Scottish traditional music: identity and the 'carrying stream'

Charles Byrne

    Research output: Chapter in Book/Report/Conference proceedingChapter

    1 Citation (Scopus)

    Abstract

    The aim of this chapter is to describe and analyze the experiences, thoughts, and views of a small group of traditional musicians who are key stakeholders in the continuing transmission of the Scottish music tradition. In addition, comparisons are made between theory-based views and the musical lives and work of the participants.
    LanguageEnglish
    Title of host publicationLearning, Teaching, and Musical Identity
    Subtitle of host publicationVoices across Cultures
    EditorsLucy Green
    Place of PublicationBloomington
    Pages239-251
    Number of pages13
    Publication statusPublished - 3 Jul 2011

    Fingerprint

    Traditional music
    Musicians
    Musical Works
    Stakeholders
    Music
    Musical Life

    Keywords

    • musical identity
    • scottish traditional music
    • higher education
    • music education

    Cite this

    Byrne, C. (2011). Scottish traditional music: identity and the 'carrying stream'. In L. Green (Ed.), Learning, Teaching, and Musical Identity: Voices across Cultures (pp. 239-251). Bloomington .
    Byrne, Charles. / Scottish traditional music : identity and the 'carrying stream'. Learning, Teaching, and Musical Identity: Voices across Cultures. editor / Lucy Green. Bloomington , 2011. pp. 239-251
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    Byrne, C 2011, Scottish traditional music: identity and the 'carrying stream'. in L Green (ed.), Learning, Teaching, and Musical Identity: Voices across Cultures. Bloomington , pp. 239-251.

    Scottish traditional music : identity and the 'carrying stream'. / Byrne, Charles.

    Learning, Teaching, and Musical Identity: Voices across Cultures. ed. / Lucy Green. Bloomington , 2011. p. 239-251.

    Research output: Chapter in Book/Report/Conference proceedingChapter

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    Byrne C. Scottish traditional music: identity and the 'carrying stream'. In Green L, editor, Learning, Teaching, and Musical Identity: Voices across Cultures. Bloomington . 2011. p. 239-251