Music for Global Human Development - Fall 2016 schedule

Week 1

Thurs Sep 1

PROTEST MUSIC! A musical session with local blues legend and doctoral student Kat Danser.

• "Universal Soldier"(also see this one) by Buffy St. Marie (Canadian) lyrics
• "Redemption Song” by Bob Marley (Jamaica) lyrics

Please complete this assignment for next time (due by 9 am Sep 6 via eClass)

(note: all assignments are due by 9 am, prior to class ; that way we can discuss in class)

Week 2

Tues Sep 6

• Sanitation and Safe Water project - see http://bit.ly/songsspd and scroll down (http://bit.ly/sanitationtitles is the music video , http://bit.ly/sanitationdoc is the documentary)
• Introductions
• What is Ethnomusicology, applied ethnomusicology? operating outside the academy.
• What is Music for Global Human Development (M4GHD)? Aims and methods. Big problems. Racism, war. Music as (re)connection. Listen to this nay. PAR. Some sample projects. This class as M4GHD project.
• Introduction to CSL and the CSL Certificate. Set up via portal. 20 hours of CSL during the term, replacing other work.
• Collaborations:
  • Edmonton Mennonite Centre for Newcomers (EMCN), Suzanne Gross, Manager – Strategic Initiatives.
  • Newcomers
  • MENAME (ahlan wa sahlan!)
• Protest music - how does it fit as M4GHD? Songs from last week? (learn to sing them!)
• Old Arabic song: Ya Banat Iskandariyya
• Project brainstorming! Sustainable modules you'll create.
• Special dates to note: Thursday, Kat Danser; Sep 15 and 22: Daniel Stadnicki will teach techniques of drum circle (and teach how to teach). Oct 14 (symposium and concert), Nov 26 (MENAME concert)
• Course syllabus
  • Topics: Ethnomusicology, applied ethnomusicology, development, M4GHD, PAR, fieldwork, ethics...
  • Requirements, grading
  • Homework due by 9 am (see eClass). Discussion in class.

Thurs Sep 8

announcements:

• concert: Mysterious Barricades: a cross-Canada concert for suicide awareness, prevention and hope: Saturday, 4:30 pm, Convocation Hall.
• you may wish to attend the ECMC choir today at noon, 11713 82 Street in the ECMC building - choir meets one the second floor in room 2-4 (turn right out of elevator, and right again, and it is right there). They meet at noon for a little lunch and usually start singing around 12:10 or 12:15. It takes about 35 minutes from campus by LRT and a short walk; here's a google map to get you on your way.

To do for today:

• Read Ethnomusicology: A Very Short Introduction by Prof. Tim Rice (UCLA), pp. 1-10 (Chapter 1) (a good introduction also to a course entitled "Introduction to Ethnomusicology"!)
• Bring to class: one idea about how ethnomusicology can create positive changes in the world. (rather than being just a domain of study, it is also a domain of action)
• Optional - have a look at the Sanitation and Safe Water project - see http://bit.ly/songsspd and scroll down (http://bit.ly/sanitationtitles is the music video , http://bit.ly/sanitationdoc is the documentary)
• Review Ya Banat Iskandariyya: Ya Banat Iskandariyya
• Kat Danser returns with more music! Please bring your instruments if possible - if you play (and no worries if you don't!).

Today:

• This course: "introduction to ethnomusicology" - learning by doing (usually the best way to learn!)
• "Giving Voice to Hope" CDs.
• What is ethnomusicology (EM)? How is study (-ology) different from action? Ethnomusicology vs. Ethnomusicaction? How can EM create positive change in the world?
• A quick note about PAR - participatory action research: including ethics, participant-observation, fieldnotes.
• Apps for phone: Evernote, Audio Recorder (Android), Voice Recorder (iPhone)
• Welcome to....Kat Danser! Strategies for making music together....
  • Slave Spiritual Story- Wade in the Water[1]from Immigration and Citizenship Canadalyrics
  • Sister Rosetta Tharpe - Down By the Riversidelyrics

Week 3

Tues Sep 13

In our regular meeting room, HCL2...

Before class:

Please watch/read the following on Applied ethnomusicology. Jot down some of the main ideas and submit one short paragraph on eClass: what is applied ethnomusicology? how can you define it, within ethnomusicology more broadly? what is its scope? what is its aim? what are its methods?

• Tony Seeger: Tony Seeger on Applied Ethnomusicology. Tony is the nephew of celebrated folksinger Pete Seeger. He's also one of the most renowned ethnomusicologists; much of his career has been spent in applied work. Watch at least the first two videos, "Words words words", and "Applied Ethnomusicology". (9 minutes total) What are the limitations of "words" in scholarship? What is the relation between words, understanding, truth, and action? How do (don't) words change the world? What is the relation between "ethnomusicology" and "applied ethnomusicology", in his view? What is the relation to "public ethnomusicology"? He mentions the "Applied Ethnomusicology Section of the Society for Ethnomusicology" (which seems to focus more on careers outside the academy), and compares that to the "Study group for applied ethnomusicology of the International Council of Traditional Music" (which appears to focus more on social responsibility).
• Tim Rice: Ethnomusicology: A Very Short Introduction, chapter 3 (pp. 27-40 - first paragraph only), chapter 5 (pp. 65-78), chapter 8 (pp. 106-110), chapter 9 (pp. 116-121) (38 pages total). NOTE: if the book is "busy" because too many are reading it, click here for excerpts only.
• Svanibor Pettan: Applied Ethnomusicology: Bridging Research and Action (4 pages total)
• Rick Alviso: Applied Ethnomusicology and the Urge to Make a Difference (10 pages)

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In class:

Note: eClass now contains...

• Announcements Forum: announcement from me, mainly.
• General class discussions Forum: use this one to discuss anything you like among yourselves.
• Wiki called "How can ethnomusicology create positive changes--human development--in the world?"..... here I'd like everyone to add something to the discussion: Please feel free to comment on and add to each other's entries, and sign your work.
• Wiki called "Project ideas" where you can jot ideas and share with others, or comment on theirs...
• Sites for CSL music projects Wiki: I'll update with location and time info.

• Lynn Sutankayo from CSL will join us at 10:30 to talk about the process of registering on the CSL portal.

Let's discuss "applied ethnomusicology"

• "Ethnomusicology" vs. "Applied ethnomusicology"
  • What is the difference?
  • Stress on: "broadening" music studies (music, context, disciplines)
  • Fieldwork components: interview, participant-observation, lessons, recording (AV and fieldnotes)
  • Ethnocentrism (chronocentrism...)
  • Emic (insider) vs. etic (outsider) [derived from linguistics: phonemic vs. phonetic]. Emic theory; perspectives; histories should be your focus.
  • Critical review: combining an understanding of a work as both source and reference. (Treating an object as a reference means you consider it as telling true things about the world. Treating an object as a source means you consider it as a phenomenon in itself, within a larger context that can help explain it through critical reasoning, but not necessarily with anything true to say about the world.
    • Example: "Primitive Music" by Richard Wallaschek (1893). "The part taken by women in music and song among primitive people is therefore a fairly large and exceptional one, more especially because of the intimate relationship between music and dancing, to which the women are everywhere passionately devoted. For this reason I purpose speaking in a later chapter (" Music and Dancing") of the part which woman plays in primitive music." (p. 75) Taking this statement as "reference" means we take it as a true statement about the world. Taking this statement as "source" means we take it as something that Wallaschek said, which tells us something about him, and his world, but possibly with zero truth value in itself. So if we wish to review Wallaschek's book we need to (a) treat it as reference - what does he say, what topics does he cover, and what are his assertions? (b) treat it as source - how can we understand them as statements that he uttered? Most works need to be regarded in both perspectives.
    • Critical assignment for Thurs: evaluating a M4GHD project ("Giving voice to hope"). Note: if you didn't get a copy just review the website: http://bit.ly/buducd

• • What can applied ethnomusicology accomplish in the world of development? What are its limitations?
  • SEM vs. ICTM approaches
  • Fieldwork ethics. Informed consent.
• The PAR approach
  • collaborative: aim for everyone to be on an equal footing, even if you’re not all contributing equally or in the same ways
  • start by observing and listening, then reflecting:  what do people seem to want or need?  what is the aim of the action? transformation and development happen on both sides.
  • then:  plan/act/observe/reflect:  perform these stages together to the extent possible (with children you may work with parents, teachers…)
  • learning together:  everyone is transformed ("global human")
• M4GHD in this class
  • Your projects: sites, ideas.... how you can implement the PAR collaborative strategy.
  • Ethics - Official documents.

NOTE: next class (Thurs) will be held in Studio 27! (2-7 Fine Arts Building - cross the bridge from HUB and it's on your left, with the big stairway on the right)

Thurs Sep 15

In Studio 27, Fine Arts Building...

Before class:

Please review the CD I gave you "Giving Voice to Hope: Music of Liberian Refugees", by reading the notes, listening to the tracks, considering text and music, and observing the artwork and photos. How does this sort of project fit into the "applied ethnomusicology" framework? What might be the social impact of such a CD? Here in Canada? In Liberia? Elsewhere? Prepare a 2 paragraph CD review and submit on eClass. For this and all reviews: the first paragraph should simply summarize the "work" (CD) while the second paragraph should offer your critical appraisal. Which artists/tracks/texts do you think are most impactful and for whom - and why? If you didn't get a copy please review the website instead (you can read most of the text and listen to track excerpts on the website, http://bit.ly/buducd)

• Browse Rhythms of Resistance (especially the ABOUT US section and sub-sections, such as "Who we are and what we do," "Pink and Silver," etc.)
• Read Occupy Wall street versus the Drum circle

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In class:

Daniel Stadnicki's presentation and percussion workshop!

Note: We'll meet in Studio 27 until further notice!

Week 4

Tues Sep 20

Meet in Studio 27!

Before class

• Read:
  • Things Fall Together, by Cornwell & Stoddard (you will have to login via UofA) [9 pages]
  • Interculturalism or multiculturalism? by Charles Taylor (scroll down to the article or search on the page; you will have to login via UofA) [10 pages]
• Write: 2 paragraphs and submit on eClass

1. In brief: What is multiculturalism and what is interculturalism and how do they differ, according to Cornwell & Stoddard? According to Charles Taylor? How do the authors differ? What is your own opinion on the relative social value of multiculturalism and interculturalism, in Canada, or elsewhere? Which works better to advance broad social progress, and why?
2. How could music (m4ghd) help enable either, in theory and in practice (provide an example)?

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In class (studio 27, Fine Arts Building)

• System and lifeworld - and the colonization of the lifeworld; an illustration from a current news item. How do people send others for torture, or torture themselves? The breakdown of the lifeworld in which we recognize others as human beings like ourselves, as distorted by the system's drive for self-preservation, money, power. You may like to watch the film "The Corporation".
• Improv experiment with frame drums and rattles - more of this next week! Try this: 8 steady beats ( 2 shakes per beat) on the rattle; divide into 2 groups, 4+4, as call/response. Then make that 5+3. Then try overlapping: 5+4 (the last beat of group 2 overlaps with the first beat of group 1), or 5+5 (both first and last beats overlap). Add words to make it more interesting, and maybe some drumming or bell playing on top. Lots you can do with your rattles!
• Review "Wade in the Water" as taught by Kat Danser (see links above; note the "blues" scale: C Eb F F# G Bb C); next time we can review also "Down By the Riverside", and the Arabic song "Ya Banat Iskandariyya" (see Weeks 1 & 2).
• Nuer version of hymn "A Mighty Fortress is our God". What might learning their hymns do, as part of a collaboration? What connections may be formed, towards "human development" .... or development of the "global human"?
• Discuss multiculturalism and interculturalism contrasting Taylor (Canada) and Cornwell/Stoddard (USA).
• Small groups: formulate some social goals and --bearing in mind the pitfalls-- the role of m4ghd towards formulating educational programs. Develop a musical plan for (multi)(inter)cultural school music education (ideally this would be a collaborative project involving teachers, parents, maybe kids if older...). Issues:
  • Culture vs. identity
  • Internationalism vs. globalism
  • integration: assimilation - connection - independence
  • Politics of identity and cultural ownership: majorities vs. minorities
  • normativity: core identity to which newcomers must relate? (but: how?)
  • essentialism
  • reification
  • ethnocentrism
  • relativism
  • dominant/subordinate cultural categories
  • objectification/dehumanization
  • global citizenship
• Discuss the "Giving Voice to Hope" CD project - your critiques... (postponed)
• Discuss your project ideas for CSL (postponed)
• Don't forget to bring percussion materials for next time! And get your police checks done!

Thurs Sep 22

Meet in Studio 27!

Before class

Read:

• The Sound of Hippiesomething (blog entry; browse videos also)
• Montreal Casseroles (Globe and Mail article)

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In class (Studio 27)

Our second session with Daniel Stadnicki....Bring a noisemaker, imitating one of the instruments we used last time (deep drum sound, higher drum sound, rattle, metallic...). Kitchenware is fine - or an empty bottle, or a pail - along with a stick to drum with, if needed.

Videos: protests are related to systemic disorders...(economic, political)

• Casseroles, Montreal
• Protests in Reykjavik, Iceland

Drum Cafe in Canada

Week 5

Tues Sep 27

Participatory Research

Watch:

• Delman (2 minute overview of PAR)
• "Walk with me" -- a community development effort by Yasser Payne (TEDxWilmington)

Sustainable development goals:

• How can development become sustainable?
• Browse the UN's Sustainable development goals (SDG) website.
• Explore participatory research as a way of working towards these goals, by browsing the Participate website, and watching their documentary on participation as a way to work towards the SDGs

Music and PAR:

• Browse and critique the Singing and Dancing for Health project in northern Ghana, conceived as participatory action research through music. Where does it succeed? where does it fall short, and why?

Write: 3 short paragraphs:

• What is PAR?
• How can PAR draw on ethnomusicology and music (and related performing arts: dance, poetry, drama…)? Critique the "singing and dancing for health" project.
• How can you use PAR concepts in your own project?

Thurs Sep 29

Instruments, Percussion, free improvisation, and M4GHD

Browse the Hornbostel Sachs classification of musical instruments in four main categories (a fifth was later added for electronic instruments). We will focus on percussion instruments. In which categories do percussion instruments appear? Think about all the possibilities for making and finding instruments that you can use in your projects.

Bring your shakers, paint pails, and other instruments for some free-improvisation experiments, as well as an introduction to frame drum music.

In preparation please watch these videos on frame drums:

• Fantastic World of Frame Drums Excerpts, with Glen Velez and Layne Redmond
• Glen Velez demonstrates some of his techniques
• Beginners guide to the Frame Drum - Pete Lockett (watch succeeding episodes as you like).

If you'd like to make your own framedrum from entirely natural materials, Halford Hide sells kits (they are located at 8629 126 Ave NW).

Frame drums are relatively easy to make; you can even play a circular tray as a frame drum (though it's an idiophone not a membranophone!).

Both shakers and frame drums are very useful instruments for your projects, along with other found objects.