Questions of creativity, and particularly the processes which underlie creative performance or ’improvisation’, form some of the central areas of interest in current musicology. Yet the predominant discourses on which musicological thought in this area are based have rarely been challenged. In this book Laudan Nooshin interrogates musicological discourses of creativity from the perspective of critical theory and postcolonial studies, examining their ideological underpinnings, the relationships of alterity which they sustain, and the profound implications for our understanding of creative processes in music. The repertoire which forms the book’s main focus is Iranian classical music, a tradition in which the performer plays a central creative role. Addressing a number of issues regarding the nature of musical creativity, the author explores both the discourses through which ideas about creativity are constructed, exchanged and negotiated within this tradition, and the practice by which new music comes into being. For the latter she compares a number of performances by musicians playing a range of instruments and spanning a period of more than 30 years, focusing on one particular section of repertoire, dastgāh Segāh, and providing transcriptions of the performances as the basis for analytical exploration of the music’s underlying compositional principles. This book is about understanding musical creativity as a meaningful social practice. It is the first to examine the ways in which ideas about tradition, authenticity, innovation and modernity in Iranian classical music form part of a wider social discourse on creativity, and in particular how they inform debates regarding national and cultural identity.

In this book Owen Wright analyses a single recording of classical Persian music made by Touraj Kiaras, a distinguished singer, accompanied by four noted instrumentalists. The format of the recording is typical of a public concert performance, and thus includes instrumental compositions as well as a central exploration of vocal repertoire and technique. The analysis identifies salient structural features, whether of the individual components or of the whole, in a way accessible to the western reader, but it also takes account of the analytical metalanguage used in Persian scholarship, and includes consideration of the relationship between music and poetry. It is important to note that it is also guided by the perceptions of the performer, whose input and responses to questions have significantly influenced the enterprise. To avoid the dryly impersonal, the analysis is also framed by an introduction which combines a biographical sketch of Touraj Kiaras with a survey of the twentieth-century evolution of Persian classical music and of the position of the vocal repertoire within it, and by an epilogue which examines further the ideological basis of prevalent attitudes to music, and seeks to explore the validity of the analytical enterprise within this context.

This book explores Iranian music education history, detailing its beginnings in 1900 up to present practices and challenges contextualised in the wider society and culture. In addition to this historical account, the text offers detailed and well-illustrated discussions of playing various Iranian classical musical instruments, with discussions of key pedagogical parameters of the tone production and performance of Iranian classical instruments. The information provided here will serve to stimulate further research into Iranian music pedagogy and repertoires, the Ney and Iranian instrumental pedagogy in general. This book offers musicians, educators, historians and musicologists a comprehensive investigation of Iranian instrumental music pedagogy, and fills a current gap in the literature on important global musical and music learning traditions

Expanding the Space for Improvisation Pedagogy in Music is a critical, research-based anthology exploring improvisation in music pedagogy. The book broadens the understanding of the potentials and possibilities for improvisation in a variety of music education contexts and stimulates the development of knowledge and reflection on improvisation. The book critically examines the challenges, cultural values, aims and methods involved in improvisation pedagogy. Written by international contributors representing a variety of musical genres and research methodologies, it takes a transdisciplinary approach and outlines a way ahead for improvisation pedagogy and research, by providing a space for the exchange of knowledge and critique. This book will be of great interest to scholars, researchers, and postgraduate students in the fields of arts education, music education, improvisation, music psychology, musicology, ethnomusicology, artistic research and community music. It will also appeal to music educators on all levels in the field of music education and music psychology.

Tár is a plucked string instrument, popularly known as the long-necked lute, traditionally played in Iran, Azerbaijan, and Central Asia. It has a distinctive sound and is played with a small plectrum made of wood or tortoise shell. The body of the tár is traditionally carved from a single piece of wood, and its neck has 25 strings arranged in five groups of five. Four of the five groups are tuned in unison, while the fifth group is tuned in octaves. The tár has historically been used in a variety of musical genres, ranging from classical Persian music to folk and popular music in Azerbaijan. There are several variations of the tár, including the Azerbaijani tár, which has a slightly different shape and tuning than the Persian tár. Similarly, the Central Asian dotar is a two-stringed version of the instrument. The tár has become known worldwide, and it is now played in Western classical concerts and world music concerts. The instrument originated in Central Asia, and it is believed to have been derived from an earlier instrument known as the dombra. The tár has become an integral part of the culture and music of Iran, Azerbaijan, and Central Asia, with many famous musicians having played the instrument over the centuries.

First published in 1994 in one volume. An A-Z of the music, musicians and discs. 2006 edition available as an e-book.

With entries on topics ranging from non-Western instruments to distinctive rhythms of music from various countries, this one-stop resource on global music also promotes appreciation of other countries and cultural groups. A perfect resource for students and music enthusiasts alike, this expansive three-volume set provides readers with multidisciplinary perspectives on the music of countries and ethnic groups from around the globe. Students will find Music around the World: A Global Encyclopedia accessible and useful in their research, not only for music history and music appreciation classes but also for geography, social studies, language studies, and anthropology. Additionally, general readers will find the books appealing and an invaluable general reference on world music. The volumes cover all world regions, including the Americas, Europe, Africa and the Middle East, and Asia and the Pacific, promoting a geographic understanding and appreciation of global music. Entries are arranged alphabetically. A preface explains the scope of the set as well as how to use the encyclopedia, followed by a brief history of traditional music and important current influences of music in each particular world region.

Composite general study of Iran, Islamic Republic - reviews the present situation of the economy with particular reference to economic development, political problems, social changes, education and cultural changes, the populational problems, agrarian reform, economic planning, social planning, etc. References and statistical tables.