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An eminent philosopher of music defines the sociology of music, explores modes of musical conduct, and deals with popular and chamber music, opera, and the relation of music to public opinion
The Routledge Reader on the Sociology of Music offers the first collection of source readings and new essays on the latest thinking in the sociology of music. Interest in music sociology has increased dramatically over the past decade, yet there is no anthology of essential and introductory readings. The volume includes a comprehensive survey of the field’s history, current state and future research directions. It offers six source readings, thirteen popular contemporary essays, and sixteen fresh, new contributions, along with an extended Introduction by the editors. The Routledge Reader on the Sociology of Music represents a broad reference work that will be a resource for the current generation of sociologically inclined musicologists and musically inclined sociologists, whether researchers, teachers or students.
The subject of this study has two distinct but not unrelated aspects: first, an investigation into the sociology of music as an autonomous and specialized discipline; and second, an examination of certain fundamental facts that may be considered within the purview of the sociology of music itself. If an analysis and study even a preliminary one of these facts is to be properly focused and fruitful, we must first try to determine the subject and methods of the sociology of music, its position and boundaries in respect to musicology, and, most especially, its relation to the aesthetics of music and music history. It is equally indispensable to ascertain what the sociology of music as a separate scholarly discipline embraces, where its investigation leads, and, finally, to establish its position vis-a-vis sociology in general. (From the Author's Introduction.)
In this pioneering new book, Dr Martin presents a lively and accessible introduction to the social analysis of music. Dr Martin argues that musical meaning must be understood as socially constructed, rather than inherent, and that the notion of a correspondence between social and musical structures is highly problematic. An alternative approach, based on the ‘social action’ pespective is outlined, and the book concludes with a discussion of the social situation of music in advanced capitalist society. Along the way, leading thinkers are introduced: Adorno, Weber and Schntz as well as, more recently, John Shepherd and the feminist musicologists. The book draws on studies spanning the whole spectrum of Western music - rock bands to symphony orchestras, medieval plainchant to avant-garde jazz and concludes with a discussion of the social situation of music in advanced capitalist society.
Introduction to Sociology distills decades of distinguished work in sociology by one of this century’s most influential thinkers in the areas of social theory, philosophy, aesthetics, and music. It consists of a course of seventeen lectures given by Theodor W. Adorno in May-July 1968, the last lecture series before his death in 1969. Captured by tape recorder (which Adorno called “the fingerprint of the living mind”), these lectures present a somewhat different, and more accessible, Adorno from the one who composed the faultlessly articulated and almost forbiddingly perfect prose of the works published in his lifetime. Here we can follow Adorno’s thought in the process of formation (he spoke from brief notes), endowed with the spontaneity and energy of the spoken word. The lectures form an ideal introduction to Adorno’s work, acclimatizing the reader to the greater density of thought and language of his classic texts. Delivered at the time of the “positivist dispute” in sociology, Adorno defends the position of the “Frankfurt School” against criticism from mainstream positivist sociologists. He sets out a conception of sociology as a discipline going beyond the compilation and interpretation of empirical facts, its truth being inseparable from the essential structure of society itself. Adorno sees sociology not as one academic discipline among others, but as an over-arching discipline that impinges on all aspects of social life. Tracing the history of the discipline and insisting that the historical context is constitutive of sociology itself, Adorno addresses a wide range of topics, including: the purpose of studying sociology; the relation of sociology and politics; the influence of Saint-Simon, Comte, Durkheim, Weber, Marx, and Freud; the contributions of ethnology and anthropology; the relationship of method to subject matter; the problems of quantitative analysis; the fetishization of science; and the separation of sociology and social philosophy.
For upper level undergraduate and introductory graduate and doctoral courses in music education. Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces students to the discipline as a tool in understanding their own work. The text shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire selection. School music teaching is imbedded in two major societal traditions: (1) the tradition of music making, listening, and responding; and (2) the tradition of education as a societal mandate. The first tradition holds firmly to music artistry and musicological scholarship, the latter of which includes music sociology. The second tradition, that of education as a field of study, relies mostly on pedagogical principles rooted equally in psychology and sociology. Hildegard Froehlich bases the book upon the premise that a music teacher's work is equally shaped by both traditions. The more music teachers become aware of how societal structures shape their own lives as well as the lives of their students, colleagues, and superiors; the more "reality-based" their teaching will become. Society is a composite of communities in which different social classes, groups, and reference groups co-exist-to varying degrees of compatibility due to real or perceived differences in norms and values as well as hierarchies of power. Informed or intuitive choices made by an individual indicate allegiances to particular groups, how those groups are structured hierarchically; and where and how each individual fits into those hierarchies. This is true for the music world as it is true for the world of education.

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