![]() ![]() When on the society site, please use the credentials provided by that society.If you see ‘Sign in through society site’ in the sign in pane within a journal: Many societies offer single sign-on between the society website and Oxford Academic. Society member access to a journal is achieved in one of the following ways: If you cannot sign in, please contact your librarian. ![]() If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.Įnter your library card number to sign in. ![]() Following successful sign in, you will be returned to Oxford Academic.Do not use an Oxford Academic personal account. When on the institution site, please use the credentials provided by your institution.Select your institution from the list provided, which will take you to your institution's website to sign in.Click Sign in through your institution.Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.Ĭhoose this option to get remote access when outside your institution. Typically, access is provided across an institutional network to a range of IP addresses. ![]() If you are a member of an institution with an active account, you may be able to access content in one of the following ways: Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases. It considers the contribution of Jesuit “cultural accommodation” to the hispanization of Filipino music, and also explains the principal reasons for the decline and eventual disuse of many prehispanic musical practices. The chapter critiques early modern ideas about the utilitarian role of music as a colonial weapon, in terms of the intended “pacification” and urbanization of indigenous populations, and their conversion to Christianity. Hispanization in the metropolis is contrasted with its equivalent in the provinces, and the vital role of indigenous teachers as disseminators of hispanized musical practices is discussed. It treats linguistic aspects of transcultural musical pedagogy, and demonstrates the usefulness of vocabularios of Filipino languages in tracing the historical trajectory of musical change. This chapter examines how “hispanization” or transculturation transformed Filipino music in the early modern period, through the absorption and adaptation of certain elements of Hispanic musical practice. ![]()
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