An inspiring collection of fifty devotions drawn from best-loved hymns written by women. Each includes a brief biography, prayer, and Scripture reference.

Through musical analysis of compositions written between the mid-twelfth to late nineteenth centuries, this volume celebrates the achievements of eight composers, all women: Hildegard of Bingen, Maddalena Casulana, Barbara Strozzi, Élisabeth Jacquet de la Guerre, Marianne Martines, Josephine Lang, Fanny Hensel, Clara Schumann, and Amy Beach. Written by outstanding music theorists and musicologists, the essays provide fascinating in-depth critical-analytic explorations of representative compositions, often linking analytical observations with questions of meaning and sociohistorical context. Each essay is introduced by a brief biographical sketch of the composer by the editors. The collection--Volume 1 in an unprecedented four-volume series of analytical studies on music by women composers--is designed to challenge and stimulate a wide range of readers. For academics, these thoughtful analytical essays can open new paths into unexplored research areas in the fields of music theory and musicology. Post-secondary instructors may be inspired by the insights offered in these essays to include new works in music theory and history courses at both graduate and upper-level undergraduate levels, or in courses on women and music. Finally, for soloists, ensembles, conductors, and music broadcasters, these detailed analyses can offer enriched understandings of this repertoire and suggest fresh, new programming possibilities to share with listeners.

Uncovering Music of Early European Women (1250 – 1750) brings together nine chapters that investigate aspects of female music-making and musical experience in the medieval and early modern periods. Part I, "Notes from the Underground," treats the spirituality of women in solitude and in community. Parts II and III, "Interlude" and "Music for Royal Rivals," respond to Joan Kelly’s famous feminist question and suggest that women of a certain stature did have a Renaissance. Part IV, "Serenissime Sirene," plays with the notion of the allure of music and its risks in Venice during the Baroque. The process of uncovering requires close listening to women’s creative endeavors in an ongoing effort to piece together equitably the terrain of early music. Contributors include: Cynthia J. Cyrus, Claire Fontijn, Catherine E. Gordon, Laura Jeppesen, Eva Kuhn, Anne MacNeil, Jason Stoessel, Elizabeth Randell Upton, and Laurence Wuidar. An invaluable book for college students and scholars interested in the social and cultural meanings of women in early music.

The second edition of the “milestone” work of history that focuses on female musicians through the ages (College Music Symposium). This updated, expanded, and reorganized edition of Women and Music features even more women composers, performers, and patrons, even more musical contexts, and an expanded view of women in music outside Europe and North America. A popular university textbook, Women and Music is enlightening for scholars, a good source of programming ideas for performers, and a pleasure for other music lovers.

In Sacred Song in America, Stephen A. Marini explores the full range of American sacred music and demonstrates how an understanding of the meanings and functions of this musical expression can contribute to a greater understanding of religious culture.Marini examines the role of sacred song across the United States, from the musical traditions of Native Americans and the Hispanic peoples of the Southwest, to the Sacred Harp singers of the rural South and the Jewish music revival to the music of the Mormon, Catholic, and Black churches. Including chapters on New Age and Neo-Pagan music, gospel music, and hymnals as well as interviews with iconic composers of religious music, Sacred Song in America pursues a historical, musicological, and theoretical inquiry into the complex roles of ritual music in the public religious culture of contemporary America.

Although women have been teaching and performing music for centuries, their stories are often missing from traditional accounts of the history of music education. In Women Music Educators in the United States: A History, Sondra Wieland Howe provides a comprehensive narrative of women teaching music in the United States from colonial days until the end of the twentieth century. Defining music education broadly to include home, community, and institutional settings, Howe draws on sources from musicology, the history of education, and social history to offer a new perspective on the topic. In colonial America, women sang in church choirs and taught their children at home. In the first half of the nineteenth century, women published hymns, taught in academies and rural schoolhouses, and held church positions. After the Civil War, women taught piano and voice, went to college, taught in public schools, and became involved in national music organizations. With the expansion of public schools in the first half of the twentieth century, women supervised public school music programs, published textbooks, and served as officers of national organizations. They taught in settlement houses and teacher-training institutions, developed music appreciation programs, and organized women’s symphony orchestras. After World War II, women continued their involvement in public school choral and instrumental music, developed new methodologies, conducted research, and published in academia. Howe’s study traces this evolution in the roles played by women educators in the American music education system, illuminating an area of research that has been ignored far too long. Women Music Educators in the United States: A History complements current histories of music education and supports undergraduate and graduate courses in the history of music, music education, American education, and women’s studies. It will interest not only musicologists, educational historians, and scholars of women’s studies, but music educators teaching in public and private schools and independent music teachers.