This volume offers new research on musical creativity by experts from the fields of music education, music psychology and music therapy. Contributions focus on the composition/improvisation process, considering its conceptualization and practices in a number of contexts, and draw examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions.

Cited by Soundpost as "remarkable and revolutionary" upon its publication in 1977, Music, Society, Education has become a classic in the study of music as a social force. Christopher Small sets out to examine the social implications of Western classical music, effects that until recently have been largely ignored or dismissed by most musicologists. He strives to view the Western musical tradition "through the mirror of these other musics [Balinese and African] as it were from the outside, and in so doing to learn something of the inner unspoken nature of Western culture as a whole." As series co-editor Robert Walser writes, "By pointing to the complicity of Western culture with Western imperialism, Small challenges us to create a future that is more humane than the past. And by writing a book that enables us to rethink so fundamentally our involvements with music, he teaches us how we might get there."

Through this book, the author examines the role of music education within the larger global education movement. Specifically, the author argues music education has unique potential to foster positive global identity and to promote higher levels of intercultural sensitivity during adolescence. Music educators can use the framework in this book to craft lessons that will help their adolescent students develop positive global identities as they progress towards higher levels of intercultural sensitivity within the context of musical learning experiences. The book also offers a framework that can help practicing and pre-service music educators to engage in the type of cultural and musical self-reflection needed to resist deeply engrained hegemonic tendencies. As such, more students have access to an inclusive, flexible, and meaningful musical education. Within the final two chapters, the author proposes - and provides concrete examples of - a new curricular planning strategy for music educators which synthesizes the information presented in the preceding chapters and provides a concrete vision for (re)imagining music education as global education.

The directory of the classical music industry.

This is a biography of Dan Levenson, an old-time banjo and fiddle player from Pittsburgh, Pennsylvania. Between 1987 and 1991, Dan worked for Goose Acres Folk Music Center in Cleveland, Ohio, where he dove deeply into old-time music. In the late 1980s, he formed the Boiled Buzzards; they recorded four albums between 1989 and 1994 and were a consistently active presence at old-time music festivals. He also played with Bob Frank during that time as one-half of the Hotfoot Duo. In 1995, he teamed up with Kim Murley and recorded New Frontier: Instrumentals from China and America. Levenson undertook his first cross-country trip as a solo performer in 1996. His traveling workshop "Meet the Banjo" ran with the sponsorship of Deering Banjos from the late 1990s to the early 2000s. Dan recorded three projects in the first five years of the 2000s and began editing the quarterly "Old Time Way" section for Banjo Newsletter in 2005. He continues performing old-time music, teaching fiddle and banjo, writing instructional and repertoire books featuring banjo and fiddle tunes for Mel Bay, and making plans for more old-time music projects.