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Cultural Life and Institutions

The diverse and vital cultural life of the United States is evidenced by the many concert halls and performing arts centers across the nation, the technical mastery and variety of contemporary dance companies, the creativity of American novelists, poets, sculptors, painters, and filmmakers, and modern American architecture's search for many bold new directions.

A number of trends in American cultural life seemed to be running side by side in the 1980s and early 1990s. Increased audiences and greater popularity for the arts led to a new level of energy and health; and perhaps also, as in the case of Broadway theater and of painting, to more pronounced commercialism, or, as in the case of dance, to some reluctance to experiment on the part of companies grown large and successful. Support of the arts by the federal and state governments, traditionally low in the United States, increased substantially during the 1970s. For instance, federal government support for theaters grew from $2.7 million in 1972 to $13.4 million in 1979; support for museums, from $4.1 million to $25.8 million in the same period. With the de-emphasis on federal government spending in the 1980s and 1990s, however, artists and cultural institutions turned more to private benefactors, foundations, and the marketplace. Corporate support for the arts through direct grants increased from $108.7 million in 1980 to $243.6 million in 1992. State arts agencies' budgets in 1990 totaled $292 million.

Performing Arts

The first European settlers in North America brought their native music with them. The first American symphony orchestra, the Philharmonic Society of New York, was established in 1842; the first classes in a music conservatory were held at Oberlin College in 1865. In the 20th century major American composers such as Charles Ives, Virgil Thomson, Aaron Copland, George Gershwin, Leonard Bernstein, and John Cage won international fame. Gospel music, the blues, and jazz were African-American creations. Jazz gained worldwide attention through performers such as Louis Armstrong, Billie Holiday, Duke Ellington, and Miles Davis. See American Music; Popular Music.

Major symphony orchestras in the 1990s included the Atlanta Symphony Orchestra, Boston Symphony Orchestra, Chicago Symphony Orchestra, Cleveland Orchestra, Los Angeles Philharmonic, New York Philharmonic, Philadelphia Orchestra, St. Louis Symphony Orchestra, and San Francisco Symphony. In addition to these large orchestral ensembles, a growing number of chamber groups such as the Juilliard String Quartet, Guarneri String Quartet, and Kronos Quartet were flourishing in universities and communities throughout the country. Major opera companies served dozens of cities. Leading organizations included the Metropolitan Opera of New York City, the New York City Opera, the Lyric Opera of Chicago, the San Francisco Opera, the Washington Opera, the Santa Fe Opera Company, and the Houston Grand Opera. See Opera.

The New York City Ballet and the American Ballet Theatre, both founded in the 1930s, exert an important creative influence on contemporary American dance. Other major groups include the traveling companies of Merce Cunningham and Paul Taylor, the San Francisco Ballet, the Joffrey Ballet in New York City, Dance Theatre of Harlem, the Alvin Ailey American Dance Theater, the Tulsa Ballet, the Boston Ballet, and the Pennsylvania Ballet in Philadelphia. Dance audiences have burgeoned in recent decades, and numerous smaller, experimental companies exist. Well-known choreographers in the United States within recent decades include George Balanchine, Jerome Robbins, Merce Cunningham, Twyla Tharp, Katherine Dunham, Alvin Ailey, and Mark Morris. See Dance; Popular and Social Dance.

Drama in the United States in the 1980s continued to experience an audience boom that began in the mid-1970s. Broadway shows in New York City relied heavily on revivals, long-running shows, and stage spectaculars in addition to new plays. Theaters are concentrated most heavily in America's largest cities, but professional as well as amateur companies are also active across the country. Prominent experimental groups included The New York Shakespeare Festival, founded in 1954 by Joseph Papp; La Mama, Etc., Experimental Theatre Club, founded in 1962 by Ellen Stewart; several companies in Los Angeles and San Francisco; and the Guthrie Theatre Company in Minneapolis. Arthur Miller, Edward Albee, Neil Simon, John Guare, August Wilson, Lorraine Hansberry, Sam Shepard, and David Mamet are among the best-known contemporary playwrights. Musical comedies, although not uniquely an American invention, have flourished in the United States under the influence of a number of creative teams, including Richard Rodgers and Oscar Hammerstein II, and Alan Jay Lerner and Frederick Loewe.

Literature

The first major American novelist was James Fenimore Cooper, with The Last of the Mohicans (1826), The Prairie (1827), and other works about the frontier. The romantic period of American literature, from about 1830 to 1865, introduced important novelists such as Nathaniel Hawthorne, author of The Scarlet Letter (1850) and The House of the Seven Gables (1851), in which he probed New England's Puritan heritage; and Herman Melville, author of Moby-Dick (1851), a complex and poetic novel of the sea. Uncle Tom's Cabin (1852) by Harriet Beecher Stowe became a best-seller and a vehicle for anti-slavery sentiments.

Realism, prominent in American literature from the close of the Civil War until about the beginning of the 20th century, was the product of a new mass audience and the experience of industrialization. Major figures of this time included a diverse collection of writers, including the humorist Mark Twain, with his classic tales of boyhood Tom Sawyer (1876) and Huckleberry Finn (1884); and Henry James, a stylistic innovator whose works, such as The Portrait of a Lady (1881) and The Ambassadors (1903), were landmarks in the development of the novel.

Theodore Dreiser, whose Sister Carrie (1900) and An American Tragedy (1925) describe in an awkward but compelling style how spiritually empty industrial America had become, marked the new age of naturalism, which ran until about 1930. This was a rich period of American letters; important novelists of this period included Edith Wharton (Ethan Frome, 1911; The Age of Innocence, 1920); Willa Cather (O Pioneers!, 1913; My аntonia, 1918); F. Scott Fitzgerald (The Great Gatsby, 1925); Sinclair Lewis (Main Street, 1920; Babbitt, 1922), the first American Nobel Prize winner in literature, 1930; Ernest Hemingway, also a Nobel Prize winner, 1954, noted for his terse, carefully crafted prose in works such as The Sun Also Rises (1926), and A Farewell to Arms (1929); Zora Neale Hurston, a novelist and folklorist (Their Eyes Were Watching God, 1937); Richard Wright (Native Son, 1940; Black Boy, 1945); and William Faulkner, whose innovative techniques and thoughtful characterizations in such novels as The Sound and the Fury (1929), Light in August (1932), and Absalom, Absalom! (1936) won him the Nobel Prize in 1949. Modernist Gertrude Stein (The Making of Americans, 1925; Everybody's Autobiography, 1936) experimented radically with language, following the example of impressionist painters.

Hemingway and Faulkner remained leading writers into the 1950s; they were joined by John Steinbeck (The Grapes of Wrath, 1939; Nobel Prize, 1962), Robert Penn Warren (All the King's Men, 1946), James Jones (From Here to Eternity, 1951), James Baldwin (Go Tell It on the Mountain, 1953), Norman Mailer (The Naked and the Dead, 1948; The Executioner's Song, 1979), and Vladimir Nabokov (Lolita, 1955; Pale Fire, 1962). Novelists of contemporary note include Flannery O'Connor (Wise Blood, 1952); Carson McCullers (The Heart Is a Lonely Hunter, 1940); Eudora Welty (The Ponder Heart, 1954; The Optimist's Daughter, 1969), well known also for her short stories; Saul Bellow (The Adventures of Augie March, 1953; Humboldt's Gift, 1975; Nobel Prize, 1976); Kurt Vonnegut, Jr. (Slaughterhouse-Five, 1969); John Updike (Rabbit, Run, 1960); Maxine Hong Kingston (The Woman Warrior, 1976); Louise Erdrich (Love Medicine, 1984); Toni Morrison (Beloved, 1987; Nobel Prize, 1993); and Alice Walker (The Color Purple, 1982).

Distinctive American poetry first appeared in the 19th century, with the musical and highly rhythmic works of Edgar Allan Poe, the experimental democratic chant of Walt Whitman (Leaves of Grass, 1855), and the tightly wrought lyrical verse of Emily Dickinson. Modern American poetry began in the early 20th century with the lyrics and dramatic poems of the New England poet Robert Frost; the Cantos of Ezra Pound, the founder of imagism; the prairie realism of Carl Sandburg; and The Waste Land (1922) and other revolutionary works by the American-born English poet T.S. Eliot, who won the Nobel Prize in 1948. Modern American poetry has continued to be enriched by such gifted poets as Wallace Stevens, William Carlos Williams, Marianne Moore, Louise Bogan, Langston Hughes, Gwendolyn Brooks, Ntozake Shange, Elizabeth Bishop, Anne Sexton, Denise Levertov, Robert Lowell, Allen Ginsberg, Howard Nemerov, Richard Wilbur, and Adrienne Rich.

Motion Pictures

Hollywood, an unincorporated district within Los Angeles, has been one of the most influential and productive international motion picture capitals. The article Motion Pictures, History of describes the many influential films, directors, and stars of American cinema.

Contemporary trends in motion pictures in the United States include a trend toward escapism, with movies bent on capturing mass audiences and emphasizing imaginative production techniques rather than content; and an opposing trend toward the use of film as a medium of social criticism or artistic expression for more sophisticated audiences. Recent film stars, such as Jack Nicholson, Dustin Hoffman, Robert De Niro, Meryl Streep, Denzel Washington, and Jodie Foster, have tended to be less glamorous (or less glamorously presented) and to portray characters more humanly flawed than their classic Hollywood predecessors, such as Cary Grant, Gary Cooper, and Marilyn Monroe. Other recent trends are the upsurge in the production of American documentary films; films written, produced, and directed by women and people of color; and independent films.

Architecture

During the colonial period and the early years of the United States, American architecture in the main followed the trends of British architecture. The first true American contribution to international architecture was the skyscraper, pioneered in Chicago in the late 19th century by architects such as Louis Henri Sullivan. Subsequent developments incorporated European modernism to produce the box-shaped, glass-curtain-wall skyscraper common in American cities from the 1950s into the 1980s, and first exemplified by the Secretariat Building of the United Nations in New York City. In the 1980s new forms emerged that borrowed stylistic elements freely and eclectically from various periods in the history of architecture, incorporating them into buildings that also made use of the newest technology. Examples of this so-called postmodern architecture included the AT&T Building in New York City, a skyscraper designed by Philip C. Johnson and topped with a pediment; and the Public Office Building by Michael Graves in Portland, Oregon, which incorporated romantic and classical elements.

Art

Portraits were the first paintings to be produced in significant numbers in America, including those of famous historical figures by John Singleton Copley in the 18th century. Landscape paintings, such as those of Asher B. Durand of the Hudson River school and the dramatic seascapes of Winslow Homer, were prominent during the 19th century. Thomas Eakins achieved a striking realism in his portraits toward the end of that century.

European modernism was introduced into the United States at the Armory Show in 1913. This exposition of international art, which opened in New York City and traveled to Chicago and Boston, was seen by more than 250,000 Americans. Armory Show ideas influenced many American artists, such as John Marin and Georgia O'Keeffe, and became embodied in the collections and philosophy of the Museum of Modern Art, founded in 1929 in New York City. Following World War II (1939-1945), New York supplanted Paris as the leading center of the art world; innovative painting exhibited and often produced there has included works by the abstract expressionist painters Willem de Kooning, Jackson Pollock, Mark Rothko, and Robert Motherwell and the sculptor David Smith; and by the pop art painters Andy Warhol and Roy Lichtenstein and sculptor George Segal.

Museums

Many works by leading American artists can be viewed in major American art museums, such as the Museum of Modern Art in New York City, which has come to represent the ⌠establishment■ in modern art; the Hirshhorn Museum and Sculpture Garden in Washington, D.C., which also houses modern art; and the San Francisco Museum of Modern Art. Museums that house extensive collections of art objects, paintings, and sculpture from all parts of the world from prehistory to the present include the Metropolitan Museum of Art in New York City, the Art Institute of Chicago, the Museum of Fine Arts in Boston, the M. H. de Young Fine Arts Museum in San Francisco, the Philadelphia Museum of Art, and the Museum of Fine Arts in Houston.

The United States has more than 7000 museums, including many historical, science, and art museums. Among the more prominent U.S. museums of science are the American Museum of Natural History in New York City; the Smithsonian Institution in Washington, D.C.; the Field Museum and the Museum of Science and Industry, both in Chicago; the Academy of Natural Sciences of Philadelphia; the Maryland Academy of Sciences in Baltimore; and the Natural History Museum of Los Angeles County. Although the states of New York, California, Massachusetts, Texas, Pennsylvania, and Ohio contain more than one-third of the museums in the United States, museums are nevertheless spread across the country, particularly historic buildings that have opened their doors. For more information on museums and historical sites contained in a particular state, see the articles on individual states.

Libraries

In 1992 the United States had more than 31,850 libraries. Approximately 48 percent of these were public libraries and their branches, and 4620 were college and university libraries. Foremost among American libraries is the Library of Congress in Washington, D.C. Other libraries with vast collections include the public libraries of New York City, Los Angeles, Boston, Philadelphia, Baltimore, and Portland, Oregon, and the libraries at academic institutions such as Harvard University, Stanford University, Yale University, the University of Michigan, Columbia University, the University of California at Berkeley, and the University of Texas at Austin. Many of these libraries contain special and rare book collections, such as those of the New York Public Library's Schomburg Center for Research in Black Culture; other noted collections include those of the Huntington Library in San Marino, California; the Pierpont Morgan Library in New York City; and the Folger Shakespeare Library in Washington, D.C.

Education and Culture

In the United States, education, cultural activities, and the communications media exert a tremendous influence on the lives of individuals. Through these means, knowledge and cultural values are generated, transmitted, and preserved from one generation to the next.

In most of the United States, illiteracy has been virtually eliminated. However, census estimates suggest that 2.4 percent of the population over age 25 is functionally illiterate, that is, they are unable to read and write well enough to meet the demands of everyday life. More of the population has received more education than ever before. Among Americans aged 25 and older in 1993, about four-fifths had completed high school, as compared with only about one-fourth as recently as 1940. In 1993 nearly 22 percent of the population had completed four or more years of college. This same trend toward increased accessibility and usage applies to America's cultural institutions, which have continued to thrive despite a troubled economy.

Education

In the United States, education is offered at all levels from prekindergarten to graduate school by both public and private institutions. Elementary and secondary education involves 12 years of schooling, the successful completion of which leads to a high school diploma. Although public education can be defined in various ways, one key concept is the accountability of school officials to the voters. In theory, responsibility for operating the public education system in the United States is local. In fact, much of the local control has been superseded, and state legislation controls financing methods, academic standards, and policy and curriculum guidelines. Because public education is separately developed within each state, variations exist from one state to another. Parallel paths among states have developed, however, in part because public education is also a matter of national interest.

Public elementary and secondary education is supported financially by three levels of government≈local, state, and federal. Local school districts often levy property taxes, which are the major source of financing for the public school systems. One of the problems that arises because of the heavy reliance on local property tax is a disparity in the quality of education received by students. Rich communities can afford to pay more per student than poorer communities; consequently, the disparity in wealth affects the quality of education received. Some states have taken measures to level this imbalance by distributing property tax collections to school districts based on the number of students enrolled.

When public education was established in the American colonies in the mid-17th century, it was viewed by many as an instrument that would break down the barriers of social class and prejudice. Public schools were intended for all creeds, classes, and religions. In addition to the development of individuals, public schools were to promote social harmony by equalizing the conditions of the population.

Most students attended private schools, however, until well into the 19th century. Then, in the decades before the American Civil War (1861-1865), a transition took place from private to public school education. This transition was to provide children of all classes with a free education. The idea of free public education did, however, encounter opposition. The nonwhite population, which consisted primarily of blacks, was either totally denied an education or allowed to attend only racially segregated schools.

School Segregation

Before the Civil War, public school segregation was common both in the South and in the North. In every southern state except Kentucky and Maryland, laws existed that forbade the teaching of reading and writing to slaves.

In 1867, after the end of the Civil War, schools for blacks began to be established in various parts of the South. For nearly a century, until 1954, most education facilities in the southern states remained racially segregated by state laws. Not only were schools segregated, but, in schools for blacks, the physical conditions and facilities were poor, transportation to such schools was meager or nonexistent, and expenditures per black pupil fell below those per white pupil.

In the northern states during this same period, most black children also attended separate schools. Sometimes this was the result of state laws; more often it was the result of policy decisions, either officially acknowledged or clandestine. Examples of the latter are gerrymandered school districts and pupil transfer systems. The result, in the South and the North, was a dual system of education for blacks and whites.

In 1954 the Supreme Court of the United States declared racial segregation in schools illegal, in its landmark Brown v. Board of Education of Topeka decision. Since then progress has been made toward desegregation; however, widespread de facto segregation still exists today in both suburban and urban areas. In the late 1980s more than 60 percent of black and Hispanic American students attended schools where minority group enrollment constituted over 50 percent of the total. In some large cities, either because of residential patterns or because of an intent to segregate schools, entire school districts are still segregated. Some districts have attempted the busing of pupils to help achieve integration, but this has proved generally unpopular and unworkable. Thus, the right to a desegregated education remains more theoretical than real for many children.

Elementary and Secondary Enrollments

In 1993 some 59,680 public elementary and 19,995 public secondary schools were in operation in the United States, in addition to 4826 special-purpose or combined schools. Enrollment in public schools in 1993 totaled about 31 million elementary pupils and about 11.7 million secondary students. In addition, private elementary and secondary schools together enrolled about 4.9 million students in 1991. The largest system of private education in the United States is that of the Roman Catholic church, with some 2.6 million students in 1991. In public schools, the average expenditure per pupil in the United States in 1993 was about $5574, ranging from a low of about $3218 in Utah to a high of about $9712 in New Jersey.

Higher Education

The first American colleges were small and attended by an aristocratic student body. The earliest institutions were established in the United States between the mid-17th and mid-18th centuries: Harvard University (1636), the College of William and Mary (1693), Yale University (1701), the University of Pennsylvania (1740), Princeton University (1746), Columbia University (1754), Brown University (1764), Rutgers University (1771), and Dartmouth College (1769). These private institutions initially prepared students for careers in theology, law, medicine, and teaching≈a curriculum too narrow for a country experiencing a rapid expansion of its territory, industry, and industrial population.

An important development occurred in 1862, when President Abraham Lincoln signed the Morrill Act (see Land-Grant Colleges), which donated public lands to the several states and territories to provide colleges with the resources necessary to teach such branches of learning as agriculture and the mechanical arts. The Morrill Act was designed to promote the liberal and practical education of the new industrial population. Based on the act, each state was granted 12,141 hectares (30,000 acres) of federal land for each member it had in Congress. In addition to creating colleges, the Morrill Act extended education to groups that would benefit from higher education regardless of financial background and greatly accelerated the admission of women to institutions of higher learning. Some of the larger institutions that were established or expanded as a result of the Morrill Act include the University of Arizona (1885), the University of California at Berkeley (1868), the University of Florida (1853), the University of Illinois (1867), Purdue University (1865), the University of Maryland (1807), Michigan State University (1855), Ohio State University (1870), Pennsylvania State University (1855), and the University of Wisconsin (1849).

Higher education, like elementary and secondary education, has historically been racially segregated in the United States. Before 1954 most blacks gained access to higher education only by attending colleges and universities established for blacks, nearly all of which were located in the southern states. With the gradual dissolution of most traditional racial barriers, more and more blacks enrolled in institutions where whites made up the majority of the student body. By 1990 only about 17 percent of all black students were enrolled in the 105 historically black colleges and universities.

Accreditation

A unique feature of higher education in the United States is the device known as accreditation, which includes voluntary self-evaluation by a school and appraisal by a group of its peers. This process operates through nationally recognized accrediting agencies and associations and certain state bodies. These agencies or associations have established educational criteria to evaluate institutions in terms of their own objectives and to ascertain whether programs of educational quality are being maintained. They provide institutions with continued stimulus for improvement, to ensure that accredited status may serve as an authentic index of educational quality.

Costs of Higher Education

The cost of higher education varies by type of institution. Tuition is highest at private four-year institutions, and lowest at public two-year institutions. The private four-year colleges nearly quadrupled their average tuition rates between 1975 and 1990. For private four-year colleges, tuition and fees for the 1992-1993 academic year averaged about $13,043, compared with about $2827 at public four-year colleges. The cost of attending an institution of higher education includes not only tuition and fees, however, but also books and supplies, transportation, personal expenses and, sometimes, room and board. Although tuition and fees generally are substantially lower at public institutions than at private ones, the other student costs are about the same. The average cost for tuition, fees, and room and board for the 1992-1993 academic year at private four-year colleges was about $18,892. At public four-year colleges the average combined cost was about $6449.

Enrollment Trends

In 1992 about 62.1 million people were enrolled in elementary and secondary schools and institutions of higher education, about 1.1 million more than the number enrolled in 1975.

Nursery school enrollment increased sharply between 1970 and 1992, from about 1.1 million to about 2.9 million children. This rise in nursery school enrollment may have occurred because of the increasingly recognized value of preprimary education as well as the growth in employment outside the home of women with young children. College and university enrollment also increased substantially, from some 8.6 million students in 1970 to 14.5 million in 1992. The increase in enrollment in institutions of higher education was primarily due to the growth in attendance by women. Of the total school enrollment in 1992, whites constituted about 83 percent, blacks about 10 percent, and Hispanic Americans (who may be of any race) about 7 percent.

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дБЕ ЛНЦСВХЕ ЦНПМШЕ ЦПЪДШ РЪМСРЯЪ МЮ БНЯРНЙЕ Х ГЮОЮДЕ яНЕДХМЕММШУ ьРЮРНБ юЛЕПХЙХ - ЩРН юООЮКЮВХ Х яЙЮКХЯРШЕ ЦНПШ, БУНДЪЫХЕ Б ЦНПМСЧ ЯХЯРЕЛС йНПДХКЭЕП. юООЮКЮВХ МЕБШЯНЙХ Х КЕЯХЯРШ, яЙЮКХЯРШЕ ЦНПШ ГМЮВХРЕКЭМН БШЬЕ Х ЛЕЯРЮЛХ ОНДМХЛЮЧРЯЪ МЮ 4 000 Х АНКЕЕ ЛЕРПНБ МЮД СПНБМЕЛ ЛНПЪ. лЕФДС ДБСЛЪ ЩРХЛХ ЦНПМШЛХ УПЕАРЮЛХ ОПНЯРХПЮЕРЯЪ НАЬХПМЮЪ БМСРПЕММЪЪ ПЮБМХМЮ. яЕБЕПМЮЪ Х ЖЕМРПЮКЭМЮЪ ЕЕ ВЮЯРХ ХГБЕЯРМШ ОНД МЮГБЮМХЕЛ яПЕДМЕЦН гЮОЮДЮ.

нЦПНЛМШЕ ОКНЫЮДХ ЩРНИ ПЮБМХМШ ГЮМХЛЮЧР ОКНДНПНДМШЕ ОЮУНРМШЕ ГЕЛКХ, НПНЬЮЕЛШЕ ЦКЮБМШЛХ ПЕЙЮЛХ яью - лХЯЯХЯХОХ, лХЯЯСПХ Х нЦЮИН. щРХ ПЕЙХ ЪБКЪЧРЯЪ ВЮЯРЭЧ ЦХДПНЦПЮТХВЕЯЙНИ ЯХЯРЕЛШ, Б ЙНРНПСЧ БУНДЪР Х ОЪРЭ бЕКХЙХУ НГЕП, ПЮЯОНКНФЕММШУ МЮ ЯЕБЕПН-БНЯРНЙЕ ЯРПЮМШ. кЕЯМШЕ ЛЮЯЯХБШ ОНЙПШБЮЧР ЯЕБЕПМШЕ ПЮИНМШ яью Х ВЮЯРХВМН - ЯЕБЕПН-ГЮОЮДМНЕ рХУННЙЕЮМЯЙНЕ ОНАЕПЕФЭЕ, яПЕДМХИ гЮОЮД, ЯЕБЕПН-БНЯРНВМШЕ ПЮИНМШ ЯРПЮМШ Х юКЪЯЙС.

оНВРХ РПЕРЭ юКЪЯЙХ КЕФХР ГЮ оНКЪПМШЛ ЙПСЦНЛ, ЦДЕ РЕЛОЕПЮРСПЮ БНГДСУЮ ГХЛНИ НОСЯЙЮЕРЯЪ ДН 60 ЦПЮДСЯНБ МХФЕ МСКЪ МН жЕКЭЯХЧ. мЮБНДМЕМХЪ Х ЯХКЭМШЕ ЯЛЕПВХ, РНПМЮДН, - МЕПЕДЙХЕ ЪБКЕМХЪ МЮ яПЕДМЕЛ гЮОЮДЕ. дКЪ БЯЕУ чФМШУ ЬРЮРНБ УЮПЮЙРЕПМШ ФЮПЙНЕ КЕРН Х ЛЪЦЙЮЪ ХКХ ДЮФЕ РЕОКЮЪ ГХЛЮ. мЮ ЧЦН-БНЯРНЙЕ ЯРПЮМШ ЙКХЛЮР БКЮФМШИ, Ю МЮ ЧЦН-ГЮОЮДЕ, Б ПЮИНМЕ ОСЯРШМЭ, ЯСУНИ. б ЬРЮРЕ цЮБЮИХ, ЙНРНПШИ МЮУНДХРЯЪ Б рХУНЛ НЙЕЮМЕ ДЮКЕЙН НР ЙНМРХМЕМРЮ, РПНОХВЕЯЙХИ ЙКХЛЮР.

щйнмнлхйю

"юЛЕПХЙЮМЯЙХИ АХГМЕЯ - ЩРН АХГМЕЯ", - ЯЙЮГЮК Б 1925 ЦНДС ОПЕГХДЕМР йЮКБХМ йСКХДФ. рН ФЕ ЯЮЛНЕ НМ ЛНЦ АШ ЯЙЮГЮРЭ Х ЯЕЦНДМЪ. яНЕДХМЕММШЕ ьРЮРШ юЛЕПХЙХ (яью) НАКЮДЮЧР ЙНКНЯЯЮКЭМНИ ЩЙНМНЛХВЕЯЙНИ ЯХКНИ Х ГЮМХЛЮЧР ОЕПБНЕ ЛЕЯРН Б ЛХПЕ МН ОПНХГБНДЯРБС ОПНЛШЬКЕММШУ РНБЮПНБ. мЕЯЛНРПЪ МЮ ЩРН, ЯЮЛШИ АНКЭЬНИ ДНУНД ЦНЯСДЮПЯРБС ОПХМНЯЪР ОПЕДОПХЪРХЪ ЯТЕПШ НАЯКСФХБЮМХЪ (МЕ ОПНХГБНДЪЫХЕ МХЙЮЙХУ РНБЮПНБ) - РН ЕЯРЭ ЛЕДХЖХМЮ, РНПЦНБКЪ, АЮМЙНБЯЙНЕ ДЕКН, ЯРПЮУНБШЕ ЙНЛОЮМХХ Х ОП.

яью ПЮЯОНКЮЦЮЧР НЦПНЛМШЛХ ОПХПНДМШЛХ ПЕЯСПЯЮЛХ, Б РНЛ ВХЯКЕ ГЮКЕФЮЛХ ОНКЕГМШУ ХЯЙНОЮЕЛШУ Х ГЮОЮЯЮЛХ ОПЕЯМНИ БНДШ. кЕЯМШЕ ЛЮЯЯХБШ яью НАЕЯОЕВХБЮЧР ЯРПЮМС ЯРПНХРЕКЭМШЛ КЕЯНЛ, Ю ЛМНЦНВХЯКЕММШЕ ПЕЙХ ЯКСФЮР ХЯРНВМХЙЮЛХ ЩКЕЙРПНЩМЕПЦХХ.

яЕКЭЯЙНЕ УНГЪИЯРБН ОПХМНЯХР ЯРПЮМЕ ЛЕМЭЬХИ ДНУНД, ВЕЛ ОПНЛШЬКЕММНЕ ОПНХГБНДЯРБН Х ЯТЕПЮ НАЯКСФХБЮМХЪ, МН БЯЕ ПЮБМН ХЛЕЕР НЦПНЛМНЕ ГМЮВЕМХЕ ДКЪ ЩЙНМНЛХЙХ яью. б НРКХВХЕ НР ДПСЦХУ ЯРПЮМ, ГЮЙСОЮЧЫХУ ОПНДНБНКЭЯРБХЕ ДКЪ РНЦН, ВРНАШ ОПНЙНПЛХРЭ ЯБНЕ МЮЯЕКЕМХЕ, яью ОПЮЙРХВЕЯЙХ ОНКМНЯРЭЧ НАЕЯОЕВХБЮЧР ЯЕАЪ. яЮЛШЕ БЮФМШЕ ГЕЛКЕДЕКЭВЕЯЙХЕ ПЮИНМШ ЯРПЮМШ МЮУНДЪРЯЪ МЮ яПЕДМЕЛ гЮОЮДЕ. йЮМГЮЯ ОНКСВХК МЮГБЮМХЕ "ФХРМХЖЮ ЯРПЮМШ", ОНЯЙНКЭЙС ЩРН НЯМНБМНИ ПЮИНМ БШПЮЫХБЮМХЪ ОЬЕМХЖШ.

щЙНМНЛХЙЮ яью Б АНКЭЬНИ ЯРЕОЕМХ НЯМНБЮМЮ МЮ ЯБНАНДМШУ ПШМНВМШУ НРМНЬЕМХЪУ, ОПХ ЙНРНПШУ ПЮГКХВМШЕ ЙНЛОЮМХХ ЙНМЙСПХПСЧР МЮ ПШМЙЕ ЯАШРЮ.

мюяекемхе

яНЕДХМЕММШЕ ьРЮРШ юЛЕПХЙХ ВЮЯРН СОНДНАКЪЧР РХЦЕКЧ, Б ЙНРНПНЛ ЯЛЕЬЮКХЯЭ ПЮГМШЕ ЙНЛОНМЕМРШ - ОПЕДЯРЮБХРЕКХ ЯЮЛШУ ПЮГМШУ МЮЖХНМЮКЭМНЯРЕИ - Х НАПЮГНБЮКХ ЕДХМСЧ МЮЖХЧ. гДЕЯЭ ФХБСР КЧДХ ЕБПНОЕИЯЙНЦН, ЮТПХЙЮМЯЙНЦН Х ЮГХЮРЯЙНЦН ОПНХЯУНФДЕМХЪ, Ю РЮЙФЕ ОНРНЛЙХ ЙНПЕММШУ НАХРЮРЕКЕИ юЛЕПХЙЮМЯЙНЦН ЙНМРХМЕМРЮ. мЮПЪДС Я ЯХКЭМШЛ ВСБЯРБНЛ ПНДХМШ ЛМНЦХУ ЮЛЕПХЙЮМЖЕБ НРКХВЮЕР ФЕКЮМХЕ ЯНУПЮМХРЭ РПЮДХЖХХ ЯБНХУ ОПЕДЙНБ. б ЦНПНДЮУ ЖЕКШЕ ЦНПНДЯЙХЕ ЙБЮПРЮКШ БШЦКЪДЪР, ЙЮЙ "ЦНПНД Б ЦНПНДЕ", Х НРПЮФЮЧР ФХГМЕММШИ СЙКЮД РНЦН ХКХ ХМНЦН МЮПНДЮ. уНРЪ АНКЭЬХМЯРБН ФХРЕКЕИ юЛЕПХЙХ ЦНБНПХР МЮ ЮМЦКХИЯЙНЛ, Б МЮЬХ ДМХ Б ЯРПЮМЕ ЬХПНЙН ПЮЯОПНЯРПЮМЕМ ХЯОЮМЯЙХИ ЪГШЙ. йЮФДШИ ДЕЯЪРШИ ЮЛЕПХЙЮМЕЖ ПНДНЛ ХГ ХЯОЮМН-ЪГШВМНИ ЯРПЮМШ - МЮОПХЛЕП, лЕЙЯХЙХ ХКХ оСЩПРН-пХЙН. рПХ ВЕРБЕПРХ МЮЯЕКЕМХЪ ФХБЕР Б ЙПСОМШУ ЦНПНДЮУ, ЛМНЦХЕ ХГ ЙНРНПШУ, НЯНАЕММН МЮ ЧЦЕ Х ГЮОЮДЕ, ОПНДНКФЮЧР ПЮГБХБЮРЭЯЪ. юЛЕПХЙЮМЖШ ХЛЕЧР ОПЮБН ХЯОНБЕДНБЮРЭ КЧАШЕ ПЕКХЦХНГМШЕ САЕФДЕМХЪ.

яБНАНДЮ БЕПНХЯОНБЕДЮМХЪ МЮПЪДС ЯН ЯБНАНДНИ ЯКНБЮ ОПЕДСЯЛНРПЕМЮ Б йНМЯРХРСЖХХ. йНМЯРХРСЖХЪ НОПЕДЕКЪЕР РЮЙФЕ ЯРПСЙРСПС БКЮЯРХ ЦНЯСДЮПЯРБЮ. йЮФДШИ ЬРЮР ОНЯШКЮЕР ЯБНХУ ОПЕДЯРЮБХРЕКЕИ Х ЯЕМЮРНПНБ Б йНМЦПЕЯЯ, ЙНРНПШИ ГЮЯЕДЮЕР Б бЮЬХМЦРНМЕ. йНМЦПЕЯЯ ОПХМХЛЮЕР ГЮЙНМШ, МН ОПЕГХДЕМР яью ЛНФЕР ЮММСКХПНБЮРЭ ХУ, ЕЯКХ ЕЦН ОНДДЕПФХБЮЕР НОПЕДЕКЕММНЕ ЙНКХВЕЯРБН ВКЕМНБ йНМЦПЕЯЯЮ.

хярнпхъ

оЕПБШЛХ НАХРЮРЕКЪЛХ ЩРХУ ГЕЛЕКЭ АШКХ ЙНПЕММШЕ ЮЛЕПХЙЮМЖШ - ХМДЕИЖШ. нМХ ФХКХ ГДЕЯЭ ГЮ 40 000 КЕР ДН ОПХАШРХЪ МЮ ЙНМРХМЕМР ЕБПНОЕИЖЕБ Б XVI БЕЙЕ. й XVIII БЕЙС АПХРЮМЯЙХЕ ОНЯЕКЕМЖШ НЯМНБЮКХ 13 ЙНКНМХИ МЮ БНЯРНВМНЛ ОНАЕПЕФЭЕ юЛЕПХЙХ, ЙНРНПШЛХ СОПЮБКЪКЮ аПХРЮМХЪ.

йНЦДЮ ЙНКНМХХ БНЯЯРЮКХ ОПНРХБ АПХРЮМЯЙНЦН БКЮДШВЕЯРБЮ, МЮВЮКЮЯЭ БНИМЮ Я аПХРЮМХЕИ ГЮ МЕГЮБХЯХЛНЯРЭ (1775-1783). йНКНМХХ ОНАЕДХКХ Б ЩРНИ БНИМЕ Х ЯРЮКХ МЕГЮБХЯХЛШЛ ЦНЯСДЮПЯРБНЛ. рЮЙ ОНЪБХКХЯЭ МЮ ЯБЕР яНЕДХМЕММШЕ ьРЮРШ юЛЕПХЙХ. б 1787 ЦНДС АШКЮ ОПХМЪРЮ йНМЯРХРСЖХЪ ЯРПЮМШ, ЙНРНПЮЪ ДЕИЯРБСЕР ДН ЯХУ ОНП.

б МЮВЮКЕ XIX БЕЙЮ РШЯЪВХ ОЕПЕЯЕКЕМЖЕБ ДБХМСКХЯЭ МЮ ГЮОЮД, Х ЦПЮМХЖШ ЯРПЮМШ ЯРЮКХ ЯРПЕЛХРЕКЭМН ПЮЯЬХПЪРЭЯЪ. лЕФДС ХМДСЯРПХЮКЭМШЛ яЕБЕПНЛ Х ЮЦПЮПМШЛ чЦНЛ НАНЯРПХКХЯЭ ОПНРХБНПЕВХЪ. чЦ БШЯРСОЮК ГЮ АНКЭЬСЧ ЯЮЛНЯРНЪРЕКЭМНЯРЭ НРДЕКЭМШУ ЬРЮРНБ Х ОПЮБН ХЯОНКЭГНБЮРЭ РПСД ВЕПМНЙНФХУ ПЮАНБ. я 1861 ОН 1865 ЦНД ЛЕФДС чФМШЛХ Х яЕБЕПМШЛХ ЬРЮРЮЛХ ЬКЮ цПЮФДЮМЯЙЮЪ БНИМЮ. яЕБЕП НДЕПФЮК ОНАЕДС, Х ПЮАЯРБН МЮЙНМЕЖ АШКН НРЛЕМЕМН.

й XIX БЕЙС БЯЪ РЕППХРНПХЪ ЯРПЮМШ АШКЮ ГЮЯЕКЕМЮ КЧДЭЛХ, ОПХЕУЮБЬХЛХ ЯН БЯЕЦН ЛХПЮ. мЕСЙКНММШИ ПНЯР МЮЯЕКЕМХЪ ЯОНЯНАЯРБНБЮК ОПЕБПЮЫЕМХЧ яью Б ЛНЦСВСЧ ДЕПФЮБС.

напюг фхгмх

яНЕДХМЕММШЕ ьРЮРШ юЛЕПХЙХ (яью) ОНДЮПХКХ ЛХПС ЦЮЛАСПЦЕПШ, лХЙЙХ лЮСЯЮ, ДФХМЯШ, ДФЮГ Х ЙНБАНИЯЙХЕ ТХКЭЛШ. уНРЪ ЙЮФДШИ ХГ 52 ЬРЮРНБ ХЛЕЕР ЯБНХ МЕОНБРНПХЛШЕ НЯНАЕММНЯРХ, БЯЕ ЮЛЕПХЙЮМЖШ ХЛЕЧР ЛМНЦН НАЫЕЦН Х ВПЕГБШВЮИМН ЦНПДЪРЯЪ ЯРПЮМНИ, Б ЙНРНПНИ ФХБСР.

дКЪ ЮЛЕПХЙЮМЯЙНЦН НАПЮГЮ ФХГМХ УЮПЮЙРЕПЕМ НАШВЮИ БЯРПЕВЮРЭ ОПЮГДМХЙХ Б РЕЯМНЛ ЙПСЦС ПНДМШУ Х ДПСГЕИ. нДХМ ХГ ЯЮЛШУ ОНОСКЪПМШУ ОПЮГДМХЙНБ - дЕМЭ МЕГЮБХЯХЛНЯРХ, ЙНРНПШИ НРЛЕВЮЕРЯЪ 4 ХЧКЪ, ЙНЦДЮ ЯРПЮМЮ ОНКСВХКЮ МЕГЮБХЯХЛНЯРЭ НР аПХРЮМХХ. дПСЦНИ АНКЭЬНИ ОПЮГДМХЙ, дЕМЭ АКЮЦНДЮПЕМХЪ - ЯБНЕЦН ПНДЮ ОПЮГДМХЙ СПНФЮЪ, ЙНРНПШИ НРЛЕВЮЕРЯЪ ОНГДМЕИ НЯЕМЭЧ. рНПФЕЯРБЮ ОПНБНДЪРЯЪ Я ХЯРХММН ЮЛЕПХЙЮМЯЙХЛ ПЮГЛЮУНЛ Х ЯНОПНБНФДЮЧРЯЪ ОЮПЮДЮЛХ Х ТЕИЕПБЕПЙЮЛХ.

юЛЕПХЙЮМЯЙХЕ ЯЕЛЭХ ОПНБНДЪР ЯБНИ ДНЯСЦ ОН-ПЮГМНЛС: СВЮЯРБСЧР Б ОПЮГДМХВМШУ СКХВМШУ ЬЕЯРБХЪУ, ОНЯЕЫЮЧР ЪПЛЮПЙХ, БШЕГФЮЧР МЮ ОХЙМХЙХ ХКХ УНДЪР Б ЙХМН.

лМНЦХЕ КЧДХ ФХБСР Б НАЬХПМШУ ОПЕДЛЕЯРЭЪУ, ЙНРНПШЕ НЙПСФЮЧР ОНВРХ БЯЕ ЮЛЕПХЙЮМЯЙХЕ ЦНПНДЮ Х ЯНЕДХМЪЧРЯЪ Я МХЛХ ЯЙНПНЯРМШЛХ ЮБРНЛЮЦХЯРПЮКЪЛХ.

б юЛЕПХЙЕ НВЕМЭ ОНОСКЪПМШ БЯЕБНГЛНФМШЕ БХДШ ЯОНПРЮ. яПЕДХ ЯЮЛШУ КЧАХЛШУ - АЕИЯАНК, АЮЯЙЕРАНК Х ЮЛЕПХЙЮМЯЙХИ ТСРАНК.

дФЮГ
дФЮГ БНГМХЙ Б яью Б ЯЮЛНЛ МЮВЮКЕ ДБЮДЖЮРНЦН БЕЙЮ. йНПМХ ДФЮГЮ ≈ ЩРН ДСУНБМШЕ МЕЦПХРЪМЯЙХЕ ОЕЯМХ, ОПХБЕГЕММШЕ Б юЛЕПХЙС ПЮАЮЛХ ХГ юТПХЙХ. б ДБЮДЖЮРШУ ЦНДЮУ ДФЮГ ПЮЯОЮКЯЪ МЮ ЛМНФЕЯРБН ПЮГКХВМШУ ЛСГШЙЮКЭМШУ ТНПЛ. бЯЕУ ХУ НАЗЕДХМЪЕР ЯБНАНДМН РЕЙСЫЮЪ ЛЕКНДХЪ Х ВЕРЙХИ ПХРЛ, ВЮЯРН ХЛОПНБХГХПНБЮММШИ. мЕЙНРНПШЕ БХДШ ДФЮГЮ НАКЮДЮЧР БШЯНЙНИ ЯРЕОЕМЭЧ ЮАЯРПЮЙЖХХ, БОКНРЭ ДН РНЦН, ВРН ЛСГШЙЮ МЕ ЯНДЕПФХР МХ ПХРЛЮ, МХ ЛЕКНДХХ. лСГШЙЮ ДПСЦХУ, АНКЕЕ РПЮДХЖХНММШУ ТНПЛ ДФЮГЮ, МЮЯРНКЭЙН ОНБРНПЪЧЫЮЪЯЪ, ВРН ЯНГДЮЕР НЫСЫЕМХЕ ВЕЦН-РН УНПНЬН ГМЮЙНЛНЦН (РЮЙНБ, МЮОПХЛЕП, АКЧГ). ъ ДСЛЮЧ, ВРН ОПЮЙРХВЕЯЙХ КЧАСЧ ФХГМЕММСЧ МЕОПХЪРМНЯРЭ ЛНФМН СЛЕМЭЬХРЭ, ДНАЮБХБ РНКХЙС УНПНЬЕЦН ДФЮГЮ Б НЙПСФЮЧЫСЧ ЯСЕРС.
Web:
http://www.jazzonln.com/
http://www.nwu.edu/jazz

пЕКХЦХЪ

════════════════════ уЮПЮЙРЕПМНИ ВЕПРНИ ДКЪ яью ЪБКЪЕРЯЪ БШЯНЙЮЪ ЯРЕОЕМЭ ПЕКХЦХНГМНЦН ОКЧПЮКХГЛЮ, ЙНРНПШИ═ ОНЯРЕОЕММН ЯЙКЮДШБЮКЯЪ Я ЯЮЛНЦН МЮВЮКЮ ОНЪБКЕМХЪ ЮЛЕПХЙЮМЯЙНЦН ЦНЯСДЮПЯРБЮ.════ нМ ОПНУНДХК ОНД БКХЪМХЕЛ БЯЕ МНБШУ Х МНБШУ ОЕПЕЯЕКЕМЖЕБ, ОПХЕГФЮБЬХУ Б мНБШИ ЛХП ХГ══ ПЮГМШУ ЯРПЮМ еБПНОШ, РЮЙФЕ ЛХЯЯХНМЕПНБ, ОПНОНБЕДНБЮБЬХУ ЯЮЛШЕ ПЮГКХВМШЕ ЙНМТЕЯЯХХ. х УНРЪ ПЕКХЦХЪ ОН йНМЯРХРСЖХХ яью ЪБКЪЕРЯЪ ВЮЯРМШЛ ДЕКНЛ ЦПЮФДЮМ, НДМЮЙН, ЩРНР ОПХМЖХО БЯЪВЕЯЙХ МЮПСЬЮЕРЯЪ ЦНЯСДЮПЯРБНЛ, ХАН ОПЮБХРЕКЭЯРБН ЯНДЕПФХР ЙЮОЕККЮМНБ Б йНМЦПЕЯЯЕ, Б ЮПЛХХ, Б РЧПЭЛЮУ, МЮ ТКНРЕ.

════════════════════ жЕПЙНБМЮЪ ЯНАЯРБЕММНЯРЭ МЕ НАКЮЦЮЕРЯЪ МЮКНЦЮЛХ, Ю ОПЕГХДЕМР ОПХ БУНФДЕМХХ Б ЯБНЧ══ ДНКФМНЯРЭ ОПХМХЛЮЕР ЙКЪРБС МЮ аХАКХХ. оНВРХ 91% ЮЛЕПХЙЮМЖЕБ НРНФДЕЯРБКЪЧР ЯЕАЪ Я РЕЛ ХКХ══ ХМШЛ ПЕКХЦХНГМШЛ МЮОПЮБКЕМХЕЛ, Ю МЮ БНОПНЯ: "бЕПХРЕ КХ БШ Б АНЦЮ?", 98% НРБЕВЮЧР - "дЮ". щРН БН═ ЛМНЦНЛ НАЗЪЯМЪЕРЯЪ РЕЛ, ВРН Б НРКХВХЕ НР АНКЭЬХМЯРБЮ ЯРПЮМ еБПНОШ, Б яью ОПЮЙРХВЕЯЙХ НРЯСРЯРБСЕР ЛЮЯЯНБШИ ЮРЕХГЛ. нДМЮЙН ЯРНКЭ БШЯНЙЮЪ ПЕКХЦХНГМНЯРЭ ЮЛЕПХЙЮМЖЕБ МНЯХР БН ЛМНЦНЛ═ ТНПЛЮКЭМШИ УЮПЮЙРЕП, ХАН НОПНЯШ ОНЙЮГШБЮЧР НВЕМЭ ЯКЮАШИ СПНБЕМЭ ГМЮМХИ Н ПЕКХЦХХ.

════════════════════ й НЯМНБМШЛ ПЕКХЦХНГМШЛ МЮОПЮБКЕМХЪЛ Б яью ОПХМЮДКЕФХР ОПНРЕЯРЮМРХГЛ. оПНРЕЯРЮМРШ═ ЯНЯРЮБКЪЧР 57% МЮЯЕКЕМХЪ ЯРПЮМШ; Б ЧФМШУ ЬРЮРЮУ ХУ 74%, Б ЯПЕДМЕ ГЮОЮДМШУ - 63%. оНДЮБКЪЧЫЕЕ АНКЭЬХМЯРБН ВЕПМШУ ЮЛЕПХЙЮМЖЕБ - ОПНРЕЯРЮМРШ (82%).

═══════════ яЮЛШЛ ЙПСОМШЛ МЮОПЮБКЕМХЕЛ ОПНРЕЯРЮМРХГЛЮ Б яью ЪБКЪЕРЯЪ АЮОРХГЛ (20% МЮЯЕКЕМХЪ).═ оН ВХЯКЕММНЯРХ ОПХБЕПФЕМЖЕБ ЙН БРНПНЛС МЮОПЮБКЕМХЧ ОПНРЕЯРЮМРХГЛЮ - ЛЕРНДХГЛС НРМНЯЪРЯЪ══ 9% ЮЛЕПХЙЮМЯЙХУ ЦПЮФДЮМ.

════════════════════ аЮОРХЯРЯЙХЕ Х ЛЕРНДХЯРЯЙХЕ ЖЕПЙБХ - ЩРН НЯМНБМШЕ ПЕКХЦХНГМШЕ МЮОПЮБКЕМХЪ ЮЛЕПХЙЮМЯЙНЦН ТЕПЛЕПЯРБЮ.═══ й КЧРЕПЮМЮЛ НРМНЯЪРЯЪ 7% МЮЯЕКЕМХЪ яью. щРН Б НЯМНБМНЛ ОНРНЛЙХ МЕЛЕЖЙХУ Х ЯЙЮМДХМЮБЯЙХУ ХЛЛХЦПЮМРНБ.═══ мЕ ЯРНКЭ ЛМНЦНВХЯКЕММШ ДПСЦХЕ МЮОПЮБКЕМХЪ ЮЛЕПХЙЮМЯЙНЦН ОПНРЕЯРЮМРХГЛЮ: ЕОХЯЙНОЮКЭМЮЪ ЖЕПЙНБЭ - 3%, ОПЕЯБХРЕПХЮМЕ - 2%,═══════════════ НАЗЕДХМЕМХЪ жЕПЙНБЭ уПХЯРЮ - 2%. дПСЦХЕ, АНКЕЕ ЛЮКНВХЯКЕММШЕ МЮОПЮБКЕМХЪ ОПНРЕЯРЮМРХГЛЮ, РЕЛ МЕ ЛЕМЕЕ, ХЦПЮЧР ГМЮВХРЕКЭМСЧ══ ПНКЭ Б ПЕКХЦХНГМНИ ФХГМХ яью - ЙБЮЙЕПШ, ЛЕММНМХЯРШ, ОЪРХДЕЯЪРМХЙХ Х Д.П.

════════════════════ йЮРНКХЖХГЛ ХЯОНБЕДСЧР 28% МЮЯЕКЕМХЪ яью. б НЯМНБМНЛ ЩРН ОНРНЛЙХ ЙЮРНКХВЕЯЙХУ ЯРПЮМ еБПНОШ, Ю РЮЙФЕ ХЯОЮМН-ЪГШВМШЕ══ ХЛЛХЦПЮМРШ, ОПХРНЙ ЙНРНПШУ ХГ ЯРПЮМ кЮРХМЯЙНИ юЛЕПХЙХ НЯНАЕММН СЯХКХКЯЪ Б яью Б ОНЯКЕДМЕЕ БПЕЛЪ.

══════════════════ ══хСДЮХГЛ ХЯОНБЕДСЕР НЙНКН 2% МЮЯЕКЕМХЪ. нЯНАЕММНЯРЭЧ ЮЛЕПХЙЮМЯЙНЦН ХСДЮХГЛЮ ЪБКЪЕРЯЪ ОПЕНАКЮДЮМХЕ МЕНПРНДНЙЯЮКЭМШУ ЛНДЕПМХЯРЯЙХУ ТНПЛ ХСДЮХГЛЮ - "ПЕТНПЛХГЛЮ", "ПЕЙНМЯРПСЙЖХНМХГЛЮ" Х "ЙНМЯЕПБЮРХГЛЮ". хГ ЙПСОМШУ ПЕКХЦХНГМШУ НАЫХМ═ ХСДЮХЯРЯЙЮЪ - ЯЮЛЮЪ АНЦЮРЮЪ Х НАПЮГНБЮММЮЪ.

════════════════════ оПЮБНЯКЮБМШЕ РЮЙФЕ ХЦПЮЧР Б яью ГМЮВХРЕКЭМСЧ ПНКЭ. б ЯРПЮМЕ ХЛЕЕРЯЪ 26 НРДЕКЭМШУ МЕГЮБХЯХЛШУ ОПЮБНЯКЮБМШУ ЖЕПЙБЕИ,══ ПЮГДЕКЪЧЫХУЯЪ ОН ЩРМХВЕЯЙНЛС ОПХГМЮЙС.

════════════════════ б ОНЯКЕДМЕЕ БПЕЛЪ Б яью МЮЛЕРХКНЯЭ ОПНМХЙМНБЕМХЕ ПЮГКХВМШУ БНЯРНВМШУ ПЕКХЦХИ, НЯНАЕММН ЛСЯСКЭЛЮМЯРБЮ. лСЯСКЭЛЮМЯРБН ОПХМНЯХРЯЪ ЩЛХЦПЮМРЮЛХ Х ПЮЯОПНЯРПЮМЪЕРЯЪ ЯПЕДХ ВЮЯРХ ВЕПМНЦН МЮЯЕКЕМХЪ яью.

══════════════════ еЯРЭ РЮЙФЕ ЩЛХЦПЮМРЯЙХЕ НАЫХМШ ПЮГКХВМШУ МЮОПЮБКЕМХИ АСДДХГЛЮ, ХМДСХГЛЮ, ЯХМЙУХГЛЮ. аСДДХЯРЯЙХЕ Х ХМДСХЯРЯЙХЕ РЕВЕМХЪ ГМЮВХРЕКЭМНЕ ПЮЯОПНЯРПЮМЕМХЕ ОНКСВХКХ Б ЯПЕДЕ ЮЛЕПХЙЮМЯЙНИ ХМРЕККХЦЕМЖХХ.

мЮЯРНЪЫЕЕ ХЛЪ: кСХ дЩМХЩКЭ юПЛЯРПНМЦ (Louis Daniel Armstrong)
пНДХКЯЪ: 4 ЮБЦСЯРЮ, 1901 Ц., мНБШИ нПКЕЮМ, ЬРЮР кСХГХЮМЮ, яью
сЛЕП: 6 ХЧКЪ, 1971 Ц., мЭЧ-иНПЙ, яью
фЮМП: ДФЮГ
яРХКЭ: РПЮДХЖХНММШИ ДФЮГ, ДФЮГ-БНЙЮК, МНБННПКЕЮМЯЙХИ ДФЮГ, ЙКЮЯЯХВЕЯЙХИ ДФЮГ, ЯБХМЦ, ДХЙЯХКЕМД
хМЯРПСЛМЕРШ: БНЙЮК, РПСАЮ
тХПЛШ ГБСЙНГЮОХЯХ: Decca (28), Columbia (24), MCA (21), Classics (15), RCA (14), Ambassador (14), Verve (11)

юПЛЯРПНМЦ дЩМХЕК кСХ "яЩВЛН" ("яЩВЕКЛЮСР", "цЕИРЛЮСР", "дХООЕП-ЛЮСР", "дХООЕП", "тЩИЯ", "оНОЯ", "кХРК кСХЯ", "йХМЦ НТ дФЮГ", "юЛАЮЯЯЮДНП яЩРВ"). бЕКХЙХИ ЮЛЕПХЙЮМЯЙХИ ДФЮГНБШИ ЛСГШЙЮМР (РПСАЮ, ЙНПМЕР), БНЙЮКХЯР, ПСЙНБНДХРЕКЭ НПЙЕЯРПЮ, ЙНЛОНГХРНП. дЮРС ЯБНЕЦН ПНФДЕМХЪ РНВМН МЕ ГМЮК Х, ЯЙНПЕЕ БЯЕЦН, БШАПЮК ЕЕ ОПНХГБНКЭМН - 4 ХЧКЪ 1901 ЦНДЮ (дЕМЭ МЕГЮБХЯХЛНЯРХ яью); АНКЕЕ ОПЮБДНОНДНАМЮЪ БЕПЯХЪ - 1898 ЦНД. пНЯ Б АЕДМНИ, МЕАКЮЦНОНКСВМНИ ЯЕЛЭЕ (ЛЮРЭ - ОПЮВЙЮ, МЕКЕЦЮКЭМН ГЮМХЛЮКЮЯЭ ОПНЯРХРСЖХЕИ, НРЕЖ - ПЮАНВХИ-ОНДЕМЫХЙ, АПНЯХК ЯЕЛЭЧ, ЙНЦДЮ ЯШМС АШКН НЙНКН 5 КЕР). бНЯОХРШБЮКЯЪ АЮАСЬЙНИ (Б ОПНЬКНЛ - ПЮАШМЕИ).
я ДЕРЯРБЮ АШК БШМСФДЕМ ЯЮЛНЯРНЪРЕКЭМН ГЮПЮАЮРШБЮРЭ МЮ ФХГМЭ ОПНДЮБЖНЛ ЦЮГЕР, ПЮГМНЯВХЙНЛ СЦКЪ, ЯРЮПЭЕБЫХЙНЛ Х РНЛС ОНДНАМНЕ. б яРНПБХККЕ (МНБННПКЕЮМЯЙНЛ "ЙБЮПРЮКЕ ПЮГБКЕВЕМХИ") ЯКШЬЮК ЛМНЦХУ ЛСГШЙЮМРНБ ПЮММЕЦН ДФЮГЮ, ОЕК Б СКХВМНЛ БНЙЮКЭМНЛ ЮМЯЮЛАКЕ (ХЦПЮК РЮЙФЕ МЮ АЮПЮАЮМЮУ). гЮ ЯКСВЮИМШИ НГНПМНИ ОНЯРСОНЙ (ЯРПЕКЭАС МЮ СКХЖЕ ХГ ОХЯРНКЕРЮ, ОНУХЫЕММНЦН С ОНКХЯЛЕМЮ - НДМНЦН ХГ "ОНЯЕРХРЕКЕИ" ЛЮРЕПХ) ОНОЮК Б ХЯОПЮБХРЕКЭМШИ ДНЛ (1913 Ц.), ГДЕЯЭ, МЕЯЛНРПЪ МЮ РПСДМНЯРХ, МЮВЮК СВХРЭЯЪ ЛСГШЙЕ, НЯБНХК ЮКЭРЦНПМ Х ЙНПМЕР, БШЯРСОЮК Б ЯНЯРЮБЕ ДСУНБНЦН НПЙЕЯРПЮ Х УНПЮ.
оНЯКЕ НЯБНАНФДЕМХЪ БЕПМСКЯЪ ДНЛНИ, ОЕПЕАХБЮКЯЪ ПЕДЙХЛХ ГЮПЮАНРЙЮЛХ, ХЦПЮК Б АЮПЮУ Я КЧАХРЕКЭЯЙХЛХ ЮМЯЮЛАКЪЛХ, ОПНДНКФЮК СВХРЭЯЪ С МНБННПКЕЮМЯЙХУ ЛСГШЙЮМРНБ. аКЮЦНДЮПЪ ГМЮЙНЛЯРБС Я "йХМЦНЛ" нКХБЕПНЛ Х ОН ЕЦН ПЕЙНЛЕМДЮЖХХ, АШК ОПХМЪР Б НПЙЕЯРП "йХДЮ" нПХ (МЮ ЛЕЯРН нКХБЕПЮ, СЕУЮБЬЕЦН Б вХЙЮЦН). щОХГНДХВЕЯЙХ БШЯРСОЮК Б Tuxedo Braes Band нЯЙЮПЮ "оЮОШ" яЕКЕЯРХМЮ, Я оНКНЛ дНЛХМЦЕГНЛ, "гЮРРХ" яХМЦКРНМНЛ, юКАЕПРНЛ мХЙНКЯНЛ, "аЮПМХ" аХЦЮПДНЛ, кСХЯНЛ пЮЯЯЕККНЛ, Б ПХБЕПАНР-АЩМДЮУ, Б РНЛ ВХЯКЕ Б Jazz-E-Sazz Band "тЩИРЮ" лЩПЩИАКЮ.

б ЩРНР ОЕПХНД ЯРЮК ОПНТЕЯЯХНМЮКЭМШЛ ЛСГШЙЮМРНЛ. оН ОПХЦКЮЬЕМХЧ "йХМЦЮ" нКХБЕПЮ Б 1922 ОЕПЕЕУЮК Б вХЙЮЦН, ХЦПЮК Б ЕЦН Creole Jazz Band Б РЕВЕМХЕ 2-У КЕР ЙЮЙ БРНПНИ ЙНПМЕРХЯР, ГЮРЕЛ ОЕПЕАПЮКЯЪ Б мЭЧ-иНПЙ, ЦДЕ БШЯРСОЮК ЙЮЙ РПСАЮВ Х ОЕБЕЖ Я НПЙЕЯРПНЛ тКЕРВЕПЮ уЕМДЕПЯНМЮ. сВЮЯРБНБЮК Б ГЮОХЯЪУ Blue Five йКЮПЕМЯЮ сХКЭЪЛЯЮ. йПНЛЕ РНЦН, ГЮОХЯШБЮКЯЪ МЮ ОКЮЯРХМЙХ Б ЯНЯРЮБЮУ ПЮГКХВМШУ ЮЙЙНЛОЮМХПСЧЫХУ ЮМЯЮЛАКЕИ ЯН ЛМНЦХЛХ АКЧГНБШЛХ Х ДФЮГНБШЛХ БНЙЮКХЯРЮЛХ (цЕПРПСДНИ "лЮ" пЩИМХ, "рПХЙЯХ" яЛХР, йКЮПНИ яЛХР, аЕЯЯХ яЛХР, юКАЕПРНИ уЮМРЕП, лЩЦЦХ дФНМЯ, еБНИ рЕИКНП, бХПДФХМХЕИ кХЯРНМ, лЮПЦЮПЕР дФНМЯНМ, "яХОХ" сНККЕЯ, оЕППХ аПЩДТНПДНЛ). оН ХЯРЕВЕМХХ ЯПНЙЮ ЮМЦЮФЕЛЕМРЮ С т. уЕМДЕПЯНМЮ (1925) БМНБЭ ПЮАНРЮК Б вХЙЮЦН, - ОПЕФДЕ БЯЕЦН Я кХК уЮПДХМ (ОХЮМХЯРЙНИ ХГ Creole Jazz Band, ЙНРНПЮЪ ЯНЯРНЪКЮ Б АПЮЙЕ Я юПЛЯРПНМЦНЛ Б 1924-38Ц.Ц., Б 1925 ЦНДС НПЦЮМХГНБЮКЮ БЛЕЯРЕ Я МХЛ ЯНАЯРБЕММШИ НПЙЕЯРП), ОНГДМЕЕ С щПЯЙХМЮ рЩИРЮ Б РЕЮРПЮКЭМНЛ ЬНС-АЩМДЕ (ГДЕЯЭ ЪПЙН ОПНЪБХКНЯЭ ЕЦН ЮЙРЕПЯЙНЕ Х ЯЖЕМХВЕЯЙНЕ ДЮПНБЮМХЕ).

я МНЪАПЪ 1925 МЮВЮК ГЮОХЯШБЮРЭЯЪ Я ЯНГДЮММШЛХ ХЛ ЯРСДХИМШЛХ ЮМЯЮЛАКЪЛХ Hot Five (ОПХ СВЮЯРХХ "йХДЮ" нПХ, дФНММХ дНДДЯЮ, дФНММХ яЕМР-яХПЮ Х к. уЮПДХМ, ОНГДМЕЕ - тПЕДЮ пНАХМЯНМЮ, дФХЛЛХ яРПНМЦЮ, щПКЮ уЮИМЯЮ, "гЮРРХ" яХМЦКНМЮ Х ДПСЦХУ) Х Hot Seven (Я ЛЮЪ 1927, ЙНЦДЮ Й ЙБХМРЕРС ОПХЛЙМСКХ оХР аПХЦЦЯ Х "аЩАХ" дНДДЯ). б 1926 ЯНКХЯР НПЙЕЯРПЮ йЩППНККЮ дХЙЙЕПЯНМЮ, ОНЯКЕ СУНДЮ ЙНРНПНЦН БНГЦКЮБКЪК ЩРНР ЙНККЕЙРХБ (1929). б РЕВЕМХЕ ЙНПНРЙНЦН ОЕПХНДЮ БПЕЛЕМХ Б 1927 ПСЙНБНДХК ЯНАЯРБЕММШЛ НПЙЕЯРПНЛ (Louis Armstrong And His Stomperts), СВЮЯРМХЙЮЛХ ЙНРНПНЦН АШКХ аНИД юРЙХМЯ, дФН дХЙЯНМ, щК. бЮЬХМЦРНМ, щПК уЮИМЯ, "пХО" аЮЯЯЕР, о. аПХЦЦЯ, "рЮААХ" уНКК. б РНР ФЕ ОЕПХНД БШЯРСОЮК Б ДСЩРЕ Я щПКНЛ уЮИМЯНЛ, Б НПЙЕЯРПЕ йКЮПЕМЯЮ дФНМЯЮ, ЦЮЯРПНКХПНБЮК Б ПЮГКХВМШУ ЦНПНДЮУ яью (Б 1929 - Б мЭЧ-иНПЙЕ, ЦДЕ ЯНРПСДМХВЮК Я НПЙЕЯРПНЛ к. пЮЯЯЕККЮ Х "дЧЙЮ" щККХМЦРНМЮ, ГЮРЕЛ Б йЮКХТНПМХХ - Я НПЙЕЯРПНЛ кЕНМЮ щКЙХМЯЮ Х кЕЯЮ уЮИРЮ, СВЮЯРБНБЮК Б ЙХМНЯЗЕЛЙЮУ Б цНККХБСДЕ). б 1931 ОНЯЕРХК Я АХЦ-АЩМДНЛ мЭЧ нПКЕЮМ; БЕПМСБЬХЯЭ Б мЭЧ-иНПЙ, ХЦПЮК Б цЮПКЕЛЕ Х МЮ аПНДБЕЕ. б 30-Е ЦНДШ ЯНБЕПЬХК ПЪД РСПМЕ Б еБПНОС Х яЕБЕПМСЧ юТПХЙС, ВРН ОПХМЕЯКН ЕЛС ЬХПНЙСЧ ХГБЕЯРМНЯРЭ МЕ РНКЭЙН ГЮ ПСАЕФНЛ, МН Х МЮ ПНДХМЕ (ОПЕФДЕ Б яью НМ АШК ОНОСКЪПЕМ ЦКЮБМШЛ НАПЮГНЛ С МЕЦПХРЪМЯЙНИ ОСАКХЙХ).

б ОПНЛЕФСРЙЮУ ЛЕФДС ЦЮЯРПНКЪЛХ БШЯРСОЮК Я НПЙЕЯРПНЛ вЮПКХ цЕИМГЮ, "вХЙЮ" сЩААЮ, "йХДЮ" 0ПХ, к. пЮЯЯЕККЮ Х ДПСЦХЛХ, Я БНЙЮКЭМШЛ ЙБЮПРЕРНЛ Mills Brothers, Б ЛМНЦНВХЯКЕММШУ РЕЮРПЮКЭМШУ ОНЯРЮМНБЙЮУ Х ПЮДХНОПНЦПЮЛЛЮУ, ЯМХЛЮКЯЪ Б ЙХМНТХКЭЛЮУ, БМНБЭ ПСЙНБНДХК ДФЮГ-АЩМДНЛ (Я 1933, ОПХ СВЮЯРХХ рЕДДХ сХКЯНМЮ Х "йЕЦЮ" дФНМЯНМЮ). нОСАКХЙНБЮК ЮБРНАХНЦПЮТХВЕЯЙСЧ ЙМХЦС "Swing That Music (мЭЧ-иНПЙ, 1936)". оЕПЕМЕЯ МЕЯЙНКЭЙН НОЕПЮЖХИ, ЯБЪГЮММШУ Я КЕВЕМХЕЛ ДЮБМЕИ ОПНТЕЯЯХНМЮКЭМНИ РПЮБЛШ БЕПУМЕИ ЦСАШ (ДЕТНПЛЮЖХЪ Х ПЮГПШБ РЙЮМЕИ ХГ-ГЮ ВПЕГЛЕПМНЦН ДЮБКЕМХЪ ЛСМДЬРСЙЮ Х МЕОПЮБХКЭМНЦН ЮЛАСЬЧПЮ), Ю РЮЙФЕ НОЕПЮЖХЧ МЮ ЯБЪГЙЮУ (Я ЕЕ ОНЛНЫЭЧ АЕГСЯОЕЬМН ОШРЮКЯЪ ХГАЮБХРЭЯЪ НР УПХОКНЦН РЕЛАПЮ ЦНКНЯЮ, КХЬЭ БОНЯКЕДЯРБХХ НЯНГМЮБ ДКЪ ЯЕАЪ ЕЦН ЖЕММНЯРЭ ЙЮЙ МЕОНБРНПХЛСЧ ХМДХБХДСЮКЭМНЯРЭ ЯБНЕИ БНЙЮКЭМНИ ЛЮМЕПШ). б ДЮКЭМЕИЬЕЛ ОНОСКЪПМНЯРЭ юПЛЯРПНМЦЮ ОПНДНКФЮКЮ БНГПЮЯРЮРЭ, АКЮЦНДЮПЪ ЕЦН МЕСРНЛХЛНИ Х ПЮГМНЯРНПНММЕИ ЛСГШЙЮКЭМНИ ДЕЪРЕКЭМНЯРХ. мЮХАНКЕЕ ОПХЛЕВЮРЕКЭМШ БШЯРСОКЕМХЪ БН ЦКЮБЕ All Star Band (Я дФЕЙНЛ рХЦЮПДЕМНЛ, "аЮДНЛ" тПХЛЕМНЛ, "тЩРЯНЛ" сНККЕПНЛ, "аЮПМХ" аХЦЮПДНЛ, щПКНЛ уЮИМЯНЛ, яХДНЛ йЩРКЕРРНЛ, "йНГХ" йНСКНЛ, щДЛНМДНЛ уНККНЛ, "рПЮЛЛХ" ъМЦНЛ, аХККХ йЮИКНЛ, ОЕБХЖЕИ бЕКЛНИ лХДДКРНМ), ЯНБЛЕЯРМЮЪ РБНПВЕЯЙЮЪ ПЮАНРЮ Я яХДМХ аЕЬЕ, "аХМЦНЛ" йПНЯАХ, аХККХ уНКХДЕИ, щККНИ тХЖДФЕПЮКД, нЯЙЮПНЛ оХРЕПЯНМНЛ, яЮЕЛ нКХБЕПНЛ Х ДПСЦХЛХ "ГБЕГДЮЛХ" ДФЮГЮ, СВЮЯРХЕ Б ДФЮГ-ТЕЯРХБЮКЪУ (1948 - мХЖЖЮ, 1956-58 - мЭЧОНПР, 1959 - хРЮКХЪ, лНМРЕПЕИ), ЦЮЯРПНКХ БН ЛМНЦХУ ЯРПЮМЮУ еБПНОШ, кЮРХМЯЙНИ юЛЕПХЙХ, юТПХЙХ, юГХХ.

оПХ ЕЦН ЯНДЕИЯРБХХ НПЦЮМХГНБЮМ ПЪД ТХКЮПЛНМХВЕЯЙХУ ДФЮГНБШУ ЙНМЖЕПРНБ Б рЮСМ-УНККЕ Х МЮ ЯЖЕМЕ лЕРПНОНКХРЕМ-НОЕПЮ. б 1954 НМ МЮОХЯЮК БРНПСЧ ЮБРНАХНЦПЮТХВЕЯЙСЧ ЙМХЦС "Satchmo. My Life in New Orleans". нЯРЮБХК НЦПНЛМНЕ ВХЯКН ЦПЮЛГЮОХЯЕИ, Б РНЛ ВХЯКЕ Я "йХМЦНЛ" нКХБЕПНЛ (1923), т. уЕМДЕПЯНМНЛ (1926), йК. сХКЭЪЛЯНЛ (1924-25), "лЮ" пЩИМХ, аЕЯЯХ яЛХР, о. аПЩДТНПДНЛ (1924), щ. рЩИРНЛ (1926), я. аЕЬЕ (1926, 40), дФХЛЛХ аЕПРПЮМНЛ (1927), дФ. дНДДЕНЛ, й. дХЙЙЕПЯНМНЛ, щПКНЛ уЮИМЯНЛ (1928, 1930-31), в. цЕИМГНЛ, й. пЮЯЯЕККНЛ (1929), кЮИНМЕКНЛ уЩЛОРНМНЛ (1930), ЕБПНОЕИЯЙХЛХ ЛСГШЙЮМРЮЛХ (Я МЮВЮКЮ 30-У ЦНДНБ), "вХЙНЛ" сЩААНЛ (1932), дФ. дНПЯХ (1936), Mills Brothers (1937-38), НПЙЕЯРПНЛ Casa Loma (1939), Esquire All Stars, V-Disc All Stars (1944), "аХМЦНЛ" йПНЯАХ, щККНИ тХЖДФЕПЮКД (1946, 56), я. нКХБЕПНЛ, цНПДНМНЛ дФЕМЙХМЯНЛ (Б МЮВЮКЕ 50-У ЦНДНБ), Я ЯНАЯРБЕММШЛ НПЙЕЯРПНЛ Х All Star Bands. рБНПВЕЯРБН юПЛЯРПНМЦЮ - ЯБНЕЦН ПНДЮ ЩРЮКНМ, ХДЕЮКЭМЮЪ "ЛНДЕКЭ" ЛЩИМЯРПХЛ-ДФЮГЮ - ФХБНЦН Х МЕОПЕПШБМН ЩБНКЧЖХНМХПСЧЫЕЦН, МН НРМЧДЭ МЕ "ЛСГЕИМНЦН" РПЮДХЖХНМЮКХГЛЮ.

ьХПНРС ЕЦН ХМРЕПЕЯНБ ОНДРБЕПФДЮЧР ЯНРПСДМХВЕЯРБН Х ЯНБЛЕЯРМШЕ БШЯРСОКЕМХЪ Я ЛСГШЙЮМРЮЛХ ЯЮЛШУ ПЮГМШУ ЯРХКЕИ - ДХЙЯХКЕМДЮ, ЯБХМЦЮ Х ЛНДЕПМ-ДФЮГЮ, Я ЯХЛТНМХГХПНБЮММШЛХ ЯНЯРЮБЮЛХ, ЯБХР-АЩМДЮЛХ, ХЯОНКМХРЕКЪЛХ ЯОХПХВСЩКНБ Х ЦНЯОЕКЯ, ЖЕПЙНБМШЛХ УНПЮЛХ, АКЧГНБШЛХ ОЕБЖЮЛХ, Ю РЮЙФЕ СВЮЯРХЕ Б ТХКЮПЛНМХВЕЯЙХУ ДФЮГНБШУ ЙНМЖЕПРЮУ, ЛЧГХЙКЮУ, ЬНС, ЛСГШЙЮКЭМШУ ТХКЭЛЮУ (АНКЕЕ ВЕЛ Б 50-РХ), ХЯОНКМЕМХЕ ДФЮГНБНИ БЕПЯХХ НОЕПШ цЕПЬБХМЮ "оНПЦХ Х аЕЯЯ" (БЛЕЯРЕ Я щККНИ тХЖДФЕПЮКД). юПЛЯРПНМЦ ЯНГДЮК МЕЙСЧ ПЮГМНБХДМНЯРЭ "ОНО-ДФЮГЮ", ЦХАЙН ЮДЮОРХПСЧЫСЧЯЪ Й КЧАНЛС ЯРХКЕБНЛС ЙНМРЕЙЯРС Х Й КЧАНИ ЮСДХРНПХХ, ЯЛНЦ СДНБКЕРБНПХРЭ БЙСЯШ ПЮГКХВМШУ ЙЮРЕЦНПХИ ЯКСЬЮРЕКЕИ (БЙКЧВЮЪ ОНЙКНММХЙНБ ОНОСКЪПМНИ ЛСГШЙХ Х ЬКЪЦЕПЮ).

юПЛЯРПНМЦ - ЕДБЮ КХ МЕ ЯЮЛЮЪ СМХЙЮКЭМЮЪ КХВМНЯРЭ Б ХЯРНПХХ ДФЮГЮ. б ЯБНЕЛ РБНПВЕЯРБЕ НМ ЯНЕДХМХК МЕЯНЕДХМХЛНЕ: МЕОНБРНПХЛН ХМДХБХДСЮКЭМШИ РХО ЯЮЛНБШПЮФЕМХЪ Я АЕЯОПЕДЕКЭМНИ НАЫЕДНЯРСОМНЯРЭЧ ЛСГШЙХ, ЦПСАНБЮРСЧ ОПНЯРНРС Х ЯОНМРЮММНЯРЭ, РПЮДХЖХНМЮКХГЛ Я МНБЮРНПЯРБНЛ, МЕЦПХРЪМЯЙХИ УНР-ХДЕЮК Я ЕБПНОЕХГХПНБЮММШЛХ ХДХНЛЮЛХ ЯБХМЦЮ Х ЛНДЕПМ-ДФЮГЮ.

 

оНУНФХЕ ЛСГШЙЮМРШ: Sidney Bechet, Bunk Johnson, Kid Ory, Red Allen, Bill Coleman, Eddie Condon, Bud Freeman, Sidney DeParis

оНЯКЕДНБЮРЕКХ: Henry "Red" Allen, Bill Berry, Lester Bowie, Ruby Braff, Bill Coleman, Kenny Davern, Harry "Sweets" Edison, Dizzy Gillespie, Lionel Hampton, Erskine Hawkins, Earl Hines, Art Hodes, Harry James, Jonah Jones, Jabbo Smith, Alvin Alcorn, Kenny Baker, Khan Jamal, Phil Wilson, Clifford Hayes

хЯОНКМЪК ЙНЛОНГХЖХХ ЮБРНПНБ: Andy Razaf , George Gershwin, Ira Gershwin, Fats Waller, Jimmy McHugh, Hoagy Carmichael, W.C. Handy, Dorothy Fields, Lil Hardin, Spencer Williams, Irving Berlin, Clarence Williams, Gus Kahn, Cole Porter, Harold Arlen, Clarence Muse, Duke Ellington, Harry Brooks, Kid Ory

пЮАНРЮК Я ЛСГШЙЮМРЮЛХ: Ella Fitzgerald, Jack Teagarden, Billy Kyle, Buster Bailey, Barney Bigard, Charlie Green, Sidney "Big Sid" Catlett, Fletcher Henderson, Earl Hines, Johnny Dodds, Coleman Hawkins, Trummy Young J.C. Higginbotham, Zutty Singleton, Arvell Shaw , Luis Russell, Don Redman, Pops Foster, Johnny St. Cyr

 

 

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