This thoroughly revised second edition of Allan Moore's ground-breaking book features new sections on melody, Britpop, authenticity, intertextuality, and an extended discussion of texture. Rock's 'primary text' - its sounds - is the focus of attention here. Allan Moore argues for the development of a musicology particular to rock within the context of the background to the genres, the beat and rhythm and blues styles of the early 1960s, 'progressive' rock and subsequent styles. He also explores the fundamental issue of rock as a medium for self-expression, and the relationship of this to changing musical styles. Rock: The Primary Text remains innovative in its exploration of an aesthetics of rock.

This thoroughly revised third edition of Allan F. Moore's ground-breaking book, now co-authored with Remy Martin, incorporates new material on rock music theory, style change and the hermeneutic method developed in Moore’s Song Means (2012). An even larger array of musicians is discussed, bringing the book right into the 21st century. Rock's 'primary text' – its sounds – is the focus of attention here. The authors argue for the development of a musicology particular to rock within the context of the background to the genres, the beat and rhythm and blues styles of the early 1960s, 'progressive' rock, punk rock, metal and subsequent styles. They also explore the fundamental issue of rock as a medium for self-expression, and the relationship of this to changing musical styles. Rock: The Primary Text remains innovative in its exploration of an aesthetics of rock.

This title was first published in 2001: Revised to respond to developments within the discipline and with new material added to reflect the author's and others' further work in this field, this book's focus remains British rock. Its aims are: to establish analytic criteria for rock as a whole; to provide a historicized discussion of British rock; and to enable a critical re-evaluation of progressive rock itself. This book has been written in the conviction that, with "rock" criticism and commentary in general, insufficient attention is paid to what the author calls the "primary text" - that constituted by the sounds themselves, as opposed to commentaries on them. In the first chapter, Allan Moore argues for the development of a musicology particular to rock, which may share aspects of established musicology, but which acknowledges that rock differs in its purposes, publics and aims. The primary elements of such a musicology are then laid out in Chapter 2. Next, there are critiques of rock myths of authenticity and unmediated expression. These are centred on the ideological appropriation of the ethos and techniques of the "blues", and extend to discussions of a range of more recent rock styles. The crucial role played by authenticity in the reception of rock is considered at more length in Chapter 5.

Focusing on the variety of genres that make up pop music, Roy Shuker explores key subjects which shape our experience of music such as music production, the music industry, music policy, fans, audiences and subcultures.

Now in its fifth edition, this popular A–Z student reference book provides a comprehensive survey of key ideas and concepts in popular music culture, examining the social and cultural aspects of popular music. Fully revised with extended coverage of the music industries, sociological concepts and additional references to reading, listening and viewing throughout, the new edition expands on the foundations of popular music culture, tracing the impact of digital technology and changes in the way in which music is created, manufactured, marketed and consumed. The concept of metagenres remains a central part of the book: these are historically, socially, and geographically situated umbrella musical categories, each embracing a wide range of associated genres and subgenres. New or expanded entries include: Charts, Digital music culture, Country music, Education, Ethnicity, Race, Gender, Grime, Heritage, History, Indie, Synth pop, Policy, Punk rock and Streaming. Popular Music Culture: The Key Concepts is an essential reference tool for students studying the social and cultural dimensions of popular music.

The career of the prolific pop artist Prince has become inextricably intertwined with the history of popular music since the late 1970s. This multi-instrumental icon, who remains one of the highest-grossing live performers in America, has been called a genius for his musicianship, composition and incredible performances. But Prince holds iconic status for more than his music. Best known for his racial blurring and extravagant sexual persona, Prince's music and visual iconography has always chimed with the ambiguity of subjectivity at any given moment. 'Prince' the sign offers a space for fans to evaluate and reconfigure their attitudes towards their own identities, and towards their position as subjects within the socio-cultural sphere. This much-needed interdisciplinary analysis is the first of its kind to examine critically Prince's popular music, performances, sounds, lyrics and the plethora of accompanying visual material such as album covers, posters, fashions, promotional videos and feature films. Specifically, the book explores how and why he has played such a profoundly meaningful and significant role in his fans' lives.

To what extent does research on musical development impact on educational practices in school and the community? Do musicians from classical and popular traditions develop their identities in different ways? What do teachers and learners take into consideration when assessing progress? This book takes a fresh look at 'the musician' and what constitutes 'development' within the fields of music psychology and music education. In doing so, it explores the relationship between formative experiences and the development of the musician in a range of music education settings. It includes the perspectives of classroom teachers, popular musicians, classical musicians and music educators in higher education. Drawn from an international community of experienced educators and researchers, the contributors offer a range of approaches to research. From life history through classroom observation to content analysis, each section offers competing and complementary perspectives on contemporary practice. The book is an essential resource for musicians, educators, researchers and policy makers, offering insight into the reality of practice from those working within established traditions - such as the conservatoire and school settings - and from those who are currently emerging as significant forces in the fields of popular music education and community music.