United States, p.xii, 162 pages : (2022)

Call Number:

ML193

Keywords:

(OCoLC)fst01030269, (OCoLC)fst01030486, (OCoLC)fst01030515, (OCoLC)fst01030520, fast, Histoire et critique., History and criticism., Music, Music and race., Music by African American composers, Music by African American composers., Music by women composers, Music by women composers., Music., Musique, Musique de compositeurs noirs américains, Musique de compositrices, Musique et race.

Notes:

"Routledge Focus"--from cover.Includes bibliographical references and index.Western Classical Music until 1600 -- Music Between 1600 and 1750 -- Music Between 1750 and 1815 -- Music Between 1815 and 1915 -- Music after 1915."Race and Gender in the Western Music History Survey: A Teacher's Guide provides concrete information and approaches that will help instructors include women and people of color in the typical music history survey course and the foundational music theory classes. This book provides a reconceptualization of the principles that shape the decisions instructors should make when crafting the syllabus. It offers new perspectives on canonical composers and pieces that take into account musical, cultural, and social contexts where women and people of color are present. Secondly, it suggests new topics of study and pieces by composers whose work fits into a more inclusive narrative of music history. A thematic approach parallels the traditional chronological sequencing in Western music history classes. Three themes include people and communities that suffer from various kinds of exclusion: Locales & Locations; Forms & Factions; Responses & Reception. Each theme is designed to uncover a different cultural facet that is often minimized in traditional music history classrooms but which, if explored, lead to topics in which other perspectives and people can be included organically in the curriculum, while not excluding canonical composers"--