In the fall of 2015, a collection of faculty at liberal arts colleges began a conversation about the challenges we faced as instructors: Why were there so few course materials accessible to undergraduates and lay readers that reflected current scholarly debate? How can we convey the relevance of studying music history to current and future generations of students? And how might we represent and reflect the myriad, often conflicting perspectives, positions, and identities that make up both music’s history and the writers of history? Here we offer one response to those questions. Open Access Musicology is a collection of essays, written in an accessible style and with a focus on modes of inquiry rather than content coverage. Our authors draw from their experience as scholars but also as teachers. They have been asked to describe why they became musicologists in the first place and how their individual paths led to the topics they explore and the questions they pose. Like most scholarly literature, the essays have all been reviewed by experts in the field. Unlike all scholarly literature, the essays have also been reviewed by students at a variety of institutions for clarity and relevance. These essays are intended for undergraduates, graduate students, and interested readers without any particular expertise. They can be incorporated into courses on a range of topics as standalone readings or used to supplement textbooks. The topics introduce and explore a variety of subjects, practices, and methods but, above all, seek to stimulate classroom discussion on music history’s relevance to performers, listeners, and citizens.

Open Access Musicology (OAM) publishes peer-reviewed, scholarly essays primarily intended to serve students and teachers of music history, ethno/musicology, and music studies. The constantly evolving collection ensures that recent research and scholarship inspires classroom practice. OAM essays provide diverse and methodologically transparent models for student research, and they introduce different modes of inquiry to inspire classroom discussion and varied assignments. Addressing a range of histories, methods, voices, and sounds, OAM embraces changes and tensions in the field to help students understand music scholarship. In service of our student- and access-centered mission, Open Access Musicology is a free collection of essays, written in an engaging style and with a focus on modes of inquiry rather than coverage of content. Our authors draw from their experience as scholars but also as teachers. They not only make arguments, but also describe why they became musicologists in the first place and explain how their individual paths led to the topics they explore. Like most scholarly literature, the essays have all been reviewed by experts in the field. Unlike most scholarly literature, the essays have also been reviewed by students at a variety of institutions for clarity and relevance. These essays are intended for undergraduates, graduate students, and interested readers without any particular expertise. They can be incorporated into courses on a range of topics as standalone readings, used to supplement textbooks, or read with an eye to new scholarly insights. The topics introduce and explore a variety of subjects, practices, and methods but, above all, seek to stimulate classroom discussion on music history’s relevance to performers, listeners, and citizens. Open Access Musicology will never pretend to present complete histories, cover all elements of a subject, or satisfy the agenda of every reader. Rather, each essay provides an opening to further contemplation and study. We invite readers to follow the thematic links between essays, pursue notes or other online resources provided by authors, or simply repurpose the essay’s questions into new and exciting forms of research and creativity. Volume 2 of OAM expands the disciplinary, topical, and geographical ranges of our endeavor, with essays that rely on ethnographic and music theoretical methods as well as historical ones. The essays in this volume touch on music from Europe, South America, and Asia, spanning the 16th century to the present. Throughout, the contributing authors situate music in political, religious, racial, economic, and other cultural and disciplinary contexts. This volume therefore expands what scholars generally mean when they refer to “musicology” and “music,” always with an eye toward relevance and accessibility.

Poet, critic, and hybrid-genre artist Johnson tracks the use of trouble in word, concept, and practice in this debut of brief, elliptical, lyric essays. He moves through a wide swath of 20th- and 21st-century music, always alert to a sense of melancholy shared among songwriters, their songs, and their listeners in the ever-growing web of popular music. "When we say 'trouble,' we refer to the history of trouble whether or not we have it in mind. When we sing trouble, we sing (with) history," Johnson writes. "A Trouble Song is a complaint, a grievance, an aside, a come-on, a confession, an admission, a resignation, a plea. It's an invitation-to sorrow." The effect of all this trouble is dizzying. Highly annotated-often to personal, humorous, and hidden effects-the book weaves among genres, chronologies, and various forms of trouble to ask "Where are we in song? Who are we in song?" Johnson suggests that an answer lies somewhere in the locus of singer, song, and listener-the "essential relations in the Trouble Song." Detouring into philosophy, cultural theory, and verse, Johnson works multilaterally to explore what trouble in popular music does to connect listeners, embolden them, and open a space from which trouble can be addressed across time.

Addressing Western and non-Western music, composers from Francesca Caccini to Charles Ives, and musical communities from twelfth-century monks to contemporary opera queens, these essays explore questions of gender and sexuality. Musicology and Difference brings together some of the freshest and most challenging voices in musicology today on a question of importance to all the humanistic disciplines.

Sounding Together: Collaborative Perspectives on U.S. Music in the Twenty-21st Century is a multi-authored, collaboratively conceived book of essays that tackles key challenges facing scholars studying music of the United States in the early twenty-first century. This book encourages scholars in music circles and beyond to explore the intersections between social responsibility, community engagement, and academic practices through the simple act of working together. The book’s essays—written by a diverse and cross-generational group of scholars, performers, and practitioners—demonstrate how collaboration can harness complementary skills and nourish comparative boundary-crossing through interdisciplinary research. The chapters of the volume address issues of race, nationalism, mobility, cultural domination, and identity; as well as the crisis of the Trump era and the political power of music. Each contribution to the volume is written collaboratively by two scholars, bringing together contributors who represent a mix of career stages and positions. Through the practice of and reflection on collaboration, Sounding Together breaks out of long-established paradigms of solitude in humanities scholarship and works toward social justice in the study of music.

A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program for monographs. Visit www.luminosoa.org to learn more. How do keyboards make music playable? Drawing on theories of media, systems, and cultural techniques, Keys to Play spans Greek myth and contemporary Japanese digital games to chart a genealogy of musical play and its animation via improvisation, performance, and recreation. As a paradigmatic digital interface, the keyboard forms a field of play on which the book’s diverse objects of inquiry—from clavichords to PCs and eighteenth-century musical dice games to the latest rhythm-action titles—enter into analogical relations. Remapping the keyboard’s topography by way of Mozart and Super Mario, who head an expansive cast of historical and virtual actors, Keys to Play invites readers to unlock ludic dimensions of music that are at once old and new.

Speechsong is a work of imaginative musicology that addresses the engimas of Schoenberg and Gould, of singing and speaking, of Moses und Aron, of technology and being. Its point of departure is Gould's last public performance, given at the Wilshire Ebell Theatre in Los Angeles, where a number of Schoenberg's works were performed during his California exile. It is here, after that last performance, that Gould encounters a spectral Schoenberg in a staged conversation that explores Schoenberg's travails in rethinking the fundamentals of Western music. This first part of Speechsong recalls Schoenberg's operatic masterpiece, Moses und Aron, in which the divinely inspired Moses seeks the help of his brother to relate his vision: Moses speaks and Aron sings. Written as a twelve-tone composition, the opera produces an involution of harmonics that was Schoenberg's response to Richard Wagner's diatribes about synagogue noise. For Gould, Schoenberg's is a formalist revolution; Schoenberg's life, however, suggests that it was a search for personal and political freedom.The second half of Speechsong is a critical essay in twelve "moments" that re-articulates the staged conversation as an inquiry into the intersections of music and mediation. Gould's turn to the recording studio emerges as a post-humanist inquiry into recorded music as a repudiation of the virtuoso tradition and a liberation from unitary notions of selfhood. Schoenberg's exodus from musical tradition likewise takes his twelve-tone invention beyond musical performance, where it emerges, along with Gould's soundscapes, as a prototype of acoustic installations by artists such as Stephen Prina and Cory Arcangel. In these works, music abandons the concert hall and the exigencies of harmony for an acoustic space that embraces at once the recordings of Gould and the performances of Schoenberg that have found their home on the internet. Richard Cavell has written extensively on Marshall McLuhan and on media theory generally. He is the co-founder of the Media Studies program at the University of British Columbia and the curator of the website Spectres of McLuhan. Speechsong, his second critical performance piece, was preceded by Marinetti Dines with the High Command (2014).