I’m very pleased to report that I’ll be teaching full-time in the Music Department at Harvard this year, filling the big shoes of two ethnomusicolleagues on leave, Ingrid Monson & Richard Wolf. This is an honor and a pleasure, and even as a one-year non-renewable gig, it sure beats the adjunct beat I was walking last year. Plus, I can walk to work, so that’s nice.
Best of all, though, is that the fine people here are happy to let me offer the kinds of courses that I’d like to — namely, courses that grapple with some of the themes central to my research — which apparently complement the ongoing offerings here rather well. This semester I’m teaching two seminars, to a mix of undergrads and grad students, and I’m happy to share the syllabi here.
The first, Music 207r: Music, Race and Nation (PDF), takes as its subject the entanglements between these three things, entanglements that readers of this blog know have been central to my work on reggae, hip-hop, reggaeton, and nu world music, to name a few. After reading several pieces which attempt to clarify the meanings of these terms and their uses in the musicological (and anthropological) literature, we will turn to a series of case studies. Allow me to share the description here, but feel free to download the PDF for closer perusal:
This seminar reviews recent theoretical perspectives on race, nationalism, and music, both from within ethno/musicology and beyond, including general works and a series of specific studies articulating music’s relationship to such projects and ideas. Examining how musical representations and experiences figure in the creation of public and private notions of race and nation, our course grapples with music’s power to mediate imagined and inscribed cartographies of self and other.
While the course will give students a broad foundation for discussing matters of music, race, and nationalism, our study of various forms of modern encounter with musical difference centers on European imperialism, the transatlantic African diaspora, and their myriad intersections. Coursework will center on readings (typically between 80-100 pages/week) and in-class discussion, brief weekly writing assignments, and a final paper of students’ own design.
The second class, Music 190r: Technomusicology (PDF), is, as I’ve noted here before, something of a concept that I’m making up as I go along. Really, though, it’s an idea that I’ve been working through on this blog for many years now, and I’m simply delighted that I’m getting a chance to bring some of these experiments in multimedia forms of music scholarship/play directly into the classroom as our primary object and method. Here’s the description:
If in a previous moment “bi-musicality” represented cutting-edge musicological literacy, today’s technology suffused world may call for the development of something akin to “technomusicology.” This course concentrates on the longstanding and increasing interplay between music and technology while exploring new modes of technologically assisted research and publication.
Beginning by reading across the growing literature that attends to music in the age of its technological reproducibility, we will then turn to a series of exercises or etudes, alongside germane readings, to explore some technologically-mediated forms and practices as potential openings for new directions in music scholarship.
In addition to developing an historical grasp on the imbrication of music and tech, students will cultivate competencies in audio and video editing, sampling and arranging, mixing and remixing, producing mashups and composing soundscapes. Occasional evening tutorials will be available over the course of the semester to assist with ongoing projects and to help get familiar with the software we will be using: Ableton Live.
Did I mention that I secured an internal arts-making grant to buy all of my students Ableton? Pretty cool, eh? And that we will have at least two technomusicological luminaries as guests this semester? (Namely, Jace Clayton talking Sufi Plug-Ins, and Harmonix’s Matt Boch talking interactive musical video game design.) I don’t know about you, but I would have killed to take this course as an undergrad — or as a grad student for that matter. Here’s hoping we produce a series of experiments that stand as shining examples and help to move this fledgling “field” forward (technomusicology, that is — shouts to my ethno-sistren Kiri Miller for her own efforts in this regard).
Of course, as is always the case, I’m already considering additions and revisions to the syllabi. For one, I think the Music, Race and Nation course would be nicely rounded out by reading the recent book by the Comaroffs (who also arrived at Harvard this fall), Ethnicity Inc.. And after listening to Keith Fullerton Whitman’s live-mix of early recordings by pioneer ethnomusicologist / field-recordist Hugh Tracey, I’m seriously considering adding a “remix the Harvard audio archives” project to Technomusicology. This is a really stunning and wonderful way to work with audio archives, and we’ll certainly be giving it a good listen and some thought together (bravo, Keith!) —
In the spring I will be offering my own version of Music 97c (Music in Cross-Cultural Perspective), focusing on the music of North America, Latin America/Caribbean, and Indonesia, as well as a graduate seminar on “Musical Publics.” But I’ve still got some work to put into those syllabi, so if these titles pique your curiosity, please check back later in the semester. Between now and then, I hope to have lots of interesting things to share as they emerge from this term’s offerings.
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