UNIT 1: Threatened Musical Traditions
WEEK 1
Course Introduction: ‘Cultural Preservation’
§ Reading
• Titon, J. T. (2009a). “Economy, ecology, and music: An introduction”
• Titon, J. T. (2009b). Music and sustainability: An ecological viewpoint.”
WEEK 2
Protection versus Revival
§ Reading
Grant, "Rethinking Safeguarding: Objections and Responses to Protecting and Promoting
Endangered Musical Heritage”
Turino, "Four Fields of Music Making and Sustainable Living"
§ Assignment Due:
WEEK 3
Cultural Policy
§ Reading
Grant, Catherine. (2016). “Music sustainability strategies and interventions”
WEEK 4:
§ Reading
Tan, Sooi Beng. (2008). “Activism in Southeast Asian Ethnomusicology: Empowering Youths
to Revitalize Traditions and Bridge Cultural Barriers.”
§ Assignment Due:
UNIT 2: Applied Ethnomusicology
WEEK 5:
§ Reading
Titon, J. T. and Pettan, S. (2016). “An Introduction to Applied Ethnomusicology”.
§ Assignment Due:
WEEK 6:
§ Reading
o Mackinlay, Elizabeth. (2010). “Big Women from Burulula: An Approach to Advocacy
and Applied Ethnomusicology”
§ Assignment Due:
o Reading Response 1
WEEK 7
§ Reading
Dirksen, Rebecca. (2012). “Reconsidering Theory and Practice in Ethnomusicology: Applying,
Advocating and Engaging Beyond Academia.” Ethnomusicology Review 17.
WEEK 8
Demonstrations
§ In-class Activity:
o Case Study Presentations
UNIT 3: Tourism and Cultural Heritage
WEEK 9
§ Reading
o Diettrich, Brian. 2018. “Ephemerality and Permanence: Situating Performance as
Intangible Cultural Heritage.” In Salvatore, Cecilia Lizama (ed.). Cultural Heritage Care and
Management: Theory and Practice. London: Rowman and Littlefield. p. 17-28.
§ In-class Activity:
o Case Study Presentations
WEEK 10
§ Reading
o Akagawa, Natsuko. (2015). “Intangible Heritage and Embodiment.” In W. Logan, M. N.
Craith, & U. Kockel, A Companion to Heritage Studies (pp. 69-86). Chichester: Wiley
Blackwell.
§ In-class Activity:
o Case Study Presentations
WEEK 11
§ Reading
Livingston, Tamara. 2014. “An Expanded Theory for Revivals as Cosmopolitan Participatory
Music Making.” In Bithell, C., & Hill, J. (eds.), The Oxford handbook of music Revival. (pp. 60-
72). New York: Oxford University Press.
§ In-class Activity:
o Case Study Presentations
WEEK 12
§ Reading
o Tan, Sooi Beng. (2014). “Modernizing Songs of the Forest: Indigenous Communities
Negotiate Tensions of Change in Malaysia.”
§ In-class Activity:
o Case Study Presentations
WEEK 13
§ Reading
o UNESCO. (2016a, November 12). United Nations Educational, Scientific and Cultural
Organisation: Intangible Cultural Heritage. Darangen Epic. Retrieved from United
Nations Educational, Scientific and Cultural Organisation web site:
https://ich.unesco.org/en/RL/darangen-epic-of-the-maranao-people-of-lake-lanao-
00159
Unit 4: Sound, Place and Space
WEEK 14
§ Reading
o Timothy, Dallen J. 2011. Cultural Heritage and Tourism: An Introduction. Bristol: Channel
New Publishers.
WEEK 15
§ Reading:
o Salvatore, Cecilia Lizama, ed. 2018. Cultural Heritage Care and Management: Theory and
Practice. London: Rowman and Littlefield.
§ Assignment Due:
o Reading Response 3
WEEK 16
§ Reading
o Ruggles, Fairchild. D., & Silverman, Helaine. 2008. Cultural Heritage and Human Rights.
United States of America: Springer.
§ Assignment Due:
o Social Justice Playlist
Week 17、18
Thematic self-directed learning (inquiry and practice).
Imagination, planning, and practice of interdisciplinary music learning (written report) (2 weeks).