Henry Playford: a Bibliographical Study

<p>Henry Playford (1657-1709) was one of the most important London music publishers in the period 1680 to 1710. He was the son of the music publisher John Playford and a member of the Company of Stationers, and his business practices owed much to his father and to his training in traditional methods of book publishing and production. Henry Playford's publishing career is here examined in two ways: as a continuation of his father's methods; and as a response to competition from publishers of engraved music, most notably John Walsh. The lives and trade practices of both John and Henry Playford are described. Publications are examined in three main categories: musical publications originally established by John Playford and continued by Henry; new kinds of musical publications introduced by Henry; and publications not containing music. Details concerning his career as a bookseller are presented, as is information relating to other activities not directly relevant to publishing or bookselling, most notably his activities in the sale of art works. His relationships with other members of the book trade - printers , partners and apprentices - are described, and documents relating to the lawsuit between Playford and the printer William Pearson are re-examined and re-assessed. His competitors and successors are identified , and their activities described. This section concludes with an examination of previous writings about Henry Playford, and a re-assessment of his place and importance in English music publishing. The basis of the study is a descriptive bibliography of the publications issued by Henry Playford. It is presented, together with indexes of the works and of book trade members, and with illustrations of some title - pages, printed ornaments, and engravings.</p>

Henry Playford: a Bibliographical Study

<p>Henry Playford (1657-1709) was one of the most important London music publishers in the period 1680 to 1710. He was the son of the music publisher John Playford and a member of the Company of Stationers, and his business practices owed much to his father and to his training in traditional methods of book publishing and production. Henry Playford's publishing career is here examined in two ways: as a continuation of his father's methods; and as a response to competition from publishers of engraved music, most notably John Walsh. The lives and trade practices of both John and Henry Playford are described. Publications are examined in three main categories: musical publications originally established by John Playford and continued by Henry; new kinds of musical publications introduced by Henry; and publications not containing music. Details concerning his career as a bookseller are presented, as is information relating to other activities not directly relevant to publishing or bookselling, most notably his activities in the sale of art works. His relationships with other members of the book trade - printers , partners and apprentices - are described, and documents relating to the lawsuit between Playford and the printer William Pearson are re-examined and re-assessed. His competitors and successors are identified , and their activities described. This section concludes with an examination of previous writings about Henry Playford, and a re-assessment of his place and importance in English music publishing. The basis of the study is a descriptive bibliography of the publications issued by Henry Playford. It is presented, together with indexes of the works and of book trade members, and with illustrations of some title - pages, printed ornaments, and engravings.</p>

Extracurricular Activity on Music and Visual Art Associates with Children’ Academic Achievement by Transferring Each Subject Score

The present longitudinal study examined whether extracurricular activities in the arts have a positive association with general academic performance, which is mediated by improved art scores. Data was collected from 700 seventh-grade children (379 boys and 321 girls) for over three years. Information regarding their participation in extracurricular activities in music and visual arts, grade points in general academic performance (i.e., Japanese, Social Studies, Mathematics, Science, and English), music, and arts were obtained, at the end of the seventh and ninth grades. Structural equation modeling revealed that both participation in extracurriculars in music and visual arts was positively associated with improvements in general academic performance from seventh to ninth grade, and these associations were mediated by improvements in music and visual arts scores. This finding suggests that arts education can contribute to improving general academic performance.

The English Catholic Dream of Gerontius: An Aesthetic Synthesis of Newman and Elgar

Due to inherent paradoxy and limited sample size, fin-de-siècle English Catholic aesthetics are difficult to define, especially in the case of music. At the turn of the nineteenth century, English music and Catholic theology underwent a period of intense development and reconstruction, yet the intersection of theology and musical aesthetics in this era is largely under-researched. This paper identifies one such intersection using two monumental figures in theology and music: John Henry Cardinal Newman (1801-1890) and composer Edward Elgar (1857-1934). Newman’s theology provided a basis on which fin-de-siècle artists and poets could express their faith; such figures are associated with decadence. For both Newman and Elgar, decadent Catholicism combined with the traditionally Protestant English environment resulted in a complex relationship with their country and the continent. This paper examines this complex and paradoxical relationship between faith and nationality, and thus defines English Catholic aesthetics as they are expressed by Newman and Elgar.

Emotion Recognition based on EEG Signals in Response to Bilingual Music Tracks

Emotions are vital for communication in daily life and their recognition is important in the field of artificial intelligence. Music help evoking human emotions and brain signals can effectively describe human emotions. This study utilized Electroencephalography (EEG) signals to recognize four different emotions namely happy, sad, anger, and relax in response to bilingual (English and Urdu) music. Five genres of English music (rap, rock, hip-hop, metal, and electronic) and five genres of Urdu music (ghazal, qawwali, famous, melodious, and patriotic) are used as an external stimulus. Twenty-seven participants consensually took part in this experiment and listened to three songs of two minutes each and also recorded self-assessments. Muse four-channel headband is used for EEG data recording that is commercially available. Frequency and time-domain features are fused to construct the hybrid feature vector that is further used by classifiers to recognize emotional response. It has been observed that hybrid features gave better results than individual domains while the most common and easily recognizable emotion is happy. Three classifiers namely Multilayer Perceptron (MLP), Random Forest, and Hyper Pipes have been used and the highest accuracy achieved is 83.95% with Hyper Pipes classification method.

Interventions among Pregnant Women in the Field of Music Therapy: A Systematic Review

Objective To investigate in the literature the studies on the benefits of music therapy interventions among pregnant women in the prenatal, delivery and postpartum periods. Data Sources The search for articles was carried out in the following electronic databases: VHL, LILACS, SciELO, Portal CAPES, PsycINFO, ERIC, PubMed/Medline, and journals specialized in this field: Revista Brasileira de Musicoterapia (“Brazilian Journal of Music Therapy”) and Voices. Study Selection Descriptors in Portuguese (musicoterapia, gravidez, gestantes, revisão), English (music therapy, pregnancy, pregnant women, review) and Spanish (musicoterapia, embarazo, mujeres embarazadas, revisión) were used. The search was delimited between January 2009 and June 2019. The process of selection and evaluation of the articles was performed through peer review. Data Collection The following data were extracted: article title, year of publication, journal, author(s), database, country and date of collection, purpose of the study, sample size, type of care, intervention, instruments used, results, and conclusion. The data were organized in chronological order based on the year of publication of the study. Summary of the Data In total, 146 articles were identified, and only 23 studies were included in this systematic review. The articles found indicate among their results relaxation, decreased levels of anxiety, psychosocial stress and depression, decreased pain, increase in the maternal bond, improvement in the quality of sleep, control of the fetal heart rate and maternal blood pressure, and decreased intake of drugs in the postoperative period. Conclusion Music therapy during the prenatal, delivery and postpartum periods can provide benefits to pregnant women and newborns, thus justifying its importance in this field.

HEEDING TO ENGLISH MUSIC AND SONGS ENHANCES LISTENING SKILLS

Undeniably, teaching English listening is challenging. These challenges did not only involve teaching proper pronunciation, articulation, accent, dialectal variation but also the lack of modern listening devices and equip-ment. This qualitative research determined whether heeding to English music and songs could improve the listening skills of the students. Using focus groups, the researchers obtained the information through in-depth inter-views among 16 musically inclined freshmen English major students. Findings revealed that the participants were not genre oriented; they listened to English music and songs was a self-decision or influenced by peers; they bene-fitted from listening to English music and songs like making them emotionally stable, sharpening their mental and language abilities; they were able to keenly distinguish properly enunciated English words; they became linguis-tically aware of dialectal variations; and they were able to differentiate hearing and listening to music. Moreover, they listened to English music and songs as those were part and parcel of their lives. It implies that music and songs may be used in learning English in schools to facilitate psychological and linguistics faculties of tudents.