White nationalist music in Sweden

Writing assignment for Ethnomusicology: History and Theory with David Samuels

Benjamin Teitelbaum’s study of Nordic nationalist music could not be any more timely.

Lions of the North

Gramsci diverged from classic Marxism when he argued that shifts in the cultural sphere create the conditions for political or economic change, rather than the other way around. Since Swedish nationalists do not have enough majority appeal for electoral politics, they see better prospects in the social diffusion of ideas and cultural values, i.e. “metapolitics.”

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What is culture?

Writing assignment for Ethnomusicology: History and Theory with David Samuels

All of my social science professors have asked the class to define “culture” and no one is ever able to give a concise or satisfying answer. If a culture is discretely bounded and object-like, how do we understand the culture of people in borderlands, or migrants, or residents of big complicated places like New York City? Calling anthropology as “the study of culture” is not so much a description of what anthropologists do so much as it describes “the politics of inclusion whereby an author seeks to find a common underlying theme for a plethora of disciplinary projects” (Borofsky et al, 2001).

Culture Club

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Ethnomusicology and the body

Writing assignment for Ethnomusicology: History and Theory with David Samuels

It is such a strange artifact of Cartesian dualism that we have to specify experiences as being “bodily,” as if there were some other kind. It’s like specifying that a place is in the universe.

René Descartes

Blacking (1977) observes that we can understand the convention of the mind/body dichotomy as a cultural construct, a reflection of the way that capitalism divides manual and mental labor, and puts pressure on us to use our bodies in a lopsided way (see, for example, my being hunched over my computer right now.) Furthermore, the mind-body split symbolizes the left brain/right brain split. The arts require both sides of the brain, and this may be their biological function in humans: to activate both brain hemispheres and let us attain a more complete and unified consciousness.

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Ethnomusicology and world music

Writing assignment for Ethnomusicology: History and Theory with David Samuels

People like me listen to world music to hope for and imagine a world without imperialism. I’ve sampled Central African pygmy music in my own work, and while I do a better job of attributing my sources than Deep Forest does, I’m motivated by the same impulse.

Timothy Brennan attributes the popularity of African diasporic music among white people to our unconscious desire to resist imperial capitalism. The same is true of world music.

More than just expanding tastes, world music characterizes a longing in metropolitan centers of Europe and North America for what is not Europe or North America… It represents a flight from the Euro-self at the very moment of that self’s suffocating hegemony, as though people were driven away by the image stalking them in the mirror (Brennan 2001, 46).

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My music technology syllabus

I use variations on this project list for all of my courses. In Advanced Digital Audio Production at Montclair State University, students do all of these assignments. Students in Music Technology 101 do all of them except the ones marked Advanced. My syllabus for the NYU Music Education Technology Practicum has an additional recording studio project in place of the final project. Here’s the project list in Google Spreadsheet format.

Music Ed Tech Practicum image

I talk very little about microphone technology or technique in my classes. This is because I find this information to only be useful in the context of actual recording studio work, and my classes do not have regular access to a studio. I do spend one class period on home recording with the SM58 and SM57, and talk a bit about mic technique for singers. I encourage students who want to go deeper into audio recording to take a class specifically on that subject, or to read something like the Moylan book.

My project-based approach is informed strongly by Matt Mclean and Alex Ruthmann. Read more about their methods here.

I do not require any text. However, for education majors, I strongly recommend Teaching Music Through Composition by Barbara Freedman and Music Technology and Education: Amplifying Musicality by Andrew Brown.

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Toward a Methodological Stance

Final paper for Approaches To Qualitative Inquiry with Colleen Larson

Section 1: Reflections on Received View of Research

I was raised by two medical researchers and a former astrophysicist, surrounded by stacks of quantitative journals. I rarely questioned the assumption that quantitative empirical research is the gold standard of truth, and that while subjective accounts are interesting and illuminating, they are not ultimately reliable. From scientists I learned that stories belong to mythology, while facts do not necessarily organize themselves in ways that can be apprehended so easily. Creation myths tell the story of a human-scale world in which humans are the most important element. Astrophysicists tell us that the universe is unfathomably vast and incomprehensibly old, and that we are insignificant in the grand scheme of things, while evolution teaches that we are more like mushrooms or daisies than unlike them. It is axiomatic for scientists that reality is empirically knowable, and while social and emotional considerations are a fact of life, they are noise to be filtered out.

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Research proposal – Hip-Hop Pedagogy

Final paper for Principles of Empirical Research with Catherine Voulgarides

Research questions

Jamie Ehrenfeld is a colleague of mine in the NYU Music Experience Design Lab. She graduated from NYU’s music education program, and now teaches music at Eagle Academy in Brownsville. Like many members of the lab, she straddles musical worlds, bringing her training in classical voice to her work mentoring rappers and R&B singers. We often talk about our own music learning experiences. In one such discussion, Jamie remarked: “I got a music degree without ever writing a song” (personal communication, April 29 2017). Across her secondary and undergraduate training, she had no opportunity to engage with the creative processes behind popular music. Her experience is hardly unusual. There is a wide and growing divide behind the culture of school music and the culture of music generally. Music educators are steeped in the habitus of classical music, at a time when our culture is increasingly defined by the music of the African diaspora: hip-hop, R&B, electronic dance music, and rock.  Continue reading

Marked

Note-taking for Principles of Empirical Research with Catherine Voulgarides

Pager, Devah. (2007). MARKED: Race, Crime, and Finding Work in an Era of Mass Incarceration. Chicago: University of Chicago Press.

Page 21 of Pager’s book includes this chart, showing annual prison admissions for drugs by race in the United States. In the 1980s, we imprisoned roughly the same numbers of black and white people for drugs. There are about six times as many white people as black people in the population generally, so unless you believe that black people do drugs at six times the rate white people do, there would appear to have been some racism at work.

Pager 2007 p 21

Then in the late 80s, there was an incredible jump in the number of black prisoners, leading to the present situation, where there are between two and three times as many black people in prison for drugs as white people. While America has become less racist in some respects, this statistic tells us that we are not making as much progress as we like to imagine. These facts also have implications for the history of hip-hop. You can see the rise of both gangsta and overtly socially conscious rap in large part as a response to the devastating effect of this sentencing disparity.

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Ain’t No Makin’ It

Assignment for Approaches to Qualitative Inquiry with Colleen Larson

If you’re looking for a gripping and highly readable (though depressing) sociological study, I strongly recommend this one.

Ain't No Makin' It

The purpose of MacLeod’s study is to understand how class inequality reproduces itself, using the example of two groups of young men living in a housing project. He asks how these young people reconcile America’s dominant ideology of individual achievement, where success is based on merit, and economic inequality is due to differences in ambition and ability, with the reality of the participants’ own limited choices and opportunities. In particular, MacLeod addresses the question of whether education ensures equality of opportunity as it is purported to do.

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Ideological and Theoretical Assumptions

Note-taking for Principles of Empirical Research with Catherine Voulgarides

Special Ed

Artiles, A. J. (2011). Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability. Educational Researcher, 40(9), 431-445.

Artiles explains how a civil rights victory for learners with disabilities has become a way to oppress racial minority students. He cites statistics showing that African Americans are more than twice as likely as their white peers to be diagnosed with intellectual disability and one and a half times as likely to be diagnosed with emotional or behavioral disturbance. Other minority groups are similarly over-represented. After kids get placed in special education, their academic outcomes are usually bad, and their economic prospects are correspondingly limited. Even within the disabled population, white students tend to do better than their minority peers. While poor kids are likelier to be diagnosed with disabilities, race is a significant predictor of diagnosis even if you control for poverty.

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