Week 3 Lesson:
Explore the lesson below (Part 1 & Part 2)
Decide how you'll earn points this week (same tasks as always; refer to the Quickstart Guide if you need a reminder of the options).
Friday: Check Blackboard for an announcement when Checkpoint 3 is available (that's right, I'm posting it by Friday evening this week so you have extra time to complete it).
Check back by Monday for a video from me...with a bonus
Grades:
After Friday, check your Week 2 points on Blackboard. If there is an error in your score, email Prof. S.
Once you reach 100 points and complete all three checkpoints, you will have earned an A+ in MUSC 3101. You will not earn that A+ (or any passing grade) until you complete ALL THREE checkpoints. If you didn't complete them already, you can and must still submit them (you won't earn points for late submissions, but you'll at least pass the class!).
I'm going to make one last video to wrap up the course...but I'll make it after I read through your week 2 checkpoint responses. Check back by Monday for the video. Once again, the hidden bonus will appear in the video. 7 of you found it in week 2, a slight improvement over the 6 who found it in week 1. Maybe we can get to 8 this week...
Update: With this virus kicking my butt I'm not in a great state to make a video, so here is a small written task instead. I'll hopefully make a video to wrap up the class after Wednesday if I'm up for it. So here's the bonus:
First, I'm just going to give everyone 1 bonus point, since I'm posting this so late. And if you want to earn 1 more hidden bonus point:
Today is Martin Luther King Jr. Day. It's a national day of service, on which we are encouraged to pursue betterment of our communities (usually through volunteerism), or to reflect on what we can do to further a social justice cause we care about. It's also a time to remember those who fought against inequity in the Civil Rights Movement in this country, and for other intersectional social justice causes. It's not meant to be a day off, but a day on. Feeling so sick, I'm not volunteering anywhere physically today, so instead I've chosen to reflect on how I can further commit to an anti-racist pedagogical approach to teaching, and to make my classroom community a safe space for all students. It's a lifelong pursuit.
For the hidden bonus this week, share what YOU can do for MLK Day this year (even if you don't do it exactly today). Find songs from the Civil Rights movement and learn about their significance (there is some cool history on coded messages on the radio), learn about Civil Rights history, identify a community you care about and what you can do to have a positive impact on it, read up on poverty and inequity in the US, order food from a Black-owned business, sign up for a future volunteer day somewhere, or think about how you can apply the equivalent of anti-racist pedagogy to your own professional pursuit. The idea of this day is to reflect on how we can have a positive impact on our communities. If all of that sounds like too much, here's a video I made for my students last semester answering their questions on community fridge initiatives and how to get involved with fighting food waste and food insecurity in your local community (something I'm passionate about). Even just watching that can count for completing this quest.
Whatever you choose, just send me a quick email stating what you did. I will definitely not reply right away but I will update your score by Wednesday.
Week 3's theme is "American music's influence on the globe." There are many kinds of "American" music, so when you do a mini lesson, make sure to specify what kind you're writing about. For instance, Peyote Sun Dance ceremonies and hip-hop concerts both contain music that is American in origin but are very different from one another.
This lesson is split into two sections. In Part 1, learn about music genres from other countries that evolved from "American" styles of music. In Part 2, learn about instances where "American" music is used as a tool for social change worldwide.
Choose at least three sources to explore. If you can't decide, roll dice. Here is an online D6.
Of course, these six sources do not represent all music in the world that evolved out of American music styles. You are welcome to explore anything else that you know of for the mini lesson as well.
London Grime
Mongolian Hunnu Rock
Mexican cumbia infused w/ punk
Hip-hop worldwide
Chinese-American vaudeville
Afrobeat (not Afrobeats)
Grime is a music genre that has emerged in London. This new genre is a great example of "global America;" it would not exist without heavy influence from American hip hop and R&B but has its own unique, British identity. Watch this video to learn more.
We've seen many examples of hip-hop evolution as it crosses cultures, but how about heavy metal?
The HU is a band that combines Mongolian throat singing and heavy metal to create a new genre, "Hunnu Rock." As stated on their website, "the band’s name The HU, is the Mongolian root word for human being. They call their style 'Hunnu Rock'…inspired by the Hunnu, an ancient Mongolian empire, known as The Huns in western culture. Some of the band’s lyrics include old Mongolian war cries and poetry."
Check out the video for their song "Yuve Yuve Yu." Why are they so focused on emphasizing overlaps between modernity and tradition?
Son Rompe Pera is a band of marimberos (marimba players) from Mexico City who combine cumbia with punk. They are an example of how music evolves and morphs as it travels across the world. This band's fusion of music genres is an example of the effect of globalization.
Note: They just played at Celebrate Brooklyn! in Prospect Park this past summer. They were awesome to hear live!
As we've learned, hip-hop is an American music genre influenced by other world areas, especially the Caribbean and West Africa. This week, explore the section of the E-Reader on the globalization of rap and hip-hop. Scroll through this e-reader section to learn about hip-hop styles that have developed in France, Japan, Cuba, Ghana, and/or China.
This book by history professor Krystyn R. Moon discusses the American vaudeville scene of late 1800s-early 1900s and American "Orientalism," described by scholar Edward Said as "a western style of dominating, restructuring, and having authority over" the non-Western world. As Moon writes, "By the end of the eighteenth century, many European and American writers...began systemically to marginalize non-Western traditions" (5). Thus the development of "yellowface," a term to describe white American actors' portrayal of Asians during the twentieth century (similar to blackface minstrelsy of the 1800s). This stereotype was then "robbed of its power" by performers of Asian descent.
The Google book linked here doesn't include access to the entire book, but you should be able to access the introduction, to get a good sense of yellowface and all the layers of racial representation and identity wrapped up in 20th century American vaudeville.
This episode of PBS' Sound Field program (mentioned in Adam Neely's video last week) focuses on Nigerian composer/musician Fela Kuti and the style of music he created, Afrobeat. Afrobeat is a Nigerian music genre, but Kuti's experience learning jazz and other music styles in the US influenced its creation.
Afrobeat is NOT the same as Afrobeats; Afrobeat came first. Afrobeats isn't even a genre of music, but an umbrella term.
Fela Kuti has inspired musicians from all over the world from Burna Boy and Beyoncé, to Miles Davis. Sound Field dives into the musical genius of Fela's cultural funk. Host LA Buckner speaks to Fela's son and grandson, Femi and Made Kuti about carrying on the legacy of Afrobeat.
This portion of the lesson focuses on a few "American" or American-inspired music genres performed by artists from other countries. This week, we're focusing primarily on music and protest. Choose at least two topics to explore in depth and one to explore briefly. If you can't decide, roll dice. Here is an online D5.
Hip Hop Diplomacy
"We Shall Overcome"
Chile: Victor Jara
Palestine: "My Voice Is My Weapon"
Burma: Y.A.K.
I was introduced to Hisham Aidi's work from a course called "Music and Revolution in the Middle East and North Africa” in grad school. His book Rebel Music: Race, Empire, and the New Muslim Youth Culture is really interesting (it is academic, but not too jargon-y). We're not reading the book for this lesson, but for a sense of what hip-hop diplomacy is (and jazz diplomacy, which happened during the Cold War era), check out this article about the book, which includes music links. This is Part 1 of 4: Hip-Hop Diplomacy, Part 1 – The Avid Listener
The protest anthem "We Shall Overcome" has a long history of activism. It originated in the US and was first used for protest by Lucille Simmons and other Black American women picketing against conditions at the tobacco plant they worked at in Charleston. As the end of this article explains, it soon spread across the world. The last paragraph mentions some countries who adopted it, any of which you could explore for a mini lesson. I've also added a video with footage of the song's use over time. Definitely worth watching and listening.
Here is the article: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/media-and-interactives/media/music/story-behind-the-song/the-story-behind-the-song/we-shall-overcome/
If you'd like to study this song more, I recommend its chapter in this book:
Redmond, Shana L. 2013. Anthem: Social Movements and the Sound of Solidarity in the African Diaspora. New York: NYU Press.
There is so much in this video you could explore for a mini lesson. All the songs, composers, and performers mentioned could bring you down a rabbit hole of tracing the lineage of "We Shall Overcome." You could also go the other way and explore the ways other countries have adopted it for their own protest movements.
One note: Genie Deez does not list references for info. shared. I wish citations were included! I've studied this song's history in depth and am using this video because Deez is sharing accurate information, but the lack of references is a big mishap. Always cite your sources!
Victor Jara was a Chilean folk singer & activist, sometimes called “the Bob Dylan of South America” (anything problematic with this? Why is it that artists from outside the US are always labeled in comparison to US artists, but rarely the other way around?). Learn more about his life and legacy in the New York Times article to the right. As a CUNY student you have free access to the NYT.
More info. on Victor Jara:
If you speak Spanish, this website is a valuable resource (recommended by the grandmother of one of my friends. She is a Chilean musician/activist who knew Victor Jara personally).
Victor Jara was part of La Nueva Canción, the New Song Movement which combined music and protest in South America. Click here to learn more about the history of South American music and resistance.
Although the Israeli-Palestinian conflict is not new, it is particularly present right now. For some of you, this may be affecting your lives as you worry about friends and family or have concerns I can't imagine.
Palestinian artists has been using their platforms for protest long before the events of the past year. David A. McDonald's 2013 book My Voice Is My Weapon: Music, Nationalism, and the Poetics of Palestinian Resistance is an ethnomusicological survey of ways that music, identity, and protest have been interconnected for Palestinians for decades.
Since this week is on "American" music in other countries, we will focus on chapters 8 and 9 of McDonald's book, which describe Palestinian hip-hop in Israel and the West Bank. You may read either or both chapters (and more of the book, if you want!). One the most famous Palestinian hip-hop bands, DAM, is covered in chapter 9.
I recommend also listening to music from the artists mentioned. If you'd like to continue researching for a mini lesson, check out the list of sources referenced in the book, and/or some of McDonald's more recent work.
I also want to acknowledge that Israeli artists have also used/are using music to lift their voices. To my knowledge there isn't a book that goes as in-depth in such an effective way as McDonald's. We're focusing on chapters 8 and 9 because of the relevance to our course emphasis on "American" styles of music used by artists in other parts of the world.
This is an article about one of Burma (now known politically as Myanmar, but still Burma to many of the refugees who had to flee)'s only female rap duos. If you choose as this as your in-depth topic, after reading about them, do some additional research on their music and other artists using their platforms for social change for Burma. Burma is one of the countries with much upheaval that we don't often hear about in the news, so if you're unfamiliar with why these women are so passionate about rapping for change, you may want to spend a few minutes also learning about Burma's history.
In Quest 1, you learned strategies for organizing your time more effectively. Quest 2 focused on prioritization strategies. For Quest 3, develop a skill of your choice and reflect on the experience.
Instructions:
Step 1: Identify a skill you want to develop (starting an exercise routine, learning to use spreadsheets, learning to cook, learning about photography, developing a skill related to your field, etc.).
Step 2: Do a Google search and spend at least five minutes watching a video or reading an article on your topic
Step 3: Put what you learned into practice
Step 4: Afterward, report on the experience on the Google Form below.
If you're not sure what to work on, check out these articles and podcasts from NPR's LifeKit for ideas: