Music and Society SOSC. 112 Fall 2013 Syllabus

Transcription

1 Monday and Wednesday SOSC. 112 (1) SOSC. 112 (2) Music and Society SOSC. 112 Fall 2013 Syllabus Office hours: Wednesday 15:30-16:30 Course Description Music and Society is a sociological survey on music which is often described as a human condition. Starting with the fundamental question of what music is, throughout the course we will analyze social, economic, and political dynamics underlying music, as a cultural and performative practice. The course is designed in two parts: The first part aims at introducing the student with fundamental theoretical concepts in Sound Studies (ethnomusicology, musicology, sociology of music, and anthropology of music and dance). The second part is designed to familiarize student with the soundscapes of Turkey as well as the Ottoman Empire. This will involve a close scrutiny of local musical traditions (such as Turkish, Kurdish, Armenian, Greek, Jewish, Alevit, Hip hop, Arabesk, and classical Turkish music) in the political, social and economic contexts within which they are created. Grading 2 unannounced quizzes: %10 (yani 5 points each) 1 writing assignment %10 (10 points) Class participation: %10 (10 points includes keeping up with the reading and listening assignments and actively participating in class discussions. ) Midterm: %35 Final: %35 Part I Basic Concepts Week 1 (Sept 16-18) Sept 16 Monday Introduction Sept 18 Wednesday What is Music? Nettl, Bruno. The Art of Combining Tones: The Music Concept. In The Study of 1

2 Ethnomusicology: Thirty-One Issues and Concepts, University of Illinois Press, Cage, John. Is There Such a Thing as Silence? In Silence, 42. Wesleyan University Press, John Cage Cramps Records, Einsturzende Neubauten. Silence Is Sexy. Mute U.S., Week 2 (Sept 23-25) Sept 23 Monday Nettl, Bruno. "Music." Grove Music Online. Oxford Music Online. Oxford University Press, accessed September 15, 2013, music/ Sept 25 Wednesday Why do we study music? Helen Myers. Ethnomusicology. In Ethnomusicology: An Introduction, New York: W. W. Norton & Company, Nettl, Bruno. The Harmless Drudge: Defining Ethnomusicology. In The Study of Ethnomusicology: Thirty-One Issues and Concepts, University of Illinois Press, Cage, John. Is There Such a Thing as Silence? In Silence, 42. Wesleyan University Press, Week 3 (Sept 30 - Oct 2) Sept 30 Monday Schafer, R. Murray. Introduction. In The Soundscape: Our Sonic Environment and the Tuning of the World, New York: Destiny Books, Thompson, Emily Ann. Introduction: Sound, Modernity, and History. In The Soundscape Of Modernity: Architectural Acoustics And The Culture Of Listening In America, , MIT Press, Bells & Winter Festivals of Greek Macedonia. Washington, DC: Smithsonian Folkways Recordings, Oct 2 Wednesday Samuels, D. W., Meintjes, L., Ochoa, A. M., & Porcello, T. (2010). Soundscapes: Toward a Sounded Anthropology. Annual Review of Anthropology, 39(1), doi: /annurev- 2

3 anthro Week 4 (Oct 7-9) Oct 7 Monday Music as Human Condition: Vita Activa, the Human Condition, Is there a Homo Musicalis? - Monday The Human Condition Arendt, Hannah. Vita Activa and the Human Condition. In The Human Condition, University of Chicago Press, Sennett, Richard. Prologue: Man as His Own Maker. In The Craftsman, Yale University Press, Animal laborans vs. Homo faber Sennett, Richard. Hand Virtues: At the Fingertip - Truthfulness. In The Craftsman, Yale University Press, Oct 9 Wednesday Is there a Homo Musicalis? Mithen, Steven. The Mystery of Music: The Need for an Evolutionary History of Music. In The Singing Neanderthals: The Origins of Music, Language, Mind, and Body, Harvard University Press, Week 5 (Oct 21-23) Oct 21 Monday Homo Ludens Huizinga, Johan. Introduciton & Play Forms in Art. In Homo Ludens: A Study of the Play Element in Culture., 1 8; New York: J. & J. Harper Editions, n.d.! Gnawa Trance - Red, Youtube! Whirling Dervishes 2 -Sufism, Mevlana Rumi, Trance Dance, Youtube! The Biggest Concert and Crowd Ever - Woodstock Youtube Oct 23, Wednesday Dance as Human Condition Ehrenreich, Barbara. The Archaic Roots of Ecstasy. In Dancing in the Streets: A History of Collective Joy, st ed. Holt Paperbacks,

4 Week 6 (Nov 28-30) Gezi Park Nov 28 Monday: NO CLASS Nov 30 Wednesday Readings TBA Week 7 (Nov 4-6) Gender Nov 4 Monday Jane C. Sugarman. Introduction: Studying Gender in Mediterranean Musical Cultures - Tulia Magrini. In Music and Gender!: Perspectives from the Mediterranean, edited by Tullia Magrini, Chicago: University of Chicago Press, n.d. Nov 6 Wednesday Bell Hooks, Is Paris Burning?, Zeta 4, no. 6 (1991): ! Livingston, Jennie. Paris Is Burning. Fox Lorber, Part II Case Studies Week Eight (Nov 11-13): Review and Midterm Week 9 (Nov 18-20) Nov 18 Monday Turkish Popular Music and Gender: Our Sun of Art, Zeki Müren Stokes, Martin. The Tearful Public Sphere: Turkey s Sun of Art, Zeki Muren. Music and Gender: Perspectives from the Mediterranean (2003): Nov 20 Wednesday Sinclair-Webb, Emma. Our Bülent Is Now a Commando : Military Service and Manhood in Turkey. Imagined Masculinities: Male Identity and Culture in the Modern Middle East (2000): Week 10 (Nov 25-27) Nov 25 Monday Turkish Music I - Music as a Nation Building Project Pettan, Svanibor. Alaturka-alafranga Continuum in Balkan Music and Ethnomusicology (2007). Nov 27 Wednesday Tekelioğlu, Orhan. Modernizing Reforms and Turkish Music in the 1930s. Turkish Studies 2, 4

5 no. 1 (2001): Week 11 (Dec 2-4) Dec 2 Monday Music and Class - I: The Arabesk Debate & The Debate Revisited TBA Stokes, Martin. Arabesk. In The Arabesk Debate: Music and Musicians in Modern Turkey, Clarendon Press, Fazıl Say on Arabesk Arabesque Music Is Treason, Says Turkish Pianist. Hurriyet Daily News, November 14, Emrah Güler. Say Attacks Listeners of the Arabesque Music on Twitter. Hurriyet Daily News, November 26, Mustafa Akyol. Arabesque Music as high Treason. Hurriyet Daily News, December 01, Arabesk in İbrahim Tatlıses. Vur Gitsin. Seyhan, Orhan Gencebay. Hatasız Kul Olmaz. Kervan, Dec 4 Wednesday Özgür,İren. Arabesk Music in Turkey in the 1990s and Changes in National Demography, Politics, and Identity - [Turkish Studies Volume 7, Issue 2, 2006] Week 12 (Dec 9-11) Dec 9 Monday Ethnicity and Music: Kurdish Music and Resistance Stokes, Martin. Introduction. In Ethnicity, Identity, and Music: The Musical Construction of Place, edited by Martin Stokes, Berg, Blum, Stephen, et al Kurdish Music. Grove Music Online, ed. L. Macy. Dec 11 Wednesday Broughton, Simon, Mark Ellingham, and Jon Lusk. Kurdish Music: Songs of the Stateless. In The Rough Guide to World Music: Africa & Middle East, Rough Guides, Arda, Talat Balca, and Graduate Program in Political Science and International Relations. Politics and Arts: The Transformation of the Kurdish Oppositional Music in Turkey, Kazo. Si u Se Gule. Istanbul: Aydin Müzik. A-014. N.d. Xos e hewreman Nightingale with a broken wing. Unkapani, Istanbul: Ses Plak Yapim, Week 13 (Dec 16-18) Dec 16 Monday 5

6 Diaspora, Sub-Cultures and Music I: Rembetika - Songs of Love, Sorrow and Hashish. Holst, Gail. Turning on to the Rembetika. In Road to Rembetika: Music of Greek Sub-Culture Songs of Love, Sorrow and Hashish, Limni, Evia, Greece: Denise Harvey, Holst, Gail. Rembetika High - Smyrna Style and Piraeus Style. In Road to Rembetika: Music of Greek Sub-Culture Songs of Love, Sorrow and Hashish, Limni, Evia, Greece: Denise Harvey, Road To Rembetika. Traditional Crossroads, Dec 18 Wednesday! Rembetiko Music of the Outsiders Week 14 (Dec 23-25) Dec 23 Monday Diaspora, Memory, and Music II: Armenian Music in the New World Bilal, Melissa, and Graduate Program in Sociology. The Lost Lullaby and Other Stories About Being an Armenianin Turkey, (Pages TBA) Neden geldim Amerika ya (Why did I come to America?) - Achilleas Poulos Marko Melkon, Kanuni Garbis, and Sugar Mary. Armenians on 8th Avenue [sound recording]. New York: Traditional Crossroads, Kenkulian, Hrant. Udi Hrant [sound recording]. New York, NY: Traditional Crossroads, Dec 25 Wednesday Poladian, Sirvart. Komitas Vardapet and His Contribution to Ethnomusicology. Ethnomusicology 16, no. 1 (1972): Koç University Statement on Academic Honesty with Emphasis on Plagiarism Koç University expects all its students to perform course-related activities in accordance with the rules set forth in the Student Code of Conduct ( Actions considered as academic dishonesty at Koç University include but are not limited to cheating, plagiarism, collusion, and impersonating. This statement s goal is to draw attention to cheating and plagiarism related actions deemed unacceptable within the context of Student Code of Conduct: All individual assignments must be completed by the student himself/herself, and all team 6

7 assignments must be completed by the members of the team, without the aid of other individuals. If a team member does not contribute to the written documents or participate in the activities of the team, his/her name should not appear on the work submitted for evaluation. Plagiarism is defined as borrowing or using someone else s written statements or ideas without giving written acknowledgement to the author. Students are encouraged to conduct research beyond the course material, but they must not use any documents prepared by current or previous students, or notes prepared by instructors at Koç University or other universities without properly citing the source. Furthermore, students are expected to adhere to the Classroom Code of Conduct ( and to refrain from all forms of unacceptable behavior during lectures. Failure to adhere to expected behavior may result in disciplinary action. There are two kinds of plagiarism: Intentional and accidental. Intentional plagiarism (Example: Using a classmate s homework as one s own because the student does not want to spend time working on that homework) is considered intellectual theft, and there is no need to emphasize the wrongfulness of this act. Accidental plagiarism, on the other hand, may be considered as a more acceptable form of plagiarism by some students, which is certainly not how it is perceived by the University administration and faculty. The student is responsible from properly citing a source if he/she is making use of another person s work. For an example on accidental plagiarism, please refer to the document titled An Example on Accidental Plagiarism. If you are unsure whether the action you will take would be a violation of Koç University s Student Code of Conduct, please consult with your instructor before taking that action. An Example on Accidental Plagiarism This example is taken from a document prepared by the City University of New York. The following text is taken from Elaine Tyler May s Myths and Realities of the American Family : Because women's wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child-care facilities in the United States remain 7

8 woefully inadequate. Below, there is an excerpt from a student s homework, who made use of May s original text: As Elaine Tyler May points out, women's wages often continue to reflect the fiction that men earn the family wage (588). Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still woefully inadequate. (May 589). You may think that there is no plagiarism here since the student is citing the original author. However, this is an instance of accidental plagiarism. Although the student cites May and uses quotation marks occasionally, the rest of the sentences, more specifically the following section: Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still woefully inadequate. (May 589) almost exactly duplicates May s original language. So, in order to avoid plagiarism, the student either had to use quotation marks for the rest of the sentences as well, or he/she had to paraphrase May s ideas by using not only his/her own words, but his/her own original ideas as well. You should keep in mind that accidental plagiarism often occurs when the student does not really understand the original text but still tries to make use of it. Understanding the original text and understanding why you agree or disagree with the ideas proposed in that text is crucial both for avoiding plagiarism and for your intellectual development. Reference(s): Avoiding and Detecting Plagiarism: A Guide for Graduate Students and Faculty. The Graduate Center. City University of New York, Web. < CUNY_GC/media/CUNY-Graduate-Center/PDF/Publications/AvoidingPlagiarism.pdf> 8