创造管乐团文学经典:1924-1943年全国文学竞赛名单史

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Timothy J. Groulx
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引用次数: 0

摘要

当学校乐队本身相对较新时,他们希望让学校乐队的经历“更有教育意义”,于是乐队曲目清单就应运而生了。1924年,第一个全国乐队曲目表是为全国乐队比赛而制定的,直到1943年,每年都会发布新的曲目表。这些列表突出了它们所包含的文献,通过在全国范围内的传播,它们所包含的文献形成了许多乐队图书馆的基础。这项研究分析了名单上的作品和作曲家,这些名单是如何构成的,以及创作这些名单的人。在1924年至1931年的早期名单中,只有9.25%的文学作品最初是为乐队创作的,而在1931年至1943年的名单中,40.23%的文学作品是为乐队创作的。名单上只有2.58%的文学作品是由女性或有色人种创作的,他们的作品都是乐队的转录。为了让乐队“更有教育意义”,这些文学作品列表排除了爵士乐和拉格泰姆等流行风格。这些名单是由41名白人在1924年至1943年间创建和维护的,主要(88.1%)来自纽约和中西部的七个州。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Creating the Canon of Wind Band Literature: A History of the National Contest Literature Lists, 1924–1943
Band repertoire lists evolved from a desire to make the school band experience “more educational” when school bands themselves were relatively new. The first national band repertoire list was created for the National Band Contest in 1924, with new lists published annually through 1943. These lists gave prominence to the literature they contained, and through nationwide dissemination, the literature contained on them formed the foundation of many band libraries. This study was an analysis of the pieces and composers that were on the lists, how the lists were structured, and also the people who created them. Only 9.25 percent of the literature on the earliest lists between 1924 and 1931 had been originally composed for band, whereas 40.23 percent of literature on the lists from 1931 to 1943 had been composed for band. Only 2.58 percent of the literature on the lists was composed by women or people of color, and their works on the list were all transcriptions for band. The literature lists, designed to make band “more educational,” excluded popular styles, including jazz and ragtime. These lists were created and maintained by 41 White men between 1924 and 1943, predominantly (88.1 percent) from New York and seven states in the Midwest.
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来源期刊
CiteScore
3.40
自引率
7.10%
发文量
20
期刊介绍: The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
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