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    THE BUZZ AESTHETIC AND MANDE MUSIC: ACOUSTIC MASKS AND THE TECHNOLOGY OF ENCHANTMENT

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    This article concerns the widespread preference for \u27buzzy\u27 timbres in African traditional musics; and, in particular, the ways in which this preference has been borne out in the Mande region of west Africa. The two main types of buzzing mechanisms in Mande music are metal buzzing rattles, which are attached to the neck or bridge of various string instruments, and mirlitons (vibrating membranes), which are placed over small holes on the resonating gourds of wooden xylophones. Over the last seventy to eighty years, an older and rougher \u27buzz aesthetic\u27 within Mande music has become increasingly endangered, with buzzing largely disappearing from instruments such as the kora and the ngoni in favour of a \u27cleaner\u27, more \u27Western\u27 aesthetic. Considered in a wider cultural context, I discuss the possible origins of the Mande buzz aesthetic and attempt to explore how the incorporation of buzzing sounds within Mande music might be connected to forms of \u27esoteric\u27, \u27supernatural\u27 and spiritual power

    Umngqokolo: Xhosa overtone singing and the song nondel\u27ekhaya

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    This type of gruff singing \u27vocal percussion\u27 is also used by young men in the Lumko district, but there is another kind of umngqokolo - that used by women and girls - which is a form of overtone singing. At the time of writing (1985), Lumko Missiological Institute was situated at Lumko Mission, 12 kilometres south of Lady Frere, which is a small town some 48 kilometres east of the Cape Province town of Queensland. The name "Lumko”, which means \u27wisdom\u27, is in fact the name of the family which once owned Lumko as part of their farm

    African Music: Journal of the International Library of African Music, Vol. 10, No. 3 (2017)

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    KNOWLEDGE TRANSFER: INDIGENOUS AFRICAN MUSIC IN THE SOUTH AFRICAN MUSIC CURRICULUM

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    The need for redress in South African education includes calls for the decolonisation of the curriculum. In music education, this could imply a straight forward swap of content, replacing the \u27hegemonic\u27 Western classical canon with orally transmitted musical traditions in Africa. However, the picture clouds somewhat when the epistemological framework of the discipline of (Western) music is retained for the \u27decolonised\u27 curriculum, as this results in a disjuncture between the practice of African music and the way it is understood on a conceptual level in the curriculum. Drawing on the theories of Basil Bernstein and Karl Maton, this article probes the nature of the knowledge articulated in the South African secondary school, the basis of its specialisation, and its potential to equip students with knowledge that allows boundary crossing

    African Music, Vol. 7, No. 1 (1991)

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    Mama Sejlo singing Wayi jegba (Come and take the golden crown).

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