Radio Caroline and U.K. pirate radio

Pirate radio stations on offshore ships were only significant for less than a decade but had an enormous impact on broadcasting. In the United Kingdom independent radio had been heard since the 1930s on Radio Normandy and Radio Luxembourg. These stations were founded by Captain L. F. Plugge and had offices in London. The U.K.’s General Post Office (GPO), the state postal system and telecommunications carrier at the time, refused them telephone facilities to transmit concerts live, so they recorded concerts by touring seaside resorts and recording bands on 16-inch 78 rpm gramophone records that were then shipped to Brussels and taken by train to Luxembourg to be relayed.

Radio Luxembourg had the most powerful transmitter in Europe at the time. British firms were soon paying a total of £400,000 a year for advertising on programs and sponsoring them. One of the most popular was the Ovaltine Show featuring the Ovaltineys and the Ovaltineys’ Orchestra. These first commercial stations were largely lost in World War II when most of the transmitters were destroyed—although the Germans took over Radio Luxembourg to transmit propaganda. It survived after the war and took the new format of the Top 20 series from U.S. radio.

On March 29, 1964, a new development hit the airwaves and captured the imagination and loyalty of the younger listeners. Radio Caroline first broadcast from a ship anchored off the Essex coast just outside British territorial waters. There had been other pirate offshore radio stations before that, broadcasting to Scandinavian and other northern European countries, but Radio Caroline was to become the most successful and long-lived. It was started by an Irish businessman called Ronan O’Rahilly, who had been trying to promote a young singer named Georgie Fame. He was turned down by the main record companies and decided to start his own company. He even took the records to Radio Luxembourg and was rejected by them as their airtime was mostly taken by the large record companies. In desperation, O’Rahilly decided to start his own radio station.

He bought an old passenger ferry and secretly refitted it in a southern Ireland port before mooring it off the coast of Harwich. The first disc played on Radio Caroline was The Beatles’ Can’t buy me love by DJ Simon Dee. Other pirate stations proliferated off the British coast in the coming years: Radio Atlanta, transmitted from the ship Mi Amigo, and later merged with Radio Caroline while the original Caroline ship went north to anchor off the Isle of Man to become Radio Caroline North.

Read the full entry on pirate radio in the Encyclopedia of music in the 20th century (2013). Find it in RILM Music Encyclopedias.

Listen to the opening broadcast of Radio Caroline with Simon Dee on 29 March 1964.

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Filed under Europe, Mass media, Popular music

Manu Dibango and “Soul makossa”

The Cameroonian musician Manu Dibango began his career by performing in the local church choir in his hometown of Douala. As a child, Dibango faced significant challenges growing up in a household where his father and mother belonged to rival ethnic groups in the region. His parents, however, did own a vast record collection, which deepened his interest in Cuban, U.S., and French music at a young age. After moving to France in 1949, Dibango learned to play the piano and later the saxophone. He developed a love for jazz while in France with the help of Francis Bebey and other musicians who inspired and taught him.

After moving to Brussels in 1956, Dibango joined Joseph Kabasele’s Congolese orchestra Le Grand Kallé et l’African Jazz, which was famous for its hit Indépendance chacha in 1960. Dibango traveled with Kabasele’s orchestra to perform in the city of Kinshasa in1961, where he decided to stay and open the famous Tam-Tam nightclub. In 1963, Dibango’s hit song Twist à Léo helped popularize the twist dance throughout the Congo, and his encounter with Congolese music inspired him to delve deeper into African music, especially makossa, the popular genre of his hometown Douala.

Dibango recorded the song Soul makossa in 1971 and positioned it as the b-side to the single Hymne de la Coupe d’Afrique des Nations, which was a tribute to the Cameroon football team. Local listeners were not initially impressed by Soul makossa, and even Dibango’s father scoffed at the stuttering vocal line in the song. A few copies of the single, however, found their way across the Atlantic Ocean and into the hands of radio DJs in New York City by 1972. The song became a hit on New York radio stations and in disco clubs. The few copies circulating in the city were immediately sold out, and the lack of distribution resulted in Soul makossa being recorded and released by several local New York City bands to meet the demand. Once distribution of the original single by Dibango resumed, Soul makossa immediately shot to the top of the charts.

Read the full entry on Manu Dibango in MGG Online. Below is a video of a performance of Soul makossa in 1983.

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Filed under Africa, Performers, Popular music, World music

Gershwin’s “Rhapsody in blue” premieres

At its premiere 100 years ago, on 12 February 1924, George Gershwin’s Rhapsody in blue was received with a standing ovation after it was performed. At the time, the conductor Paul Whitehead requested that Gershwin write a “jazz concerto” for an event to be held at the Aeolian Hall, a renowned Manhattan concert venue located in the Aeolian Building–coincidentally, this building was also RILM’s original home before the CUNY Graduate Center. Given the centennial of Rhapsody’s premiere in 2024, it is likely to be heard in many different settings and contexts.

Since the piece premiered in early 1924, however, debates have arisen about how much Gershwin knew about writing music. Because his musical language was an unconventional blend of U.S. popular music and European art music, some of his critics assumed that he knew little about writing serious music. This premise has been confirmed somewhat by statements made in early Gershwin biographies, which alleged that he was self-taught.

The inherent complexity of Rhapsody in blue and other subsequent concert works written by Gershwin, however, suggest he knew a great deal about writing music. It is also known that Gershwin received training from the versatile composer and musician Charles Hambitzer as early as 1912, where he discovered the music of Irving Berlin and J.D. Kern, and later received special theory lessons from the composer and conductor Edward Kilenyi. Rhapsody was composed in only five weeks, in spare moments while Gershwin was otherwise occupied with the premiere of a Broadway show. On that time schedule, he had no alternative other than to put what he already knew about writing music into that work.

Celebrate the centennial of the premiere of Rhapsody in blue today by reading the entry on George Gershwin in MGG Online and “Rhapsody in blue: A culmination of George Gershwin’s early musical education”, a dissertation by Susan E. Neimoyer (2003, University of Washington, Seattle); find it in RILM Abstracts.

Below is the classic scene of the Rhapsody in blue premiere in the 1945 Gershwin biopic starring Robert Alda.

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Filed under 20th- and 21st-century music, North America, Performers

Batanghari sembilan in South Sumatra

Batanghari sembilan is a genre of popular guitar music performed in the province of South Sumatra, Indonesia. The sound of batanghari, for many locals, evokes a strong sense of cultural pride for their natural and agricultural surroundings, especially for the long winding rivers that flow across the elongated island’s mountainous landscape. Some have described the genre as melancholic or romantic for its minimalistic sound. In earlier times, the sound of batanghari sembilan was more dense as it was performed in small ensembles comprised of a gambus (a lute instrument similar to an oud), suling (an Indonesian bamboo flute), and small hanging gongs. Today, however, it is performed primarily on solo acoustic guitar.

In the village of Batu Urip, batanghari sembilan accompanies the sekedah bumi, a ceremony performed to summon the spirits of the deceased as a form of memorialization, expression of gratitude, and to repel future misfortune. The version of batanghari sembilan performed here in sekedah bumi is unique in its incorporation of pantun, a Malay poetic form, in this case, used to express deep sadness and longing for ancestors or recent relatives who have passed away.  For instance, in the popular pantun phrase below, the third and fourth lines describe a sense of seduction that can be attributed to either an ancestor or perhaps a lover.

Betang hagu umban di tebang

Betang duku di buat hahang

Jengan ragu jengan bimbang

Linjang ku tuk ngas suhang

In this context, the performance of batanghari sembilan in sekedah bumi is not merely intended as entertainment but as ritual function, conveying the social values and history of South Sumatran cultures while strengthening local communities.

Learn more in “The function of pantun in the art performance of batang hari sembilan solo guitar during sedekah bumi ceremony held in Batu Urip hamlet, South Sumatera” by Imelda Tri Andari and Suharto (Harmonia 20.2, [December 2020], 195–204). Find this Indonesian journal in RILM Abstracts of Music Literature.

The video below features the guitarist Sahilin, one of South Sumatra’s most renowned contemporary batanghari sembilan performers. The second video features Suarasama, an Indonesian band that incorporates elements of the batanghari sembilan sound.

Pictured above are Randi Putra Ramadhan and Rosa Jannatri Harkha, two younger batanghari performers.

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Filed under Asia, Popular music, World music

Towards global knowledge, decolonization, and preservation

On 9 February 2024, RILM presents a panel titled “Towards Global Knowledge, Decolonization, and Preservation—Challenges and Opportunities Through Culture and Arts Education” as part of the UNESCO World Conference on Culture and Arts Education 2024. The four presentations in this side event are all rooted in the understanding that information literacy is a fundamental pillar in education—each presentation pivots on the notion of global knowledge as a foundation of culture and arts education. After RILM Director Tina Frühauf opens the panel with discussion of a broader theoretical framework, the second presentation by Executive Editor Zdravko Blažeković examines RILM as a model that underlines the importance of a global approach to information literacy. The following presentation by RILM Associate Editor Farah Zahra presents a local perspective, using the case of Iraqi literature and knowledge as an example. The final presentation by RILM Editor MU Qian highlights decolonization (understood here as an ongoing process) as an additional objective for the UNESCO Framework for Culture and Arts Education, taking the treatment of Uygur culture as a case in point.

For further information on RILM’s panel and information on joining the presentation, please visit https://www.rilm.org/wccae2024/

For more information on UNESCO World Conference on Culture and Arts Education 2024, visit https://www.unesco.org/en/wccae2024?hub=86510

Also, be sure to check out RILM’s resources for learning including materials for teachers, students, performers, and music researchers interested in RILM’s rich music databases, research tools, and full-text publications. Learn more at https://www.rilm.org/classrooms/

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Filed under Music education, RILM, RILM news

Max Roach, jazz drummer and Civil Rights activist

Referred to as the “dean of modern jazz drumming,” Max Roach spent his formative years in Brooklyn and received a degree in composition from the Manhattan School. While still in his teens, Roach became one of the innovators of the bop drumming style at jazz fountainheads such as Minton’s Playhouse and Clark Monroe’s Uptown House in Harlem. Among his collaborators have been Coleman Hawkins (with whom he made his first recording in 1944), Dizzy Gillespie, Charlie Parker, Miles Davis, and many others. Known for his melodic, formally structured solos, and compositional experimentation, Roach moved from bop to cool and free jazz styles, and his creative talents were recognized with commissions and awards from various sources, including the MacArthur Foundation and Down Beat magazine.

Roach’s We insist! Freedom now suite, recorded in 1960, moves from depictions of slavery to Emancipation to the Civil Rights struggle and African independence. The work draws on both long-standing symbols of African American cultural identity and a more immediate historical context. It is a modernist work as well, as Roach and his musicians used African and African American legacies in new and novel ways. In a 1987 interview, Roach commented on whether by the time he recorded the Freedom now suite, he had become a Civil Rights activist:

“Well, I guess [Black jazz musicians] always have been [activists], you know? I go back to Bessie Smith with Black mountain blues and then to Duke Ellington’s Black, brown and beige. It’s always been there. Leadbelly always spoke about the issues and the times that existed. And many of the old Black folk singers from the South to street musicians dealt with it. I’ve always been an activist. At that time [in the 1960s], my children were young. But you’re always thinking about their future as well. And if they’re going to come up and be responsible human beings, they have to have education, and the things like everyone else has. And society has to accommodate that. So, I guess I’ve always been activist because of them.”

Listen to the entire We insist! Freedom now suite recording below.

Decades after its initial release, the Freedom now suite remains fresh and significant, foregrounding the ways that jazz has been in consistent dialogue with social and cultural movements, and has been at its most inspired when engaged in social commentary.

Celebrate the beginning of Black History Month by reading the entry on Max Roach in Percussionists: A biographical dictionary (2000, RILM Music Encyclopedias) and “Revisited! The Freedom now suite” by Ingrid Monson (JazzTimes XXXI/7 [September 2001], 54–59.

Below is a performance of We insist! by Abbey Lincoln and the Max Roach group in 1964.

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Filed under Black studies, From the archives, Jazz and blues, North America, Politics, Popular music

Basel’s early musical life

The musical history of Basel, Switzerland dates back to the founding of the Augusta Raurica by Caesar’s general Munatius Plancus and the construction of an amphitheater where music, pantomime, and ballet performances took place after the city’s founding in 44 B.C. A diocese was established in Basel as early as the 4th century, and Gregorian chant was popularized there in the 9th century under the aegis of Haito (Bishop of Basel from 807 to 823). Little is known about the musical life of Basel in the first millennium; however, it appears to be similar to that of other bishoprics.

There were also several singing schools in Basel, and choral singing was practiced by monks. From the middle of the 13th century onward, the names of professional singers regularly appeared in the accounting books of the city’s church institutions, although the services of these musicians were probably already in demand earlier. Choral singing had become a permanent fixture in urban churches around the middle of the 15th century. Conrad von Zabern, author of Opusculum de monochordo (1462) and De modo bene cantandi (1474), apparently learned to sing at the Basel Cathedral. The surviving treatises and liturgical manuscripts belonging to the Carthusian, Preacher, and Dominican orders also document the diverse musical life of the urban monasteries.

Read on in an entry on Basel in MGG Online. Below is a video of contemporary choral singing at the 2023 European Festival of Youth Choirs held in Basel. Above is a panoramic map of Basel dating back to around the late 15th century.

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Filed under Antiquity, Europe, Middle Ages

Mindfulness and music learning

The practice of mindfulness can stimulate the parasympathetic nervous system, the part of the autonomic nervous system that counteracts the effects of stress in our minds and bodies. Research on mindfulness and meditation has shown that these practices have the capacity to decrease the size of the amygdala, known as the brain’s “panic button” in charge of responses associated with fear, anxiety and strong emotions.

Mindfulness has become increasingly common in the workplace, the healthcare profession, and many school programs.  In recent years, the incorporation of deep breathing techniques, mindful movements, and guided visualizations has also been used at all levels of music teaching, allowing students to leave stressors behind while fully engaging in the learning experience. For instance, when music students learn to utilize their breath as an anchor, they learn to connect to the present moment, to reflect on their playing with self-compassion, and to nurture deeper listening skills.

Some of the possible benefits of mindfulness for musicians include:

Improvement of students’ mood during lessons, making the learning process a positive experience.

Increased body awareness and mind/body connection, promoting healthy technique.

Decreased tension while playing. Increased active listening, shaping, phrasing and musicality.

Improvement in capacity to focus and concentrate during lessons and performances.

Improvement in memorization and reduction in performance anxiety.

Increased self-compassion and kindness in the face of mistakes.

Celebrate International Education Day (January 24) by reading “Mindfulness in music teaching: Practical applications to piano lessons” by Fernanda Nieto (MTNA e-journal 14.3 [February 2023], 28-29). Find it in RILM Abstracts with Full Text.

Below are further ideas from the text related to mindfulness and piano instruction.

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Filed under Music education, Science

New resources for RILM Music Encyclopedias

New for 2024! RILM Music Encyclopedias has just added four new titles to its continuously growing collection of historic and current reference works. Embrace a global scope in your research with new, multilingual, full-text content for a new year. Here is a list of the new resources.

Felipe Pedrell, gen. ed. Diccionario técnico de la música (1st ed.; Barcelona: Isidro Torres Oriol, 1894) xix, 529 p. In Spanish.

Felipe Pedrell, gen. ed. Diccionario biográfico y bibliográfico de músicos y escritores de música españoles, portugueses e hispano-americanos antiguos y modernos: Acopio de datos y documentos para servir a la historia del arte musical en nuestra nación (1st ed.; Barcelona: Tipografía de Víctor Berdós y Feliú, 1897) 2 vols., xix, 715 p., 88 p. In Spanish.

Nancy Groce. Musical Instrument Makers of New York: A Directory of the Eighteenth- and Nineteenth-Century Urban Craftsmen (Stuyvesant, NY: Pendragon Press, 1991) xxi, 200 p. In English.

Warren Bebbington, ed. A Dictionary of Australian Music (Melbourne: Oxford University Press, 1998) xiv, 361 p. In English.

Start your search in RILM Music Encyclopedias.

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Filed under Ethnomusicology, Literature, Musicology, RILM

Turkmen genocide and the Geök Tépé muqam

The 1881 genocidal massacre of Turkmen people by imperial Russian troops in the village of Geök Tépé forever altered the musical culture of the Muslim nomadic tribes of Central Asia. During the 18th and 19th centuries, Tsarist Russia’s thirst for conquering new territories fueled a desire to access commercial routes and the warm water ports of the Indian Ocean. Occupying the Turkmen lands was as a primary goal as the Turkmen nomadic lifestyle in the area presented a threat to the stability of the southern part of the Russian empire. Russians decided to attack the Tekke Turkmens who lived in Akhal to subjugate them. The vast conquest was accompanied by the mass killing of people to gain access to their lands and resources while expanding the Russian empire. In the battle fought at Geök Tépé, approximately 15,000 Turkmens, mostly innocent civilians, were killed while the Russian army suffered only around 400 casualties.

In the absence of written history, Turkmen collective memory predominantly relied on songs and melodies. For the Turkmen, the most important events, including the massacre, were remembered in music passed down from generation to generation, thereby building a collective cultural identity. The melancholic instrumental and vocal muqam performed by traditional musicians have for generations expressed collective grief. Turkmen muqams include three main categories: music inspired by real events in society, heroic and lyrical muqams, and descriptive muqams. In the music inspired by real events in Turkmen society, bagşys performed the role of historians or narrators of the Turkmen history and communicated historical facts through their music. These muqams are often found in times of war conflict, or injustice. The Geök Tépé muqam is likely the most famous of them all.

Learn more in “Geok Tepe muğam: A musical narrative of Turkmen massacre in 1881” by Arman Goharinasab and Azadeh Latifkar, an essay included in the volume Music and genocide (Peter Lang, 2015).  Find it in RILM Abstracts of Music Literature.

Below is a video featuring a contemporary muqam performance by Zuleyha Kakayewa and Hatyja Owezowa on television show in Turkmenistan.

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Filed under Asia, Politics, Popular music, World music