Philosophy of Music Edited by Christopher Bartel (Appalachian State University)

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  1. Daniel Albright (2000). Untwisting the Serpent: Modernism in Music, Literature, and Other Arts. University of Chicago Press.
    From its dissonant musics to its surrealist spectacles (the urinal is a violin!), Modernist art often seems to give more frustration than pleasure to its audience. In Untwisting the Serpent, Daniel Albright shows that this perception arises partly because we usually consider each art form in isolation, even though many of the most important artistic experiments of the Modernists were collaborations involving several media--Igor Stravinsky's The Rite of Spring is a ballet, Gertrude Stein's Four Saints in Three Acts is an (...)
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  2. Eva Alerby & Cecilia Ferm (2005). Learning Music: Embodied Experience in the Life-World. Philosophy of Music Education Review 13 (2):177-185.
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  3. Randall Everett Allsup (2007). Extraordinary Rendition: On Politics, Music, and Circular Meanings. Philosophy of Music Education Review 15 (2):144-149.
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  4. Randall Everett Allsup (2006). Book Review: Eric Prieto, Listening In: Music, Mind, and the Modernist Narrative (Lincoln, Ne: University of Nebraska Press, 2002). Philosophy of Music Education Review 14 (1):93-97.
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  5. Randall Everett Allsup (2006). Listening In: Music, Mind, and the Modernist Narrative (Review). Philosophy of Music Education Review 14 (1):93-97.
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  6. Randall Everett Allsup (2006). Species Counterpoint: Darwin and the Evolution of Forms. Philosophy of Music Education Review 14 (2):159-174.
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  7. Randall Everett Allsup (2005). Hard Times: Philosophy and the Fundamentalist Imagination. Philosophy of Music Education Review 13 (2):139-142.
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  8. Randall Everett Allsup (2005). A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship Between Theory and Practice&Quot. Philosophy of Music Education Review 13 (1):104-108.
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  9. Randall Everett Allsup (2003). Praxis and the Possible: Thoughts on the Writings of Maxine Greene and Paulo Freire. Philosophy of Music Education Review 11 (2):157-169.
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  10. Randall Everett Allsup & Cathy Benedict (2008). The Problems of Band: An Inquiry Into the Future of Instrumental Music Education. Philosophy of Music Education Review 16 (2):156-173.
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  11. Randall Everett Allsup, Estelle R. Jorgensen, Patrick K. Schmidt & Julia Eklund Koza (2007). Symposium: Philosophy, Music Education, and World Engagement. Philosophy of Music Education Review 15 (2):143-144.
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  12. Philip Alperson (2008). The Instrumentality of Music. Journal of Aesthetics and Art Criticism 66 (1):37–51.
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  13. Philip Alperson (1994). Introduction: New Directions in the Philosophy of Music. Journal of Aesthetics and Art Criticism 52 (1):1-11.
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  14. Philip Alperson (1991). When Composers Have to Be Performers. Journal of Aesthetics and Art Criticism 49 (4):369-373.
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  15. Philip Alperson (1987/1994). What is Music?: An Introduction to the Philosophy of Music. Pennsylvania State University Press.
    Contributors to this volume are Philip Alperson, Francis Sparshott, Nicholas Wolterstorff, Edward T. Cone, Peter Kivy, Jenefer Robinson, Joseph Margolis, Arnold ...
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  16. Philip Alperson (1984). On Musical Improvisation. Journal of Aesthetics and Art Criticism 43 (1):17-29.
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  17. Philip Alperson (1980). Musical Time" and Music as an "Art of Time. Journal of Aesthetics and Art Criticism 38 (4):407-417.
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  18. Philip Alperson & Noël Carroll (2008). Music, Mind, and Morality: Arousing the Body Politic. Journal of Aesthetic Education 42 (1).
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  19. Nora M. Alter & Lutz P. Koepnick (2004). Sound Matters: Essays on the Acoustics of Modern German Culture. Berghahn Books.
    ... composed by Herms Niel as a Durchhaltefanfare, a fanfare of perseverance, for the German troops that had been surrounded on the Crimea peninsula by ...
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  20. Michael W. Apple (2003). Competition, Knowledge, and the Loss of Educational Vision. Philosophy of Music Education Review 11 (1):3-22.
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  21. Anneli Arho (2006). Rethinking Variations of Musical Meaningfulness. Philosophy of Music Education Review 14 (1):55-64.
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  22. A. MacC Armstrong (1979). On Melodiousness. British Journal of Aesthetics 19 (2):112-119.
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  23. F. G. Asenjo (1966). Polarity and Atonalism. Journal of Aesthetics and Art Criticism 25 (1):47-52.
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  24. Bernadette Baker (2002). Evaluation, Standards, Normalization: Historico-Philosophical Formations and the Conditions of Possibility for Checklist Thought. Philosophy of Music Education Review 10 (2):92-101.
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  25. Philip Ball (2010). The Music Instinct: How Music Works and Why We Can't Do Without It. Oxford University Press.
    Now in The Music Instinct , award-winning writer Philip Ball provides the first comprehensive, accessible survey of what is known--and still unknown--about how ...
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  26. John H. Baron (1973). A. W. Schlegel's Mystic Principle and the Music of Beethoven. Journal of Aesthetics and Art Criticism 31 (4):531-537.
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  27. Barbara R. Barry (1990). Musical Time: The Sense of Order. Pendragon Press.
    CHAPTER 1 m Defining Factors: Generic and Individual What is time? as long as no one asks me, I know what it is; but if I wish to explain it to an enquirer, ...
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  28. Kevin Barry (1987). Language, Music, and the Sign: A Study in Aesthetics, Poetics, and Poetic Practice From Collins to Coleridge. Cambridge University Press.
    Originally published in 1987, this book forms a conceptual account of the relationship between music and poetry in the late eighteenth and early nineteenth ...
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  29. Elizabeth Anne Bauer (2004). Response to June Boyce-Tillman, "Towards an Ecology of Music Education&Quot. Philosophy of Music Education Review 12 (2):186-188.
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  30. Richard Beaudoin & Andrew Kania (2012). A Musical Photograph? Journal of Aesthetics and Art Criticism 70 (1):115-127.
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  31. Cathy Benedict (2007). Naming Our Reality: Negotiating and Creating Meaning in the Margin. Philosophy of Music Education Review 15 (1):23-36.
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  32. Harris M. Berger (2009). Stance: Ideas About Emotion, Style, and Meaning for the Study of Expressive Culture. Wesleyan University Press.
    Locating stance -- Structures of stance in lived experience -- Stance and others, stance and lives -- The social life of stance and the politics of expressive culture.
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  33. J. Bicknell (2011). Soul Music: Tracking the Spiritual Roots of Pop From Plato to Motown. British Journal of Aesthetics 51 (3):338-340.
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  34. J. Bicknell (2005). Philosophy of Music: An Introduction. British Journal of Aesthetics 45 (4):447-448.
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  35. Eric Blom (1928/1972). The Limitations of Music. New York,B. Blom.
    INTRODUCTION The Principle of Limitation. For the benefit of the reviewer, whose task is, as we know from Sydney Smith, to cut a book and smell the paper ...
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  36. Deanne Bogdan, Claudia Eppert, Candace Yang & Charlene Morton (2002). Symposium: Art and Aesthetic Education in Times of Terror: Negotiating an Ethics and Aesthetics of Answerability. Philosophy of Music Education Review 10 (2):124-139.
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  37. Andrew Bowie (2007). Music, Philosophy, and Modernity. Cambridge University Press.
    Modern philosophers generally assume that music is a problem to which philosophy ought to offer an answer. Andrew Bowie’s Music, Philosophy, and Modernity suggests, in contrast, that music might offer ways of responding to some central questions in modern philosophy. Bowie looks at key philosophical approaches to music ranging from Kant, through the German Romantics and Wagner, to Wittgenstein, Heidegger and Adorno. He uses music to re-examine many current ideas about language, subjectivity, metaphysics, truth, and ethics, and he suggests that (...)
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  38. June Boyce-Tillman (2009). The Transformative Qualities of a Liminal Space Created by Musicking. Philosophy of Music Education Review 17 (2):184-202.
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  39. June Boyce-Tillman (2004). Towards an Ecology of Music Education. Philosophy of Music Education Review 12 (2):102-125.
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  40. Martin Boykan (2004). Silence and Slow Time: Studies in Musical Narrative. Scarecrow Press.
    The voyage and the map. Prologue : words and music -- Words about music : the visual fallacy -- Reconceiving Schenker -- Inventing tonality-- and a backward look -- The twentieth century. The path to the twentieth century -- Schoenberg and Webern -- Stravinsky and musical stasis -- Reconceiving twelve-tone theory -- The tradition at an apocalyptic moment : the Schoenberg Trio -- On the threshold of the new century.
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  41. Deborah Bradley (2009). Oh, That Magic Feeling! Multicultural Human Subjectivity, Community, and Fascism's Footprints. Philosophy of Music Education Review 17 (1):56-74.
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  42. Brenda Brenner (2010). Reflecting on the Rationales for String Study in Schools. Philosophy of Music Education Review 18 (1):45-64.
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  43. Christine Brown (2005). In Dialogue: Response to Eva Alerby and Cecilia Ferm, ?Learning Music: Embodied Experience in the Life-World? Philosophy of Music Education Review 13 (2):208-210.
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  44. Christine A. Brown (2005). Response to Eva Alerby and Cecilia Ferm, "Learning Music: Embodied Experience in the Life-World&Quot. Philosophy of Music Education Review 13 (2):208-210.
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  45. L. B. Brown (2012). Further Doubts About Higher-Order Ontology: Reply to Andrew Kania. British Journal of Aesthetics 52 (1):103-106.
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  46. M. Buck (2001). Musical Worlds: New Directions in the Philosophy of Music. Australasian Journal of Philosophy 79 (4):593-593.
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  47. Malcolm Budd (1985). Music and the Emotions: The Philosophical Theories. Routledge & Kegan Paul.
    The most fundamental debate in the philosophy of music involves the question of whether there is an artistically important connection between music and the ...
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  48. David L. Burrows (2007). Time and the Warm Body: A Musical Perspective on the Construction of Time. Brill.
    The embodied now -- From now to time -- Music and the warm body.
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  49. Ben Caplan & Carl Matheson (2008). Modality, Individuation, and the Ontology of Art. Canadian Journal of Philosophy 38 (4):491-517.
    In 1988, Michael Nyman composed the score for Peter Greenaway’s film Drowning by Numbers (or did something that we would ordinarily think of as composing that score). We can think of Nyman’s compositional activity as a “generative performance” and of the sound structure that Nyman indicated (or of some other abstract object that is appropriately related to that sound structure) as the product generated by that performance (ix).1 According to one view, Nyman’s score for Drowning by the Numbers—the musical work—is (...)
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  50. Gustavo D. Cardinal (2004). Book Review: Richard Shusterman. Performing Live: Aesthetic Alternatives for the Ends of Art. (New York: Cornell University Press, 2000.). Philosophy of Music Education Review 12 (1):89-93.
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  51. Gustavo D. Cardinal (2004). Performing Live: Aesthetic Alternatives for the Ends of Art (Review). Philosophy of Music Education Review 12 (1):89-93.
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  52. David Carr (2006). The Significance of Music for the Promotion of Moral and Spiritual Value. Philosophy of Music Education Review 14 (2):103-117.
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  53. David Carr (2006). The Significance of Music for the Moral and Spiritual Cultivation of Virtue. Philosophy of Music Education Review 14 (2):103-117.
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  54. Daniel K. L. Chua (1999). Absolute Music and the Construction of Meaning. Cambridge University Press.
    This book is born out of two contradictions: first, it explores the making of meaning in a musical form that was made to lose its meaning at the turn of the nineteenth century; secondly, it is a history of a music that claims to have no history - absolute music. The book therefore writes against that notion of absolute music which tends to be the paradigm for most musicological and analytical studies. It is concerned not so much with what music (...)
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  55. David Clarke & Eric F. Clarke (2011). Music and Consciousness: Philosophical, Psychological, and Cultural Perspectives. Oxford University Press.
    What is consciousness? Why and when do we have it? Where does it come from, and how does it relate to the lump of squishy grey matter in our heads, or to our material and social worlds? While neuroscientists, philosophers, psychologists, historians, and cultural theorists offer widely different perspectives on these fundamental questions concerning what it is like to be human, most agree that consciousness represents a 'hard problem'. -/- The emergence of consciousness studies as a multidisciplinary discourse addressing these (...)
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  56. Martin Clayton, Trevor Herbert & Richard Middleton (2003). The Cultural Study of Music: A Critical Introduction. Routledge.
    The Cultural Study of Music is an anthology of new writings that will serve as a basic textbook on music and culture. Increasingly, music is being studied as it relates to specific cultures-not only by ethnomusicologists, but by traditional musicologists as well. Drawing on writers from music, anthropology, sociology, and the related fields, the book both defines the field-i.e., "What is the relation between music and culture?"-and then presents case studies of particular issues in world musics. This book would serve (...)
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  57. Nicholas Cook (2000). Analysing Musical Multimedia. Oxford University Press.
    This book is the first to put forward a general theory of the manner in which different media--music, words, moving picture, and dance--work together to create multimedia. Beginning with a study of the way in which meaning is mediated in television commercials, the book concludes with in-depth readings of Disney's Fantasia, Madonna's video Material Girl, and Armide (Godard's sequence from the collaborative film Aria). Analysing Musical Multimedia not only shows how approaches deriving from music theory can contribute to the understanding (...)
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  58. Nicholas Cook (1990). Music, Imagination, and Culture. Oxford University Press.
    Drawing on psychological and philosophical materials as well as the analysis of specific musical examples, Cook here defines the difference between music...
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  59. Deryck Cooke (1959/1990). The Language of Music. Oxford University Press.
    First published in 1959, this original study argues that the main characteristic of music is that it expresses and evokes emotion, and that all composers whose music has a tonal basis have used the same, or closely similar, melodic phrases, harmonies, and rhythms to affect the listener in the same ways. He supports this view with hundreds of musical examples, ranging from plainsong to Stravinsky, and contends that music is a language in the specific sense that we can identify idioms (...)
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  60. Jonathan Cross (2004). Identity and Difference: Essays on Music, Language, and Time. Leuven University Press.
    "This volume is a collection of essays based on lectures given at the Orpheus Institute in Ghent at various occasions over the last 4 years.
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  61. Carl Dahlhaus (1989). The Idea of Absolute Music. University of Chicago Press.
    With a characteristically broad and provocative treatment, Dahlhaus examines a single music-aesthetical idea from various historical and philosophical viewpoints. "Essential reading for anyone interested in the larger intellectual framework in which Romantic music found its place, a framework that to a remarkable degree has continued to shape our image of music."--Robert P. Morgan, Yale University Carl Dahlhaus (1928-1989) is the author of a highly influential body of works on the foundations of music history and aesthetics.
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  62. Carl Dahlhaus (1982). Esthetics of Music. Cambridge University Press.
    This book is an introduction to the esthetics of music. Aesthetics, which were of prime importance in thinking about music in the nineteenth century, are today sometimes suspected of being idle speculation. Yet judgments about music and every sort of musical activity are based on aesthetic presuppositions. Carl Dahlhaus gives an account of developments in the aesthetics of music from the mid-eighteenth century onwards. He combines a historical and systematic approach. Central themes in music are grouped together to illustrate both (...)
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  63. Stephen Davies (2011). Musical Understandings. New York;Oxford University Press.
    In this chapter, I discuss the kinds of understanding expected of and evinced by skilled listeners, performers, analysts, and composers. I confine the discussion to Western, purely instrumental music, mainly with the classical tradition in mind.[1] And I refer primarily to the Anglophone literature of "analytic" philosophy of music. As will become apparent, my concern is with an analysis that maps what are meant to be familiar aspects of musical experience. I investigate the various understandings expected of an accomplished listener, (...)
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  64. Stephen Davies (2008). Introduction to a Philosophy of Music. Philosophy and Phenomenological Research 76 (1):222–224.
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  65. Stephen Davies (2004). The Know-How of Musical Performance. Philosophy of Music Education Review 12 (2):154-159.
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  66. Stephen Davies (2003). Themes in the Philosophy of Music. Oxford University Press.
    Representing Stephen Davies's best shorter writings, these essays outline developments within the philosophy of music over the last two decades, and summarize the state of play at the beginning of a new century. Including two new and previously unpublished pieces, they address both perennial questions and contemporary controversies, such as that over the 'authentic performance' movement, and the impact of modern technology on the presentation and reception of musical works. Rather than attempting to reduce musical works to a single type, (...)
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  67. Stephen Davies (1994). Musical Meaning and Expression. Cornell University Press.
    But what does music mean, and how does it mean?Stephen Davies addresses these questions in this sophisticated and knowledgeable overview of current theories in ...
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  68. Eduardo de la Fuente & Peter Murphy (2010). Philosophical and Cultural Theories of Music. Brill.
    This collection brings together philosophers, sociologists, musicologists and students of culture who theorize music through cultural practices as diverse as ...
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  69. Mark Debellis (2004). Review: Themes in the Philosophy of Music. Mind 113 (452):747-750.
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  70. Mark Andrew DeBellis (1995). Music and Conceptualization. Cambridge University Press.
    This book is a philosophical study of the relations between hearing and thinking about music. The central problem it addresses is as follows: how is it possible to talk about what a listener perceives in terms that the listener does not recognise? By applying the concepts and techniques of analytic philosophy the author explores the ways in which musical hearing may be described as nonconceptual, and how such mental representation contrasts with conceptual thought. The author is both philosopher and musicologist (...)
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  71. Suresh Chandra Dey (1990). The Quest for Music Divine. Ashish Pub. House.
    Emphasizes The Integration Aspects And The Spiritual Foundations Of Music.
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  72. James H. Donelan (2008). Poetry and the Romantic Musical Aesthetic. Cambridge University Press.
    James H. Donelan describes how two poets, a philosopher, and a composer - Hölderlin, Wordsworth, Hegel, and Beethoven - developed an idea of self-consciousness based on music at the turn of the nineteenth century. This idea became an enduring cultural belief: the understanding of music as an ideal representation of the autonomous creative mind. Against a background of political and cultural upheaval, these four major figures - all born in 1770 - developed this idea in both metaphorical and actual musical (...)
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  73. Paul Dumouchel (1997). The Fine Art of Repetition: Essays in the Philosophy of Music Peter Kivy New York: Cambridge University Press, 1993, X + 373 Pp. Dialogue 36 (02):416-.
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  74. Petter Dyndahl (2008). Music Education in the Sign of Deconstruction. Philosophy of Music Education Review 16 (2):124-144.
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  75. Ferenc Feher (1982). Rationalized Music and its Vicissitudes (Adorno's Philosophy of Music). Philosophy and Social Criticism 9 (1):42-65.
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  76. Kirsten Fink-Jensen (2007). Attunement and Bodily Dialogues in Music Education. Philosophy of Music Education Review 15 (1):53-68.
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  77. Patrick K. Freer (2011). The Performance-Pedagogy Paradox in Choral Music Teaching. Philosophy of Music Education Review 19 (2):164-178.
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  78. Patrick K. Freer (2006). A Response to Krista Riggs, "Foundations for Flow: A Philosophical Model for Studio Instruction&Quot. Philosophy of Music Education Review 14 (2):225-230.
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  79. Ana Lucia Frega (2004). Response to Anthony J. Palmer, "Music Education for the Twenty-First Century: A Philosophical View of the General Education Core&Quot. Philosophy of Music Education Review 12 (2):194-198.
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  80. C. Victor Fung (2005). In Dialogue: Response to Eva Alerby and Cecilia Ferm, ?Learning Music: Embodied Experience in the Life-World? Philosophy of Music Education Review 13 (2):206-207.
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  81. C. Victor Fung (2005). Response to Eva Alerby and Cecilia Ferm, "Learning Music: Embodied Experience in the Life-World&Quot. Philosophy of Music Education Review 13 (2):206-207.
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  82. Mark Garberich (2004). Response to June Boyce-Tillman, "Towards an Ecology of Music Education&Quot. Philosophy of Music Education Review 12 (2):188-193.
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  83. Brent Gault (2008). Patricia Shehan Campbell (with Chapters Contributed by Steven M. Demorest and Steven J. Morrison),Musician and Teacher: An Orientation to Music Education(New York, NY: W. W. Norton and Company, 2008). Philosophy of Music Education Review 16 (2):213-216.
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  84. Rubén Gaztambide-Fernández (2010). Wherefore the Musicians? Philosophy of Music Education Review 18 (1):65-84.
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  85. Claudia Gluschankof (2004). Response to June Boyce-Tillman, "Towards an Ecology of Music Education&Quot. Philosophy of Music Education Review 12 (2):181-186.
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  86. J. Scott Goble (2003). Perspectives on Practice: A Pragmatic Comparison of the Praxial Philosophies of David Elliott and Thomas Regelski. Philosophy of Music Education Review 11 (1):23-44.
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  87. Stanley Godlovitch (1998). Musical Performance: A Philosophical Study. Routledge.
    This book evaluates traditional musical performance and asks where its unique value lies.
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  88. Lydia Goehr (2011). Sporting Sounds: Relationships Between Sport and Music Edited by Bateman, Anthony and John Bale. Journal of Aesthetics and Art Criticism 69 (2):233-235.
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  89. Lydia Goehr (2008). Elective Affinities: Musical Essays on the History of Aesthetic Theory. Columbia University Press.
    In this new book, Lydia Goehr focuses on the history of elective affinities between philosophy and music from German classicism, romanticism, and idealism to ...
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  90. Lydia Goehr (1998/2002). The Quest for Voice: On Music, Politics, and the Limits of Philosophy: The 1997 Ernest Bloch Lectures. Oxford University Press.
    Concentrating on the music, politics, and philosophy of Richard Wagner, Lydia Goehr addresses some fundamental questions of German Romanticism: Is all music musical? Is music made less musical by the presence of words? What is musical autonomy? How do composers avoid censorship? How are composers affected by exile? Can music articulate a 'politics for the future'? What is the relation between music and philosophy?
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  91. Lydia Goehr (1992). The Imaginary Museum of Musical Works: An Essay in the Philosophy of Music. Oxford University Press.
    What is the difference between a performance of Beethoven's Fifth Symphony and the symphony itself? What does it mean for musicians to be faithful to the works they perform? To answer this question, Goehr combines philosophical and historical methods of enquiry. She describes how the concept of a musical work emerged as late as 1800, and how it subsequently defined the norms, expectations, and behavior characteristic of classical musical practice. Out of the historical thesis, Goehr draws philosophical conclusions about the (...)
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  92. David J. Gonzol (2004). Otto Rudolph Ortmann, Music Philosophy, and Music Education. Philosophy of Music Education Review 12 (2):160-180.
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  93. Elizabeth Gould (2009). Music Education Desire(Ing): Language, Literacy, and Lieder. Philosophy of Music Education Review 17 (1):41-55.
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  94. Elizabeth Gould (2009). Women Working in Music Education: The War Machine. Philosophy of Music Education Review 17 (2):126-143.
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  95. Elizabeth Gould (2005). Nomadic Turns: Epistemology, Experience, and Women University Band Directors. Philosophy of Music Education Review 13 (2):147-164.
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  96. M. J. Grant (2001). Serial Music, Serial Aesthetics: Compositional Theory in Post-War Europe. Cambridge University Press.
    Serial music was one of the most important aesthetic movements to emerge in post-war Europe, but its uncompromising music and modernist aesthetic has often been misunderstood. This book focuses on the controversial journal die Reihe, whose major contributors included Stockhausen, Eimert, Pousseur, Dieter Schnebel and G. M. Koenig, and discusses it in connection with many lesser-known sources in German musicology. It traces serialism's debt to the theories of Klee and Mondrian, and its relationship to developments in concrete art, modern poetry (...)
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  97. Anthony Gritten (2004). Themes in the Philosophy of Music. British Journal of Aesthetics 44 (2):188-194.
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  98. Joyce Eastlund Gromko (2005). In Dialogue: Response to Alexandra Kertz-Wezel, ?The Magic of Music? Philosophy of Music Education Review 13 (1):117-120.
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  99. Joyce Eastlund Gromko (2005). Response to Alexandra Kertz-Wezel, "The Magic of Music&Quot. Philosophy of Music Education Review 13 (1):117-120.
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  100. Forest Hansen (2011). The Principle of Civility in Academic Discourse. Philosophy of Music Education Review 19 (2):198-200.
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