Detailed information on almost all ethnic and vernacular recordings from many countries on 78rpm is provided in this seminal work. The current state of discographical research in this wide and varied field is such that a research tool of this nature is badly needed. Jesse Walter Fewkes and Mary Hemenway recorded Native American music as early as 1890; Bela Bartok recorded rural music in the Balkans; Erich von Hornbostel, the grand old man of ethnomusicology in Europe, recorded in Southeast Asia. More than just a discography, this work demonstrates that cultures around the world and over time have more similarities than differences. A necessity for scholars, students, archivists, and individual record collectors and dealers. The goals of this volume are many and varied: to promote thought and discussion toward a concise definition of recorded ethnic music; to assist specialists working on individual discographical projects; to introduce users to the interconnectedness of cultures through regional music; to gather heretofore disparate pieces of information under one cover in a way that for the first time allows specialists to accurately identify all manner of recordings in many languages. The four sections of the volume work together for easy usage through cross referencing. The philosophy behind the volume was expressed by Rodney Gallop when he remarked that music, for him, was often the key to the understanding of other cultures.

The Rapid City Indian School was one of twenty-eight off-reservation boarding schools built and operated by the Bureau of Indian Affairs to prepare American Indian children for assimilation into white society. From 1898 to 1933 the "School of the Hills" housed Northern Plains Indian children--including Sioux, Northern Cheyenne, Shoshone, Arapaho, Crow, and Flathead--from elementary through middle grades. Scott Riney uses letters, archival materials, and oral histories to provide a candid view of daily life at the school as seen by students, parents, and school employees. The Rapid City Indian School, 1898-1933 offers a new perspective on the complexities of American Indian interactions with a BIA boarding school. It shows how parents and students made the best of their limited educational choices--using the school to pursue their own educational goals--and how the school linked urban Indians to both the services and the controls of reservation life.

First Published in 1997. The present volume contains references and descriptive annotations for 1,497 sources on North American Indian and Eskimo music. As conceived here, the subject encompasses works on dance, ritual, and other aspects of religion or culture related to music, and selected "classic" recordings have also been included. The coverage is equally broad in other respects, including writings in several different languages and spanning a chronological period from 1535 to 1995. The book is intended as a reference tool for researchers, teachers, and college students. With their needs in mind, the sources are arranged in ten sections by culture area, and the introduction includes a general history of research. Finally, there are also indices by author, tribe, and subject.

This edition explores the history of musical contact, interaction, and exchange between American Indians and Euramericans, as documented in musical transcriptions, notations, and arrangements. The volume contributes to an understanding of American music that reflects our cultural reality, depicting reciprocal influences among Native Americans, scholars, composers, and educators, and illustrating consequences of those encounters for American musical life in general. Culled from a published record of over 8,000 songs, the edition contains 116 musical examples reproduced in facsimile. Included in the volume are the earliest attempts to represent tribal music in European notation, archetypal transcriptions in the scholarly literature of ethnomusicology, and recent contributions by contemporary scholars. Some of the notations shown here inspired composers in search of a distinctively American musical idiom to write works based on American Indian melodies. Others captured the imagination of American school children, whose concept of cultural and musical identity came to be linked with American Indians. Indigenous notations, the work of native scholars and educators, and recent compositions by native composers working in the classical vein also appear in this volume. As a compendium of historic materials, the edition illustrates the development of Euramerican attitudes and approaches to American Indian musics, the infusion of native musics into American musical culture, and native responses to and participation in the enterprise.