Week 3

Research Strategies

It's incredibly important to learn to find information from trustworthy sources, and present it without plagiarizing (do you know what counts as plagiarism? Getting caught for plagiarism at Brooklyn College can have serious consequences; this lesson will help you learn to credit sources you reference in your work). 

Please explore ALL material in the lesson. None of it is long, but it's important. 

Video From Prof. S

In the first video, I play jazz pianist Horace Silver's tune "Song For My Father." Silver was inspired by bossa nova rhythms he heard on a trip to Brazil, and combined that with melodic elements of Cape Verdean Portuguese folk music from his father's homeland. I made this video a few semesters ago, hence the longer hair :-) 

"Song For My Father" is influential in pop music. To name just a few, Steely Dan, Stevie Wonder, and Earth, Wind, and Fire all made songs inspired by this one. If Horace Silver was inspired by music he heard in Brazil, and Steely Dan used the bassline in his own music, who gets credit? How does copyright help or complicate crediting creators? 

WEEK 3 TO-DO LIST

The Lesson

This week's lesson is split into two parts: 

Click each title to access material, and click each drop-down arrow for a description.

It's crucial to develop the ability to find and recognize reputable sources and credit the creators, whether that's in music, writing, or something else. 

Access ALL material in the lesson. It's short; this lesson should take you under an hour to complete (reminder that if we were in person we'd have 3 hours of class...way more than this lesson). 

Part 1: Citing/crediting creators

This portion of the lesson focuses on crediting authors/creators and avoiding plagiarism. We want artists to receive credit for the music they create, right? Then we should do the same when we reference sources in our writing; always credit the creators. 


Click the drop-down arrows below to learn more.

Below is an example of what happens when credit is not given, and when individuals don't do research about music. Some of you might know the song on the left: "The Lion Sleeps Tonight." Disney helped popularize it when Timon and Pumba sang it in The Lion King. The song is credited to a group called The Tokens, who recorded it in 1961. Press play on the video on the left to hear their version. Now listen to the song in the middle, from a decade earlier. Anything sound familiar? Finally, play the song on the right, recorded by a South African Zulu group of a cappella singers in 1939. The Zulu word mbube translates to "lion." Hmmm...what's going on? 

Solomon Linda wrote and recorded "Mbube." Then a folklorist, Alan Lomax, sent a "traditional Zulu melody" to folk musician Pete Seeger, who turned it into a song with his group, The Weavers. Seeger and Lomax were both under the impression that it was a traditional/public domain melody not credited to anyone. Next, The Tokens recorded their version and added words. Later, when Pete Seeger learned it was NOT a traditional song, he fought for Solomon Linda to receive royalties for the song, which had amassed tons of $$ thanks in part to Disney's The Lion King. By the time Linda received credit he had passed away, and royalties were given to his family. 

This is not an isolated case; plagiarism and ignorance in music is everywhere. By taking this class, you are doing your part to become an educated music consumer. Learn about the origins of music you listen to so we don't bury the legacy of artists like Solomon Linda. 

The Lion Sleeps Tonight
The Tokens - 1961

Wimoweh
The Weavers - 1952

Mbube
Solomon Linda & The Evening Birds - 1939

YouTube influencer/music artist Adam Neely made a LONG video on copyright in music. You don't need to watch the whole thing; it's full of music jargon you don't need for this class. Just watch these sections: 

1:45-7:06: This section introduces a famous jazz melodic line and demonstrates how many times it has been copied. Does someone own this melody? Who should be credited for it? 

26:51-30:05: Here, Neely suggests ways to avoid plagiarism in music. The solution? Giving credit to those who came before, same as you are expected to do when you write a paper and cite your sources. 

The moral? In music, writing, and everything else, citing sources and crediting authors is vital. You'll avoid plagiarism and highlight rather than shadow the work of creators who came before you. 

3. Website/videos: "Cite your sources" (website & 7-min videos)

I've found reputable sources...how do I cite them?

Citing sources correctly - both at the end of and inside projects - makes your work more reputable. Learning to reference sources can also help you avoid plagiarism. Pasting a hyperlink is not how you cite a source, and pasting information without crediting the author is plagiarism. If these concepts are unfamiliar, bookmark this page and refer to it when you cite sources. You can also sign up for tutoring through BC's Learning Center.  


Before moving on, watch these two videos from the Brooklyn College page: 


When we don't credit authors, we silence them. This is especially critical when citing individuals who face extra hurdles to reach positions of prominence in their fields: BIPOC, female, queer, and disabled authors are just a few examples. Please cite sources correctly to highlight rather than shadow the achievements of authors/creators, especially those from marginalized groups. Thank you. 

One more thing...

What if you want to cite something directly from a lesson? If you want to reference something Prof. S said in a video, you can state "According to Professor Stallard's video in Week 3..." If you want to state something from a published source (a YouTube video, an article from the lesson, etc.) cite it fully. You can state "According to...[name]," in your writing, and then include a citation at the end of your work. 

Thank you for crediting authors. This is especially important for individuals who face obstacles to reach their positions, such as people who are minorities in their field. Fully citing sources celebrates their accomplishments, while just pasting a URL without any citation buries their work and leaves their name in shadows. I know it's annoying to cite sources, but it's important to highlight authors and recognize their work. 

>>When you fully cite a source, the message you send is "This person accomplished something and I am making sure they get the credit they deserve." 

>>When you paste a URL and nothing else, you say "I don't really care about this person, they don't deserve to be credited for their efforts."  

Which message would you want someone to choose if they were referencing your work?

Part 2: Reputable Sources

This part of the lesson focuses on recognizing what makes a source credible and learning to avoid "fake news" when sharing information. Nothing in this part of the lesson is about music, but we will use these skills to share information about music with one another throughout this course.

Help save the Pacific Northwest Tree Octopus from extinction!
Is this website trustworthy? Why or why not? Does it pass the CRAAP test?

This is a hoax created in 1998 by Lyle Zapato. If you Google this octopus, you’ll discover many websites devoted to this "endangered species." Remember this: Just because a topic has multiple references does not mean it's legitimate. Always check that information is from reputable sources. Students sometimes cite sources with this level (or lack) of credibility. Remember this octopus; your sources should be much more credible than this. 

"A lie can travel halfway around the world while the truth is putting on its shoes." -Mark Twain...?
This TEDEd video explains circular reporting, a phenomenon that helps "fake news" - like the Pacific Northwest Tree Octopus story - travel. Always cross-check multiple, reputable sources when researching a topic; sharing what you find from one source without confirming it's true from others can result in accidentally spreading false information. Circular reporting is one reason that fake or inaccurate information travels so fast. 

3. The CRAAP Test  (Website)

I know to consult reputable sources, but how do I know what makes a source reputable/credible?


One method is CRAAP: Currency, Relevance, Authority, Accuracy, Purpose

The CRAAP Test checks a source's credibility. If a source doesn’t pass the CRAAP test, you should not use it. 

Okay, I know to use CRAAP to check if a source is credible, but how do I find those sources? What tricks can I use to increase my chances of finding reputable sources? 

If something is labeled "commentary" it is an opinion piece, not a factual source. If you can't find an author, or if a source doesn't reference other sources, how do you know the information is trustworthy? (sometimes sources without authors are okay, but you need to make a strong argument for why)

This video is dry, but it's the best I've found for explaining what makes a source credible. If anyone finds something better, please send it my way.

NEXT STEPS: 

After exploring Week 3's lesson, you can submit the weekly side quest for 2 points. Additionally, this week you have an opportunity to embark on an "expedition" for 5 points. 

When you submit your work, practice what you learned in this lesson by crediting the sources you get your information from. Use the CRAAP test to make sure your sources are reputable, and include a full citation so that the authors get credit.

Week 3 expedition (5 points)

This week, practice "exploring" a region with classmates. This is practice; as long as you participate you'll get 5 points. There are no "wrong" submissions this week; ask questions if you have them. 

Steps for this week's mission: 

Tips for choosing a destination: 

When you choose a destination for your expedition, relate it to the lesson theme (choose a place in the US that represents this theme, or somewhere else in the world that has an influence on music in the US). 

Examples: 

We chose...

...New York City because there is a wide variety of music here from around the world. We are exploring many styles of music in NYC that I think are good examples of "global America." To us, "global America" means...[definition].

...Ireland to trace the migration of music with Irish immigrants to the US. We are exploring traditional Irish music in Ireland and in the US and focusing on influential musicians for this mission.

...Britain because we are interested in the history of the ice cream truck song "Turkey In The Straw." We wanted to trace its history back to the British song, "The (Old) Rose Tree." 

All destinations must be chosen by Friday. It's okay if you don't start working until the weekend, but I want to see that everyone who plans to participate for the week has at least committed to a team and topic. Ideas posted after Friday will not receive points. 

WEEK 3 QUEST: Peer Connections

Research shows that students are more likely to succeed in school if they make connections with peers who support them academically. Here is a story from NPR detailing one such study (also linked at right). In the study, sociology professor Janice McCabe found that "Among the students who said their close group of friends provided academic motivation and support, every one of them graduated. Among the ones who said they lacked this support and their friends distracted them from schoolwork, only half managed to graduate within six years." Academic friendships literally can affect your chance of graduation. But...online courses can make networking with peers difficult. Here is an opportunity to connect.

Instructions: