Music education in American colleges and universities focuses almost entirely on the traditions of Western European aristocrats during the eighteenth and nineteenth centuries, known conventionally as “common practice music.” This focus implies that upper-class European-descended musical tastes are a fundamental truth rather than a set of arbitrary and contingent preferences, and that white cultural dominance is normative. In this paper, I discuss theoretical notions of pedagogical authority as a form of power. I then examine a music textbook catalog from a prestigious academic press in order to gain insight into the hegemonic culture of classical music, as well as the emerging challenges to that culture.
American musical culture is a riotous blend of styles and genres. However, there is a unifying core to nearly all of our popular music, and much “art” music as well: the loop-centric, improvisational, dance-oriented traditions of the African diaspora. Mcclary (2000) argues that the “various trickles” of the past hundred years of American music collect into “a mighty river” following a channel cut by the blues (32). Yet it is possible to complete a music degree at most American universities without ever coming into contact with the blues, or anything related to it. The music academy’s near-exclusive focus on Western classical tradition places it strikingly at odds with the broader culture. We need to ask what might be the ideological motivation for perpetuating the divide.
Note-taking for Learning of Culture with Lisa Stulberg
The final reading for Learning of Culture is Despite the Best Intentions: How Racial Inequality Thrives in Good Schools by Amanda Lewis and John Diamond.
QWERTYBeats is a proposed accessible, beginner-friendly rhythm performance tool with a basic built-in sampler. By simply holding down different combinations of keys on a standard computer keyboard, users can play complex syncopations and polyrhythms. If the app is synced to the tempo of a DAW or other music playback system, the user can easily perform good-sounding rhythms over any song.
This project is part of Design For The Real World, an NYU ITP course. We are collaborating with the BEAT Rockers, the Lavelle School for the Blind, and the NYU Music Experience Design Lab. Read some background research here. Continue reading
Public-facing note taking for Philosophy of Music Education with David Elliott
This week I’m reading about the social and ethical responsibilities of artists generally, and musicians and music educators in particular. That topic is especially relevant at the moment.
Before we get to the moral philosophy aspect, let’s talk about this performance. Why is it so good? Movies and TV have run “Hallelujah” into the ground, but for good reason. The song blends joy and pain together as well as any song ever has.It’s right there in the first verse: “the minor fall, and the major lift.” It’s the same reason we love “Amazing Grace,” and the blues.
You can hear Kate McKinnon’s Leonard Cohen tribute as the concession speech Hillary Clinton would have made in a perfect world. This verse in particular gave me chills:
I did my best, it wasn’t much
I couldn’t feel, so I tried to touch
I’ve told the truth, I didn’t come to fool you
And even though it all went wrong
I’ll stand before the Lord of Song
With nothing on my tongue but Hallelujah
You can also hear it as an expression of Kate McKinnon herself, a queer woman mourning the world of growing inclusiveness that she thought she was moving into, the one we all thought we were moving into. And you can hear Leonard Cohen’s bitter irony, too. SNL had Trump as its host just last year, and they’re as much to blame for normalizing him as anyone.
Writing assignment for Design For The Real World with Claire Kearney-Volpe and Diana Castro – research about a new rhythm interface for blind and low-vision novice musicians
I propose a new web-based accessible rhythm instrument called QWERTYBeats.
Traditional instruments are highly accessible to blind and low-vision musicians. Electronic music production tools are not. I look at the history of accessible instruments and software interfaces, give an overview of current electronic music hardware and software, and discuss the design considerations underlying my project. Continue reading
With this post, I begin some public-facing note taking on Music Matters by David Elliott and Marissa Silverman. The goal here is to explain the book to myself, but if this is helpful to you in some way, good.
What is the point of music education? For Elliott and Silverman, the goal is to develop each student as a person. Music engages and emerges from every aspect of your personhood, and so does music education. To talk about music education, then, you first have to define what a person is.
Here’s what happened in my life as an educator this past semester, and what I have planned for the coming semester.
Montclair State University Intro To Music Technology
I wonder how much longer “music technology” is going to exist as a subject. They don’t teach “piano technology” or “violin technology.” It makes sense to teach specific areas like audio recording or synthesis or signal theory as separate classes. But “music technology” is such a broad term as to be meaningless. The unspoken assumption is that we’re teaching “musical practices involving a computer,” but even that is both too big and too small to structure a one-semester class around. On the one hand, every kind of music involves computers now. On the other hand, to focus just on the computer part is like teaching a word processing class that’s somehow separate from learning how to write.
The newness and vagueness of the field of study gives me and my fellow music tech educators wide latitude to define our subject matter. I see my job as providing an introduction to pop production and songwriting. The tools we use for the job at Montclair are mostly GarageBand and Logic, but I don’t spend a lot of time on the mechanics of the software itself. Instead, I teach music: How do you express yourself creatively using sample libraries, or MIDI, or field recordings, or pre-existing songs? What kinds of rhythms, harmonies, timbres and structures make sense aesthetically when you’re assembling these materials in the DAW? Where do you get ideas? How do you listen to recorded music analytically? Why does Thriller sound so much better than any other album recorded in the eighties? We cover technical concepts as they arise in the natural course of producing and listening. My hope is that they’ll be more relevant and memorable that way. Continue reading
I’m a proud member of the NYU Music Experience Design Lab, a research group that crosses the disciplines of music education, technology, and design. Here’s an overview of our many ongoing projects.
I’m part of a research group at NYU called the Music Experience Design Lab. One of our projects is called Play With Your Music, a series of online interactive music courses. We’re currently developing the latest iteration, called Play With Your Music: Theory. Each module presents a “musical simple,” a short and memorable loop of melody or rhythm. Each simple is a window into one or more music theory concepts. Users can learn and play with the simples using a new interface called the aQWERTYon, which maps scales and chords to the regular computer keyboard.