Ethnomusicology: Musical Cultures of the World - 1st semester
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) To reflect on the diversity of musics in various cultural areas.
b) To analyse various musical traditions in their theoretic and practical aspects.
c) To understand the characteristic processes of modernization in the musical practices of various human groups.
d) Understand and reflect on current fundamental issues in this domain of knowledge.
Prerequisites
None
Subject matter
1. Europe: peasant traditions, national folklores, post-socialist trends in the Balkans.
2. Middle-East: classical traditions, spiritual practices, old and new popular musics.
3. India: hindoustani and carnatic classical traditions, popular musics.
4. Indonesia: gamelan traditions of Java.
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).