Passing Rhythms

Liverpool Football Club, in stark contrast to its competitors, remains locally owned, not a conglomerate or media business. Unlike its main rivals, the Liverpool club has been loathe to pursue global markets for merchandizing - though it attracts a huge fandom around the world - and its ambitions remain resolutely fixed on footballing success. No football club has ever had such an extended period of dominance inthe English game, nor extended that dominance to Europe so effectively.Many of the current crop of top young players are locally born and are a central feature of the city's nightlife, as well as national icons in pop/football/youth culture. But there are fears that the Club's great days have now passed. At the height of its powers in the 1980s, Liverpool FC was the site of two catastrophic crowd disasters, which effectively transformed the sport and added to wounding perceptions about the city's alleged sentimentality, fatalism and irreversible decline. The legacy of the Heysel and Hillsborough tragedies continues to shape the self-image of the Club and those who support it. A seething rivalry with nearby corporate giant Manchester United is a constant reminder of football's new order.Addressing all of these concerns, as well as Liverpool's global reputation as the home of the Beatles and the 'Mersey sound', this book takes an original approach to the study of football by examining its links with other important popular culture forms, especially pop music, but also television and youth styles. In particular, however, it looks at the very special meaning of football in Liverpool.

Tap dancing legends Fayard (b. 1914) and Harold (1918-2000) Nicholas amazed crowds with their performances in musicals and films from the 30s to the 80s. They performed with Gene Kelly in The Pirate, with Cab Calloway in Stormy Weather, with Dorothy Dandridge (Harold's wife) in Sun Valley Serenade, and with a number of other stars on the stage and on the screen. Author Hill not only guides readers through the brothers' showstopping successes and the repressive times in which their dancing won them universal acclaim, she also offers extensive insight into the history and choreography of tap dancing, bringing readers up to speed on the art form in which the Nicholas Brothers excelled.

Cross-Rhythms investigates the literary uses and effects of blues and jazz in African-American literature of the twentieth century. Texts by James Baldwin, Ralph Ellison, Langston Hughes, Zora Neale Hurston, Gayl Jones, Toni Morrison and Ishmael Reed variously adopt or are consciously informed by a jazz aesthetic; this aesthetic becomes part of a strategy of ethnic identification and provides a medium with which to consider the legacy of trauma in African-American history. These diverse writers are all thoroughly immersed in a socio-cultural context and a literary aesthetic that embodies shifting conceptions of ethnic identity across the twentieth century. The emergence of blues and jazz is, likewise, a crucial product of, as well as catalyst for, this context, and in their own aesthetic explorations of notions of ethnicity these writers consciously engage with this musical milieu. By examining the highly varied manifestations of a jazz aesthetic as possibly the fundamental common denominator which links these writers, this study attempts to identify an underlying unifying principle. As the different writers write against essentializing or organic categories of race, the very fact of a shared engagement with jazz sensibilities in their work redefines the basis of African-American communal identity.

This brand new Little Book focuses on introducing beat and rhythm through a fun mix of games and activities for teachers to use in the classroom, in assemblies, and in whole-school performances. Activities include beat games and inventing rhythms, while the performance raps are based on traditional tales and nursery rhymes as well as original topics.

Inspired by Dalcroze-eurhythmics, this book is a practical guide for teachers and students interested in integrating the moving body into the aural skills classroom. Author Diane J. Urista focuses on movement-to-music as a tool for developing musical perception and the kinesthetic aspects of performance. As this book demonstrates, moving to music and watching others move cultivates an active, multi-sensory learning experience in which students learn by discovery and from each other. The book features a wealth of exercises that teach rhythmic, melodic, harmonic and formal concepts, including improvisation and expressive exercises. These exercises not only develop the ear, but also awaken the muscular and nervous system, foster mind-body connections, strengthen the powers of concentration, develop inner-hearing, short- and long-term memory, multi-tasking skills, limb autonomy, and expressive freedom. Exercises are presented in a graded but flexible order allowing readers to select individual exercises in any sequence. Activities involve movement through space as well as movement in place for those teaching in small classrooms. The book can be used as a teacher's manual, a supplementary aural-skills textbook, or as a stand-alone reference in a course dedicated to eurhythmics. Many exercises also provide an effective aural/sensory tool in the music theory classroom to complement verbal explanations. The approach integrates easily into any traditional college or conservatory classroom and is compatible with fixed do, moveable do, and scale degrees. A companion website features undergraduate students performing select exercises. Visit the companion website at www.oup.com/us/movingbodyauralskillsclassroom

As a commitment to witness, stimulate and record humanityÕs co-creation of paradise on earth, Jasmuheen shares her experiences and insights on this as she travels the globe during 2006 to 2012. From Russia and the Eastern Bloc countries, through Europe to the jungles of Colombia and India, Jasmuheen reports on her work with many open hearted groups that gather with her. In this journal the reader gains insight on what life is like for someone who is in full time service with this Ôparadise co-creationÕ agenda. Spending nearly half of each year on the road, living in hotel rooms, airports and seminar halls, constantly adjusting to continually changing weather patterns, all the while being nourished only by prana, Jasmuheen manages to keep herself healthy and happy regardless of the many challenges she faces for despite all of this she grows and learns and thoroughly enjoys meeting with all the beautiful light filled people that she now constantly meets in this world.

Dramatizing Blindness: Disability Studies as Critical Creative Narrative engages with the cultural meanings and movements of blindness. This book addresses how blindness is lived in particular contexts—in offices of ophthalmology and psychiatry, in classrooms of higher education, in accessibility service offices, on the street, and at home. Taking the form of a play written in five acts, the narrative dramatizes how the main character’s blindness is conceived of in the world and in the self. Each act includes an analysis where blind studies is explored in relation to disability studies. This work reveals the performative enactment of blindness that is lived in the public as well as in the private corners of the self, demonstrating how blindness is a form of perception. Devon Healey’s work orients to blindness as a necessary and creative feature of the sensorium and shows how blindness is a form of perception.

'Winding it Back' provides multiple access points and adequate learning conditions while honouring the individual needs of all students in music classrooms.