Beginning with the emergence of commercial American music in the nineteenth century, Volume 1 includes essays on the major performers, composers, media, and movements that shaped our musical culture before rock and roll. Articles explore the theoretical dimensions of popular music studies; the music of the nineteenth century; and the role of black Americans in the evolution of popular music. Also included--the music of Tin Pan Alley, ragtime, swing, the blues, the influences of W. S. Gilbert and Rodgers and Hammerstein, and changes in lyric writing styles from the nineteenth century to the rock era.

Make music come alive for students in grades 5 and up with American Popular Music! This 96-page book explores how the roots of American music began and developed. From European musical traditions in the seventeenth century to African American music today, this book uncovers a foundation and appreciation of AmericaÕs music. It features genres such as ragtime, blues, Dixieland, swing, big band, musical theater, folk, country western, rock and roll, disco, funk, punk, rap, alternative, and contemporary Christian.

This book seeks to trace the rise of popular music, identify its key figures and track the origins and development of its multiple genres and styles, all the while seeking to establish historical context. It is, fundamentally, a ready reference guide to the broad field of popular music over the past two centuries. It has become a truism that popular music, so pervasive in the modern world, constitutes a soundtrack to our lives – a constant though changing presence as we cross thresholds and grow from children to teenagers to adults. But it has become more than a soundtrack; it has become a narrative. Not just an accompaniment to our daily lives but incorporating our lives, our sense of identity, our lived experiences, into it. We have become part of the music just as the music has become part of us. The Historical Dictionary of Popular Music contains a chronology, an introduction, an appendix, and an extensive bibliography. The dictionary section has over 1000 cross-referenced entries on major figures across genres, definitions of genres, technical innovations and surveys of countries and regions. This book is an excellent resource for students, researchers, and anyone wanting to know more about popular music.

Classic American Popular Song: The Second Half-Century, 1950-2000 addresses the question: What happened to American popular song after 1950? There are numerous books available on the so-called Golden Age of popular song, but none that follow the development of popular song styles in the second half of the 20th century. While 1950 is seen as the end of an era, the tap of popular song creation hardly ran dry after that date. Many of the classic songwriters continued to work through the following decades: Porter was active until 1958; Rodgers until the later 1970s; Arlen until 1976. Some of the greatest lyricists of the classic era continued to do outstanding and successful work: Johnny Mercer and Dorothy Fields, for example, continued to produce lyrics through the early '70s. These works could be explained as simply the Golden Age's last stand, a refusal of major figures to give in to a new reality. But then, how can we explain the outstanding careers of Frank Loesser, Cy Coleman, Jerry Herman, Jerry Bock and Sheldon Harnick, Fred Kander and John Ebb, Jule Styne, Alan Jay Lerner and Frederick Loewe, and several other major figures? Where did Stephen Sondheim come from? For anyone interested in the development of American popular song -- and its survival -- this book will make fascinating reading.

Hollywood's conversion from silent to synchronized sound film production not only instigated the convergence of the film and music industries but also gave rise to an extraordinary period of songs in American cinema. Saying It With Songs considers how the increasing interdependence of Hollywood studios and Tin Pan Alley music publishing firms influenced the commercial and narrative functions of popular songs. While most scholarship on film music of the period focuses on adaptations of Broadway musicals, this book examines the functions of songs in a variety of non-musical genres, including melodramas, romantic comedies, Westerns, prison dramas, and action-adventure films, and shows how filmmakers tested and refined their approach to songs in order to reconcile the spectacle of song performance, the classical norms of storytelling, and the conventions of background orchestral scoring from the period of silent cinema. Written for film and music scholars alike as well as for general readers, Saying It With Songs illuminates the origins of the popular song score aesthetic of American cinema.

Volume two concentrates exclusively on music activity in the United States in the nineteenth century. Among the topics discussed are how changing technology affected the printing of music, the development of sheet music publishing, the growth of the American musical theater, popular religious music, black music (including spirituals and ragtime), music during the Civil War, and finally "music in the era of monopoly," including such subjects as copyright, changing technology and distribution, invention of the phonograph, copyright revision, and the establishment of Tin Pan Alley.

Popular music is a growing presence in education, formal and otherwise, from primary school to postgraduate study. Programmes, courses and modules in popular music studies, popular music performance, songwriting and areas of music technology are becoming commonplace across higher education. Additionally, specialist pop/rock/jazz graded exam syllabi, such as RockSchool and Trinity Rock and Pop, have emerged in recent years, meaning that it is now possible for school leavers in some countries to meet university entry requirements having studied only popular music. In the context of teacher education, classroom teachers and music-specialists alike are becoming increasingly empowered to introduce popular music into their classrooms. At present, research in Popular Music Education lies at the fringes of the fields of music education, ethnomusicology, community music, cultural studies and popular music studies. The Routledge Research Companion to Popular Music Education is the first book-length publication that brings together a diverse range of scholarship in this emerging field. Perspectives include the historical, sociological, pedagogical, musicological, axiological, reflexive, critical, philosophical and ideological.

Traditionally, ideas about twentieth-century 'modernism' - whether focused on literature, music or the visual arts - have made a distinction between 'high' art and the 'popular' arts of best-selling fiction, jazz and other forms of popular music, and commercial art of one form or another. In Modernism and Popular Music, Ronald Schleifer instead shows how the music of George and Ira Gershwin, Cole Porter, Thomas 'Fats' Waller and Billie Holiday can be considered as artistic expressions equal to those of the traditional high art practices in music and literature. Combining detailed attention to the language and aesthetics of popular music with an examination of its early twentieth-century performance and dissemination through the new technologies of the radio and phonograph, Schleifer explores the 'popularity' of popular music in order to reconsider received and seeming self-evident truths about the differences between high art and popular art and, indeed, about twentieth-century modernism altogether.

Author Jennifer MacKay focuses on songwriting from a craft standpoint. Because the lyrics themselves are only one part of songwriting, she also covers melody, tempo, and rhythm, and explains how this can differ between genres. A few key influential singers and songwriters are discussed along with the general craft.

The approach of this book, first published in 1982, is multi-disciplinary. Popular music, it is argued, is not only a musical but also a social phenomenon; the criteria needed to assess it are different from those used in the appreciation of ‘classical’ music. The first section of this guide is devoted to setting out just what those criteria should be. A second section puts forward bases for course construction that are detailed and flexible. A final section provides a list of further resources.