Brokedown Palace

My stepfather died a year and a half ago, but thanks to the pandemic, we’re only now able to have a memorial service for him. My sister, stepsiblings and I are going to sing a Grateful Dead classic:

For me, “Brokedown Palace” represents the high point of the Dead’s acoustic folkie side. On American Beauty, it comes right after “Ripple”, which is better known and is more of a singalong standard. I love “Ripple” too, but its lyrics aren’t about much of anything. “Brokedown Palace” has actual feelings in it. But I can see why it isn’t such a campfire song: it’s harder to play, and it’s in the not-very-folk-friendly key of F.

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Did Lorde rip off George Michael?

Lorde has a new song. If you are a George Michael fan, parts of it will sound very familiar!

The guitar part in the first verse is strongly reminiscent of the one in “Faith.”

But people seem to be mainly worked up about the similarities in the overall rhythmic groove and chord changes to the ones in “Freedom ’90.”

Let’s unpack!

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Pieces vs Songs vs Grooves

In preparation for making a bunch of new YouTube videos, I have been thinking about Anne Danielsen’s distinction between songs and grooves. It’s a useful scheme for thinking about pop, but it doesn’t cover everything in Western music. We need a third category for linear through-composed music. So here’s my proposal: all of the music in our culture falls into three big overlapping categories: pieces, songs, and grooves.

  • A piece is linear: a series of non-repeating events that occur in a specific order.
  • A groove is circular: a short cell that repeats an indefinite number of times, without any larger-scale structure.
  • A song is in between: a linear arrangement of circular elements.

The categories are not perfectly distinct. Think more in terms of a continuum. On one extreme, you have total circularity, an infinite loop of a breakbeat or drum machine pattern. On the other extreme, you have total linearity, a serialist composition without any repetition at all. All Western music lies somewhere on this continuum. (All other music probably does too, but I don’t know enough about everyone else’s culture to be able to speak confidently about it.)

 

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I am making my students write raps and I wrote one too

The hardest songwriting assignment I’m giving to the NYU Pop Music Practicum is to write and record a short original rap verse. The students come from classical, jazz and musical theater backgrounds, and while many of them enjoy listening to rap, almost none have tried making it. So we are all outside of our comfort zones.

Students have the option to write their verses from scratch, or to use existing verses as a template–Toni Blackman recommends this one and this one. They can rhyme over an existing instrumental or create their own beats, but they are not allowed to rap unaccompanied, because I don’t want them doing slam poetry. There is nothing wrong with slam poetry, but the purpose of this assignment is to experience the joy and terror of trying to ride a beat.

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Teaching songwriting to music education students

This spring I’m having the pleasure of co-teaching the NYU Music Education Popular Music Practicum. This is an opportunity to enact my long-held belief that music teachers should know how to write songs. My method for teaching songwriting is to say, okay, go write some songs. But I don’t throw the students straight into the deep end; I start with a series of scaffolded songwriting challenges.

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The NYU Music Education Popular Music Practicum

This year, for the first time, I’m co-teaching the NYU Steinhardt Music Education Popular Music Practicum with Dr Kimberly McCord. Kimberly is doing the first half of the semester, and I’m doing the second half. She’s covering live performance and improvisation in the rock and “modern band” idioms, and I’m doing songwriting and remixing in the hip-hop and dance music idioms. This is an opportunity to put some my long-standing theories into practice, so I am excited.

Here’s a summary of what we’re doing.

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Let’s ditch “The Star-Spangled Banner” and make “Lean On Me” our national anthem instead

Over the summer, with the BLM protests raging, my fellow music educators were doing a lot of soul-searching about the more problematic items in the traditional repertoire. The conversation inevitably turned toward “The Star-Spangled Banner,” with some questions about its appropriateness as a national anthem. Francis Scott Key owned slaves, and the third verse of the song belittles the British soldiers as “hireling and slave.”

Is the SSB racist? Maybe, but that isn’t the main reason to ditch it as our anthem. For me, the big issue is that the SSB is a bad song: an awkward and unsingable melody with incomprehensible lyrics. Also, the War of 1812 is a weird hook to hang our national identity on. It’s stirring to imagine America overcoming tremendous odds against a better-armed attacker, I guess, but when was the last time you could accurately describe us this way? Probably 1812? Now it’s just tone-deaf. Another problem is that both the music and lyrics sound more like the cultural heritage of our opponents in that war, the British, because it’s a British melody using archaic British phrases.

So how about we make America’s national anthem sound more like, you know, America? Jody Rosen considers various alternatives to the SSB before arriving at the only correct answer: “Lean on Me” by Bill Withers. I learned the song as a kid from Club Nouveau’s synth-heavy version, but nothing compares to the original recording:

Now we’re talking: the song is unpretentious, communitarian, easy to sing but with room for bluesy embellishment, and gently but insistently funky. This is a song that I would sing with pride, and it represents a vision of a national community that I would want to be a part of.

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Transcribing KRS-One

In my most recent dissertation interview with Toni Blackman, I asked how a non-rapper like me might approach rap songwriting with music education students. The best approach, of course, would be to just invite Toni herself to come in and teach it, but I wanted suggestions for what to do when that’s not possible. She recommended giving the students some scaffolding: rather than having them work from a blank page, have them write their own lyrics to an existing rap verse. Specifically, she recommended using KRS-One’s flow from his iconic first verse in “Step Into a World (Rapture’s Delight.)”

A rap flow isn’t just a rhyme scheme or a rhythmic structure; it’s a melody too. The pitches might not be confined to the piano keys, but they are specific nonetheless. Asking students to write this way is therefore much the same as giving them an existing melody and having them write new lyrics for it. Using this particular KRS-One song is especially appropriate, because it begins and ends with new lyrics written to the tune of Blondie’s “Rapture.”

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