Volume 67, issue 3 of Ethnomusicology presents the work of authors and reviewers on a variety of topics, theoretical orientations, and methodologies of interest to contemporary ethnomusicologists. The first three articles share a common emphasis on the intersections between music pedagogies, philosophies, and teaching traditional musics. The issue opens with “Teaching Talent: Beginning and/as Method in Two American Violin Studios.” In this essay, Lindsay Wright theorizes the idea of musical beginnings and investigates how concepts of talent shape learning before a young violinist places her bow to her instrument. Wright also draws the readers’ attention to the usefulness of microethnography, which she uses to document and analyze beginning violin lessons. In “Government-Mandated Coolness: Education Policy, the Koto, and Music Teacher Retraining in Japan,” Garrett Groesbeck explores the growing literature and pedagogical practices that ethnomusicologists, K–12 music educators, and performers have developed to teach hōgaku in classroom music in Japan. Groesbeck...
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