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Original PDF American Popular Music From Minstrelsy To Mp3 5th Edition by Larry Starr PDF
Original PDF American Popular Music From Minstrelsy To Mp3 5th Edition by Larry Starr PDF
Original PDF American Popular Music From Minstrelsy To Mp3 5th Edition by Larry Starr PDF
Although we analyze many specific musical genres, performances, and pieces of music in
this book, the following is a list of works to which we have lent particularly close attention,
most often in the form of Listening Guides, but also as Boxes, or within the main text.
1 “Barbary [Barbara] Allen” (Child Ballad #84), performed by Jean Ritchie; recorded 1960 21
“Soldier’s Joy,” performed by Gid Tanner and the Skillet Lickers; released 1929 21
“Soldier’s Joy,” fiddle solo performed by Tommy Jarrell; recorded early 1980s 21
“Long John,” performed by Lightning Washington and fellow convicts; recorded 1934 28
“Coo Coo,” performed by Dink Roberts; recorded 1974 33
“Stagolee,” performed by Mississippi John Hurt (vocal and guitar); recorded 1928 35
“La Cumparsita,” performed by Carlos Gardel, with guitar accompaniment by José Ricardo;
recorded 1928 37
“La Cumparsita,” performed by Francisco Canaro y Quinteto Pirincho; recorded 1951 37
“Enigue Nigue,” performed by AfroCuba de Matanzas; released 1998 41
“La Negra,” performed by Mariachi Vargas de Tecalitlán; released 1959 43
2 “Jeanie with the Light Brown Hair,” music and lyrics by Stephen Foster; published 1854;
performed by Thomas Hampson; released 1992 54
“After the Ball,” music and lyrics by Charles K. Harris; published 1892; performed by Joan Morris
(vocal) and William Bolcom (piano); released 1990 60
3 “Castle House Rag,” music by James Reese Europe; performed by James Reese Europe’s Society
Orchestra; recorded 1914 84
“Tiger Rag,” written by Nick LaRocca performed by the Original Dixieland Jazz Band;
recorded 1918 87
“Dipper Mouth Blues,” written by King Joe Oliver; performed by the Creole Jazz Band; recorded
1923 87
“West End Blues,” written by Joe Oliver; performed by Louis Armstrong and His Hot Five;
recorded 1928 90
“Ain’t Misbehavin’,” written by Thomas Waller and Andy Razaf; performed by Louis Armstrong
and His Orchestra; recorded 1929 90
“East St. Louis Toodle-Oo,” written by Duke Ellington and Bubber Miley; performed by Duke
Ellington and His Washingtonians; recorded 1927 99
4 “’Deed I Do,” music by Fred Rose, lyrics by Walter Hirsch; performed by Ruth Etting;
recorded 1926 109
“My Blue Heaven,” music by Walter Donaldson, lyrics by George Whiting; published 1924;
performed by Gene Austin; recorded 1927 111
“April Showers,” music by Louis Silvers, lyrics by Buddy DeSylva; published 1921; performed by
Al Jolson; recorded 1921 114
xi
xii Listening
“How Deep Is the Ocean?,” lyrics and music by Irving Berlin; performed by Bing Crosby; recorded
1932 117
“I Got Rhythm,” music by George Gershwin, lyrics by Ira Gershwin; published 1930; performed
by Ethel Merman; recorded 1947 118
5 “St. Louis Blues,” music and lyrics by W. C. Handy; published 1914; performed by Bessie
Smith, accompanied by Louis Armstrong, cornet, and Fred Longshaw, reed organ;
recorded 1925 132
“Tom Rushen Blues,” written and performed by Charley Patton; recorded 1929 139
“That Black Snake Moan,” written and performed by Blind Lemon Jefferson; recorded
1926 141
“Cross Road Blues,” written and performed by Robert Johnson; recorded 1936 143
“Blue Yodel No. 2,” written and performed by Jimmie Rodgers; recorded 1929 149
“Waiting for a Train,” written and performed by Jimmie Rodgers; recorded 1928 149
“Dreaming with Tears in My Eyes,” written by Jimmie Rodgers and Waldo L. O’Neal; performed
by Jimmie Rodgers; recorded 1933 149
“Gospel Ship,” written by A. P. Carter; performed by the Carter Family; recorded 1935 151
“The Sun Didn’t Shine,” written by Roosevelt Fennoy; performed by the Golden Gate Quartet;
recorded 1941 151
“I Want to Be a Cowboy’s Sweetheart,” written and performed by Patsy Montana; recorded
1935 152
“Pretty Polly,” traditional ballad; performed by the Coon Creek Girls; recorded 1938 152
“Remember Me (When the Candle Lights Are Gleaming),” written by Scott Wiseman; performed
by Lulu Belle and Scotty; recorded 1940 153
6 “Wrappin’ It Up (The Lindy Glide),” composed and arranged by Fletcher Henderson; performed
by Fletcher Henderson and His Orchestra; recorded 1934 163
“Taking a Chance on Love,” composed by Vernon Duke, lyrics by John Latouche and Ted Fetter;
arranged by Fletcher Henderson; performed by Benny Goodman and His Orchestra; recorded
1940 168
“Caravan,” composed by Juan Tizol and Duke Ellington; arranged by Duke Ellington; performed
by Duke Ellington and His Orchestra; recorded 1937 170
“One o’Clock Jump,” composed by William Count Basie; arranged by Eddie Durham and Buster
Smith; performed by Count Basie and His Orchestra; recorded 1937 174
“In the Mood,” composed by Joe Garland and Andy Razaf; arranged by Glenn Miller; performed
by Glenn Miller and His Orchestra; recorded 1939 175
“Paper Doll,” music and lyrics by Johnny S. Black; published 1915; performed by the Mills
Brothers; recorded 1942 179
“Great Speckled Bird,” written by Reverend Guy Smith; performed by Roy Acuff and His Crazy
Tennesseans; recorded 1936 182
“Cool Water,” written by Bob Nolan; performed by Sons of the Pioneers; recorded 1941 184
Listening xiii
“New San Antonio Rose,” written by Bob Wills; performed by Bob Wills and His Texas Playboys;
recorded 1940 186
“Brazil,” written by Ary Barroso, performed by Xavier Cugat and His Waldorf-Astoria Orchestra;
recorded 1943 189
“Nagüe,” written by Luciano (Chano) Pozo; arranged by Mario Bauza and John Bartee;
performed by Machito and His Afro-Cubans; recorded 1941 192
7 “Nancy (with the Laughing Face),” music and lyrics by Jimmy Van Heusen and Phil Silvers;
performed by Frank Sinatra with the Axel Stordahl Orchestra; recorded 1945 212
“Nature Boy,” written by Eden Ahbez; performed by Nat “King” Cole, accompanied by Frank
De Vol’s Orchestra; recorded 1948 213
“Mambo No. 5,” written by Perez Prado; performed by Perez Prado and His Orchestra; recorded
1949 218
“Mambo Italiano,” written by Bob Merrill; arranged by Mitch Miller; performed by Rosemary
Clooney; recorded 1954 220
“Choo Choo Ch’ Boogie,” music and lyrics by Milt Gabler, Denver Darling, and Vaughan Horton;
performed by Louis Jordan’s Tympany Five; recorded 1946 225
“Black Night,” written by Jessie Robinson; performed by Charles Brown and His Band; released
1951 227
“Hoochie Coochie Man” written by Willie Dixon; performed by Muddy Waters; released 1954 229
“Hound Dog,” written by Jerry Leiber and Mike Stoller; performed by Big Mama Thornton;
released 1953 231
“Mama, He Treats Your Daughter Mean,” written by Johnny Wallace, Herbert J. Lance, and
Charles Singleton; performed by Ruth Brown; released 1953 232
“It’s Mighty Dark to Travel,” written by Bill Monroe; performed by Bill Monroe and His Blue Grass
Boys; recorded 1947 235
8 “Shake, Rattle, and Roll,” original version performed by Big Joe Turner; released 1954; cover
version performed by Bill Haley and the Comets; released 1954 253
“Sh-Boom,” original version written and performed by the Chords; released 1954; cover version
performed by the Crew Cuts; released 1954 255
“A Guy Is a Guy,” written by Oscar Brand; performed by Doris Day with male chorus and
Paul Weston and his orchestra; recorded 1952 258
“Maybellene,” music and lyrics by Chuck Berry (also credited to disc jockeys Russel Fratto and
Alan Freed); performed by Chuck Berry and His Combo; recorded 1955 262
“Long Tall Sally,” music and lyrics credited to Enotris Johnson, Richard Penniman, and Robert
Blackwell; performed by Little Richard and unidentified band; recorded 1956 266
“Mystery Train,” original version written and performed by Junior Parker, released 1953; cover
version performed by Elvis Presley; released 1953 269
“Don’t Be Cruel,” music and lyrics by Otis Blackwell and Elvis Presley; performed by Elvis Presley,
vocal and guitar, with the Jordanaires and backing instrumentalists; recorded 1956 272
“La Bamba,” traditional Mexican folk song; adapted and performed by Ritchie Valens; recorded 1958 281
“Charlie Brown,” music and lyrics by Jerry Leiber and Mike Stoller; performed by the Coasters
with accompanying band (King Curtis, sax solo); recorded 1958 284
xiv Listening
9 “Be My Baby,” composed by Phil Spector, Ellie Greenwich, and Jeff Barry; performed by the
Ronettes; released 1963 299
“Uptown,” composed by Barry Mann and Cynthia Weil; performed by the Crystals; released
1962 299
“My Girl,” composed and produced by Smokey Robinson and Ronald White; performed by the
Temptations; released 1965 304
“You Can’t Hurry Love,” composed by Holland–Dozier–Holland; produced by Brian Holland and
Lamont Dozier; performed by the Supremes; released 1966 304
“Please Please Me,” written by John Lennon and Paul McCartney; performed by the Beatles;
recorded 1962 313
“A Hard Day’s Night,” written by John Lennon and Paul McCartney; performed by the Beatles;
recorded 1964 313
“Yesterday,” written by John Lennon and Paul McCartney; performed by the Beatles (actually Paul
McCartney, vocal solo, accompanied by guitar and string ensemble); recorded 1965 313
“Eleanor Rigby,” written by John Lennon and Paul McCartney; performed by the Beatles, with
accompanying string ensemble; recorded 1966 313
“Good Vibrations,” music by Brian Wilson, lyrics by Mike Love; produced by Brian Wilson;
performed by the Beach Boys with instrumental accompaniment; recorded 1966 320
“El Watusi” by Ray Barretto and his Charanga Moderna; recorded in 1962 323
“A Taste of Honey” by Herb Alpert and the Tijuana Brass, recorded 1965 327
10 “You Send Me,” written and performed by Sam Cooke; recorded 1957 337
“A Change Is Gonna Come,” written and performed by Sam Cooke; recorded 1964 337
“Papa’s Got a Brand New Bag,” composed by James Brown; performed by James Brown and the
Famous Flames; released 1965 341
“Respect,” composed by Otis Redding; performed by Aretha Franklin; released 1967 344
“Like a Rolling Stone,” composed and performed by Bob Dylan (with unidentified instrumental
accompaniment); recorded 1965 353
“Crossroads,” written by Robert Johnson; performed by Cream; recorded 1968 373
11 “Stairway to Heaven,” music and lyrics by Jimmy Page and Robert Plant; performed by Led
Zeppelin; recorded 1971 399
“Oye Como Va,” music and lyrics by Tito Puente, performed by Santana; recorded 1971 404
“Love’s Theme,” written by Barry White; performed by the Love Unlimited Orchestra, conducted
by Barry White; released 1973 411
“Love to Love You Baby,” written by Pete Bellotte, Giorgio Moroder, and Donna Summer;
performed by Donna Summer; recorded 1975 415
“Bad Girls,” written by Joseph Esposito, Edward Hokenson, Bruce Sudano, and Donna Summer;
performed by Donna Summer; recorded 1979 415
“Good Times,” written by Bernard Edwards and Nile Rodgers; performed by Chic; recorded 1979 415
Listening xv
12 Red Headed Stranger (concept album), Willie Nelson, recorded 1975 422
“Blue Eyes Crying in the Rain” (Fred Rose) recorded by Willie Nelson, 1975 422
“Pedro Navaja,” written by Rubén Blades; performed by Willie Colón and Rubén Blades;
recorded 1977 431
“Psycho Killer,” music and lyrics by David Byrne, Chris Frantz, Tina Weymouth; performed by
Talking Heads; recorded 1977 443
“The Message,” written by Sylvia Robinson, Ed Fletcher, and Melle Mel; performed by
Grandmaster Flash and the Furious Five; recorded 1982 453
13 “Lady,” written by Lionel Richie; performed by Kenny Rogers; released 1980 466
“What’s Love Got to Do with It,” written by Terry Britten and Graham Lyle; performed by Tina
Turner; released 1984 468
“Sweet Dreams (Are Made of This),” written by Annie Lennox and David A. Stewart; performed
by Eurhythmics; released 1983 470
“Jump,” written by Eddie Van Halen, Alex Van Halen, Michael Anthony, and David Lee Roth;
performed by Van Halen; released 1984 472
“Like a Virgin,” written by Billy Steinberg and Tom Kelly; performed by Madonna; recorded 1984 493
“When Doves Cry,” written, performed, and produced by Prince; recorded 1984 498
14 “Walk This Way,” written by Joe Perry and Steven Tyler; performed by Run DMC with Perry and
Tyler (from Aerosmith); recorded 1986 508
“Night of the Living Baseheads,” written by Hank Shocklee, Eric Sadler, and Chuck D; performed
by Public Enemy; recorded 1988 511
“What’s My Name?” written by George Clinton, Gary Shider, Snoop Dogg, and David Spradley;
produced by Dr. Dre; performed by Snoop Doggy Dogg; recorded 1993 516
“U.N.I.T.Y.,” written by Queen Latifah and Kier “Kay Gee” Gist; released 1994 521
“Holiday in Cambodia,” written and performed by the Dead Kennedys; recorded 1980 527
“Smells Like Teen Spirit,” music by Nirvana, lyrics by Kurt Cobain; performed by Nirvana;
recorded 1991 530
“Doo Wop (That Thing),” written and performed by Lauryn Hill; recorded 1998 536
“Nowhere to Stand,” written by k.d. lang; performed by k.d. lang and the Reclines; recorded 1989 538
I
T SEEMS SCARCELY POSSIBLE THAT WE ARE NOW AT THE POINT OF PRESENTING
the fifth edition of American Popular Music: From Minstrelsy to MP3, some fifteen years
after the book’s initial publication. It is not possible to thank adequately the many
students, colleagues, and other interested readers whose enthusiasm for the previous
editions of the book has brought us to this point, and whose many helpful observations
and suggestions have informed the creation of this new edition at every stage.
What distinguishes our book from others in this rapidly growing field is that it com-
bines two perspectives not often found in the same place: the study of cultural and social
history on the one hand, and the analytical study of musical style on the other. In pre-
senting this introductory survey of the rich terrain of American popular music, we bring
years of experience in teaching courses for a general student population and in lecturing
on musical subjects to general audiences. This experience has taught us that it is neither
necessary nor desirable to talk down, write down, or think down to such groups. People
love music and can quickly grasp all kinds of intricacies and subtleties concerning music
so long as what they read is free of jargon, clear, and unpretentious. We love American
popular music ourselves—that is why we have written this book—and we have attempted
to foreground this love for the subject in our writing, realizing that it is the most valuable
common bond we share with all potential readers of our work.
Our Approach
W e fully expect that students, teachers, and readers of all kinds will enter into a
creative dialog with the material in this book. No general overview of a complex
subject can begin to satisfy everyone. And since passions run high in the field of popular
xvi
Preface xvii
music, we anticipate that our particular perspectives, and particularly our choices of
artists to emphasize and specific examples to study, may well provoke some controversy
at times, whether in the classroom or simply in the mind of the reader. We have felt it
better to identify clearly our own viewpoints and enthusiasms rather than try to hide
behind a scrim of apparent objectivity. The opening chapter outlines particular themes
and streams that serve as recurring reference points throughout the book, ensuring that
our narrative focus and strategy are articulated at the outset.
Throughout the book, we have striven to take as broad a view as possible of “popular
music,” but it is inevitable that some readers will find certain genres and styles either ex-
cessively prominent or underestimated, depending on their own tastes and viewpoints. We
have tried in particular to avoid the trap of viewing the period from the 1960s to the present
as exclusively the “age of rock.” Those wishing a study of rock music per se are directed
to our companion text, Rock: Music, Culture, and Business (Oxford University Press, 2012),
written in collaboration with Joseph G. Schloss, which offers a different perspective on the
American musical landscape from the period following World War II to the present day.
While we feel that this text provides a sound and reliable starting point for the study
and appreciation of American popular music, we claim no more than that. We hope
and expect that teachers who use this book will share supplementary and contrasting
perspectives on the material with their students, and that individual readers will use the
bibliography as an enriching source of such perspectives as well. We inevitably bring
certain limitations of perspective, along with our passions, to our understanding of the
broad trajectory of American pop, and it is certainly desirable for all readers to seek out
other perspectives and modes of understanding as they pursue this subject further.
What’s New?
T he fifth edition of American Popular Music offers a significant quantity of new mate-
rial to enrich our text:
1. The text has undergone by far the most complete, sentence-by-sentence exami-
nation and revision that has taken place since the first edition was published
with countless changes in wording, the updating of references to contemporary
technology, culture, and popular music, and a critical consideration of the con-
temporary cultural and scholarly scene always in mind.
2. The coverage of gender and sexuality has been significantly enhanced (and pre-
vious text has been rewritten where necessary). This begins with a new heading
for Theme Two in Chapter 1; previously called “Music and Identity,” this is now
fleshed out to read “Music and Identity (Individuality, Gender, and Race).” New
material has been accordingly added to this section, and appropriate additions
and alterations have been made to succeeding text throughout the book.
3. There is an abundance of new material on female performers that significantly
rounds out the picture of women’s contributions to popular music throughout
history. The Tin Pan Alley star Ruth Etting (Chapter 4); early country stars Patsy
xviii Preface
Montana, the Coon Creek Girls, and Lulu Belle (Chapter 5); jazz singers the
Boswell Sisters, Billie Holiday, and Ella Fitzgerald (Chapter 6); mid-twentieth-
century pop and movie star Doris Day (Chapter 8); and contemporary divas
Adele, Beyoncé, and Taylor Swift (Chapter 15) all receive new and detailed
attention. A significant number of new tracks by female artists have accordingly
been added to the basic listening collection for this edition.
4. There is important new material on jazz singing. In addition to the “Jazz Sing-
ers” box in Chapter 6 cited previously, the treatment of Louis Armstrong in
Chapter 3 has been significantly expanded to include a discussion of his singing
on his recording of Fats Waller’s “Ain’t Misbehavin’.”
5. References to technology have been revised and updated throughout, which
involved a thorough rewriting of Chapter 15, the final chapter, now called “The
Internet Age, 2000–.”
6. The Listening Guides in Chapters 11 and 13 of the fourth edition (“A 1970s
Jukebox” and “A 1980s CD Changer,” respectively) have been replaced with
the discussions of the relevant songs now integrated directly into the study of
specific styles and genres that are defined at the beginnings of the respective
chapters. This creates a superior context for the discussions of the songs, and
enables readers to locate individual songs and the styles they represent much
more easily.
7. There is added material on specific songs, among them in particular, Woody
Guthrie’s “Do Re Mi” (Chapter 5); Willie Nelson’s “Blue Eyes Crying in the Rain”
(Chapter 12); “Hey Ya” by Outkast, Kendrick Lamar’s track “i,” and selections by
Adele and Beyoncé (Chapter 15).
8. All data has been thoroughly checked and updated: some birth dates corrected
in accordance with new scholarship (e.g., Blind Lemon Jefferson, Lead Belly);
dates of death added; all record chart and sales data meticulously scrutinized for
contemporary accuracy.
Features
Listening Guides. Rather than being separated out or introduced independently,
•
the main musical discussions are integrated into the text at the points where
they are relevant to the developing narrative; this approach seemed to us both
logical and functional. Given the enormous diversity of the music covered, these
Listening Guides follow various formats adapted to the nature of the material
under consideration. For example, Tin Pan Alley songs lend themselves read-
ily to discussions that separate out the song as a composition from any specific
recording of the song; this approach seems counterproductive, however, for
examples in which the recording itself is the song—that is, the primary docu-
ment. Accompanying charts are used to represent and summarize, in outline
form, the most important elements of many recordings that are discussed in
Preface xix
some detail in the text. In some of the more general discussions in which the
emphasis is on the impact of the recording as a whole rather than on its various
parts, these charts are not as useful, so we have not provided them. The fact that
we are dealing here to an overwhelming extent with songs—texted music—has
enabled us to treat musical issues with some sophistication without having to
employ musical notation, since lyrics may be used as points of specific orienta-
tion in the musical discussions. This keeps the focus on listening and opens the
musical analyses to the widest possible audience without compromising depth
of treatment.
• Key Terms and Names. We have sought to limit the use of specialized terms,
to employ them only when clearly necessary, and to define them as they arise
naturally in the course of study. Important and frequently employed terms
appear in boldface and typically are defined in the text when first introduced, as
well as given extensive definitions in the glossary at the end of the book. These
terms will also be listed at the end of each chapter to aid in study. Important
names are introduced in boldface italics and will also be found in lists at the
ends of chapters, as well as in the index.
• Boxes. Boxes are used occasionally throughout this book to provide further
insight and information on significant individuals, recordings, and topics in
cases in which such material—although it may be useful—would interrupt the
flow of narrative.
• Timeline. An illustrated timeline provided at points throughout the text surveys
important landmarks in American popular music and places them in historical
context.
• An appendix that illustrates basic musical concepts, including beat, tempo,
rhythm, and form, is offered for students who do not have a background in
musical analysis.
D ashboard for American Popular Music, 5e – delivers streaming audio, digital lis-
tening maps, auto-graded assessment material, an interactive eBook, and more in
a simple, informative, and mobile-friendly format. A built-in, color-coded “heat map”
gradebook allows instructors to track student progress in real time.
A Dashboard access card is included with all new copies of the softcover and loose
leaf text. To have your bookstore stock Dashboard access cards separately, order ISBN:
978-0-19-084843-9. Students can also purchase Dashboard access directly at www.oup.
com/us/dashboard.
Through the Interactive eBook, you will see icons that indicate links to material you
can access, including
• Streaming audio (note that we are not able to license many items due to
copyright restrictions for this format)
xx Preface
• Spotify links for tracks that we were unable to license. Note that we cannot
guarantee that Spotify will continue to host all of these recordings.
• Automated Listening Guides for select recordings and links to chapter quizzes
including written and audio questions
Supplementary Materials
Instructor Resources. Oxford’s Auxillary Resource Center (ARC) offers an array
•
of instructor resources, including PowerPoint slides for lectures, sample lecture
outlines, filmographies, and sample syllabi. An Instructor’s Manual and Com-
puterized Test Bank as well as Course Management Systems are available sepa-
rately for instructors.
Student Resources. In addition to Dashboard, students can also find many help-
•
ful resources on the Companion Website, www.oup.com/us/starr, including
chapter outlines, important names and brief bios, complete Spotify Playlists,
and flashcards with key terms and definitions.
Acknowledgments
W e would like to thank our families, who put up with a great deal as our work
underwent its extensive prenatal development: Leslie, Dan, Sonya, and Gregory
Starr; and Glennis and Maxfield Waterman. We extend our gratitude to Maribeth Payne,
our initial, ever-patient editor at Oxford University Press, who convinced us to take this
project on; to Jan Beatty, our second, ever-enthusiastic and helpful executive editor at
OUP; to our current editor Richard Carlin; and to his gifted associates Jacqueline Levine
and Theresa Stockton; and to copyeditor Elizabeth Bortka.
We owe a substantial debt of gratitude to the many readers who offered extensive
and helpful comments on our work in its various stages: Mark Bergman, George
Mason University; Richard Birkemeier, California State University–Long Beach;
Michael Boyd, Chatham University; Robert Webb Fry II, Vanderbilt University; Howard
Goldstein, Auburn University; Joseph Harchanko, Western Oregon University; Thomas
Preface xxi
Harrison, Jacksonville University; John Irish, Angelo State University; Stephen Marcone,
William Paterson University; Bradford D. Martin, Bryant University; Gregory Reish, Middle
Tennessee State University and Robert W. Templeman, Xavier University.
At the University of Washington, our valued colleague Tom Collier has been a con-
sistent and selfless source of assistance and encouragement. The course on American
popular music out of which this book grew was shaped not only by faculty members but
by several generations of graduate students as well—among whom we especially wish
to cite Jon Kertzer, Peter Davenport, Stuart Goosman, Jun Akutsu, Cathy Ragland, Steve
Nickerson, Miles White, Edgar Pope, James Cunningham, Sue Letsinger, and Andrew
Killick. We want to acknowledge the generosity and contributions of Joseph Schloss,
our co-author for the “cousin” Rock text, who has permitted us to borrow some of the
important material he generated for that book. We would like to thank Richard Caceres,
who designed the charts in the appendix on meter and form and created the associated
audio tracks.
The many students who road-tested this book, both in its preliminary stages and in its
first two editions, also merit our sustained thanks. Graduate assistants E lizabeth Knigh-
ton, Timothy Kinsella, Shelley Lawson, and Nathan Link at the University of Washington,
and Sabrina Motley, Mark Eby, and Ann Mazzocca at UCLA gave invaluable and gener-
ous editorial assistance. A special shout-out is owed to University of W
ashington doctoral
candidate Sarah Kolat, who dutifully read through the entire text of the fourth edition,
offered invaluable suggestions regarding updating it for a contemporary readership, and
provided essential material on twenty-first-century divas. Scott Wardinsky helped us with
the interpretation of Afro-Cuban song texts. Thanks also to Elisse La Barre of UC Santa
Cruz for setting us straight on the origins of the band name the “Grateful Dead.” We owe
an additional debt of gratitude to the folks at Joel Whitburn’s Record Research for their
series of books containing Billboard chart data. There are plenty more folks to thank, but
there’s also a story waiting to be told, and we’d best get on with it.
Larry Starr, University of Washington
Christopher Waterman, UCLA
American Popular Music
Another random document with
no related content on Scribd:
von Brettern ein Brett als Füllung eingesetzt wird, das in Fugen, die
in dem Rahmen rückwärts eingeschnitten sind, eingepaßt wird.
Diese Art der Verbindung hat den Zweck, bei der Bewegung des
Holzes infolge von Feuchtigkeit oder Hitze ein Zerreißen der Fläche,
wie es bei einfach aneinandergefügten Brettern leicht möglich ist, zu
verhüten. Die Truhen werden in der mannigfachsten Weise mit
Schnitzereien oder Malerei geschmückt. Oft wird das
Familienwappen angebracht, es werden Ornamente
(Dornblattmuster) eingeschnitzt und mit bunten Farben bemalt. Auch
die oft in kunstvoll gearbeitete Blattornamente endigenden
Eisenbeschläge dienen zur Verzierung. Im XV. Jahrhundert tritt in
den Rahmenfüllungen ein neues Ornament auf, seiner Ähnlichkeit
mit einem gefalteten Tuche wegen „Faltenwerk“ genannt. Es findet
bis gegen das Ende des XVI. Jahrhunderts häufig Verwendung.
Die Entstehung des Schrankes kann man nicht weiter
zurückdatieren als in das XV. Jahrhundert. Alles, was über die
Konstruktion und den Schmuck der Truhe gesagt wurde, gilt auch
von dem Schranke. Er hatte meistens zwei, öfter auch mehr
Geschosse, manchmal kommen auch schon Flügeltüren vor.
Der Tisch hatte an den beiden Schmalseiten breite, kräftige
Stützen, die häufig Zierformen aufweisen und untereinander durch
Bretter, die den Füßen als Stütze dienten, verbunden waren. Die
Stühle näherten sich, wenn sie für festliche Gelegenheiten als
Thronsessel und dergleichen bestimmt waren, den Formen der
Kirchenstühle; für den täglichen Gebrauch gab es einfachere
Formen mit oder ohne Rücklehne. Demselben Zwecke dienten auch
lange Bänke, die entweder freistanden oder an der Mauer befestigt
waren.
Die Betten bestanden aus einem einfachen Holzkasten, der
Baldachin, von dem Vorhänge herabhingen, war direkt an der Decke
befestigt, es gab noch keine Stützen für den Betthimmel wie in der
Renaissancezeit.
Der Schrank gewinnt im XVI. Jahrhundert in Deutschland immer
mehr Verbreitung, ohne aber die Truhe zu verdrängen. Beide Möbel
werden nebeneinander verwendet. Die Truhe erfährt natürlich in der
Dekoration eine große Veränderung, Renaissanceornamente,
geschnitzt oder gemalt, bedecken die Flächen. In der folgenden Zeit
tritt noch die Verwendung der Intarsia, der Einlegearbeit aus
verschiedenartigen Hölzern, hinzu und findet allgemeine
Verbreitung.
Wie auf allen Gebieten der Kunst, so übt auch im Kunstgewerbe
die italienische Renaissance in ganz Deutschland einen mächtigen
Einfluß. Die in Italien neu entstandenen Formen der Architektur und
Ornamentik werden in Deutschland aufgenommen und umgebildet
und rufen eine starke Veränderung im Aufbau und im Schmucke der
Möbel hervor.
Truhe mit der Darstellung des Kampfes der Lapithen und Kentauren.
Italienisch, XVI. Jahrhundert.
In Italien ist die Truhe noch häufiger im Gebrauch als in
Deutschland. Sie wird mit Malerei, Schnitzerei oder Intarsia verziert
und in den Kreis der Darstellungen werden historische,
mythologische und allegorische Szenen aufgenommen.
Der Schrank besteht in Süddeutschland zur Zeit des Beginnes
der Renaissance zumeist aus zwei übereinandergestellten
zweiflügeligen Kasten, die mit reichem Schnitzwerke verziert sind.
Wie dann die neuen Formen der Architektur immer mehr
Verbreitung finden, ahmt der Schreiner den Aufbau und die Art der
Dekoration der großen Architektur an den Schränken nach, teilt sie
durch Pfeiler, Säulen, Lisenen und bringt sogar Fenster und Tore an.
Anders ist es in Norddeutschland, wo sich die alte gotische Form
länger erhält. Der Schrank baut sich hier aus drei oder mehr
übereinander befindlichen Fächern auf. Das zum Schmucke der
Flächen verwendete Faltwerk wird durch Schnitzereien, deren
Motive der Ornamentik der Renaissance entnommen sind,
verdrängt. Die Vorwürfe für die figürlichen Darstellungen sind meist
der Heiligen Schrift entnommen. Erst spät kommen in
Norddeutschland Schränke vor, an denen einzelne Motive der
Architektur entlehnt sind. Der französische Schrank der
Renaissancezeit ist von derselben Bauart wie der süddeutsche, er
besteht aus zwei übereinandergestellten doppeltürigen Kasten, doch
finden wir im Gegensatze zum geraden Gesimse des deutschen
Schrankes meistens einen Giebelaufsatz oder einen andern
dekorativen Abschluß. Die Flächen sind mit Schnitzereien, die häufig
antike Vorwürfe behandeln, reich verziert, in der Mitte der Türen ist
oft ein vorspringender Kopf angebracht. Große Verbreitung findet in
Frankreich der Stollenschrank, ein an die Wand anzustellendes
Kästchen von mäßiger Höhe, das vorne von zwei Füßen, den
sogenannten Stollen, rückwärts von einer Wand getragen wird.
Hier ist noch der Kabinettschrank zu erwähnen, ein Schrank, der
eine größere Zahl von Laden enthält und zur Aufbewahrung von
besonders wertvollen Sachen benützt wurde. An ihm finden wir alle
Arten der Verzierung: Intarsia, Marmorplatten, Vergoldung etc.
verwendet. Er wird später auf einen tischartigen Aufbau gesetzt und
dient als Prunkschrank. Die ältesten Stücke stammen aus Italien und
Spanien.
Die Form des Tisches zur Zeit der Gotik erhält sich auch in der
Renaissancezeit, nur werden natürlich die beiden Seitenwände in
der mannigfachsten Art mit Renaissancemotiven geschmückt.
Besonders in Frankreich wird der Tisch sehr prunkvoll ausgestattet,
in Deutschland ist seine Form eine einfachere. Tische, die auf vier
freien Füßen ruhen, sind zu dieser Zeit noch selten.
Die Sitzmöbel nehmen im XVI. und XVII. Jahrhundert die
verschiedensten Formen an. Das Sitzbrett ruht auf vier freien Beinen
und trägt eine oft mit Schnitzereien verzierte Lehne. Das ist der
einfache Sessel. Eine bequemere Form seit dem Beginne des XVII.
Jahrhunderts ist der Armsessel mit Armlehnen, häufig auch mit
gepolstertem Sitze und gepolsterter Rücklehne mit reich verziertem
Rahmen. Die Füße sind durch ein System von Querhölzern
verspreizt.
HOLZSKULPTUREN.
Von den Holzbildwerken sind besonders hervorzuheben: ein
großer Altar aus der Zeit der italienischen Frührenaissance mit der
Madonna mit dem Kinde, Johannes dem Täufer und der heiligen
Katharina, eine Madonna mit dem Kinde von Tilmann
Riemenschneider (die Bemalung der Fleischteile vollständig
erhalten) und einige freistehende Altäre. Der eine von ihnen mit
einer Krönung der Madonna und reichen Reliefschnitzereien, im
Innern der Flügel: Versuchung des heiligen Antonius, der heilige
Hieronymus, die Marter des heiligen Sebastian und die des heiligen
Stephanus, ist eine bayrische Arbeit des XVI. Jahrhunderts, ein
anderer Altar mit der Darstellung der Geburt Christi in der Mitte,
rechts und links je eine weibliche Heilige, ein Werk aus der Schule
Pachers. An der Rückwand des Saales sind zwei Gruppen von
Holzreliefs angeordnet, die linke enthält eine Anbetung Christi, ein
farbiges Relief mit dem oben erwähnten Altar in der Art Pachers
verwandt, und eine Verkündigung, schwäbisch, XVI. Jahrhundert; in
der andern Gruppe ein Relief: der Tod Marias, in der Art des Tilmann
Riemenschneider, eine Heimsuchung Mariens aus der ersten Hälfte
des XVI. Jahrhunderts, süddeutscher Herkunft, und ein Fries
musizierender Engel in Hochrelief, der aus einer Altarpredella
genommen ist, deutsch, aus dem Ende des XV. Jahrhunderts.
In der Ecke drei Figuren: der dornengekrönte Christus, neben
ihm Maria und Johannes, eine Nürnberger Arbeit in der Art des Veit
Stoß aus dem Ende des XV. Jahrhunderts.
SÄLE VI UND VII.
TEXTILSAMMLUNG.
Die Textilsammlung des k. k. Österreichischen Museums kann
wohl als eine der reichsten heute bestehenden angesehen werden.
Da die Erzeugnisse der Textilkunst jedoch Schädigungen durch
Licht, Luft und eigenes Gewicht am meisten ausgesetzt sind, so
müssen sie in der Hauptsache in ganz anderer Weise zur
Aufstellung gebracht werden als die meisten übrigen Gegenstände
eines kunstgewerblichen Museums. Auch beanspruchen die
Textilobjekte bei ihren verhältnismäßig großen Flächen Wände von
solcher Ausdehnung, daß sie schon aus diesem Grunde nicht
gleichzeitig zur Ausstellung gelangen können. Ferner ist ein großer
Teil der Stoffmuster naturgemäß nicht eigentliches Schauobjekt,
sondern nur bei genauem Studium geeignet, Vorteil zu bringen.
Man hat sich daher bemüssigt gesehen — wie es übrigens auch
in den meisten andern Museen geschehen ist —, nur einen Teil der
Textilgegenstände dauernd zur Ausstellung zu bringen und in
diesem Falle die Stücke gegen Gefahren des Lichtes usw. durch
verschiebbare Vorhänge und andere Schutzvorrichtungen zu
sichern, die übrigen Stücke jedoch wissenschaftlich geordnet in
Schränken zu verwahren und nur zeitweise und in bestimmten
Gruppen zur Schau zu stellen. Jedoch werden auch die nicht
ausgestellten Objekte künstlerisch oder wissenschaftlich
Studierenden jederzeit zugänglich gemacht, zu welchem Zwecke
man sich nur durch den Saaldiener an den Abteilungsleiter zu
wenden braucht.
Es sind auch alle Objekte (oder Gruppen) mit kurzen technischen
und historischen Angaben versehen, und es ist in den Textilsälen
außer der jeweils gegenwärtigen Ausstellung immer Zeitpunkt und
der Inhalt der folgenden durch Anschlag bekanntgegeben.
TEPPICHE UND TAPISSERIEN.
(Ständige Ausstellung.)
A. Gewebe,
B. Stickereien,
C. Spitzen,
D. Tapisserien, Posamenterien und anderes.
A. GEWEBE.
Die ältesten in der Sammlung vorhandenen Stücke entstammen
ägyptischen Gräbern der griechisch-römischen Periode[12] und
stellen eine der frühest zustande gekommenen und vollständigsten
Sammlungen dieser Art dar. Vorherrschend sind tapisserieartige
Gewebe, die man vielfach als volkstümliche Nachahmungen
spätantiker Seidengewebe aufzufassen hat. Doch sind auch
spätantike Seidengewebe selbst vorhanden (sogenannter
„Simsonstoff“ und Reiterdarstellung in Kreisen).
Die Sammlung umfaßt weiters Stoffmuster byzantinischer,
sarazenischer, romanischer und gotischer Herkunft, zumeist
Seidenstoffe, da diese eben für die edelsten Zwecke, vor allem also
Kirchengewänder und Reliquienhüllen, bestimmt waren und als
solche auch besser bewahrt wurden.[13] Es ist hier natürlich nicht
möglich, eine Geschichte der Textilkunst zu geben;[14] es sei nur
erwähnt, daß die Seidenzucht und -weberei ursprünglich nur in
China und dem Grenzgebiete Khotan heimisch war, daß aber das
Rohmaterial in der römischen Kaiserzeit schon in größerem Maße in
die östlichen Mittelmeergebiete eingeführt und hier auch sehr
kunstvoll verwebt wurde, kunstvoller sogar als in Ostasien selbst, so
daß die vorderasiatischen Erzeugnisse auch dort gesucht waren. Die
Weberei wurde auf diese Weise ein Hauptmittel der Überlieferung
von Kunstformen von einem Gebiete in das andere.
Gebetteppich, Nordindien, um 1600
Früh erlangt auch das von den Sassaniden beherrschte Persien
Wichtigkeit für die Seidenweberei und beeinflußt zum Teile auch die
griechisch-römischen Länder.
Im Mittelmeergebiete selbst wurde die Seidenzucht erst unter
Kaiser Justinian (zu Beginn des VI. Jahrhunderts) eingeführt; doch
brauchte es lange, ehe man von der Einfuhr des Webematerials
unabhängiger wurde.
Dadurch, daß gerade die östlichen Gegenden des
Mittelmeergebietes und Persien Hauptsitze der Textilindustrie waren
und die meisten dieser Länder vom VII. Jahrhunderte an unter
mohammedanische Herrschaft gelangten, nahm der Einfluß der
islamitischen Kultur auf diesen Zweig des Kunstgewerbes ganz
besonders an Umfang zu und zeigt sich natürlich auch in der
Weberei Spaniens, jedoch auch in Byzanz und weiterhin in der vom
XIII. Jahrhundert an stärker sich entwickelnden italienischen
Textilkunst. Hauptsitze dieser wurden Lucca, Venedig, Genua, dann
Bologna, Florenz, Mailand und andere Orte. Die frühen italienischen
Stoffe ahmen sehr häufig orientalische Schriftzüge nach; doch darf
man deshalb im einzelnen Falle nicht immer ein orientalisches
Vorbild voraussetzen.
Es ist dabei zu bemerken, daß im späteren Mittelalter infolge der
Mongolenherrschaft, welche den Osten und Westen Asiens verband,
in der ganzen orientalischen und auch in der italienischen Kunst die
ostasiatischen Einflüsse sehr stark werden und sich bei den Stoffen
zum Beispiel in Wolkenbändern, Strahlen, heiligen Kugeln und
chinesischen Tierformen, aber auch in der Unsymmetrie der
Musterung, verraten.
Daneben machen sich in den späteren Jahrhunderten des
europäischen Mittelalters natürlich auch der selbständig entwickelte
europäische Naturalismus und auch in Italien die im besonderen
gotische Formensprache einigermaßen geltend.[15]
Unabhängiger wird die europäische Weberei mit der reiferen
Gotik und Renaissancezeit, obgleich ursprünglich orientalische und
ostasiatische Motive (Granatapfel und anderes) noch immer wirksam
bleiben. Schon vom späteren Mittelalter an exportiert Italien übrigens
vielfach nach dem Oriente, trotzdem sowohl Persien als die
türkischen Gebiete im XVI. und XVII. Jahrhunderte selbst ganz
Hervorragendes schaffen.
In der Barock- und Rokokozeit werden dann in Europa wieder die
ostasiatischen Einwirkungen stärker.[16] Immerhin ist in den letzten
Jahrhunderten die europäische (zunächst die italienische, dann seit
1660 bis 1670 die französische) Weberei der Textilkunst aller andern
Länder (Orient, Ostasien) mindestens technisch überlegen und
erlebt in den naturalistischen Stoffen der Spätbarockkunst und
denen des Rokoko eine ganz eigenartige Blüte.