Moore Musical Arts Center, Bowling Green, OH 43403

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Our weekly Faculty Artist Series presents our Faculty Scholars in lectures on various topics. This event is free and open to the public, and will also be livestreamed.


Drone-Overtone Organization and Timbral
Listening in the Acoustemology of the
Kazakh Horse-hair Fiddle (Qyl-qobyz)

by Dr. Megan Rancier

This presentation will explore Tuvan ethnomusicologist Valentina
Süzükei’s theories of “drone-overtone organization” (Süzükei
2010:83) and “timbral listening” (Levin and Süzükei 2006: 47)
and their application in gaining a deeper understanding of the
unique soundworld created by the Kazakh horse-hair fiddle (qylqobyz).
Not only do Süzükei’s concepts describe a particular
experience of sound among historically nomadic Central Asian
cultures, but it also outlines a culturally determined acoustemology
(American ethnomusicologist Steven Feld’s concept of “sound
as a way of knowing”) that is reinforced by musical as well as
spiritual traditions in this region of the world. When looking
specifically at the Kazakh qyl-qobyz, the principles of “droneovertone
organization” and “timbral listening” aid in more
clearly highlighting not only what is happening within the rich,
multilayered sounds of the instrument but also why those sounds
have generated particular significance to the practitioners who
have integrated this instrument into both ritual and musical
contexts throughout Kazakh cultural history.

Music Teachers in U.S. Charter Schools:
A Demographic Profile

by Dr. Lisa Martin

The purpose of this descriptive survey study was to investigate the
experiences of music educators teaching at charter schools in the
United States. In the spring of 2020, a total of 113 charter school
music teachers in six states responded to an online questionnaire
soliciting information regarding their licensure status, background
and training, the details of their teaching assignment, and their
reasons for accepting a teaching position in the charter school
setting. At the time of data collection, approximately two thirds
of participants held an active music teaching license, while others
either held licensure in other content areas or held no active
teaching license at all. Among study participants, approximately
one third left positions at traditional public schools to teach
music in the charter school system, citing the appeal of curricular
autonomy and job flexibility. Implications for music teacher
preparation programs are discussed.

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  • Cameron Baker

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