Sustainability and the Academic World Music Ensemble

Author(s):  
Elizabeth A Clendinning

The chapter presents an overview of the introduction of gamelan to North America and examines how the ensembles assumed a key role within the philosophy and practice of American collegiate world music education. Musical and cultural exhibitions at world’s fairs, the dispersion of early recordings of gamelan music, transnational performance tours, and the work of Western composers and pedagogues led to the importation of instruments and founding of early academic gamelans. The world music ensemble programs modeled after those founded at UCLA by Mantle Hood embodied a new and important paradigm in ethnomusicology termed bimusicality, as well as sparking the collegiate world music ensemble movement. The chapter concludes with a brief overview of the current gamelan scene in the United States that reconnects the early development of academic gamelan ensembles to contemporary artistic and educational practices.


Author(s):  
Elizabeth A Clendinning

The chapter examines the cultural sustainability of American academic gamelan specifically and academic world music ensembles more generally. Gamelan ensembles in North America exist in different cultural contexts than do those in Indonesia; in particular, American gamelans lack the societal reinforcement of the arts derived from Balinese Hindu ceremonies and the tourist industry. Within the American gamelan artistic ecosystem, there are many reasons why ensembles may fail or fade away, including lack of interested students or available teachers (selection), competition for space and resources, performative and pedagogical adaptations necessary for thriving in a new environment, and reciprocity or exchange between the ensemble and its community. Building sustainable gamelan ensembles—and indeed, sustainable non-Western academic ensembles—requires embracing collaborative models of musicianship, teaching, and scholarship that move gamelan from a marginalized position in curricula to sharing equal footing with other types of music in educational settings.


Author(s):  
Elizabeth A Clendinning

By examining the self-narrative of college Balinese gamelan teacher Dewa Ketut Alit Adnyana, the chapter juxtaposes and recontextualizes key themes from the entire volume, including the construction of musical lineages, transnational artistic communities, personal negotiations of artistic and social status, pedagogical creativity, and personal sacrifice. Biography is presented as an important medium for understanding the impact of teaching and performance; ethnomusicology, as a field that constitutes a way of life rather than a professional occupation alone. The chapter concludes with suggestions for creating more sustainable academic world music communities, including improving access and representation, and for reconsidering the distinctive and powerful role that ensembles can play in cultivating cultural and artistic diversity in higher education.


Author(s):  
Elizabeth A Clendinning

The chapter introduces Indonesian gamelan (percussion orchestra) and the roles that it has played in college world music education in North America and in the discipline of ethnomusicology. The chapter presents a musical overview of gamelan and its original cultural contexts in Indonesia, including religious ceremonies, tourist audiences, and local entertainment. Then it introduces new contexts that gamelan has come to occupy in North America, including performances on concert stages, at outdoor festivals, in prisons, and, most pertinent to this book, in collegiate music halls. Finally, the chapter introduces the premise of the volume—a biography-based examination of the way academic world music ensembles impact local and transnational educational and musical communities—and the book’s primary goal: that of suggesting ways to construct more sustainable academic music communities.


2012 ◽  
Vol 25 (3) ◽  
pp. 58-60
Author(s):  
Amy C. Beegle
Keyword(s):  

2021 ◽  
Vol 3 (8) ◽  
pp. 01-12
Author(s):  
Teuku Umar Ilany Teuku Iskandar ◽  
Marzelan Salleh

Malay gamelan is a traditional music ensemble that accompanies the Joget Gamelan dance and was found in the palace of Johor-Riau, Pahang, and Terengganu in the 19th century, before disappearing in 1942. Malay Gamelan was exclusively taught in the palace orally, that is, through the process of listening, observing, memorising, and repeating; much like other classical Malay traditional arts. This study was initiated to discuss some aspects of Malay gamelan music in detail as there is little documentation regarding Malay gamelan in the academic world. Several writings on Joget Gamelan were produced based on the 1966 discovery in Terengganu and the inaugural performance in 1969 at the University of Malaya. However, attention to the different aspects of Malay gamelan music was not exhaustive. This study explores the playing techniques of keromong and gambang that were traditionally taught and passed down among Malay gamelan practitioners. A qualitative method was used in this research, whereby the earliest recordings of Malay gamelan music were analysed and interviews were conducted with informants, or also known as adiguru of Malay gamelan practitioners who studied directly with the last generation of Terengganu court musicians. The objective of this study is to 1) identify the techniques of keromong playing in Malay gamelan, and 2) identify the techniques of gambang playing in Malay gamelan. Findings from this study will provide an understanding of the musical instruments and what defines the style of Malay gamelan music, as well as become a guide for future researchers and practitioners in efforts to conserve and preserve the Malay traditional art.


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