Music for Global Human Development - Fall 2018 Assignments and Schedule

Week 1: 04-Sep-18 & 06-Sep-18

Tues

• Welcome! Musical introductions
• Connecting through song: Rosie

Some Socratic method...

• What is Ethnomusicology? Musicology, but extended in 3 dimensions (scope of "music"; context of music; disciplinary approach to music)
• What is applied ethnomusicology? Ethnomusicology operating outside the academy.
• What is Music for Global Human Development (http://M4GHD.org)? Aims and methods. Helping to ameliorate BIG problems (racism, war, disease, poverty) stemming from dehumanization through RECONNECTION. Listen to this nay. KEY ELEMENTS of M4GHD:
  • Participatory Action Research: collaborative, grassroots, helical process (cycle: plan/act/observe/reflect. Line: upwards progress)
  • Expressive musical communication ("thought-feeling")
  • Open participation
  • Feedback through a network & adaptation
  • Network resonance, starting with PAR network
• Examples:
  • Giving Voice to Hope
  • Sanitation
  • Singing and Dancing for Health
  • Aswan Music Project
  • In this class you will create a mini M4GHD project using models from Community Music Therapy. (In fact, this class is itself a M4GHD project!)
• What is Community Music Therapy? An extension of Music Therapy.
• Introduction to CSL and the CSL Certificate. Set up via portal. 20 hours of CSL during the term, replacing other work.
• CSL Collaborations:
  • Edmonton Mennonite Centre for Newcomers (EMCN), Suzanne Gross, Manager – Strategic Initiatives.
  • Multicultural Health Brokers, Yvonne Chiu (co-founder) and Kreisha Oro (Intercultural Consultant)
• Project brainstorming! Sustainable modules you'll create.
• Special dates to note: Symposium on Community Music Therapy (Dates TBD - last week of Nov or first week of Dec)
• Course syllabus review
• Visit from Suzanne Gross and Joseph Luri, Edmonton Mennonite Centre for Newcomers.

Thurs

Our first music workshop

Concert announcement: Mysterious Barricades: a cross-Canada concert for suicide awareness, prevention and hope: Saturday, September 15, 4:00 pm, Convocation Hall.

Week 15: final assignments due

Final project report (and (b)log and module) due UPLOAD VIA ECLASS.

The project report summarizes what you accomplished, describing the process, assessing results and impact, reflecting on strengths and weaknesses, suggesting future directions, with relevant citations to the literature we read during the term (and optionally going beyond it). Your report should be between 10 and 20 pages in length, not including bibliography or additional assignments attached as appendices -- (b)log and module.

Use 1.5 line spacing, 1” margins, 12 pt font, Times New Roman or equivalent.

In your paper you can reflect extensively on your project, assess why certain directions worked out while others didn't, compare your project to others of your classmates, thinking about why results may have been different in each case.

Report sections may include the following (you don't have to adhere rigidly to this model if it's not working for you):

• Title
• Aim/significance: a paragraph or two on your overall aim and its overall importance - linking to the general aim of M4GHD, human development through music (and including your own development!), and intercultural theories we read.
• Background: (what/who/where/why) what is the setting? who are you working with, and where? provide enough background so the reader can understand the project, and its significance.
• Method: initially, what did you decide to do, and how did you decide to carry it out? Refer to PAR as the general frame (explain how you collaborated and with whom), but then explain more precisely what your plan was. How did your project fit with the larger project at your site, in relation to your colleagues working with you? This section could refer to your project as you initially formulated it (with subsequent changes deferred to the next section).
• Impact: what actually happened? drawing on fieldnotes, present the ethnographic scene as you encountered it at the beginning, describing whom you worked with (including your classmates as well as people at your site, and Edmonton Mennonite Centre for Newcomers), how relationships (to everyone) changed throughout the duration of the project, how you came to formulate your project initially, how you adapted it over time when things didn't work (or did), and what changes you observed at the end. How did your results compare to those of others you worked with? (if you worked together most of the time then they'll be substantially the same, but hopefully you each chose a unique angle, and you can talk about that). If your fieldnotes contain paraphrased speech it's always effective to include some of that in your report - what people actually said (approximately).
• Critical self-assesssment: again drawing on fieldnotes: what worked, what didn't, and why...How sustainable is your project? What have you left your co-participants to continue on without you? What happens when they leave - can it transfer smoothly to those who come after them? What would you like to have done differently? What would you try next if you were to continue (which you can!)
• Future directions, final thoughts, ideas.
• Bibliography

In addition, tack on the following as Appendices (but these sections won't count towards the total page count of 10-20, nor will the bibliography):

• Link to the project module you have developed. Project module: your project includes a portable "module" comprising a set of "resources", potentially including text, images, and audio, which you'll use to carry out your CSL project. You'll develop these during the course of the term, and make them available for others (especially EMCN) to use (include this material within your final paper, or as a website to which your final paper can link). If your module comprises text you can simply include it; otherwise, if there are media (video, photos, audio) involved you can link to a website of some kind (http://sites.google.com will allow you to create websites and share them - there are many other tools that do the same) where the module is stored.
• (b)log: based on field notes, you've been tracking your project by adding entries to a typed log (which may also include media), some portions of which can be made public as a blog (but subject to ethics approvals which we'll review), and other portions of which will remain private (but shared with the instructor) - essentially, these are your fieldnotes, perhaps suitable censored (if on a blog), edited, written out (if handwritten initially). You don't have to make them public on a blog, but if you do you may link from your project report (see below). In either case please submit by Dec 16. If you created a blog (out of fieldnotes), just link to it. Otherwise, just bundle your fieldnotes as your log as an appendix.

Notes: Throughout, cite relevant sources we read in class, or others that you've consulted, especially for the background section (which will be different for everyone, e.g. you may want to include a reference to South Sudanese immigration to Canada...), but also when talking about interculturalism or PAR (since we read various papers in class; you can reference these). Use http://zotero.org or another reference manager to make the reference task much easier - there are plugins for Word and other word processors that will automatically insert citations and format a bibliography. When you cite your fieldnotes you can simply write "(fieldnotes, November 5, 2016)", for instance; you don't have to add fieldnotes to your bibliography. Note that the bibliography doesn't count towards paper length. Please include photos (if you received permission).