Ethnomusicology: World Music Cultures
Code
711021019
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Ciências Musicais
Credits
6
Teacher in charge
João Soeiro de Carvalho
Weekly hours
4
Teaching language
Portuguese
Objectives
a. Development of the critical appreciation of the media influence in music throughout the 20th century.
b. Capacity for the discovery and reflection on the processes associated with the musical genres listed in the UC.
c. Capacity for diachronic appreciation around different musical genres. 4
d. Stimulus of skills on active process of appreciation, analysis and aural comparison.
e. Recognition of the importance of cultural relativism in music, and in the perception of the relationship between music and society.
Prerequisites
None
Subject matter
1. Introduction, objectives, methods, work organization and evaluation.
2. World Music, Popular Music, and the music industry.
3. Music in the Age of Media: technology and phonographic industry.
4. Blues and Ragtime: slavery and Atlantic influences.
5. Danzón and Rumba: Iberian influence in the New World.
6. Kroncong and Morna: Portugal, processes of colonialism and post-colonialism.
7. Rai, Juju: colonialism and post-colonialism in Africa.
8. Isicathamiya: labor migration and missions.
9. Qawwali: ritual, devotion and improvisation.
10. Samba, Flamenco, Tango: urban migration, nationalism.
11. Takht: construction of the Arab world, gender.
12. Chanson, Rebetika, Klezmer: war, urban sociability.
13. Filmi: film, and music industry.
Bibliography
Broughton, S. et al (1999). World Music. Volume 1: Africa, Europe and the Middle East. The Rough Guide. London: The Rough Guides.
Broughton, S. et al (2000). World Music. Volume 2: Latin and North America, Caribbean, India, Asia and Pacific. The Rough Guide. London: The Rough Guides.
Manuel, P. (1988). Popular Musics of the Non-Western World. An introductory survey. New York: Oxford University Press.
Nettl, B. et al (2011). Excursions in World Music (6th ed.). New Jersey: Prentice Hall.
Porter, J. & T. Rice (Eds.) (1997-2001). The Garland Encyclopedia of World Music. New York: Garland Publishing.
Stanley Sadie (Ed.) (2001). The New Grove Dictionary of Music and Musicians. London: Grove.
Teaching method
The various music genres presented are discussed and compared with analytical detail, option that contrasts with the multiple instantiation. The careful exploration of a music genre associated with a highlighted artist, or composer is performed. What is fundamental is what is assumed in this teaching/learning process, the student is able to retain and consolidate some organizing principles of each music genre, developing social generalizable skills for social and musical analysis. To opt for the observation of only one gender per class allows observation focus all in one musical process. A selection of musical examples presented either by the teacher or by the students during their small projects (see next section) often resorts to its own social media such as YouTube; and communication among students and between students and teachers are held not only using the Moodle platform.
Evaluation method
Assessment: two written tests (with a weight of 50% each).