Breaking down the paywalls of academia can take many forms, but lifelong learning collectives centered around a shared passion may perhaps be one of the most fun. The Blues and Jazz Dance Book Club is an international group of people connected by a love of blues and jazz culture, who read books together and tune in—free of charge—via Youtube Live to lectures and Q and As from experts and scholars from around the United States. Literature scholars such as Jessica Teague have discussed jazz poetry and August Wilson’s blues influence; dancer and scholar Dr. Fenella Kennedy has offered an online mini-workshop and discussion forum; and blues musician Tad Walters has played music and discussed the Delta Blues and its origins, among other lectures. All of these lectures are available on the Book Club’s website and on YouTube for anyone to enjoy.
An open-access scholarly project founded in 2014, The Blues and Jazz Dance Book Club (BJDBC) was the brainchild of Sara Cherny, Damon Stone, Devona Cartier, Brenda Russell, and Kelly Porter (no longer a participating member). This team envisioned a free online space where people could learn about and discuss the history of blues, jazz, and African American dances, enriching both their own knowledge and the knowledge of the blues and jazz groups in which they participated. The Book Club’s current administrator, Chelsea Adams—PhD candidate at the University of Nevada, Las Vegas with a specialty in blues and African American dances in literature—took over operations in 2016.
Since then, Adams has worked hard to create a space where all blues and jazz lovers could access new scholarship on both the music and the dances done to that music, building a website to better facilitate the growing global group. Adams even coordinates live lectures at times that work the best to connect audiences who regularly chime in or visit the BJDBC website from Australia, England, Korea, Spain, France, Canada, Brazil, Sweden, the Netherlands, Germany, China and Hong Kong, among other places.
A Blues and Jazz Book Club live lecture by Dr. Jessica Teague, UNLV English
Recently, the Book Club has expanded to include multiple offerings for both scholar and enthusiast. One addition is quarterly feature articles, interviews, and community spotlights on blues and jazz topics. International dance instructor Julie Brown recently wrote the article “A Landscape of Slow Drag,” cataloguing and exploring how scholars and dancers have described the partnered blues idiom dance. Also featured is a never-before-published interview with Joe McQueen, the Oklahoma Jazz Hall of Fame inductee and Ogden, Utah’s King of Jazz.
Other feature articles have been spotlights on community engagements, literary criticism, and even a how-to on how to dive into research on blues and jazz topics. Practicioner and dance historian Damon Stone’s “A Brief Introduction to Savoy Walk,” Dr. Caryl Loney-McFarlane’s “‘Inside Nothing’: The Silent Protest March in Tony Morrison’s Jazz“ and Dr. Licia Morrow Hendricks’s “A Dog Named Blue: Song as Patrilineal Legacy in August Wilson’s Fences“ have all been popular pieces among group members and beyond. The website will soon publish an article all about Barbara Morrison‘s work in LA for the California Blues and Jazz Museum and the charity event called Signifyin’ Blues that raises money for her museum (forthcoming June 15th, 2019). And, in September 2019, Pat Taylor will be writing our third feature for the year on her work and life as a jazz dance choreographer.
The Blues and Jazz Dance Book Club’s signature offering is of course its quarterly book readings, where groups around the globe read together. Currently, we are reading Beyond the Crossroads: The Devil and the Blues Tradition by Adam Gussow, which we will finish during the first week of July 2019 (access the schedule here). Should you want to join us to read in 2019, future offerings include Jookin’: The Rise of Social Dance Formation in African-American Culture by Katrina Hazzard-Gordon (Summer 2019; start date July 21), Moanin’ at Midnight: The Life and Times of Howlin’ Wolf by James Segrest and Mark Hoffman (Fall 2019; start date September 15), and a blues-inspired novel for December 2019, Alice Walker’s The Color Purple (December 1). For the full 2019 reading list, click here.
Furthermore, the group’s website is a hub that also offers new reading lists and watch lists, including ones on African American history (and soon to include updated lists for blues and jazz music, and African American dance) and a discussion questions archive, where readers can find past discussion questions for previous books and films that they can access for their own thought or to read and discuss these books with others. Our Facebook page not only has regular posts about not only the Book Club, but also shares other research, news and information on blues and jazz around the United States, as does our Facebook Group.
“Open access groups like Book Club offer a friendly environment to learn how to approach academic literature,” Book Club Organizer Adams says, “while enjoying gaining more knowledge about their hobbies and interests. It’s a form of scholarly outreach that I think is vital if we truly believe in the idea that our research can make a difference outside of the academy.
Groups like this are important because they offer guided access to scholarship and literature to people who for one reason or another do not have the opportunity to learn in formal academic environments or other professional institutions. Scholarly literature is a specific and often intimidating genre to tackle alone, even if someone is interested in learning more about a topic.”
And the engagements the Book Club has are rich and multifaceted. “My favorite experience with a live lecture,” Adams remembers, “was with Dr. Kennedy, when they demonstrated dances out of Jean and Marshall Stearns’ diagrams from their book Jazz Dance. Watching the group actually learn how to dance some of these dances listed in the book was a joy.”
In April 2018, the Blues and Jazz Dance Book Club announced the goal to provide two yearly scholarships: a Community Learning Scholarship for blues and jazz events to bring out a scholar, musician, or practitioner to teach about blues or jazz culture and history, and another for an individual with financial need to attend an event with a blues or jazz history and culture focus or to perform research. To provide these scholarships, the Book Club relies solely on community donations. To date, they have been able to raise the money to fund one Community Learning Scholarship, which will be open for applications starting in August of 2019.
If you would like to participate in the Blues and Jazz Dance Book Club, please check out our website: bluesjazzbookclub.com. We accept abstract submissions for feature articles on a year-round basis, and have multiple volunteer positions available, from one-time positions like guest lecturer to rolling positions such as book discussion leader. If you would like to support the open-access project goals but do not have time to volunteer, we always welcome donations to the cause!
Featured Image from the Blues and Jazz Book Club, “A Landscape of Slow Drag,” 1925/Published 1961, Info Likely from Harlem, NY Dancers.
Currently a PhD candidate in English at UNLV, Chelsea Adams focuses her studies on African American literature, blues and jazz music, and African American dance. She writes about minority culture representation in literature, with a focus of representation of black musicians, dancers, and the art forms they produce. She also runs the Blues and Jazz Dance Book Club, an international online book club project, to offer the public open access information about the history of blues, jazz, and black dances. You can learn more about Chelsea and her work at cjuneadams.com.
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SO! Amplifies: Memoir Mixtapes–Kaitlyn Liu
SO! Amplifies: Cities and Memory–Stuart Fowkes
Education is never politically neutral. Many of us advocate for social justice when we’re outside of the classroom but struggle to continue that work inside as well, especially with issues that appear on the surface largely unrelated to our disciplines. This inaction maintains the centering of the white experience, continuing to normalize and prioritize it at the expense of all others. Marginalized voices remain marginalized. We don’t need our own students to be directly impacted by policies to advocate on behalf of those who are. This is work we all must do.
While social issues have made important inroads within musicology and ethnomusicology, they rarely make an appearance in music theory or composition, especially in a classroom setting. To begin these conversations, we must expand the scope beyond the purely technical and examine the ways in which music is a social and cultural phenomenon. Understanding how a triad functions, for example, is only part of the story. We must also recognize that any musical activity involves a network of people who might be engaged in any combination of producing, performing, buying, selling, listening, analyzing, teaching, institutionalizing, and so on. Discussing these networks means discussing their persistent systemic inequalities and power differentials, and understanding that these are social and not just musical issues. Cultivating this awareness is crucial in the development of our students as critical thinkers who can question the society in which they live, who can locate injustice and fight to advance social good. Abstract music theory is important, but music theory combined with a social awareness is vital.
Georgetown University hosts an annual Let Freedom Ring! initiative, a recurring project to honor the legacy of Dr. Martin Luther King. “Teach The Speech,” in particular, is a cross-campus curriculum project where interested faculty and staff incorporate that year’s selected work by Dr. King in our courses and workshops, sparking campus-wide conversations rooted in themes of social justice. The first time I joined the “Teach the Speech” efforts, I redesigned my basic theory class to include guiding principles from King’s entire body of work. In addition to covering the expected chords, scales, and other technical material, we discussed the disparity in representation faced by women and POC within music, viable modes of protest in music, and the possible roles of government sponsorship and censorship of artists. We rooted these issues in the real-life examples of the Grammy’s, the Women’s March, and the threats by the Trump administration to cut funding to the NEA and the NEH. Final projects based on these bigger-picture topics provided students further opportunity to reflect on the ways in which these and similar topics manifest in their own lives, transcending a preoccupation with “notes on a page.”
My second time participating in the “Teach the Speech” initiative, I used a recording of Dr. King delivering “I Have Been to The Mountaintop” as part of a module on sampling for my DJing and production class. Students had to create short tracks using this recording as the only permissible sound source. Anything resembling a kick, snare, hi-hat, melody, or harmony had to be constructed from a sample. Using something we don’t typically consider to be music as the sound source for creating music demonstrates the power of the studio and illustrates just how far creative slicing, dicing, and processing can take us. Beyond these important practical applications, though, the use of speech provides us with a framework for discussing why context matters. Do context and history always travel alongside the immediate acoustic phenomenon of sound? Can we identify something as “the music itself”? Through wrestling with these and related questions, students begin to understand sample-based composition as both a musical and a moral undertaking.
The process of sampling is largely a process of curation, involving a responsibility not just for the product but also for the source. If a student chooses to sample a large-enough portion of Dr. King’s speech, so that one can recognize words, phrases, even full sentences, then her choice includes the layers of extra-musical meaning attached to those words in addition to their musical qualities. “Violence,” for example, has a particular sonic profile and meaning that most listeners understand. How we actually interpret this word depends on many factors, including the context in which it is used in the original source, the identity of the speaker, and any audio processing that students might apply. The addition of distortion, for example, will influence the impact of that word on and its reception by the listener. The sampled word might be a fragment of a larger word, “violence” snipped from “nonviolence,” and never appear in its own right in the source. These and other complex issues involved in the process of sampling exist whether or not the student chooses to engage with them.
If the student samples an extremely small fragment of the Dr. King speech, obscuring the source and working with sound on an almost molecular level, then perhaps these questions go away. Can we still discuss the attendant connotations and denotations of indecipherable fractions of words or slices of the ambient hiss between the words? In this situation, is the origin of the sample still relevant for the work being done? When the ties connecting a heavily processed source to the finished product are untraceable, does it matter where we sampled from? Is white noise simply white noise?
Arriving at these kinds of questions is largely the point of the exercise. With a little deliberation, students realize that there is a very clear distinction between sampling the word “violence” from a speech by Trump and from a speech by MLK. There is a context, a lineage, and a history to samples that lives outside the phenomenon of pure sound, and this holds true even at the molecular level. This is crucial for students to understand, and its implications extend far beyond a music class.
We can, for example, ask students to consider the related question about whether or not it’s possible to separate art from the artist. Can we ever listen to pre-MAGA Kanye with the same ears? How do we interpret a post-MAGA Kanye song about uplift and resilience? What does it mean to watch a film where Harvey Weinstein had a major role in producing? A minor role? Moral dilemmas form a part of every media interaction we have, and similar questions comprise other aspects of our lives. Can we continue to allow the misappropriation of Dr. King’s “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” without acknowledging the “radical” Dr. King? Can we reconcile a country built on expropriation, slavery, and genocide with one whose propaganda extolls the principles of equality and freedom? These are indeed crucial lines of moral inquiry, and our pretending otherwise enables current systems to remain in place. Sampling King’s speech enables my students to engage with those lines of inquiry from an angle they have not considered before: at the level of sound.
This is work we all must do. Within academia, we need to combat injustice inside the classroom as well as outside to bend the arc of the moral universe toward justice. One way we can engage is through careful attention both to the examples we choose and the way we contextualize them. Students and educators alike need to understand the political nature of education that is too often a means of upholding the power structures within society that position whites at the top, and white males at the very top. These largely invisible systems have very real impacts on our lives, and the only way we can evolve to a more just society is by questioning their seeming inevitability. We must foster dialogue that transcends the classroom. We must engage with social problems. We must look beyond the accumulation of knowledge as an end in itself. We must, in short, to do good. This is work we all must do.
Featured image: “Martin Luther King, Jr. Memorial” by Flickr user Cocoabiscuit, CC BY-NC-ND 2.0
Dave Molk teaches composition and theory at Georgetown University. He’s close friends with producer Olde Dirty Beathoven, a founding member of District New Music Coalition, and a board member of New Works for Percussion Project. Outside of music, Dave is a leader of CCON, an organization devoted to supporting undocumented communities in higher ed in the DMV. Find him online at https://www.molkmusic.com/ and @DaveMolkMusic.
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A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
On April 2, 2018, the MIT CoLab published the incredible Listening to the City Handbook: Community Research and Action through Sound and Story, a 181-page toolkit dedicated to furthering civic engagement as expressed in sound studies research, art, and pedagogy. Free and downloadable via the CoLab website, Listening to the City works toward “cultivating empathy and developing a multi-layered understanding of place. . .[while urging] academics and practitioners alike to explore emergent methods for making meaningful change within communities,” as the book’s overview states (10). Assembled by Allegra Williams (Project Curator and Principal Author) and Maggie Coblentz (Researcher and Graphic Designer), the book offers engaging, accessibly written lesson plans, practical strategies, best practices, worksheets, and real-life community models from organizations such as LA Listens, the Binghamton Historical Soundwalk Project, the Anti-Eviction Mapping Project, the Urbano Project, the Frontier of Change Soundwalk, and OJBKFM Third Coast Pop-Up Community Radio.
Listening to the City the book began as the experimental conference Listening to the City: Engagement, Exploration + Intervention through Sound held in Cambridge, Massachusetts (and the Greater Boston Area) on May 25-26 2017. A National Endowment for the Arts-funded collaboration between the MIT Community Innovators Lab, (CoLab), LA Listens, and the Design Studio for Social Intervention (DS4SI), the free conference offered an innovative, interactive weekend that brought artists, activists, and academics together to discuss sonic orientations to social change.
For a review of the conference, click here.
When conference attendees began excitedly sharing assignments, drafts of grants, syllabi, and other resources via Google Drive, the organizers realized the necessity to commemorate the conference and widen the conversation. If folks at the center of the conversation were this starved for like-minds and start-up materials, then the greater need for a handbook was definitely out there. In the months following the conference, Williams and Coblentz conducted interviews with attendees, followed up on sources, led testing and feedback sessions, and organized the ensuing material into sections based on eight emerging methods: meditative listening, audio mapping, soundwalking, personal storytelling, pop up listening, drama, story mapping, and photovoice.
In the introduction, Williams and Coblentz identify four key guiding principles for Listening to the City, as both a volume and a culmination of a collaborative research process. They selected projects, methods, and practices for the book based on 1) accessibility–having a low barrier of entry for participants, 2) transferability–how readily the material could be used across disciplines and in varying communities, 3) high levels of participation and collaboration, and 4) possibility for transformation–strong interest in enacting community change. By compiling and sharing these methods more widely,” Willams and Coblentz write, “the creators of this handbook hope others will come to see the unique power they hold to uplift and amplify critical community voices and their struggles through community research and action” (16-17).
Collaborators and contributors to the volume include Allegra Williams, Maggie Coblentz, Kenneth Bailey, Jessica Blickley, Douglas Burnham, Emily Cohen, Erik DeLuca, Katie Diamond, Rachel Falcone, Michelle Fine, Jocelyn Frank, Terra Graziani, Matt Green, Elisa Hamilton, Krista Harper, Dey Hernandez, Josie Holtzman, Aurie Hsu, W.F. Umi Hsu, Salvador Jiménez-Flores, Nathan John, Steve Kemper, Beau Kenyon, Isaac Kestenbaum, Jonas Kirkegaard, Lori Lobenstine, Stella Aguirre McGregor, Liz Ogbu, Anthony Peña, James Rojas, Katy Rubin, Catherine Sands, Katherine Shozawa, Jennifer Stoever, Brett Stoudt, María Elena Torre, and Marc Weinblatt.
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SO! Amplifies: Cities and Memory–Stuart Fowkes
SO! Amplifies: #hearmyhome and the Soundscapes of the Everyday–Cassie J. Brownell and Jon M. Wargo