New Jersey shaped folk revival music into an art form. The saga began with the bawdy tunes sung in colonial-era taverns and continued with the folk songs that echoed through the Pine Barrens. "Guitar Mania" became a phenomenon in the 1800s, and twentieth-century studio recordings in Camden were monumental. Performances by legendary artists like Woody Guthrie, Pete Seeger, Joan Baez and Bob Dylan spotlighted the state's folk revival movement and led to a flourishing community of folk organizations, festivals and open-mic nights at village coffeehouses. Author Michael Gabriele traces the evolution and living history of folk revival music in the Garden State and how it has changed the lives of people on stage and in the audience.

Making the Scene in the Garden State explores New Jersey's rich musical heritage through stories about the musicians, listeners and fans who came together to create sounds from across the American popular music spectrum. From the beginnings of recording in Thomas Edison's factories to Bruce Springsteen's early years at the Upstage Club, and beyond, the book examines the sounds, sights and textures of music scenes in New Jersey.

From the author of The History of Diners in New Jersey comes a collection of true stories that capture the spirit of the Garden State. Diners are where communities across New Jersey go to celebrate milestones, form lifetime bonds and take comfort in food. Daily life at the counter or in the booth inspires sentimental recollections that reflect the state’s spirit and history. In Stories from New Jersey Diners, local historian Michael C. Gabriele documents colorful stories from the Diner Capital of the World. Late-night eats fueled Wildwood’s wild rock-and-roll days. An entrepreneur from India traveled eight thousand miles to open a diner in Shamong. From an impromptu midnight wedding in an Elizabeth lunch wagon to a Vietnam veteran sustained by a heartfelt note from a beloved Mount Holly waitress, these are true tales from the “Diner Capital of the World.”

The Reader's Guide to Music is designed to provide a useful single-volume guide to the ever-increasing number of English language book-length studies in music. Each entry consists of a bibliography of some 3-20 titles and an essay in which these titles are evaluated, by an expert in the field, in light of the history of writing and scholarship on the given topic. The more than 500 entries include not just writings on major composers in music history but also the genres in which they worked (from early chant to rock and roll) and topics important to the various disciplines of music scholarship (from aesthetics to gay/lesbian musicology).

The purpose of this study was to investigate the potential for increasing informal music-making in elementary school culture, and create a model of such music-making. Precedence for this model can be found in the literature of ethnomusicology, educational psychology and learning theory, multicultural music education, and cultural anthropology. Literature from four distinct traditions and contexts of music-making in integrative sociocultural contexts-sub-Saharan African ngoma, and Community Music as manifested in New Orleans second lines, old-time music and dance, and summer camp music-making-was parsed with a philosophical lens to determine and assess possible areas of intersection between these four participatory cultures and North American public school culture. Each of these five areas was examined through a comprehensive review of literature to define their salient characteristics. These characteristics were sorted to determine commonalities between areas, and the zones of intersection became the basis for a speculative model of integrative music learning, featuring the inclusion of musical opportunities and interludes throughout the school day, thus taking school music beyond the confines of the music room. Instruction in music classes would still continue, enhanced in this model by supplemental learning opportunities inspired by the informal learning of traditional world musics, the participatory practice of New Orleans second line parades, old-time music and dance, and summer camp music culture. This model of integrative learning is also informed by current educational best practices such as child-centered learning, peer tutoring, experiential learning, and multicultural perspectives. It acknowledges the diversity of traditions consulted, while aiming for the unity in their seemingly disparate disciplines. Five universal characteristics were uncovered in the search for areas of intersection between North American elementary school culture, child culture, ngoma music-making, and Community Music-style music-making in New Orleans, old-time music and dance, and summer camp contexts: (a) Song; (b) play; (c) informal learning, as evidenced by oral tradition, peer tutoring, self-learning; (d) kinesthetic learning; and (e) contextualized learning, as evidenced in the sociocultural uses of music and situated learning. This model strives for the enactment of school music as a vital and integral part of daily school culture.

Reports for 1980-19 also include the Annual report of the National Council on the Arts.

Bob Dylan, Jimi Hendrix, and David Bowie are among three of the most influential figures in twentieth-century popular music and culture, and innumerable scholars and biographers have explored the history of their influence. However, critical historiography reminds us that such scholarship is responsible not just for documenting history but also for producing it. In brief, there is always some kind of logic underwriting these historiographies, drawing boundaries through and around our thinking. In Philosophizing Rock Performance: Dylan, Hendrix, Bowie, Wade Hollingshaus capitalizes on this notion by embracing a set of historiographical logics that re-imagine these three artists. Noting how Dylan, Hendrix, and Bowie first established their reputations amid the anti-establishment sentiments that emerged in Western counties during the 1960s and early 1970s, he connects them with the concurrent formative phase of Continental philosophy in the work of Giorgio Agamben, Jean-François Lyotard, Michel de Certeau, Jacques Rancière, Guy Debord, and Michel Foucault. In Philosophizing Rock Performance, Hollingshaus draws on the work of these latter Continental thinkers to explore how we might otherwise think about Dylan, Hendrix, and Bowie. This work is ideal for those in the fields of music history, performance studies, philosophy, American and European cultural and intellectual history, and critical theory.