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A sense of hope permeated the revues and musical comedies that appeared from March through May, though an underlying seriousness was emerging in both how the popular musical theatre was being viewed on the whole and how such works were being constructed. Richard Rodgers, Lorenz Hart and Herbert Fields had two amateur musicals for schools appear (Temple Belles and The Prisoner of Zenda); the popular Spanish zarzuela Doña Francisquita began touring South America; the team of Guy Bolton, P. G. Wodehouse and Jerome Kern reunited to create Sitting Pretty; and stars such as José Collins, Leslie Henson and Jack Buchanan starred in new productions.
On the first two days of September, two musicals opened that offered descriptions of different peoples of colour for white Broadway audiences: Sissle and Blake’s The Chocolate Dandies (African Americans); and Friml, Stothart, Harbach and Hammerstein’s Rose-Marie (Indigenous peoples of Canada). Problematic stereotypes were performed in both instances, though The Chocolate Dandies featured Josephine Baker and Elisabeth Welch in its cast. Musicals opening later in the month included a new edition of The Passing Show and George Gershwin’s musical written expressly for London, Primrose, with a book by Guy Bolton supervised by George Grossmith, Jr.
Three musicals opened on 1 December, two of which are especially important in the history of the American musical theatre: Lady, Be Good! with songs by George and Ira Gershwin, including ‘Fascinating Rhythm’, and starring Adele and Fred Astaire; and Irving Berlin’s Music Box Revue, the final instalment in the series that featured Fanny Brice, Grace Moore and Oscar Shaw. Also opening on that date was Princess April, a typical rags-to-riches tale about a young Irish immigrant. That type of plot had become so well worn that the show could not keep up with its competition. Lady, Be Good!, in addition to its brilliant score that included ‘Fascinating Rhythm’, ‘Oh, Lady Be Good’, and ‘Little Jazz Bird’, featured the duo pianists Victor Arden and Phil Ohmen and solidified the producing partnership of Alvin A. Aarons and Vinton Freedley. Music Box Revue had a framing story about Rip Van Winkle and included several overtly racist scenes as well as some stunningly beautiful ones, such as ‘All Alone’ performed by Moore and Shaw.
On 25 and 26 December 1923, three musicals opened – The Rise of Rosie-Reilly, Mary Jane McKane, and Almond Eye – each of which reflected takes on current theatrical trends, whether a rags-to-riches scenario or Orientalism, followed on New Year’s Eve by The Song and Dance Man, a play about a musician, and Kid Boots, a musical comedy created for Eddie Cantor and, as a Ziegfeld production, included a revue built in to the plot. Kid Boots marked a change in professional reputation for Cantor as he moved from being known primarily as a blackface, often crass, comedian to a physical comedian whose humour was always clean.
On 2 December, Sigmund Romberg and Dorothy Donnelly’s The Student Prince in Heidelberg (or The Student Prince), a romance-filled operetta that does not have a happy ending, opened on Broadway, later becoming the longest-running musical of any sort to open on Broadway in the 1920s. Set in nineteenth-century Heidelberg, its tale of a prince who must leave behind his young love, a waitress at the inn he frequents, is set to an expansive musical score that features waltzes, marches, a buoyant drinking song and more. Other musicals that followed later in the month included Betty Lee, set in Southern California with a plot concerning a footrace in which a phonograph is the prize. Revues also appeared as the year drew to a close, further emphasizing the ubiquity of the genre.
Future highlights of the careers of many who appeared on stage in 1924, including Evelyn Laye, Florence Mills and Adele and Fred Astaire, are summarized, as are the legacies of musicals such as Kid Boots, Il paese dei campenelli, Madame Pompadour, Gräfin Mariza, Rose-Marie and The Student Prince on stage and screen.
Many of the musicals that opened in 1923 and played into 1924 hearkened back, somewhat nostalgically, for simpler times, though the stories were often fraught with deceit and sometimes could be a bit salacious. The lead female characters in such works ranged from a young waif who ends up travelling with a circus (Poppy) to a Russian empress (Catherine), a royal mistress (Madame Pompadour) and a young Spanish woman who finds herself in a complex labyrinth of romantic entailments (Doña Francisquita).
Playful practices have been linked to increased motivation, engagement, learning and skill development. However, limited research has explored what playful music learning might look like for primary schools, and how teachers might incorporate a range of playful music practices within their classrooms. Our conceptual model for playful music learning amalgamates and builds upon previous philosophy, theory and research in the education and music education spheres. In doing so, it extends musical play across a continuum of ownership as has been proposed by Zosh et al. (2017) in the realm of playful learning more generally. Playful elements associated with the work of music education pedagogues Kodály and Kokas and other researchers in the field are outlined. Examples of musical games-play and guided musical play for primary classrooms are illustrated, and some recommendations are provided to support teachers in facilitating increasingly playful music learning.
The Naoshima Onna Bunraku, an all-female bunraku troupe on the island of Naoshima in Japan's Seto Inland Sea, has revitalized a puppetry tradition dating back to the Edo period (1603–1868). This article examines how the Naoshima Onna Bunraku negotiates the pull of its local, community-oriented past and its global present as a folk performing art on an island now known for art tourism as the site of the Setouchi Triennale. I trace Naoshima's puppetry networks from the Seto Inland Sea that nurtured their ancestors to new networks that extend globally to reveal the dynamic flows that animate and sustain puppetry on Naoshima.
This article defines and explores the concept of ‘resistance’ as a source of musical meaning in performance. Using Pierre Bourdieu's concept of ‘habitus’ as a framework, I examine my musical habitus: the embodied, internalised ways I play my instrument and think about music, which reflect my extensive musical histories and the fields in which these histories have taken place. Resistance arises in practice when this habitus is undermined. When the types of musicking undertaken circumvent my habituated understanding of acceptable performance and performative roles, it manifests as a pull towards more familiar modes of musical engagement. Making specific reference to resistance experienced in the development and performance of Alex Harker's Drift Shadow (2021), for solo oboe and electronics, the article outlines the ways in which my subjective relationship to my instrument and my role as a performer produce particular understandings of a work that can then nuance the way I play the piece.
This is the transcript of an interview with Glasgow-based Australian composer Dr Jane Stanley. The interviewer is Dr Judith Bishop, an Australian poet and lyricist whose words appear in two of the works discussed: ‘14 Weeks’ (from Interval (UQP, 2018) and ‘The Indifferent’ (from Event (Salt Publishing UK, 2007)). The interview was recorded at the University of Glasgow on 29 May 2023 and edited for clarity, length and concision. It was recorded a day after the world premiere of Jane Stanley's 14 Weeks at the Glasgow School of Art Choir Composeher concert in City Halls, Glasgow. In response to a recent survey which revealed huge gender inequalities in the granting of music commissions, Composeher had commissioned seven female composers to write choral works of around ten minutes, of which 14 Weeks was one. The interview ranges widely, from the composer's textural style to her creative process, and touches on her forthcoming composer portrait album, to be released by Delphian Records in 2024.