I am very pleased to announce the launch of the 21st Century Music Practice series of Elements by Cambridge University Press. Elements are a new publishing format that CUP are promoting that consists of a 20,000 word text – somewhere in between a standard journal article and a book – and which can also involve extensive multi-media content. The series has developed out of the 21st Century Music Practice Research Network which currently has around 250 members in 30 countries and is dedicated to the study of what Christopher Small termed Musicking – the process of making and sharing music rather than the output itself. Obviously this exists at the intersection of ethnomusicology, performance studies, and practice pedagogy / practice-led-research in composition, performance, recording, production, musical theatre, music for screen and other forms of multi-media musicking. The generic nature of the term ‘21st Century Music Practice’ reflects the aim of the series to bring together all forms of music into a larger discussion of current practice and to provide a platform for research about any musical tradition or style. It embraces everything from hip hop to historically informed performance and K-Pop to Inuk Throat Singing.
CALL FOR ARTICLES, REVIEWS AND INTERVIEWS
TEXT MATTERS: A JOURNAL OF LITERATURE, THEORY AND CULTURE
Literature Goes Pop!
Literary Intertexts in Popular Culture
CfP (yearbook): Populäre Lieder im langen 19. Jahrhundert / Popular Songs in the Long 19th Century
Deadline: 15 May 2019 (abstracts); 31 January 2020 (full articles)
We invite you to submit articles for the volume 65 (2020) “Populäre Lieder im langen 19. Jahrhundert / Popular Songs in the Long 19th Century” of the yearbook “Lied und Populäre Kultur / Song and Popular Culture”. The yearbook is published by the Zentrum fuer Populäre Kultur und Musik (Freiburg University).
For detailed information see: http://www.zpkm.uni-freiburg.de/publikation/jahrbuch/cfpyearbook65popularsongs19thcentury (German and English).
Potential contributors are asked to send abstracts of not more than 2,000 characters including spaces as well as a short academic CV by 15 May 2019. By the end of May, you will receive feedback on the acceptance of your contribution. The contributions should cover 35,000 to 50,000 characters including spaces and should be submitted by 31 January 2020. Please send any inquiries or abstracts to Knut Holtsträter (jahrbuch -at- zpkm.uni-freiburg.de). We accept contributions in German or English.
Quick link: https://journals.openedition.org/volume/6370
Experts, non-experts and the participatory production of knowledge. The case of popular music research (Volume! The French Journal of Popular Music Studies)
Editors: Christophe Pirenne and Christophe Levaux (University of Liège, Belgium)
Call for Papers
Popular Music and Society
Special Issue on Music, Digitalization, and Democracy
Guest-edited by Johannes Brusila, Martin Cloonan, and Kim Ramstedt
Call for Papers: Popular Music Education in Wales
As noted by the likes of Hobsbawm and Ranger (1992), Ellis (2000), Hill (2007) and Carr (2010), Wales has a unique landscape culturally, politically, linguistically and of course musically. Like other Small Nations, the country, which was devolved in 1998, has a distinct set of challenges in order to ensure it exploits the full potential of Creative Industries such as music. In terms of popular music education, this broader landscape is/has been informed via initiatives funded by Welsh Government (The Welsh Music Foundation), the Arts Council (Forté, the Music Industry Development Fund, Horizons 12, Community Music Wales), Wales Arts International (the International Development Fund) and local councils. Cardiff Council for example are working with Sound Diplomacy, who are developing a strategy to make Cardiff the UKs first ‘Music City’, while Rhonnda Cynon Taff co-fund the Forté project. All of these initiatives, some of which are co -funded by the likes of the PRS Foundation, The British Council and the BBC, are intended at least in part to ‘educate’ stakeholders within the Welsh Music Industry, from grass roots to international engagement.
Ethnomusicology Review is now accepting submissions for Volume 22, scheduled for publication in Fall 2019. Starting as Pacific Review of Ethnomusicology (PRE) in 1984, Ethnomusicology Review is a refereed journal managed by UCLA graduate students and a faculty advisory board. We maintain an extensive editorial board and publish interdisciplinary music research in English, Spanish, Portuguese, Indonesian, and other languages on a case-by-case basis.
Uncharted Country: New Voices and Perspectives in Country Music Studies
A Special Issue of the Journal of Popular Music Studies
Nadine Hubbs and Francesca Royster, Guest Editors
Call for papers for a special issue titled
Learning, Teaching and Making Popular Music Online
There is much to learn regarding the skills people use to learn, teach and make popular music in global online contexts. Furthermore, research and pedagogy should address how popular musicians’ practices online might be translated to learning institutions. Research has examined pedagogical approaches to popular music learning, lived experiences of contemporary musicians, and interactions in modern musical communities. Online music making has popularized terms including “virtual ensemble”, while affordability and accessibly of do-it-yourself recording studios have proliferated user-generated musical content on the internet. Musicians use diverse social media platforms to develop new techniques, brand their personae, and hone producing skills in virtual places which act as spaces for music learning, teaching and making.
Call for Submissions
Music and Politics is a peer-reviewed electronic journal first published in 2007 that publishes online twice a year. We welcome submissions of any length that explore the interaction of music and politics. Areas of interest include, but are not limited to, the impact of politics on the lives of musicians, music as a form of political discourse, and the influences of ideology on musical historiography. In addition, we seek articles that examine pedagogical issues and strategies pertaining to the study of Music and Politics in the undergraduate classroom. We also welcome suggestions and/or submissions of relevant articles that have already been published in another language and that would benefit from dissemination in English translation.