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Musikwissenschaftliches Arbeiten

Bärenreiter | Bärenreiter Studienbücher Musik


Der lang erwartete Nachfolger von Nicole Schwindt-Gross’ Erfolgsbuch „Musikwissenschaftliches Arbeiten“ ist ein praktisches Lehr- und Arbeitsbuch für das Studium der Musik und Musikwissenschaft, das sich auch zum Selbststudium und als Nachschlagewerk eignet.

Das Buch ist ein aktueller, unentbehrlicher Ratgeber und Wegweiser durch den Dschungel des Studiums: Die beiden Autoren erläutern alle wichtigen Arbeitstechniken und regen zum kritischen Denken über Quellen und Methoden der historischen Musikwissenschaft an – eine Kompetenz, die gerade im Zeitalter des Internets und der neuen Medien wichtiger denn je geworden ist.

Das Buch bietet:

• Hinweise zum kritischen Umgang mit Medien aller Art (v. a. auch Internet, Datenbanken, Onlinekataloge)

• eine übersichtliche Struktur zum leichten Nachschlagen

• klar verständliche Texte mit anschaulichen Beispielen

• Infokästen mit zusätzlichen Details und Hinweisen

• Fragen zur Selbstüberprüfung

• Unterstützung der besonderen Bedürfnisse von Bachelor- und Masterstudierenden

Die Autoren

Matthew Gardner und Sara Springfeld arbeiten als Wissenschaftliche Mitarbeiter an den Musikwissenschaftlichen Instituten der Universitäten Heidelberg und Tübingen. Ihre praktischen Erfahrungen aus der Lehre in Einführungskursen und Seminaren, aus eigener Forschung, aber auch aus der Studienberatung sind unmittelbar in Aufbau und Inhalt des Buches eingeflossen.

 
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Heinrich Schütz. Geistliche Chormusik

Bärenreiter | Bärenreiter-Werkeinführungen


Die Motetten der „Geistlichen Chormusik“ sind ausgesprochen beliebte Stücke des Kantorei-Repertoires. Sie werden aber mehr und mehr auch von solistischen Ensembles und mit Instrumenten aufgeführt und erreichen damit ein noch breiteres Publikum.

Wie aber hat Heinrich Schütz diese Sammlung, die zu den bedeutendsten Beiträgen der protestantischen Kirchenmusik zählt, komponiert und zusammengestellt?

Welche Absichten verband er mit ihr, als er sie 1648, am Ende des Dreißigjährigen Krieges, veröffentlichte? Wie hat er die Texte im Detail vertont? Welche Hinweise gibt er zur Aufführungspraxis? Welche Rezeption hat das Werk bis heute erfahren?

Sven Hiemke gibt in übergreifenden Kapiteln wie auch in Einzelwerkbesprechungen Antworten auf diese Fragen.

• Verständlich geschriebene Werkeinführung mit zahlreichen Abbildungen und Notenbeispielen

• Einordnung in den historischen Kontext

• Motetten in Einzelwerkbesprechungen

• Erläuterung und Wort-für-Wort-Übertragung des Vorwortes in modernes Deutsch

Sven Hiemke (*1962) ist Professor für Historische Musikwissenschaft an der Hochschule für Musik und Theater in Hamburg.

In der Reihe der „Bärenreiter Werkeinführungen“ verfasste er die Bände zu Beethovens „Missa solemnis“ und zu Bachs „Orgelbüchlein“.

 
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An Ethnohistorian in Rupert’s Land

Athabasca University Press


In 1670, the ancient homeland of the Cree and Ojibwe people of Hudson Bay became known to the English entrepreneurs of the Hudson’s Bay Company as Rupert’s Land, after the founder and absentee landlord, Prince Rupert. For four decades, Jennifer S. H. Brown has examined the complex relationships that developed among the newcomers and the Algonquian communities—who hosted and tolerated the fur traders—and later, the missionaries, anthropologists, and others who found their way into Indigenous lives and territories. The eighteen essays gathered in this book explore Brown’s investigations into the surprising range of interactions among Indigenous people and newcomers as they met or observed one another from a distance, and as they competed, compromised, and rejected or adapted to change.

While diverse in their subject matter, the essays have thematic unity in their focus on the old HBC territory and its peoples from the 1600s to the present. More than an anthology, the chapters of An Ethnohistorian in Rupert’s Land provide examples of Brown’s exceptional skill in the close study of texts, including oral documents, images, artifacts, and other cultural expressions. The volume as a whole represents the scholarly evolution of one of the leading ethnohistorians in Canada and the United States.

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"A welcome and compelling selection of articles (some previously published, some unpublished) that focus on the stories of Cree, Ojibwe and Métis peoples, Hudson’s Bay and Northwest Company fur traders, Methodist and Anglican missionaries,and twentieth-century anthropologists. [...] The varied thematic foci of An Ethnohistorian in Rupert’s Land allow readers to delve into topics and issues related to language, family, marriage, women, and Indigenous stories and memories. Each chapter is of interest in its own right, but gathered here each becomes part of a larger narrative of a lifetime of scholarship and contributions by one of the most important practitioners in her field." — Ethnohistory Vol. 65

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Jennifer S. H. Brown taught history at the University of Winnipeg for twenty-eight years and held a Canada Research Chair in Aboriginal history from 2004 to 2011. She served as director of the Centre for Rupert’s Land Studies, which focuses on Aboriginal peoples and the fur trade of the Hudson Bay watershed, from 1996 to 2010. She is the editor of the Rupert’s Land Record Society documentary series (McGill-Queen’s University Press), which publishes original materials on Aboriginal and fur trade history. She now resides in Denver, Colorado, where she continues her scholarly work.

 
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"My Own Portrait in Writing"

Athabasca University Press | Cultural Dialectics


Art historians, biographers, and other researchers have long drawn on Van Gogh’s voluminous correspondence—more than eight hundred letters—for insights into both his personal struggles and his art. But the letters, while often admired for their literary quality, have rarely been approached as literature. In this volume, Patrick Grant sets out to explore the question, “By what criteria do we judge Van Gogh's letters to be, specifically, literary?” Drawing, especially, on Mikhail Bakhtin’s conceptualization of self-awareness as an ongoing dialogue between “self” and “other,” Grant examines the ways in which Van Gogh’s letters raise, from within themselves, questions and issues to which they also respond. Their literary quality, he argues, derives in part from this “double-voiced discourse”—from the power of the letters to thematize, through their own internal dialogues, the very structure of self-fashioning itself. Far from merely reproducing the narrative of the artist’s personal progress, “the letters enable readers to recognize how necessary yet open-ended, constrained yet liberating, confined yet unpredictable, are the means by which people seek to shape a place for themselves in the world.”

This volume builds on Grant’s earlier analysis of Van Gogh’s correspondence, The Letters of Vincent van Gogh: A Critical Study (AU Press, 2014), a study in which he approached the letters from a literary critical standpoint, delving into key patterns of metaphors and concepts. In the present volume, he provides instead a literary theoretical analysis of the letters, one that draws them more fully into the domain of modern literary studies. In his deft and keenly perceptive reading, Grant deconstructs the binaries that surface in both Van Gogh’s writing and painting, discusses the narrative dimensions of the letter-sketches and the recurring themes of fantasy, belief, and self-surrender, and draws attention to Van Gogh’s own understanding of the permeable boundary between words and visual art. Viewing the letters as an integrated body of discourse, “My Own Portrait in Writing” offers a theoretically informed interpretation of Van Gogh’s literary achievement that is, quite literally, without precedent.

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"A deep and creative inquiry suggesting meaningful structures for understanding the richness of the artist's life and work. Grant succeeds in bringing Van Gogh's letters into the domain of modern literary studies, and demonstrates that the effort opens exciting new ways of understanding the radical tensions, puzzling transformations, and internal frustrations expressed by the artist in writing, drawing, and painting."

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Patrick Grant, professor emeritus of English at the University of Victoria, is best known for his studies on literature and religion. He is the author of Imperfection, which was short-listed for the Canada Prize, and of Literature, Rhetoric, and Violence in Northern Ireland, 1968-98.

 
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Living on the Land

Kermoal, NathalieAltamirano-Jiménez, Isabel (Hrsg.) | Athabasca University Press


An extensive body of literature on Indigenous knowledge and ways of knowing has been written since the 1980s. This research has for the most part been conducted by scholars operating within Western epistemological frameworks that tend not only to deny the subjectivity of knowledge but also to privilege masculine authority. As a result, the information gathered predominantly reflects the types of knowledge traditionally held by men, yielding a perspective that is at once gendered and incomplete. Even those academics, communities, and governments interested in consulting with Indigenous peoples for the purposes of planning, monitoring, and managing land use have largely ignored the knowledge traditionally produced, preserved, and transmitted by Indigenous women. While this omission reflects patriarchal assumptions, it may also be the result of the reductionist tendencies of researchers, who have attempted to organize Indigenous knowledge so as to align it with Western scientific categories, and of policy makers, who have sought to deploy such knowledge in the service of external priorities. Such efforts to apply Indigenous knowledge have had the effect of abstracting this knowledge from place as well as from the world view and community—and by extension the gender—to which it is inextricably connected.

Living on the Land examines how patriarchy, gender, and colonialism have shaped the experiences of Indigenous women as both knowers and producers of knowledge. From a variety of methodological perspectives, contributors to the volume explore the nature and scope of Indigenous women’s knowledge, its rootedness in relationships both human and spiritual, and its inseparability from land and landscape. From the reconstruction of cultural and ecological heritage by Naskapi women in Québec to the medical expertise of Métis women in western Canada to the mapping and securing of land rights in Nicaragua, Living on the Land focuses on the integral role of women as stewards of the land and governors of the community. Together, these contributions point to a distinctive set of challenges and possibilities for Indigenous women and their communities.

Contributors include Denise Geoffroy, Kathy L. Hodgson–Smith, Kahente Horn-Miller, Shalene Jobin, Carole Lévesque, Leanna Parker, Brenda Parlee, Geneviève Polèse, Zoe Todd, and Kristine Wray.

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“A beautiful and complex collection of perspective, story, knowledge, and wisdom. This book captures the traditional role, depth, and power of the Indigenous women from the Mohawk, Cree, Naskapi, Métis, and Inuit peoples. [...] and gives each Indigenous woman a distinct voice on where she originates.”

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Nathalie Kermoal is of Breton descent (a people whose territory is situated on the West coast of France). She is a professor as well as the Associate Dean Academic at the Faculty of Native Studies at the University of Alberta. She is a bilingual specialist (French and English) in Canadian history and more specifically in Métis history.

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Isabel Altamirano-Jiménez is Zapotec from Oaxaca, Mexico. She holds a joint appointment as an associate professor in the Department of Political Science and an adjunct professor in the Faculty of Native Studies at the University of Alberta.

 
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Sharing Breath

Batacharya, SheilaWong, Yuk-Lin Renita (Hrsg.) | Athabasca University Press


Treating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decolonization.

The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.

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“An extremely refreshing book in what is considered curriculum studies. […] Squarely situated in a Canadian context where the decolonization struggles of Indigenous people in Canada is the primary source of political, social, economic, and cultural injustice, the book is nonetheless theoretically and empirically rich enough to inform studies of embodiment in North America more broadly.”—Wayne Yang, University of California San Diego

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Sheila Batacharya completed her doctoral studies at the Ontario Institute for Studies in Education, University of Toronto. She has taught education, women’s and gender studies, criminology and sociology courses at several colleges and universities in southern Ontario. Sheila’s scholarship in embodiment and embodied learning is fueled by her experiences teaching yoga and her curiosity and concern with articulating and practicing attunement to social-sentient embodied experiences in formal education and community contexts.

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Yuk-Lin Renita Wong is an associate professor at the School of Social Work at York University. Her scholarship and teaching aim at deconstructing the colonial, racial, and gender power relations in the knowledge production and discursive practices of social work, and in re-centering marginalized ways of knowing and being. Mindfulness and social justice are inseparable in Renita's practice in and outside of the academy.

 
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The Teacher and the Superintendent

Grigor-Taylor, BarbaraBoulter II, George E. (Hrsg.) | Athabasca University Press | Our Lives: Diary, Memoir, and Letters


From its inception in 1885, the Alaska School Service was charged with the assimilation of Alaskan Native children into mainstream American values and ways of life. Working in the missions and schools along the Yukon River were George E. Boulter and Alice Green, his future wife. Boulter, a Londoner originally drawn to the Klondike, had begun teaching in 1905 and by 1910 had been promoted to superintendent of schools for the Upper Yukon District. In 1907, Green left a comfortable family life in New Orleans to answer the “call to serve” in the Episcopal mission boarding schools for Native children at Anvik and Nenana, where she occupied the position of government teacher. As school superintendent, Boulter wrote frequently to his superiors in Seattle and Washington, DC, to discuss numerous administrative matters and to report on problems and conditions overall.

From 1906 to 1918, Green kept a personal journal—hitherto in private possession—in which she reflected on her professional duties and her domestic life in Alaska. Collected in The Teacher and the Superintendent are Boulter’s letters and Green’s diary. Together, their vivid, first- hand impressions bespeak the earnest but paternalistic beliefs of those who lived and worked in immensely isolated regions, seeking to bring Christianity and “civilized” values to the Native children in their care. Beyond shedding private light on the missionary spirit, however, Boulter and Green have also left us an invaluable account of the daily conflicts that occurred between church and government and of the many injustices suffered by the Native population in the face of the misguided efforts of both institutions..

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“... a valuable collection of documents related to colonialism and schooling in the Alaskan Interior at the beginning of the twentieth century. [...] Boulter II and Grigor-Taylor have done a good job of editing and annotating important records, which reveal much about the lives of teachers in Native schools of the period, and hopefully their publication will spur new scholarly analysis.”

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“The letters and diary entries of these missionaries are stark windows onto the ordinariness of colonisation and the horrific natural/unnaturalness of the destruction of indigenous ways of life. However, just as life, in even the darkest and most violent of storms, has beauty and joy, these texts are filled with the intricacies of the daily expressions of friendship, love, and commitments to unselfish purposes.”

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Barbara Grigor-Taylor, of Cavendish Rare Books, London, is an antiquarian bookseller. She has presented papers and lectures on topics ranging from Western writings on China to eighteenth-century Russian explorations.

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George E. Boulter II was born in Alaska and later lived in California before embarking in 1942 on a career in the U.S. Merchant Marines.

 
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Small Cities, Big Issues

Walmsley, ChristopherKading, Terry (Hrsg.) | Athabasca University Press


Small Canadian cities confront serious social issues as a result of the neoliberal economic restructuring practiced by both federal and provincial governments since the 1980s. Drastic spending reductions and ongoing restraint in social assistance, income supports, and the provision of affordable housing, combined with the offloading of social responsibilities onto municipalities, has contributed to the generalization of social issues once chiefly associated with Canada’s largest urban centres. As the investigations in this volume illustrate, while some communities responded to these issues with inclusionary and progressive actions others were more exclusionary and reactive—revealing forms of discrimination, exclusion, and “othering” in the implementation of practices and policies. Importantly, however their investigations reveal a broad range of responses to the social issues they face. No matter the process and results of the proposed solutions, what the contributors uncovered were distinctive attributes of the small city as it struggles to confront increasingly complex social issues.

If local governments accept a social agenda as part of its responsibilities, the contributors to Small Cities, Big Issues believe that small cities can succeed in reconceiving community based on the ideals of acceptance, accommodation, and inclusion.

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Christopher Walmsley is professor emeritus at Thompson Rivers University. He taught social work for over 25 years at Thompson Rivers University, University of Manitoba, and University of British Columbia. He is the author of Protecting Aboriginal Children and co-editor with Diane Purvey of Child and Family Welfare in British Columbia: A History. He has also published numerous articles and reports on fathers and child welfare. He lives in New Westminster, BC.

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Terry Kading is associate professor of political science at Thompson Rivers University where he teaches courses in Canadian politics, comparative politics, and local government. He is also involved in several community-based research projects with a focus on social and economic challenges in the small city.

 
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Klaviermusik

Bärenreiter | Bärenreiter Basiswissen


Welche Faktoren müssen zusammenwirken, damit Klaviermusik erklingen kann? Ein Klavier muss gebaut, Musik erfunden werden. Klavierspiel muss gelehrt und geübt werden. Klaviere müssen an Orten aufgestellt werden, an denen Musik vorgetragen und gehört werden kann. Klaviermusik ist nicht nur ein ›Produkt‹, sondern ihr Erklingen ein Ereignis, zu dem viele Personen in vielfältigster Weise beitragen.

Im neuen Band der Reihe 'Bärenreiter Basiswissen' sind 55 Begriffe zur Klaviermusik versammelt, die diese Überlegungen nachvollziehen: Von Album bis Zyklus. Über Boogie Woogie und Hammerklaviersonate, Improvisieren und Konzert zu Temperatur und Virtuosen. Ein Buch für alle, die darüber nachdenken wollen, wie Klaviermusik und Kulturen des Klavierspiels in Geschichte und Gegenwart zu einem wichtigen Bestandteil künstlerischen und kulturellen Lebens wurden.

• Ein Buch für alle, die sich Basiswissen über Klaviermusik aneignen wollen.

Die Autorin

Annegret Huber ist Professorin für Musikanalyse an der Universität für Musik und darstellende Künste Wien. Ihre Forschungsschwerpunkte umfassen darüber hinaus die fachübergreifenden Kontexte von Musik und kulturgeschichtliche Themen.

Bärenreiter Basiswissen dient

• der schnellen, elementarenInformation für Musikfreunde,

• der Hilfe im Musikunterricht,

• der Begleitung im Bachelor-Studium,

• der Prüfungsvorbereitung,

• oder einfach der Anregung, Neues kennen zu lernen.

 
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Familiar and Foreign

Mannani, ManijehThompson, Veronica (Hrsg.) | Athabasca University Press


The current political climate of confrontation between Islamist regimes and Western governments has resulted in the proliferation of essentialist perceptions of Iran and Iranians in the West. Such perceptions do not reflect the complex evolution of Iranian identity that occurred in the years following the Constitutional Revolution (1906–11) and the anti-imperialist Islamic Revolution of 1979. Despite the Iranian government’s determined pursuance of anti-Western policies and strict conformity to religious principles, the film and literature of Iran reflect the clash between a nostalgic pride in Persian tradition and an apparent infatuation with a more Eurocentric modernity. In Familiar and Foreign, Mannani and Thompson set out to explore the tensions surrounding the ongoing formulation of Iranian identity by bringing together essays on poetry, novels, memoir, and films. These include both canonical and less widely theorized texts, as well as works of literature written in English by authors living in diaspora.

Challenging neocolonialist stereotypes, these critical excursions into Iranian literature and film reveal the limitations of collective identity as it has been configured within and outside of Iran. Through the examination of works by, among others, the iconic female poet Forugh Farrokhzad, the expatriate author Goli Taraqqi, the controversial memoirist Azar Nafisi, and the graphic novelist Marjane Satrapi, author of Persepolis, this volume engages with the complex and contested discourses of religion, patriarchy, and politics that are the contemporary product of Iran’s long and revolutionary history.

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Manijeh Mannani is chair of the Centre for Humanities and associate professor of English and comparative literature at Athabasca University, as well as adjunct professor of comparative literature at the University of Alberta. She specializes in the poetry of Rumi and is the author of Divine Deviants: The Dialectics of Devotion in the Poetry of Donne and Rumi. She is also the co-editor of Selves and Subjectivities: Reflections on Canadian Arts and Culture.

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Veronica Thompson is associate professor of English and dean of the Faculty of Humanities and Social Sciences at Athabasca University. Her research interests include Canadian and Australian literatures, postcolonial literatures and theories, and women’s literature and feminist theory. She is currently researching representations of terrorism in postcolonial literature. She is also the co-editor of Selves and Subjectivities: Reflections on Canadian Arts and Culture.

 
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