Intertextuality In Music

The concept of intertextuality – namely, the meaning generated by interrelations between different texts – was coined in the 1960s among literary theorists and has been widely applied since then to many other disciplines, including music. Intertextuality in Music: Dialogic Composition provides a systematic investigation of musical intertextuality not only as a general principle of musical creativity but also as a diverse set of devices and techniques that have been consciously developed and applied by many composers in the pursuit of various artistic and aesthetic goals. Intertextual techniques, as this collection reveals, have borne a wide range of results, such as parody, paraphrase, collage and dialogues with and between the past and present. In the age of sampling and remix culture, the very notion of intertextuality seems to have gained increased momentum and visibility, even though the principle of creating new music on the basis of pre-existing music has a long history both inside and outside the Western tradition. The book provides a general survey of musical intertextuality, with a special focus on music from the second half of the twentieth century, but also including examples ranging from the nineteenth century to the second decade of the twenty-first century. The volume is intended to inspire and stimulate new work in intertextual studies in music.

A fascinating interdisciplinary collection of essays on intertextual relationships in popular music

The first book-length consideration of questions relating to music and meaning.

Identity, Intertextuality, and Performance in Early Modern Song Culture for the first time explores comparatively the dynamic process of group formation through the production and appropriation of songs in various European countries and regions.

Like literature and art, music has ‘works’. But not every piece of music is called a work, and not every musical performance is made up of works. The complexities of this situation are explored in these essays, which examine a broad swathe of western music. From plainsong to the symphony, from Duke Ellington to the Beatles, this is at root an investigation into how our minds parcel up the music that we create and hear.

Nyman's rise to international prominence during the last three decades has made him one of the world's most successful living composers. His music has nevertheless been criticized for its parasitic borrowing of other composers' ideas and for its relentless self-borrowing. In this first book-length study in English, Pwyll ap Silaces Nyman's writings within the general context of Anglo-American experimentalism, minimalism and post-minimalism, and provides a series of useful contexts from which controversial aspects of Nyman's musical language can be more clearly understood and appreciated. Drawing upon terms informed by intertextual theory in general, appropriation and borrowing are first introduced within the context of twentieth-century art music and theory. Intertextual concepts are explained and their terms defined before Nyman's musical language is considered in relation to a series of intertextual classifications and types. These types then form the basis of a more in-depth study of his works during the second half of the book, ranging from opera and chamber music to film. Rather than restricting style and technique, Nyman's intertextual approach, on the contrary, is shown to provide his music with an almost infinite amount of variety, flexibility and diversity, and this has been used to illustrate a wide range of technical, aesthetic and expressive forms. He composes with his ear towards the past as if it were a rich quarry to mine, working like a musical archaeologist, uncovering artefacts and chiselling fresh and vibrant sonic edifices out of them.

This is a comprehensive essay on musical meaning and performing music meaningfully - 'interpreting music' in both senses of the term. The author argues that music, far from being closed to interpretation is the paradigm of interpretation in general.

Recontextualized: A Framework for Teaching English with Music is a book that can benefit any English teacher looking for creative approaches to teaching reading, writing, and critical thinking. Providing theoretically-sound, classroom-tested practices, this edited collection not only offers accessible methods for including music into your lesson plans, but also provides a framework for thinking about all classroom practice involving popular culture. The framework described in Recontextualized can be easily adapted to a variety of educational standards and consists of four separate approaches, each with a different emphasis or application. Written by experienced teachers from a variety of settings across the United States, this book illustrates the myriad ways popular music can be used, analyzed, and created by students in the English classroom. “Together, this editor/author team has produced a book that virtuallyvibrates with possibilities for engaging youth in ways that speak to their interests while simultaneously maintaining the rigor expected of English classes.” – Donna E. Alvermann, University of Georgia