Review sheet for final quiz, 6 Dec 2017
The quiz will contain a subset of the following terms and phrases, out of which you will be asked to select a number to discuss. For each such selected term or phrase, you will write a paragraph of about 4-5 sentences, setting forth the meaning of each term or phrase as it has been presented in this course (in class, in readings, in films). Your discussion of each term or phrase will not exceed one page in an exam booklet. The full list follows; please review in preparation.
Note that terms may be selected from the first half of the course also (from among those listed below only), but the emphasis will be on the second half.
Please be sure to come to class on time (6:30 pm). The quiz will last for one hour. Afterwards each group will perform at least one piece from among those assigned throughout the term.
Terms and names to know from the second half of the course:
Aboriginal
Ainu and Rekuhkara
Bol
Buffy Sainte Marie
"Bushmen" (San)
Carnatic (Karnatak) music
Colin Turnbull
Critiquing cultural representations
Didgeridoo
The Forest People
First Nations
Gat
Gurung music
Harmonics
Hindustani music
Hokkaido
Indigenous peoples
Interlock
Inuit and Katajjaq
Kecak
Khyali
Madal
Melam
Metis
Mode, musical
Music by and for rights of refugees
Music by and for rights of indigenous peoples
Nepal
Overtone singing
“Pygmies” (Aka, Baka, Mbuti…)
Paul Pena
Raga
Ravi Shankar
Representational music
Resham Firiri
Ritual music
Sa
Sam
Sāmaveda
Sarangi
Shamanism
Sitar
Social organization of the vocal group
Sorathi Dance Song
Source vs. reference, and critical writing
Stereotypes used to sell "world music" (e.g.: ancient, exotic, spiritual...)
Susan Aglukark
Svara (swara)
Tabla
Tala
Tan
Tanya Tagaq
Theka
Throat singing in Siberia and Mongolia (Khoomei)
Tuva
Universal soldier
Urbanization and social mobility in Indian music
Ustad Alla Rakha Khan
Terms and names to know from the first half of the course (review):
Alan Lomax
Applied ethnomusicology and participatory action research
Cantometrics
Comparative musicology vs. ethnomusicology
Cultural Equity
Damba
Dance clubs among the Ewe (e.g. Lebene Habɔbɔ)
Dum and tek
Durub
Emic/etic VS. insider/outsider
Ethical vs. legal limitations on fieldwork
Ethnocentrism
Ethnography
Ethnomusicology
Ewe percussion ensemble (gankogui, axatse, kagan, kidi, totodzi, sogo, atsimevu….)
Fieldwork ethics and informed consent
Fieldwork: participant-observation continuum, interview, survey, recording, lessons
Global jukebox
Hornbostel-Sachs classification (4 basic categories)
Informed consent principle
Maqam
Maqsum
Media factors that made Umm Kulthum famous
Muhammad Abd al-Wahhab
Mujawwad vs. Murattal
Music and funerals
Music for Global Human Development (m4ghd)
Musical organization of the orchestra (monophony, unison, heterophony, polyphony -cantometrics line 7)
Polymelorhythm and its social implications (social structure, social status)
Polymelorhythm as a feature of the African diaspora
Quarter tones (microtones)
Qur’anic recitation (tilawa)
The meaning of the honorific “Shaykh”
Sufi tariqa, hadra, inshad
Tactus (pulse ) vs. beat
Tonal language and drum language
Traditional vocal training in Egypt (kuttab, Qur’anic recitation, Sufi inshad)
World Music