world music in theory and practice

Transcription

1 [musc 2090B / spring 2014] world music in theory and practice Prof. Kiri Miller W 12:30-2:50 Orwig 109 Kiri_Miller@brown.edu Orwig 208 / office hours Th. 3-4:30 This seminar investigates world music as a contested term in ethnomusicology, a musicindustry marketing category, and an undergraduate classroom subject. We will read critical accounts of the development and significance of the world music concept, compare several world music textbooks, experiment with teaching the exercises/assignments therein, and explore the scholarly literature on multiculturalist pedagogy. The design themes of this course are breadth of general reading, depth of independent work on topics of individual interest, and the integration of student contributions to course content, direction, and leadership. The seminar will foster professional development for graduate students by requiring you to practice your discussion-leading and teaching skills, engage in the formal exchange of collegial feedback, write a scholarly book review, and design a detailed course proposal for a world music survey course. You will need to read 4-5 articles or book chapters for every class meeting. You ll usually write critical reviews of two readings and submit discussion questions about the others. You ll also need to read/view/listen to web supplements assigned by your classmates. Each of you will serve as a discussion leader for about half of two class meetings and will do three short sessions of practice teaching. Over the course of the term you will be working on a textbook review and a world music course proposal (including a detailed syllabus, sample lecture notes, and sample assignments). You ll also be providing collegial feedback on your classmates work. Required materials: Ted Solís (ed.), Performing Ethnomusicology (2004) on reserve/buy online Most course readings will be available through OCRA. Please print them and bring them to class, or use PDF software with good annotation features (e.g., Skim). All the textbooks we are discussing will be on physical reserve; you might consider purchasing the ones you plan to review. Some course listening will be distributed through the course itunes system, so you should have the latest version of itunes installed on your computer. In general, you will need lots of internet access for this course. The course wiki will be central to our work: 1

2 assignment terms defined critical review: Two short paragraphs (no more than one double-spaced page). First, summarize the topic and findings of the article as the author might state them. Second, bring up any points of criticism, any points of connection to another reading or topic of interest to you, and at least one discussion question for the class. Your language need not be formal. This will help you prepare for our discussions as well as for future research and teaching. I strongly recommend using Endnote, or some other bibliography program, and storing your critical reviews in the Notes field. Review two assigned readings each week, unless otherwise noted. Submit to the wiki by noon Tuesday. discussion questions: These should be suited to out-loud, on-the-spot discussion (i.e., pointed and concise). Write at least one question for each reading you aren t reviewing, as well as one question connecting the web supplement to issues in the readings. Submit to the wiki by noon Tuesday. discussion-leading: Each student will be responsible for leading discussion for half of two class meetings, focusing on two assigned readings and a web supplement of your choice. How to do this: 1. Skim the assigned reading for your discussion-leading day about ten days in advance. Decide which readings you want to discuss. Locate some related web material (blogs, YouTube, pedagogy websites, newspaper articles, etc.). The web supplement should take less than 20 minutes for class members to complete. 2. Post the web supplement to the syllabus page on the wiki before class on the Wednesday one week before your discussion-leading day. 3. Use your classmates critical reviews and discussion questions to guide the discussion. Be sure to bring your web supplement materials into the conversation. practice teaching: Each student will design and teach the following lessons, imagining an undergraduate classroom of students (not music majors). 1. Half-hour lesson on one of the mini-case weeks, using a textbook chapter. You must teach a subject you do not already know well minute thematic mini-lecture on April minute lesson drawing from course proposal lecture notes on April 23. textbook review: Write a comparative book review of two world music textbooks. This should be the kind of review you would find in an academic journal. It should summarize the books contributions the field; contextualize their contributions with respect to larger disciplinary issues and debates; and raise critical points in such a way that the author would still speak to you at a conference. 5-7 double-spaced pages, due in class and to wiki on April 16. Collegial feedback (~250 words) on two reviews due to wiki by April 23. 2

3 course proposal: You will create a course proposal for a world music survey course. Up to ~75% of the reading assignments may come from a single textbook. Assume that this class will have students, no prerequisites, and will be taught at Brown in Fall 2014, in a MWF 50-minute timeslot, with one TA. Your proposal should include the following components: * detailed syllabus, following Sheridan Center Constructing a Syllabus guidelines * one 10-question quiz (format of your choice) and writing assignment prompt * lecture notes for one 50-minute class meeting Proposals due in class and to wiki on April 23. Bring hard copy of the whole proposal for Kiri and copies of the syllabus for all class members. Be prepared to teach for ~20 minutes from your sample lecture notes. evaluation breakdown & fine print 20% discussion & collegial feedback 10% critical reviews & questions 5% discussion-leading 20% practice teaching 15% book review 30% course proposal Please note that I take plagiarism and other forms of academic dishonesty very seriously. All students are expected to be familiar with Brown s Academic Code and to carry out their work accordingly. When in doubt, cite a source or ask what to do. 3

4 weekly topics & assignments week 1 / Jan. 22 introduction guiding questions, the wiki, textbook TOCs week 2 / Jan. 29 world music in theory I Feld 1994 Erlmann 1996 Aubert 2007 (Ch. 8-11, pp ) Foster 2009 Listen: NPR Putumayo story (2011), linked from wiki week 3 / Feb. 5 textbook intros Wade 2004: front matter & Ch. 1 (pp. vii-xxiii, 1-26) Shelemay 2006: front matter & Intro (pp. viii-xxiv, xxvi-li) Bakan 2007: front matter & Ch. 1-2 (pp. ix-xxxiii, 1-30) Nettl 2008: front matter & Ch. 1 (pp. vii-xviii, 2-25) Titon 2009: front matter & Ch. 1 (pp. iii-xxvii, 1-32) Listening tracks are in the itunes system (sample as much as you can). Submit discussion questions for each reading to the wiki (no reviews required). Each person will lead discussion of one book. week 4 / Feb. 12 world music in theory II Taylor 1997: Ch. 1 (pp. 1-37) Pacini Hernandez 1998 Stokes 2004 Novak

5 week 5 / Feb. 19 pedagogical approaches I Campbell 2004: Preface, Ch. 1-2 (pp. xv-xx1, 1-53) Solís 2004: Introduction Della Pietra and Campbell 1995 Parr 2006 Krüger 2011 Guajardo, Guajardo, and del Carmen Casaperalta 2008 Submit discussion questions (no CRs) to wiki. Be prepared to lead the class in one activity from Campbell 2004 or Wade (Both books are on reserve, if you want to explore beyond the OCRA scans.) Post your plans to the wiki by Monday night (avoid duplication). week 6 / Feb. 26 world music in theory III: Afro-Pop / Global Pop Lazarus 1993 Erlmann 1999: Part II intro, Ch. 10 (pp , , endnotes) Brown 2010 Tucker 2011 and STATS 2012 (on wiki) Post one article and one syllabus for next class. week 7 /March 5 pedagogical approaches II student-assigned articles from pedagogy journals world music syllabi (post PDFs or links to wiki) Constructing a Syllabus handbook (Sheridan Center, 2006) practice teaching: world music survey, day 1 [no assigned reading] Submit discussion questions (no CRs) to wiki. week 8 /March 12 mini-case 1: teaching Arab/Middle Eastern music Racy et al. (Ch. 8) in Solís 2004 Marcus (Ch. 11) in Solís 2004 Rasmussen (Ch. 12) in Solís 2004 Maira 2008 practice teaching: textbook chapter 5

6 week 9 /March 19 mini-case 2: teaching African music Locke (Ch. 9) in Solís 2004 Kisliuk & Gross (Ch. 14) in Solís 2004 Agawu 2003: Ch. 3 (pp , ) Banks 2010 practice teaching: textbook chapter Post thematic mini-lecture topic preferences to wiki. *** SPRING BREAK *** week 10 / April 2 mini-case 3: teaching Indonesian music Susilo et al. (Ch. 2) in Solís 2004 Vetter (Ch. 5) in Solís 2004 Harnish (Ch. 6) in Solís 2004 Perlman 2004: Intro, 2, 5, Concl. (pp. 1-11, 37-60, , ) Downing 2010 practice teaching: textbook chapter week 11 / April 9 mini-case 4: teaching Latin American music Solís (Ch. 13) in Solís 2004 Lipsitz 1999 Neustadt 2002 Tucker 2010 practice teaching: textbook chapter Discuss possible course-proposal-based lecture topics. 6

7 week 12 / April 16 music and... thematic mini-lectures choose one of the following themes: dance/embodiment defining ethnomusicology diaspora gender & sexuality memory politics/protest race & ethnicity ritual syncretism technology tradition/transmission Book review due in class (hard copy to Kiri) and to wiki. week 13 / April 23 course proposal presentations Distribute course proposal materials; deliver mini-lecture. Comment on two book reviews (~250 words) on wiki. week 14 / April 30 course proposal workshop & final discussion Read everyone s course proposals; post comments to wiki. 7

8 assigned readings Agawu, Kofi Representing African Music. New York: Routledge. Aubert, Laurent The Music of the Other: New Challenges for Ethnomusicology in a Global Age. Translated by Carla Ribeiro. Aldershot, UK: Ashgate. Bakan, Michael B World Music: Traditions and Transformations. New York: McGraw Hill. Banks, Ojeya Cruz "Critical Postcolonial Dance Pedagogy: The Relevance of West African Dance Education in the United States." Anthropology & Education Quarterly 41(1): Brown, Jayna "Buzz and Rumble: Global Pop Music and the Utopian Impulse." Social Text 28(1): Campbell, Patricia Shehan Teaching Music Globally: Experiencing Music, Expressing Culture, Global music series. New York: Oxford University Press. Della Pietra, Christopher J., and Patricia Shehan Campbell "An Ethnography of Improvisation Training in a Music Methods Course." Journal of Research in Music Education 43(2): Downing, Sonja L "Agency, Leadership, and Gender Negotiation in Balinese Girls' Gamelans." Ethnomusicology 54(1): Erlmann, Veit "The Aesthetics of the Global Imagination: Reflections on World Music in the 1990s." Public Culture 8: Music, Modernity, and the Global Imagination: South Africa and the West. New York: Oxford University Press. Feld, Steven "From Schizophonia to Schismogenesis: On the Discourses and Commodification Practices of 'World Music' and 'World Beat'." In Music Grooves: Essays and Dialogues, edited by Charles Keil and Steven Feld, Chicago: University of Chicago Press. Foster, Susan Leigh "Worlding Dance--An Introduction." In Worlding Dance, edited by Susan Leigh Foster, Basingstoke, U.K.: Palgrave Macmillan. Guajardo, Miguel, Francisco Guajardo, and Edyael del Carmen Casaperalta "Transformative Education: Chronicling a Pedagogy for Social Change." Anthropology & Education Quarterly 39(1):3-22. Krüger, Simone "Democratic Pedagogies: Perspectives from Ethnomusicology and World Music Educational Contexts in the United Kingdom." Ethnomusicology 55(2):

9 Lazarus, Neil "'Unsystematic Fingers at the Conditions of the Times': 'Afropop' and the Paradoxes of Imperialism." In Recasting the World: Writing after Colonialism, edited by Jonathan White, Baltimore: Johns Hopkins University Press. Lipsitz, George "Home Is Where the Hatred Is: Work, Music, and the Transnational Economy." In Home, Exile, Homeland: Film, Media, and the Politics of Place, edited by Hamid Naficy, New York: Routledge. Maira, Sunaina "Belly Dancing: Arab-Face, Orientalist Feminism, and U.S. Empire." American Quarterly 60(2): Nettl, Bruno Excursions in World Music (Fifth Edition). Upper Saddle River, N.J.: Prentice Hall. Neustadt, Robert "Buena Vista Social Club versus La Charanga Habanera: The Politics of Cuban Rhythm." Journal of Popular Music Studies 14(2): Novak, David "The Sublime Frequencies of New Old Media." Public Culture 23(3): Pacini Hernandez, Deborah "Dancing with the Enemy: Cuban Popular Music, Race, Authenticity, and the World-Music Landscape." Latin American Perspectives 25(3): Parr, Clayton "Eight Simple Rules for Singing Multicultural Music." Music Educators Journal 93(1): Perlman, Marc Unplayed Melodies: Javanese Gamelan and the Genesis of Music Theory Berkeley: University of California Press. Shelemay, Kay Kaufman Soundscapes: Exploring Music in a Changing World (Second Edition). New York: W.W. Norton. Solís, Ted Performing Ethnomusicology: Teaching and Representation in World Music Ensembles. Berkeley: University of California Press. STATS, Eddie Diplo + Chief Boima Debate The Politics Of Tropical Bass. Okayafrica, Stokes, Martin "Music and the Global Order." Annual Review of Anthropology 33: Taylor, Timothy D Global Pop: World Music, World Markets. New York: Routledge. Titon, Jeff Todd Worlds of Music: An Introduction to the Music of the World's Peoples (5th Ed.). Belmont, CA: Schirmer Cengage Learning. Tucker, Boima Global Genre Accumulation. Africa Is A Country (November 22, 2011), 9

10 obal-genre-accumulation/. Tucker, Joshua "Mediating Sentiment and Shaping Publics: Recording Practice and the Articulation of Social Change in Andean Lima." Popular Music and Society 33(2): Wade, Bonnie C Thinking Musically: Experiencing Music, Expressing Culture, Global music series. New York: Oxford University Press. 10