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After more than half a century, the music of Motown not only thrives, it transcends generations. The iconic sound of Motown has led a handful of scholars to write, teach, lecture and share the music, history and business of Motown on their campuses. In its golden age, from 1959 to 1972, the sound Berry Gordy pioneered at Motown Records in Detroit was the soundtrack for Black America. The Motown sound spawned a legion of talented young performers, many from the Motor City. The Four Tops, Stevie Wonder, the Jackson 5 and Martha and the Vandellas were among the early stars. There were chart toppers like Barret Strong's "Money (That's What I Want)," the Marvelettes' "Please Mr. Postman," the Vandellas' "Dancing in the Street" and the Temptations' "Just My Imagination." At its height, the music of Black Detroit could be heard emanating from radios and phonographs across the country. Sometimes buoyant, sometimes urgent, often gospel-tinged but always cool and infectious, the lyrics and rhythms of Motown opened a window into the Black experience of the segregated 1960s. Motown became a household word and changed a generation. Today, a small group of dedicated scholars are considered among the nation's leading authorities on Motown. In this article, a cultural anthropologist, a musicologist, a historian and a communications/ethnic studies expert share with "Diverse" some of the challenges and curiosities that come with being keepers of the Motown legacy.

Students appear to be highly technologically competent yet their information literacy skills are in question. College and university executives should consider how to equip their students with information literacy -- not just IT skills -- for a lifelong ability to evaluate and address information needs since part of a college or university's mission is to prepare students not only for today but also for tomorrow. In thinking about student IT competency, college and university executives should ask themselves the following five strategic questions: (1) What skills do students (and faculty) need in a digital world? (2) Do we have an operative definition of IT literacy? (3) Do we help students acquire the skills they need? (4) Is IT literacy integrated across all units? (5) Do we know how well we are doing? (Contains 8 endnotes.)

This study describes a preliminary test of the hypothesis that, when people engage in musical and linguistic activities designed to enhance the interactive, turn-taking properties of typical conversation, they benefit in ways that enhance empathy and self-esteem, relative to people who experience activities that are similar except that synchronous action is emphasized, with no interactional turn-taking. Twenty-two 12–14 year olds identified as socially vulnerable (e.g., for anxiety) received six enjoyable 1-h sessions of musical improvisation, language games that developed sensitivity to linguistic rhythm and melody, and cross-over activities like rap. The Turn-taking group (n = 11), practiced characteristics of conversation in language games, and these were also introduced into musical activities. This involved much turn-taking and predicting what others would do. A matched control group, the Synchrony group, did similar activities but in synchrony, with less prediction and no turn-taking. Task complexity increased over the six sessions. Psychometric testing before and after the series showed that the Turn-taking group increased in empathy on self-report (Toronto Empathy Questionnaire) and behavioral (‘Reading the Mind in the Eyes’) measures, and in the General subtest of the Culture-Free Self-Esteem Inventory. While more work is needed to confirm the conclusions for relevant demographic groups, the current results point to the social value of musical and linguistic activities that mimic entrained, tightly coordinated parameters of everyday conversational interaction, in which, at any one time, individuals act as equal participants who have different roles.

Musik eksperimental sering dikatakan sebagai musik kontemporer atau musik yang berbeda dari konvensi musik tradisional. Perbedaannya, dalam musik eksperimental mengedepankan pengalaman auditif yang ‘tidak biasa’. Hal tersebut bisa dilihat dari bermacam elemen, seperti dari pemilihan alat, cara memainkan alat yang non-konvensional sehingga menghasilkan timbre yang tidak lazim, serta pola garap musik yang memfokuskan pada eksplorasi bunyidalam pembangun suara sehingga menghasilkan output yang kadangkala tidak familiar di telinga. Berpijak dari penjelasan mengenai musik eksperimental tersebut, timbul ketertarikan penulis untuk menciptakan sebuah karya musik kontemporer dengan mengadopsi salah satu rumus/sistem kerja matematika yaitu pencarian KPK (Kelipatan persekutuan terkecil), dengan menggunakan metode pohon faktor (faktorisasi prima) sebagai cara kerja dalam penciptaan karya musik eksperimental yang berjudul Angkep Wilang. Formulasi serta cara kerja aritmatika ini penulis transformasikan ke dalam media ansambel gamelan Bali, dengan memadukan dua jenis laras yang terdapat pada gamelan Bali yaitu laras pelog dan laras slendro. Jenis gamelan yang digunakan sebagai perwakilan dari laras pelog adalah Semar Pagulingan Saih Pitu, sedangkan untuk laras sle­ndro menggunakan gamelan Angklung Saih Lima. Metode penciptaan karya yang digunakan dalam komposisi musik ini mengacu pada konsep kekaryaan yang dikemukakan oleh Alma M. Hawkins,yaitu exploration, improvisation, dan forming. Abstract Experimental Music: Angkep Wilang. Experimental music is often said to be contemporary music or music that is different from traditional music conventions. The difference is that experimental music puts forward an 'unusual' auditive experience. This can be seen from various elements, such as the selection of instruments, unconventional ways of playing instruments that produce unusual timbres, and patterns of musical compositions that focus on sound exploration in sound construction to produce output that is sometimes unfamiliar to the ear. Based on this explanation of experimental music, the author's interest arose in creating a contemporary piece of music by adopting one of the mathematical formulas/work systems, namely the search for the LCM (least common multiple), using the factor tree method (prime factorisation) as a way of working in creation. An experimental piece of music is entitled Angkep Wilang. The writer transforms the formulation and the practice of working this arithmetic into a Balinese gamelan ensemble medium by combining the two types of tunings found in Balinese gamelan, namely the pelog tunings and the slendro tunings. The kind of gamelan used to represent the pelog tunings is Semar Pagulingan Saih Pitu, while for the slendro tunings, the gamelan Angklung Saih Lima is used. The numbers used in the search are 28 and 20; these two numbers are obtained through the media used to realise the concepts that have been designed. The work creation method used in this musical composition refers to the creative idea put forward by Alma M. Hawkins, namely exploration, improvisation, and forming. Keywords: Angkep Wilang; Experimental; LCM

Komposisi karawitan ini diilhami adat istiadat menyama braya yang bagi masyarakat Bali menjadi landasan moral dalam membangun relasi sosial merupakan kekayaan utama dalam hidup dan sebagai jalan untuk menggapai kedamaian dan keharmonisan yang telah ada sejak lama. oleh Paras Paros merupakan karya karawitan inovatif yang bersumber dari konsep menyama braya. Karya karawitan ini merupakan ungkapan dari gejolak masyarakat yang selalu berjalan dinamis yang menyebabkan banyaknya fenomena-fenomena soaial yang timbul saling bertautan. Komposisi karawitan ini bersifat eksperimental dengan memadukan instrumen gamelan Bali yang memiliki perbedaan karakter jumlah warna suara dalam penggarapannya. Penyusunan komposisi karawitan ini menggunakan metode penciptaan dari Alma M. Hawkins yaitu menggunakan tahapan penjajagan, percobaan, dan pembentukan, Tujuan komposisi ini adalah untuk menyampaikan pesan moral tentang menyama braya sehingga memberikan secercah kesadaran kepada masyarakat bahwa melalui konsep Paras Paros Sarpayana, Sagilik Saguluk Salunglung Sabayantaka, Saling Asah, Asih, lan Asuh kita akan terajut dalam sebuah keharmonisan masyarakat yang damai. Abstract The Process of Creating New Creation Karawitan Composition Paras Paros. This Karawitan composition is inspired by the custom of the menyama braya which for the Balinese people becomes the moral foundation in building social relations as the main wealth in life and as a way to reach peace and harmony that has existed for a long time. Paras Paros is an innovative musical work sourced from the concept of matching braya. This musical work is an expression of the social turmoil that always runs dynamically which causes many social phenomena that arise interlocked. The composition of this instrumental music is experimented with by combining Balinese gamelan instruments that have different characters in the amount of sound in their cultivation. The composition of this musical composition uses the method of creation from Alma M. Hawkins, which uses stages of assessment, experimentation, and formation. The purpose of this composition is to convey a moral message about matching braya to provide a glimmer of awareness to the public that through the concept of Paras Paros Sarpayana, Sagilik Saguluk Salunglung Sabayantaka, Saling, Asah, Asih, lan Asuh our Foster will be woven into a harmony of a peaceful society.

As a presentational performance in which two actors perform a scripted dialogue that includes several short vocal selections, Chinese crosstalk features animated exchanges between the actors while also inviting enthusiastic involvement from the audience in the form of cheering applause. Inspired by research on the musicality of spoken bouts between same-sex friends (Hawkins, 2014; Robledo Del Canto et al., 2016; Cross et al., 2016) the present study focuses on two selections in a crosstalk performance—looking at not only the vocal interactions between the actors, but also those between the actors and the audience. Using ELAN, a tool for analysis of video and audio, Praat acoustic analysis software, and R statistical software, the study reveals (1) long durations of audience responses, signifying the seminal importance of the audience as a third performing agent in Chinese crosstalk, (2) significant portions of the performance that demonstrate rhythmic entrainment between performers and audience members, and (3) highly significant examples of approximate pitch matching between the ending sounds of utterances and the initial sounds of subsequent responses in the final selection of the performance.

According to International and European Law, teachers are encouraged to analyse, challenge and to help to eliminate sexist stereotypes and distortions in curricular materials. We aimed to characterize and compare the efficacy of implementation of the gender equality-based approach in the Spanish educational system, through a content analysis of the illustrations in music education (ME) textbooks following a coding scheme constructed by the research team according to guidelines from previous studies about the depiction of women and girls in ME textbooks during two periods of Spanish democracy: before (1992–2005); and after (2006–2015). Our major findings were: (a) female characters were under-represented in both time periods studied; (b); the stereotype of women as amateur but not professional musicians is not perpetuated in the current primary ME textbooks; (c) both children and adults independently of gender were portrayed interacting with others; (d) despite the fact that women teachers are actively participating in schools, ME textbooks do not faithfully reflect that reality; and (e) the virtual absence of females and males with disabilities suggests that this aspect of inclusion is still pending. Notwithstanding, ME textbooks printed after 2006 tended to challenge some traditional stereotypes pertaining to how females and males think, play and act within the musical world. [ABSTRACT FROM AUTHOR]