Why hip-hop is interesting

The title of this post is also the title of a tutorial I’m giving at ISMIR 2016 with Jan Van Balen and Dan Brown. Here are the slides:

The conference is organized by the International Society for Music Information Retrieval, and it’s the fanciest of its kind. You may well be wondering what Music Information Retrieval is. MIR is a specialized field in computer science devoted to teaching computers to understand music, so they can transcribe it, organize it, find connections and similarities, and, maybe, eventually, create it.

Spectrogram of "Famous" by Kanye West created with Chrome Music Lab

So why are we going to talk to the MIR community about hip-hop? So far, the field has mostly studied music using the tools of Western classical music theory, which emphasizes melody and harmony. Hip-hop songs don’t tend to have much going on in either of those areas, which makes the genre seem like it’s either too difficult to study, or just too boring. But the MIR community needs to find ways to engage this music, if for no other reason than the fact that hip-hop is the most-listened to genre in the world, at least among Spotify listeners.

Hip-hop has been getting plenty of scholarly attention lately, but most of it has been coming from cultural studies. Which is fine! Hip-hop is culturally interesting. When humanities people do engage with hip-hop as an art form, they tend to focus entirely on the lyrics, treating them as a subgenre of African-American literature that just happens to be performed over beats. And again, that’s cool! Hip-hop lyrics have significant literary interest. (If you’re interested in the lyrical side, we recommend this video analyzing the rhyming techniques of several iconic emcees.) But what we want to discuss is why hip-hop is musically interesting, a subject which academics have given approximately zero attention to.

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More remixes of my Disquiet Junto remix

The same Disquiet Junto project that spawned this wildly recursive remix also involved a few more people remixing my remix. Here’s a family tree of the three first generation source tracks, the seven second generation remixes of those tracks, and the three third generation remixes of the second generation remixes.

Junto metaremix flowchart

You can hear the three third-generation metaremixes below.

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Prepping my rap and rock class at Montclair State

This summer, I’m teaching Cultural Significance of Rap and Rock at Montclair State University. It’s my first time teaching it, and it’s also the first time anyone has taught it completely online. The course is cross-listed under music and African-American studies. Here’s a draft of my syllabus, omitting details of the grading and such. I welcome your questions, comments and criticism.

Rap and Rock

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Ilan meets the Fugees

My youngest private music production student is a kid named Ilan. He makes moody trip-hop and deep house using Ableton Live. For our session today, Ilan came in with a downtempo, jazzy hip-hop instrumental. I helped him refine and polish it, and then we talked about his ideas for what kind of vocal might work on top. He wanted an emcee to flow over it, so I gave him my folder of hip-hop acapellas I’ve collected. The first one he tried was “Fu-Gee-La [Refugee Camp Remix]” by the Fugees.

I had it all warped out already, so all he had to do was drag and drop it into his session and press play. It sounded great, so he ran with it. Here’s what he ended up with:

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Project-based music technology teaching

I use a project-based approach to teaching music technology. Technical concepts stick with you better if you learn them in the course of making actual music. Here’s the list of projects I assign to my college classes and private students. I’ve arranged them from easiest to hardest. The first five projects are suitable for a beginner-level class using any DAW–my beginners use GarageBand. The last two projects are more advanced and require a DAW with sophisticated editing tools and effects, like Ableton Live. If you’re a teacher, feel free to use these (and let me know if you do). Same goes for all you bedroom producers and self-teachers.

The projects are agnostic as to musical content, style or genre. However, the computer is best suited to making electronic music, and most of these projects work best in the pop/hip-hop/techno sphere. Experimental, ambient or film music approaches also work well. Many of them draw on the Disquiet Junto. Enjoy.

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Beatmaking fundamentals

I’m currently working with the Ed Sullivan Fellows program, an initiative of the NYU MusEDLab where we mentor up and coming rappers and producers. Many of them are working with beats they got from YouTube or SoundCloud. That’s fine for working out ideas, but to get to the next level, the Fellows need to be making their own beats. Partially this is for intellectual property reasons, and partially it’s because the quality of mp3s you get from YouTube is not so good. Here’s a collection of resources and ideas I collected for them, and that you might find useful too.

Sullivan Fellows - beatmaking with FL Studio Continue reading

Afrofuturist pedagogy

Väkevä, L. (2010). “Garage band or GarageBand®? Remixing musical futures.” British Journal of Music Education, 27(01), 59.

I believe that music education should engage with the music that’s meaningful to students. The field is coming to agree with me. School music programs have been gradually embracing rock, for example via Modern Band. Which is great! Unfortunately, rock stopped being the driver of our musical culture sometime in the early 1990s. The kids currently in school are more about computer-generated dance music: hip-hop, techno, and their various pop derivatives. We live in an Afrofuturist world.

Afrofuturist album cover

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Music education at the grownups’ table

I was asked by Alison Armstrong to comment on this Time magazine op-ed by Todd Stoll, the vice president of education at Jazz at Lincoln Center. Before I do, let me give some context: Todd Stoll is a friend and colleague of Wynton Marsalis, and he shares some of Wynton’s beliefs about music.

Wynton Marsalis

Wynton Marsalis advocates for  jazz as “America’s classical music,” the highest achievement of our culture, and the sonic embodiment of our best democratic ideals. The man himself is a brilliant practitioner of the art form. I’ve had the pleasure of hearing him play live several times, and he’s always a riveting improvisor. However, Wynton’s definition of the word “jazz” is a narrow one. He thinks that jazz history ended in about 1965, right before Herbie Hancock traded in his grand piano for a Fender Rhodes. All the developments after that–the introduction of funk, rock, pop, electronic music, and hip-hop– have bastardizations of the music.

Wynton Marsalis’ public stature has given his philosophy enormous weight. His effect on jazz culture has thus been profound, but problematic. On the one hand, he’s been a key force in getting jazz the institutional recognition that it was denied for too many years. On the other hand, the form of jazz that Wynton advocates for is a museum piece, a time capsule of the middle part of the twentieth century. When jazz gained the legitimacy of “classical music,” it also got burdened with classical music’s stuffiness, pedantry, and disconnection from the broader culture. As the more innovative jazz artists try to keep pace with the rest of the culture, they can find themselves more hindered by Wynton than helped.

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