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This paper is an artistic reflection and business plan for my album Somewhere Wild.

[ES] ¡MPROV! INTERDISCIPLINARIA. Propuesta de improvisación en música folk & jazz con la creación de audiovisual y danza contemporánea. ¡MPROV! Interdisciplinaria tiene su nombre español porque la idea nació en esta tierra, estos dos signos de exclamación se han puesto para atraer la atención de los lectores a una forma mejorada de la improvisación musical. Es un juego de palabras; ¡mprov! representa el verbo improve que significa mejorar en inglés, su forma de interdisciplinariedad es la versión mejorada del acto de improvisar. Así que ¡MPROV! interdisciplinaria no es una improvisación musical habitual, su objetivo principal es realizar una propuesta de producción e investigación destinada a descubrir el potencial entre la improvisación instrumental interrelacionada con el audiovisual y la danza contemporánea. A nivel metodológico se ha desarrollado desde la revisión teórica de la improvisación en las artes escénicas y la música hasta la propia creación como investigación. Los resultados prácticos de esta investigación creativa han generado por un lado, 13 proyectos interdisciplinarios entre música improvisada, producción audiovisual, danza contemporánea, pintura, poesía, teatro, con artistas nacionales e internacionales donde la viola es el eje vertebrador. La composición y la producción de ¡MPROV! Interdisciplinaria (2022) se encuentra basada en estos elementos: armonía, ritmo, silencio, color y movimiento con la música improvisada en piano con audiovisuales sincronizados, danza contemporánea y viola. / [CA] ¡MPROV! INTERDISCIPLINARI: Proposta d'improvisació en música folk & jazz amb la creació d'audiovisual i dansa contemporània. ¡MPROV! Interdisciplinaria té el nom en espanyol perquè la idea va néixer en aquesta terra; aquests dos signes d'exclamació s'han emprat per atraure l'atenció dels lectors cap a una forma millorada de la improvisació musical. És un joc de paraules; ¡mprov! representa improve aquell significa millorar en anglès, de manera que la seva forma d'interdisciplinarietat és la versió millorada de l'acte d'improvisar. Així que ¡MPROV! Interdisciplinaria no és una improvisació musical habitual, el seu objectiu principal és fer una proposta de producció i recerca destinada a descobrir el potencial de la improvisació instrumental interrelacionada amb l'audiovisual i la dansa contemporània. Metodològicament, s'ha desenvolupat començant per la revisió teòrica de la improvisació en les arts escèniques i la música, fins la creació mateixa com a recerca. Els resultats pràctics d'aquesta recerca creativa han generat 13 projectes interdisciplinaris entre música improvisada, producció audiovisual, dansa contemporània, pintura, poesia, teatre, amb artistes nacionals i internacionals i en què la viola és l'eix vertebrador. La composició i la producció de ¡MPROV! Interdisciplinaria (2022) està basada en aquests elements: harmonia, ritme, silenci, color i moviment, amb la música improvisada en piano, amb audiovisuals sincronitzats, dansa contemporània i viola. / [EN] ¡MPROV! INTERDISCIPLINARY: Proposal for improvisation in folk & jazz music with the creation of audiovisual and contemporary dance. ¡MPROV! Interdisciplinary has its Spanish name because the idea was born in this land, these two exclamation marks have been placed to draw the readers' attention to an improved form of musical improvisation. It's a play on words; ¡mprov! represents improve which means to develop, to optimize in English, its form of interdisciplinarity is the improved version of the act of improvising. So, ¡MPROV! Interdisciplinary is not a usual musical improvisation, its main objective is to realize a production and research proposal aimed at discovering the potential between instrumental improvisation interrelated with audiovisual and contemporary dance. On a methodological level, it has been developed from the theoretical review of improvisation in the performing arts and music to the creation itself as research. The practical results of this creative research have generated, on the one hand, 13 interdisciplinary projects between improvised music, audiovisual production, contemporary dance, painting, poetry, theater, with national and international artists where the viola is the vertebral axis. The composition and production of ¡MPROV! Interdisciplinaria (2022) is based on these elements: harmony, rhythm, silence, color and movement with improvised music on piano with synchronized audiovisuals, contemporary dance and viola. / Akansu, N. (2024). ¡MPROV! Interdisciplinaria. Propuesta de improvisación en música folk & jazz con la creación de audiovisual y danza contemporánea [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/203151

The purpose of this study is to survey the song lore of the American youth culture, beginning with the rock Int roll era of the fifties, treating the topical-folksong movement of the early sixties, and finally focusing upon the folk-rock genre that resulted from an amalgamation of the two forms of expression. In addition to the art of folk rock and the cultural values reflected in the lyrics, attention will be given to the folk aspects of the performance, the life-style of the performer, and the participation of the youth as a cultural group.

葉賜光 = A study on the folk songs of Sai Kung and its neighbouring areas ... / 稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學, 1989. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 253-262). / Ye Ciguang = A study on the folk songs of Sai Kung and its neighbouring areas ... / Thesis (M.A.)--Xianggang Zhong wen da xue, 1989. / 嗚謝 --- p.i / 序 --- p.iii / 地圖索引 --- p.v / 歌謠譜例索引 --- p.vi / 歌詞例子索引 --- p.viii / 圖表索引 --- p.x / 音樂例子索引 --- p.xiii / 照片索引 --- p.xiv / Chapter 第一部分： --- 論文 / Chapter 第一章 --- 前言 / Chapter 第一節 --- 研究地區之讓擇 --- p.1 / Chapter 第二節 --- 過去及目前之研究 --- p.2 / Chapter 第三節 --- 研究目標 --- p.5 / Chapter 第四節 --- 資料來源 --- p.6 / Chapter 第二章 --- 歌謠之概念及分類 / Chapter 第一節 --- 歌謠之定義及概念 --- p.10 / Chapter I --- 過往學者對「民歌」所下之定義 --- p.11 / Chapter II --- 筆者對西貢地區歌謠所作之定義 --- p.14 / Chapter III --- 粤省與西貢地區歌謠之稱謂問題 --- p.16 / Chapter 甲 --- 「粤謳」 --- p.16 / Chapter 乙 --- 「粤風」 --- p.17 / Chapter 丙 --- 「粤歌」 --- p.18 / Chapter 第二節 --- 歌謠分類之概念及分類方法 --- p.22 / Chapter I --- 歌謠分類的一些概念 --- p.22 / Chapter II --- 台灣歌謠之一般分類方法 --- p.24 / Chapter III --- 過往國內歌謠之「三分法」 --- p.25 / Chapter IV --- 近期國內歌謠「色彩區」之劃分 --- p.26 / Chapter V --- 廣東省（粤）歌謠的分類 --- p.29 / Chapter VI --- 本港歌謠之分類 --- p.30 / Chapter VII --- 筆者對西貢歌謠之分類方法 --- p.32 / Chapter 甲 --- 歌謠劃分之層次 --- p.32 / 第一級分類： 體系 --- p.33 / 第二級分類： 歌謠方言色彩區 --- p.33 / 第三級分類： 體裁 --- p.34 / 第四級及五級分類歌類及歌目 --- p.35 / 第六級分類： 歌名 --- p.37 / Chapter 第三章 --- 西貢歌謠尋根 / Chapter 第一節 --- 西貢地區人口組成的一些資料 --- p.42 / Chapter 第二節 --- 本地人與蛇歌 --- p.45 / Chapter I --- 「輋」字，「畬」字及類似字之字義 --- p.46 / Chapter II --- 目前國內及廣東省畬族的狀況 --- p.47 / Chapter III --- 西貢地區蛇歌之特色 --- p.49 / Chapter IV --- 福建畬歌之特色 --- p.54 / Chapter V --- 浙江畬歌之特色 --- p.56 / Chapter VI --- 西貢「九龍蛇話山歌」命名之推想 --- p.59 / Chapter 甲 --- 源出於浙江九龍山龍泉縣？ --- p.60 / Chapter 乙 --- 源出於粤北九連（龍）山一帶地區？ --- p.60 / Chapter 丙 --- 源出於粤北九峰山以南之瑤區？ --- p.61 / Chapter 丁 --- 源出於本港九龍城附近一帶地區？ --- p.62 / Chapter 第三節 --- 客家人與客家歌謠 --- p.65 / Chapter I --- 客籍人士之遷徙過程 --- p.66 / Chapter II --- 西貢客家山歌的特色 --- p.68 / Chapter III --- 梅縣地區客家山歌之特色 --- p.71 / Chapter 第四節 --- 蛋家與蛋家歌謠 --- p.77 / Chapter I --- 西貢地區漁民之狀況 --- p.77 / Chapter II --- 「蛋家」與「蛋名」沿革 --- p.79 / Chapter III --- 「蜑」乃「龍蛇」之後？ --- p.81 / Chapter IV --- 廣東蛋民的分佈 --- p.82 / Chapter V --- 西貢漁民所採用之方言 --- p.83 / Chapter VI --- 西貢蛋歌之特色 --- p.84 / Chapter VII --- 客家及鶴佬漁民漁歌之特色 --- p.89 / Chapter 第四章 --- 歌唱場合 / Chapter 第一節 --- 歌唱場合之概念 --- p.94 / Chapter 第二節 --- 本地及客家山歌之歌唱場合 --- p.98 / Chapter I --- 戶外及田間之山歌 --- p.99 / Chapter II --- 攔路歌 --- p.100 / Chapter III --- 情歌及艷情歌 --- p.102 / Chapter IV --- 老人山歌 --- p.106 / Chapter V --- 鬥歌 --- p.107 / Chapter 第三節 --- 圍頭歌之歌唱場合 --- p.110 / Chapter I --- 月令歌 --- p.111 / Chapter 甲 --- 唱古人 --- p.113 / Chapter 乙 --- 唱節氣 --- p.117 / Chapter 丙 --- 唱花木、茶菓及字眼 --- p.120 / Chapter 丁 --- 唱魚名鳥名及十二生肖 --- p.123 / Chapter 戊 --- 唱過番 --- p.124 / Chapter II --- 猜謎歌 --- p.125 / Chapter 甲 --- 猜字眼 --- p.126 / Chapter 乙 --- 猜古人 --- p.127 / Chapter III --- 圍名歌 --- p.127 / Chapter IV --- 節日吉慶 --- p.129 / Chapter 甲 --- 祝壽 --- p.129 / Chapter 乙 --- 中秋 --- p.130 / Chapter 丙 --- 過年 --- p.132 / Chapter 第四節 --- 本地及客家「歌堂歌」及「靈堂歌」之歌唱場合 --- p.135 / Chapter I --- 哭嫁與坐歌堂 --- p.136 / Chapter 甲 --- 開口喊天喊地 --- p.138 / Chapter 乙 --- 第一次哭辭 --- p.139 / Chapter 丙 --- 坐凳頭 --- p.141 / Chapter 丁 --- 上頭 --- p.143 / Chapter 戊 --- 第二次哭辭 --- p.144 / Chapter 己 --- 出閣 --- p.146 / Chapter II --- 「靈堂歌」之歌唱場合 --- p.150 / Chapter 第五節 --- 蛋家之歌唱場合 --- p.153 / Chapter I --- 捕魚及行船歌 --- p.153 / Chapter II --- 蛋家風俗歌謠及其歌唱場合 --- p.158 / Chapter 甲 --- 哭嫁 --- p.159 / Chapter 乙 --- 迎娶 --- p.161 / Chapter 丙 --- 耍歌堂 --- p.164 / Chapter III --- 咸水歌 --- p.166 / Chapter 甲 --- 咸水字眼歌 --- p.167 / Chapter 乙 --- 歎姑妹 --- p.169 / Chapter 丙 --- 艇仔歌 --- p.170 / Chapter 第五章 --- 西貢歌謠音樂及歌詞結構的固定因素與非固定因素 / Chapter 第一節 --- 歌謠中「歌詞」之「固定」與「非固定」因素 --- p.175 / Chapter I --- 歌謠「歌詞」中的「固定」因素、格式、條數規限 --- p.176 / Chapter II --- 有「固定格式歌謠」中的「非固定」因素 --- p.182 / Chapter 甲 --- 七言四句、三句半及五句板的例子 --- p.182 / Chapter 乙 --- 七言四句變五言四句的例子 --- p.186 / Chapter 丙 --- 月令歌的例子 --- p.188 / Chapter 丁 --- 長篇歌謠的例子 --- p.188 / Chapter III --- 「沒有固定格式歌謠歌詞」中之「固定」與「非固定」因素 --- p.198 / Chapter 甲 --- 漁民歌謠的例子 --- p.198 / Chapter 乙 --- 風俗歌謠的例子 --- p.202 / Chapter IV --- 歌謠固定與非固定「襯字」、「襯詞」、及「襯句」 --- p.205 / Chapter 甲 --- 客家歌謠例子 --- p.205 / Chapter 乙 --- 本地歌謠例子 --- p.209 / Chapter 丙 --- 蛋家歌謠例子 --- p.212 / Chapter 第二節 --- 歌謠在「音樂」上的「固定」與「非固定」因素 --- p.215 / Chapter I --- 有固定曲調歌謠的固定與非固定因素 --- p.215 / Chapter 甲 --- 單句式的歌謠例子 --- p.215 / Chapter 乙 --- 雙句式的歌謠例子 --- p.218 / Chapter 丙 --- 三句半、四句式及五句板例子 --- p.222 / Chapter 丁 --- 歌詞次序調換的例子 --- p.225 / Chapter 戊 --- 詩詞句法與音樂句法的配合情況 --- p.228 / Chapter II --- 「沒有基本曲調」中的固定與非固定因素 --- p.234 / Chapter III --- 「襯字」 、「襯詞」、「襯句」與「音樂」之配合 --- p.239 / Chapter 甲 --- 歌謠中「不重要」的「襯字」、「襯詞」和「襯句」 --- p.239 / Chapter 乙 --- 歌謠中「重要」的「襯字」、「襯詞」和「襯句」 --- p.239 / Chapter 第三節 --- 固定與非固定因素於歌謠中之作用及意義 --- p.243 / Chapter I --- 「基本曲調」對歌謠流傳之重要性 --- p.243 / Chapter II --- 「襯字」的功能 --- p.245 / Chapter III --- 歌謠的「版本」問題 --- p.246 / Chapter 第六章 --- 結語 --- p.248 / 中文參考書目 --- p.253 / 英文參考書目 --- p.261 / 第二部份：地圖及歌謠譜例 --- p.262-336

Disputes concerning the origin of the term bambuco persist among scholars in Colombia, as well as controversies regarding the process of notating the traditional bambuco (3/4 or 6/8), when it penetrates the written tradition of popular music. Composers writing popular and salon bambucos increasingly perceived the advantage of notating it in 6/8. This study investigates the traditional bambuco and its assimilation into nineteenth and twentieth-century cultivated tradition, with emphasis on piano pieces by representative Colombian composers of art music. I include specific analyses of Cuatro preguntas (ca. 1890) by Pedro Morales Pino (1863-1926), ChirimÍa y bambuco (1930) by Antonio MarÍa Valencia (1902-1952), Bambuco en si menor by Adolf o MejÍa (1905-1970), El bambuco by Manuel MarÍa Párraga (c. 1826-1895), and Trozos Nos. 6 and 158 (1927-1970) by Guillermo Uribe HolguÍn (1880-1971).

This study examines both the social and musical characteristics of klapa singing. Comparative analysis of the klapa in Dalmatia, its place of origin, and the klapa in Vancouver is the focus. The field work for this project took place on two occasions: during the regular practices of klapa "Zvonimir", and in a series of individual interviews. The interviews were with the oldest member and one of the organisers of the klapa "Zvonimir", Jozo Cvitanovic. A traditional folk klapa was, and to an extent still is, an informal group of friends, usually brought together by similar interests, age group or occupations. Festival klapa, on the other hand, is a formally organized group with regular rehearsals and performances, whose members, as a rule, are people of various occupations and diverse musical tastes. Socially and musically, klapa singing has always been progressive for its time, which is surely the reason why this folk tradition has remained successful for such a long period.

This study examines both the social and musical characteristics of klapa singing. Comparative analysis of the klapa in Dalmatia, its place of origin, and the klapa in Vancouver is the focus. The field work for this project took place on two occasions: during the regular practices of klapa "Zvonimir", and in a series of individual interviews. The interviews were with the oldest member and one of the organisers of the klapa "Zvonimir", Jozo Cvitanovic. A traditional folk klapa was, and to an extent still is, an informal group of friends, usually brought together by similar interests, age group or occupations. Festival klapa, on the other hand, is a formally organized group with regular rehearsals and performances, whose members, as a rule, are people of various occupations and diverse musical tastes. Socially and musically, klapa singing has always been progressive for its time, which is surely the reason why this folk tradition has remained successful for such a long period. / Arts, Faculty of / Music, School of / Graduate

Thesis (M. Mus.)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The research for this thesis was conducted because many educators in the South African education system are not equipped to teach Arts and Culture to primary and secondary learners because of a lack of resources and skills. The researcher tries to determine whether traditional songs of the Cape could lay the foundation to understand the origin, functions and dynamics of a culture, as well as the capacity to use creative arts- and cultural processes to develop one's self-image and promote spiritual well-being. The main aim of this study was to determine whether educators can be empowered by providing them with the necessary skills to teach Arts and Culture by means of the integration and implementation of traditional songs of the Cape in the classroom as resource materials when planning a curriculum. Arts and Culture educators were empowered to equip themselves to be able to teach learners to understand, acknowledge and promote the arts and unknowncultural practices such as traditional songs of the Cape. The researcher based the component of the Empowerment Training she was responsible for on the requirements for Participatory Action Research: Awareness, Emancipation, A learning strategy for participants and the development of independence. The results of this thesis are based on two projects the researcher participated in. The main aim of the first project, "Mother's Milk, Mother's Muse" that was initiated by Professor Meki Nzewi of the University of Pretoria, was to collect traditional songs, games, legends and stories of the Cape. These materials are available on CD and DVD and included in this thesis. These were then used in the second project as resources to equip Arts and Culture educators with a variety of skills, which include the teaching of songs, during the Advanced Certificate in Education (Arts and Culture) at the University of Stellenbosch, offered since 2005. This thesis is a compiliation of how Arts and Culture educators were empowered to use and implement these materials in the learning area by the component in the ACE course for which the researcher was responsible. / AFRIKAANSE OPSOMMING: Die feit dat baie opvoeders weens ongebrek aan hulpbronne en vaardighede nie volledig toegerus is om die leerarea Kuns en Kultuur aan leerders op primere- en sekondere vlak aan te bied nie, het aanleiding gegee tot die navorsing vir hierdie tesis. Die navorser stel ondersoek in om te bepaal of tradisionele Kaapseliedere as basis sou kon dien vir on begrip van die oorsprong, funksies en dinamiese aard van kultuur, asook van die vermoe om kreatiewe kuns en kulturele prosesse te benut om 'n selfbeeld te ontwikkel en geestelike gesondheid te bevorder. Die doel van hierdie ondersoek was om vas te stel of opvoeders bemagtig kon word deur hulle toe te rus met basiese onderrigtegnieke om die leerarea Kuns en Kultuur te kan aanbied, deur die integrasie en implementering van tradisionele KaapseIiedere in die klaskamer en die insameling van liedere as hulpbronne wat tot opvoeders se beskikking is tydens kurrikulumbeplanning. Bemagtigingsopleiding is aan Kuns en Kultuur-opvoeders gebied ten einde hulself toe te rus om leerders te kan touwys maak hoe om die kunste asook kulturele vorms en gebruike wat histories nie erkenning kry nie, in hierdie geval tradisionele Kaapseliedere, te erken, verstaan en bevorder. Riglyne vir Deelnemende Aksie Navorsing, naamlik bewusmaking, emansipasie, 'n leerstrategie vir deelnemers en die ontwikkeling van selfstandigheid is as basis gebruik vir die bemagtigingsopleiding. Die navorser was betrokke by twee projekte waarop die resultate van hierdie tesis gebaseer is. Die hoof doeI van die eerste projek, "Mother's Milk Mother's Muse", was om tradisionele Kaapse liedere, speletjies, legendes en stories in te samel. Tydens die tweede projek, die Gevorderde Onderwyssertifikaat (Kuns en Kultuur) wat vanaf 2005 by die Universiteit Stellenboseh aangebied word, is die ingesamelde materiaal onder andere gebruik om verskillende tegnieke, waaronder die aanleer van liedere, aan opvoeders te demonstreer. Die materiaal wat ingesamel is, is op CD en DVD by hierdie tesis ingesluit. Hierdie tesis is onsamevatting van die maniere waarop Kuns en Kultuur-opvoeders deur middel van die komponent waarvoor die navorser in die GOS-program verantwoordelik was bemagtig is om hierdie materiaal te ontgin en in die leerarea te implementeer.

In this thesis I ́m trying to to find out whether we need to make our art into a product and I am using myself and my career as an example of a product. I wanted to use the word “product” in a positive way and inspire people to think about music management and personal branding as something they could use as a tool when working with something creative. I ́m writing about my own journey as a folk musician and solo artist and wish to turn something personal into something common and shared. ! I approached my research question “How much of a product would you have to be in order to be a successful artist at the Nordic folk music scene?” from three angels. Firstly, I ́ve gathered information that I have from my years as a freelance musician. Secondly, I interviewed a few professionals, and finally I read a lot of material and wrote about the basics of music business and working life of a folk musician in the Nordic countries. My theory is that we ́re all selling a product when selling our music and playing for money, that is why we need to know this product, love and respect it and have a need to share it. I believe that finding your artistic me is a spiritual journey and when you start searching for your “core” you ́ll become a better musician since you ́re getting better in recognising and handling your own emotions. I ́m trying to diminish the polarisation between music business and being a genuine artist. I believe that knowing your core gives you power to work better in the field which is continually changing and demands a lot. This spiritual journey into yourself is also an artistic journey and I see personal branding as a fun and inspirational tool for anyone who wants to get to know oneself and build a personal brand which is true, likeable and also selling. / <p>Master konsert: ILMOI; medverkande Anna Fält, Joonas Ojajärvi, Jenni Venäläinen</p>