The study ascertained elementary school teachers' and supervisors' views about their role in the implementation of Sankofa (Go back and retrieve) in school music. Sankofa mandates the integration of distinctive Ghanian traditional values and practices with Western educational concepts in the school curriculum. In music, it calls for the fusion of multi-ethnic musics of Ghana with Western musical concepts in public school music instruction. Some concerns expressed by Ghanian music educators regarding teachers' negative attitudes toward Sankofa in public school music had prompted the study.

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The Relevance of Dance in Folk Music Education The aim of this study was to investigate why and how dance and dance teaching can be relevant in educational programmes in folk music in Sweden. Many of these programmes include dance within them and that fact, in combination with my observation that there is an underlying cultural assumption that dance and music belong together, inspired this research. I wished to look at the function of dance within folk music programmes, and music teachers’ observations of how dance affects their students’ playing. The study has been conducted through qualitative interviews with four music teachers from different institutions, covering three themes: the purpose(s) of including dance in this kind of education, if and how they can see that the students have use for the dance knowledge in their playing, and how they look at the connection between dance and music in this genre. The result shows that there are several reasons for teaching dance as a part of educational programmes in folk music and also that the music teachers themselves use references to dance in their music teaching. These reasons can give dance pedagogues information about how some music teachers think dance is relevant and can be used in the planning of dance teaching. In conclusion, there is a discussion of how this study can be a part of understanding and developing pedagogy within the folk music genre.

Since the 1980s, "traditional" music of the Andes has become familiar to Vancouver audiences, as well as to those in urban centres throughout North America, Europe, Australia and Japan. This thesis explores the performance and presentation of Andean music in Vancouver, as an example of music making in transcultural displacement. Profiles of three musicians are presented, based on data compiled through formal interviews with musicians, observation of performance events, and research of promotional materials produced by Andean musical groups. All three are part of the Latin American immigrant "community" of Vancouver, and all have many years experience performing what they identify as Andean folkloric music. Their backgrounds, however, are diverse, as are the styles of music they currently perform. There are differences, also, in how their music relates to the construction and presentation of their ethnic identities in Canada. Central to this study is the issue of how musicians in a transcultural setting consider the notion of authenticity in maintaining musical traditions. The relation of a musical tradition to musicians' sense of identity, and how it may change over time, is also examined. This study demonstrates that in order to understand how and why a musical tradition changes through the process of globalization, we must examine the dynamics among musicians sharing that tradition, and the complex cultural and social networks in which each is embedded.

The purpose of this study is to provide a guide for the instruction of a trumpet mariachi performance ensemble in a music curriculum. The fulfillment of this purpose is dependent upon the data supplied in answer to the sub problems: (1) What socio-cultural information provides authentic trumpet mariachi music; (2) What trumpet mariachi literature illustrates the repertoire and style; (3) What instructional source materials may be developed such that Mexican American and non-Mexican American instructors build a competency in repertoire and style; (4) How could this guide be evaluated in its functional design for a music curriculum? The data collected for use in this study has been presented in three major categories: (1) the history and milieu in which the trumpet, mariachi crystalized; (2) the repertoire--its history and function in Mexican society and the transcriptions of types demonstrating the musical structure; and (3) the technical information relative to the instruction of the particular mariachi instruments. An evaluative instrument has been supplied in an attempt to establish the validity of the information and examples provided in this practicum. The validity of the research seems to rest on its authenticity and its serviceability. The findings of this study are stated as assertions based on the literature in general and the repertorial types specifically included. These assertions are aligned with the organization of the data as it has been reported in the body of the dissertation. The conclusions are stated in a similar manner as assertions pertinent to cross referenced statements which may be implied as concepts drawn from the reported data and the literature observed in this study.

Since the 1980s, "traditional" music of the Andes has become familiar to Vancouver audiences, as well as to those in urban centres throughout North America, Europe, Australia and Japan. This thesis explores the performance and presentation of Andean music in Vancouver, as an example of music making in transcultural displacement. Profiles of three musicians are presented, based on data compiled through formal interviews with musicians, observation of performance events, and research of promotional materials produced by Andean musical groups. All three are part of the Latin American immigrant "community" of Vancouver, and all have many years experience performing what they identify as Andean folkloric music. Their backgrounds, however, are diverse, as are the styles of music they currently perform. There are differences, also, in how their music relates to the construction and presentation of their ethnic identities in Canada. Central to this study is the issue of how musicians in a transcultural setting consider the notion of authenticity in maintaining musical traditions. The relation of a musical tradition to musicians' sense of identity, and how it may change over time, is also examined. This study demonstrates that in order to understand how and why a musical tradition changes through the process of globalization, we must examine the dynamics among musicians sharing that tradition, and the complex cultural and social networks in which each is embedded. / Arts, Faculty of / Anthropology, Department of / Graduate

À partir des années 1890, la construction de l’identité nationale américaine et d’un citoyen moderne mobilise différentes définitions de la notion de folk music, issues de différents milieux intellectuels et fondées sur une multiplication des collectes, pour culminer à la fin du New Deal en l’établissement d’un consensus sur l’existence et le contenu de base de l'American Folk Music. Compositeurs et musicologues construisent l’American Folk Music pour tenter de fonder une école de composition américaine qui rivaliserait avec les écoles européennes. Les folkloristes universitaires l’abordent en tant qu’objet d’étude, selon une approche textualiste et donc nécessairement anglo-centrée. Des anthropologues se saisissent aussi de cette notion pour l'appliquer aux musiques amérindiennes, puis à celles des Noirs-Américains. Avec les psychologues, ils y introduisent les influences des approches évolutionniste, diffusionniste, fonctionnaliste et relativiste. Éducateurs progressistes et travailleurs sociaux l’emploieront dans des projets d’ingénierie sociale, notamment en relation avec le mouvement d'américanisation. Tous ces paradigmes coexistent et s’opposent ou s’influencent jusque dans les années 1930, moment où l’institutionnalisation de l’American Folk Music au sein de l’État fédéral conduit à une rencontre et une forme de synthèse de toutes ces approches. Cette thèse explore les travaux des inventeurs de l’American Folk Music autour du parcours d’une des collectrices qui établissent la synthèse new-dealienne, Sidney Robertson. / From the 1890's on, the construction of American national identity and of the modern citizen draws on various definitions of the notion of folk music, produced by various intellectual circles and supported by the development of field collecting, to result towards the end of the New Deal Era in a tentative consensus on the basic content and the very existence of American Folk Music. Composers and musicologists address American Folk Music as a tool to try and set up an American composition school to rival the european ones. Academic folklorists approach it as a scholarly object through a text-centered paradigm requiring its linguistic anglo-centeredness. Anthropologists apply the notion to Amerindian, then later on Black-American musics. Along with the psychologists, they introduce in its definition the new concepts and bias of the competing evolutionist, diffusionist, functionalist and relativist theoretical schools. Progressive educators and social workers use it in their social engineering programs, most importantly in the Americanization-related ones.These various paradigms coexist, compete, and influence each other until the 1930's, when the institutionalization of American Folk Music inside Federal State agencies encourages a synthesis of these different approaches. The present thesis aims to describe the works and ideas of these various contributors to the invention of the American Folk Music through the study of the life and career of one of the New Deal collectors instrumental in this synthesis, Sidney Robertson.

Numerous studies examine Irish traditional music influencing old-time music, but few examine the influence of old-time on contemporary Irish. As our societies become more global, folk music travels faster and becomes more open to influence. Thes influences can be heard in the music of “Alfi” and “Lankum,” two ensembles steeped in Irish traditional music. This study defines common musical elements of old-time and examines the use of those elements in two recordings: Alfi’s, “Jubilee” and Lankum’s, “The Old Man from Over the Sea.” Much of my data comes from interviews with Irish and American musicians and my own professional knowledge, gaining a deeper understanding of the musical decisions made by members of Alfi and Lankum. This study adds to the formal literature relating to old-time and Irish traditional music. More importantly, it helps fill a gap in the literature by adding to the discussion of the dissemination of traditional music.

I föreliggande studie är syftet att få en djupare förståelse för hur instrumentalister i olika genrer arbetar för att memorera musik och vad som eventuellt skiljer sig mellan de valda metoderna, arbetssätten och verktygen som används. Detta undersöks utifrån ett sociokulturellt perspektiv. Bakgrundskapitlet tar upp tidigare forskning om det mänskliga minnet, hur vi minns saker generellt samt om skillnader mellan klassiska musiker och folkmusiker inom processen att minnas musik. Sedan presenteras metoderna som används i arbetet. Det är semistrukturerade intervjuer och tematisk analys tillsammans med en komparativ forskningsdesign. Därefter följer resultatet som visar att det förekommer både skillnader och likheter mellan de båda genrerna och även bland intervjupersonerna inom samma genre under processen att memorera musik utantill. Vidare framkommer även vilka de två mest använda verktygen för att memorera musik utantill är och om det är möjligt att memorera musik utan ett instrument närvarande. Slutligen diskuteras resultaten med kopplingar tillbaka till de tidigare kapitlen och det valda teoretiska perspektivet. / In the present study, the aim is to gain a deeper understanding of how the musicians in different genres work to memorize music by heart and what might differ in the chosen methods, procedures and tools that is used. This must be examined on the basis of a socio-cultural perspective. The background highlights earlier research about the human mind, how we remember things in general, and about the differences between classical musicians and folk musicians in the process that is memorizing music. Thereafter is the methods used in this study presented. They include semi-structured interviews and thematic analysis together with a comparative research design. This is followed by the result which shows that there are both similarities and differences between the two genres and even among interviewees within the same genre in the process of memorizing the music by heart. Further will the two most commonly used tools for memorizing music be presented, and the answer to whether it is possible to memorize music without using an instrument. Then the results will be discussed with links back to the previous chapters and the chosen theoretical perspective.