retuning for white audiences – more sister rosetta tharpe

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Helen has asked for specific details about the tuning of Tharpe’s guitar in her comment here. Below is a big fat quote from an article called ‘From Spirituals to Swing: Sister Rosetta Tharpe and Gospel Crossover’ by Gayle Wald (published in ‘American Quarterly’, vol 55, no.3 September 2003), pgs 389-399. This is where I read that note about Tharpe’s tuning – hope it’s useful, Helen.
Wald’s article is mostly about Tharpe’s movement from black gospel music to the white jazz/blues/pop mainstream. Tharpe is taken as an example illustrating wider points about culture and music during this period. It’s a really interesting read.

Although Tharpe arrived in New York already highly credentialed in Pentecostal terms, Sammy Price, Decca’s house pianist and recording supervisor at the time Tharpe recorded “Rock Me,” apparently wasn’t feeling any of this joy. Tharpe, he recalled in his 1990 autobiography, “tuned her guitar funny and sang in the wrong key.” In all likelihood Price was referring to Tharpe’s use of vestapol (sometimes called ‘open D’) tuning popular among blues musicians in the Mississippi Delta region. (Muddy Waters is among the many blues guitarists, for example, who learned vestapol technique in the 1930s, when he was growing up in Clarksdale, Mississippi.) As common as it was in the South, however, vestapol tuning could sound distinctly crude and out-of-place in the context of northern jazz bands. By his own account, Price, who later went on to record several hits with Tharpe, refused to play with her until she used a capo, the bar that sits across the fingerboard and changes the pitch of the instrument. “With a capo on the fret,” he explained, “it would be a better key to play along with, a normal jazz key.”

Price’s brief story of the carpo as a normalizing technology is rich with implications for the discussion of what ‘crossing over’ to the realm of popular entertainment might have meant for Tharpe. Resonant of southern black communities and of musicians who honed their craft in churches as well as on back porches – musicians Hammond quite unself-consciously called ‘unlettered’ – Tharpe’s ‘funny’ guitar playing introduced, to Price’s ear, an apparently unassimilable element into the prevailing sounds of urban jazz. It’s also possible that Price was demanding that Tharpe sing at a higher pitch, to conform with popular as well as commercial expectations that high pitch evidences a correspondingly ‘higher’ degree of femininity. In any case, and as Price suggests, Tharpe quite literally had to adjust her guitar and singing techniques to make commercially popular, ‘secular’ records that would earn her an audience beyond the relatively small market of consumers of ‘religious music.’ The ‘makeover’ of Tharpe’s sound also has important gender and class implications less obvious from Price’s comment. In bringing her sound more into line with the sounds of commercial jazz, Tharpe would not only have to change her tuning, but ‘change her tune’ as far as her performance of femininity was concerned.

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The ‘Hammond’ referred to in the article is John Hammond, an important figure in the promotion and management of a number of big jazz musicians. Gunther Schuller’s book ‘The Swing Era’ reads almost as a history of Hammond’s career. I think it’s important to note that this one white man was important for his influence on the developing jazz and swing music industry. His selection and then promotion of specific artists shaped the recording industry, popular tastes and the white mainstream’s understanding of and access to black music during this period. As the race records and black-run radio stations were forced out of the industry by white competitors and blatantly racist media regulation, black artists had less and less control of their own representation in mass media, and black musical culture was mediated by white corporate and cultural interests.
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All of this makes for fabulous, fascinating reading. It is, though, all about America. I’m not sure how much (if any of it) can be translated to the Australian context. But that would make for interesting research in itself, particularly when you keep in mind that jazz in Australia is necessarily the product of cultural transmission – black music filtered through mainstream American recording and sheet music industries to white mainstream audiences and musicians and white Australian musicians and audiences. Sure, there were musicians making jazz in Australia (people like Graeme Bell of course), but I’ve been thinking about ‘authenticity’ and jazz in such a transplanted context… particularly as I’ve read recently somewhere (goddess knows where – I’d have to retrace my steps) that music tends to reflect the vocal patterns and intonations and rhythms of the culture in which it develops. So, we could draw from this the conclusion that we Australians would play jazz with an Australian accent. It wouldn’t sound like American – or black American – jazz. I’m hesitant to make comments about the relative value of localised jazz, but it’s an issue hanging in the background there…
But back to Hammond. John Hammond of course organised the concert ‘From Spirituals to swing’ at Carnegie Hall in New York in 1938 (you can see the artists here, in a recording of the concert) . This concert featured a bunch of super big artists (Jimmy Rusher, Joe Turner, Mitchell’s Christian Singers, Albert Ammons, Sidney Bechet, Count Basie, Benny Goodman). It’s goal was a combination of musical ‘education’ for the white mainstream and – indubitably, considering Hammond’s impressive business sense – promotion of black music to new white audiences/consumers.
I’m interested in this concert and in Tharpe’s cross-promotion to the mainstream as an example of cultural transmission – I’m fascinated by the way music and dance move between cultures. I’m also really interested in the uses of power in this process. Is it appropration? Stealing? Poaching? To quote (ad nauseum), Hazzard Gordon, we have to ask “who has the power to steal from whom?” when we’re looking at this process.
I”ve been writing about the way different cultures not only ‘take’ dance steps or songs from other cultures or traditions, but also the way they then adapt these ‘found’ texts to suit their own cultural/social needs, values, etc.
I’ve argued all through my work that we can see the social heirarchy of the US in the reworking of dances and songs. What did they need to do to make these texts palatable for white audiences? With Tharpe it was ‘retuning’ her guitar and voice. With lindy hop, it was ‘desexualising’ and ‘tidying’ up the basic steps. Or at least presenting a different type of sexual performance.
Some interesting references
There’s a really great page discussing race records that includes audio files, images and written text here on the NPR site.
There’s also a pbs (US) site attached to the Ken Burns Jazz doco discussing race records.
For a (very nice) academic discussion, see David Suisman’s article called ‘Co-workers in the kingdom of culture: Black Swan Records and the political economy of African American music’ (The Journal of American History vol 90, no.4, March 2004, p 1295-1324) which discusses the ‘race records’ of the period and the racialised nature of the American recording industry.
You can also walk through this article via the JAH’s fantastic site (complete with images, sound files and other wonderful things). This is one site that really ROCKS.
Derek W. Vaillant has written a really interesting article about black radio in Chicago in the 20s and 30s which discusses these issues in greater detail (‘Sounds of Whiteness: Local radio, racial formation and public culture in Chicago 1921-1935’, American Quarterly vol 54 no. 1, March 2002 p25-66).
Katrina Hazzard Gordon has written quite a bit about African American dance culture. Here are a couple of references:
Hazzard-Gordon, Katrina. “African-American Vernacular Dance: Core Culture and Meaning Operatives.” Journal of Black Studies 15.4 (1985): 427-45.
—. Jookin’: The Rise of Social Dance Formations in African-American Culture. Philadelphia: Temple University Press, 1990.
Read more about John Hammond, look at photos and listen to music here on this Jerry Jazz Musician page.
Wald, Gayle. “From Spirituals to Swing: Sister Rosetta Tharpe and Gospel Crossover” American Quarterly vol 55, no.3 (September 2003): 389-399.

i can has female role model?

My hormones are rumbling, and I’m beginning to feel a little self-doubting.
This year’s plan is as follows:
1. (semester one): make book.
2. (semester two): make teaching and/or research.
But things have gotten complicated. I’ve been offered different work by different university departments. Teaching? I has it. Exploitative first year tutoring? I choose not to has it. Researching? Hmmm. Interesting repeat teaching of last semester’s Mega Teaching Experience, offering op to rework lectures and tutes and general Make It Gooder? I think I choose to has it.
Book? Oh, yeah, it’s harder than it seemed. Rewrite? Why? It was a perfect thesis – there were no corrections needed! And what if I break it? Rewrite? But how? I mean, what exactly should I do? How should I do it? This rewriting – what exactly do you mean by that? Publishers. Yes, well. I choose Routledge. I choose them because it is an Impossible Dream, and we are in proximity to the Big Dream type stuff. Don’t hold your breath though, homies – could be a long wait. There may be some resistance to my Choice.
And then, of course, there’s the long, unbroken future spent tappa-tapping away at home, on my own, far, far away from other academic types. Trapped in a kind of netherworld, the Land of Far Far Away from Institutional Support. But also the land Relatively Close To (but not actually in) An Early Career.
I’m finding I’m more than a little needy with middle aged women academics. I’m looking for validation. For direction. For sound advice and useful criticism of my written work. I want pencilled comments in the margin of my work. I want an hour of uninterrupted Me Time with someone I admire and respect (and whose entire function, during that hour, is to listen to me, be interested in me, and most importantly, let me know how I’m going). I don’t really know how to do this sort of larger project all on my own. Not only is the writing style I’ve spent 4 degrees and about 15 years perfecting almost completely inappropriate, every word I write seems to scream ‘Feelings of inadequacy! Lacks confidence in own thinking! Overly defensive!’ It’s like I’m reading the internal monologue of a young woman dancer from the local McDance school. GoDAMN this whole over-achiever thing. I am hopelessly institutionalised and no longer capable of functioning on my own without a role model.
All these feelings are of course the product of my rampaging hormones. Premenstrual anxiety and self doubt? I HAS it.
This lolcat has, consequently, assumed disproportionate importance in my life:
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feeling a little traumatised

by difficult French films?
There is only one solution:
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Also having difficulty imagining the dissertation as a book, so rereading markers’ comments, just to remind me that I don’t completely suck. Academia = way great fun.
…and I’m finding editing the Transformers pages on wikipedia very satisfying. I know nothing about the Transformers universe, I can’t figure out what the articles are actually about because they’re so badly written, but I am feeling immense satisfaction in rewriting them. Soon, though, I will know everything about the Transformers. Just ask me.

let’s say no to perforations

Three interstate trips in one month. No more, thanks. Conference, christmas and a funeral. Brisvegas was interesting and I quite liked seeing it – it’s changed, I’ve changed, so it’s kind of nice that we could get together again after seven years and find that we had lots to talk about and quite liked each other.
Acclimating to mega-humidity? Tick.
Family visited, without incident? Tick.
Old mates visited. Tick.*
It is hot today, and I have cleverly booked in an appointment with the doctor for another ear inspection. It’s becoming an annual thing. Well, something I do a few times a year, actually. I have had enough of not being able to hear properly – it makes me irrationally furious, inciting Shouting, Stamping and Offensive Language. So I will have them irrigated today at 3. When the ambient temperature is about 40 degrees C. I’m hoping it will soften the wax and aid its removal.
I have plans for films to see, and I have started thinking about redoing the thesis. I have decided that it will now be known as The Book rather than The Thesis. I will start thinking about fonts immediately, as that is obviously the most important part of the process. Pav articulates my current feelings about the project quite nicely. As an ob-con type person, proof reading and editing is really the best place to site my natural abilities and interests. Serious Tidying will commence in a few hours, once this post is written, a cup of tea made, and a little clothes mending completed.
What fillums have I seen lately? Well, one of the most pleasing was Paul Verhoeven’s Starship Troopers. I hated this when it came out, but now, after a few years of Howard government, it makes a lot more sense. It’s also part of a recent spate of early 90s sci-fi fillum delightfulness, after we watched Total Recall the other night. In discussion with a fellow nerd yesterday afternoon, I realised that they’re both actually Verhoeven fillums, and that’s probably why they’re both so wonderfully specrappular. Having read this type of SF as a Young Person, first discovering the Adult part of the family bookshelves (at about the age of 11, when carefully scanning the Adult stuff for the least hint of sauciness), these two fillums really capture the mood of terrible authors like Peirs Anthony. It’s lovely, teenage stuff, and absolutely low-brain. So that’s a tick tick and a V.G. from us.
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Last night on SBS I also stumbled over In the Mood for Love, a Kar Wai Wong film that I absolutely love. I keep hoping their relationship will end well, but it never does, no matter how many times I watch the film. I love the obvious stuff – the colours, the framing of shots, the slo-mo, the soundtrack, the almost-love-affair ness of it.
Let’s have a look at a couple of PR shots:
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And just in case that’s not enough, here’s the trailer:

I think I might have a Thing for Tony Leung. My Thing for Maggie Cheung continues.
This new Thing is only fuelled by the immanent arrival of Ang Lee’s latest film, Lust, Caution, which I’ve heard has heaps of hot sex, which I know will be an absolute visual feast, and which I’m terribly excited about. I’m thinking about special preview sessions on Friday day. It also stars Leung, which is very nice, and Joan Chen, who I also love (you might remember me crapping on about this stuff a little while ago in this post). I have rewatched Lee’s Sense and Sensibility in preparation. Because no one does suppressed lust and caution like Austen.
The nicest part about catching this film last night was discovering it’s part of an SBS series screenings of films by the cinematographer Christopher Doyle. The worst part was realising I’d missed Hero. Dumplings is on Wednesday 23rd January. I’m not sure if the others have already been on or not, but the SBS search function on their site sucks a bit, and I can’t be bothered figuring it out. Guess I’ll have to go to the video shop. Oh wait, our video shop SUCKS, so that won’t work. Guess I’ll be the last kid on the block to get into it, and use Netflix/Quickflicks.
Additionally, I also missed the first episode of Skins, a new series by the doods who made Shameless. And that’s a big poo.
Well, think of me as I make it by PT (it’s probably too hot to ride) to the doctor this afternoon, and pray for my ear drum. Let’s say no to perforations.
*twice in a year! Dang, we’ll have nothing left to talk about next time!

acma’s report on families, gender and media technology

I’m sorry I don’t have time to write something clever, but I thought some of you would be interested in this. It’s ACMA’s “Media and Communications in Australian Families 2007” report. I’d seen a few news articles about it, but have only just had time (because it’s boxing day and I’m home alone while the family are out buying stuff) to actually look through the report. If you can’t be bothered reading the whole report, check out the the press release for an overview.
There are, of course, some concerns about the sample size, etc, though it’s presented as a having used a representative sample (only 750 responses, but that’s actually not too bad, considering), I’m concerned about the issues of class etc tied up in the sampling process.
But if you read the report, there are some interesting points:

  • Around 70 per cent of girls aged 14–17 have a MySpace or similar profile,
    compared with 50 per cent of boys.
  • Almost two-thirds of girls use a mobile phone, but less than half of boys do.

Interesting stuff there, about gender and media use. My interest is caught by the fact that girls are more likely to use technology with an emphasis on communications. I do think, though, that it’d be worth exploring the communicative, collaborative potential of gaming. Apparently boys spend more time gaming than doing things like MySpace, and one of the definite appeals of things like WOW is the option of real time, collaborative play. Which of course, involves real time, collaborative problem solving and communicative ‘work’. Which is, of course, one of the functions of ‘gossip’ – real time, collaborative communicative work where participants explore potential ‘solutions’ or ‘answers’ or ‘reasons’ for interpersonal ‘problems’ (ie ‘maybe he cheated on you with her because she puts out?’).
I also wonder about the significance of literacy. Young people make greater use of online technologies as they get older – as their literacy skills improve. And I wonder about girls’ preference for text-based media. Is there perhaps a correlation between girls’ literacy and their social media use?
It’s all very interesting and definitely worth exploring.
The report itself has some problems – the same comments about ‘watching violence on telly making kids violent, which is actually quite difficult to substantiate. Violence is far more complex an issue than can simply accounted for by watching violence on telly. So, you might be more likely to ‘use’ violence on telly (whether for models for your own violence, or as inspiration or energiser) if you’re already living in a violent home, if you’ve had experience with violence, or if you’re otherwise vulnerable. So there’s a confluence of factors contributing to incidences of violence, and it’s inaccurate to say that ‘watching violence on telly makes you violent’. So this report doesn’t seem to have taken that into account.
There are also a few, similar problems about ideology and lifestyle – still the idea that ‘technology has an effect’ or that there’s a causal relationship between media technologies and social behaviour. We don’t approve of that, over here in the lefty cultural studies media studies feminist corner.

copying is easier than creating

Mz Tartan has posted a post about conferences that applies quite nicely to lindy exchanges. So I will now infringe her intellectual copy rights with some select copying and pasting.

  • thinking of holding a conferencen exchange? Best not. It is a far, far better thing to receive conferences exchanges than to give them. I can’t really remember what people actually said the dances I had, in most cases. I do vividly remember various people telling me that it is incredibly anxiety-producing to organise a conferencen exchange. That’s the truth. And all the while one is industriously producing anxiety one is well aware that the anxiety is ridiculous: one is not actually the person whose academic standing DJing or dancing has attracted people to this event, nor the one behind the microphone giving the talk good oil which is being intently listened danced to, let alone the person who wrote these exquisite novels songs and/or dances in honour of which everyone has gathered.
  • But here is a specimen of the type of situation which feeds anxiousness. I did not mention this en blog at the time, but back in April of this year, I came into my office one morning to find six or seven messages on my answering machine from a person who seemed to be saying she’d showed up at LTU on the weekend for the conference, and she was standing outside the venue right now and could I call her back straight away to tell her why nobody was around – where it had been moved to? Oh, and she’d come from Italy to attend. FROM ITALY. I was DJing at set in one room when the DJ from the other appeared at my side to ask where the DJ for the set following his was at. Can you imagine the abyss of horror which opened up beneath me? Can you? I’m sorry, but you can’t. The original call for papers, sent out eighteen months earlier, had indeed mentioned this weekend as the probable date, but we’d changed it very quickly to coincide with the English Teachers’ meeting. And of course nobody else had turned up. And of course ALL the subsequent promotional stuff very clearly gave the proper date. And of course it is incredible to simply turn up to a conference without at least re-checking that it’s on, or even attempting to register, or looking at the conference website. Yet, still, here she apparently was. FROM ITALY. All of the DJing rosters had been sent out ages ago and approved by all DJs concerned. We did manage to find the DJ (asleep somewhere), but it was a near thing, and yet another opportunity for public humiliation before an audience of my peers and international and interstate guests.
  • She apparently turned up again last Friday afternoon. The person on the conference desk said she’d appeared and wanted to know where her name tag was. Then we lost track of her again. I would have liked to sight her, from a safe distance (from inside a bird observation hut perhaps) but it was not to be…next time, no doubt.
  • If, in spite of this potent warning, you still want to do a conference n exchange, overbook your speakers DJs. Out of thirty-five two dozen, two will withdraw for good reasons and in plenty of time for you to make other arrangements; two will courteously let you know that they won’t be coming in time for you to pull them out of the program, one will pull out a week before, and one will pull out by email at 6:24pm on the evening before the day their paper set is scheduled at 10:45 1:30 am. This person will be emailing you not from the Australian city where she resides, but from a country that is nine hours’ flight away. How did she get there? you will wonder. Didn’t it occur to her as she got on the plane….etc
  • The sick feeling you will acquire as you contemplate what looks like the complete disintegration of your carefully assembled program will make it impossible for you to write play your own paper set with any degree of competency, so you will withdraw it, bash it out any way thus making you feel like a total hypocrite and poser. Nevertheless, there will actually be more than enough papers DJs, and you will eventually realise that all the agonising and your own self was were unnecessary.
  • Don’t cancel the wildlife tour/shopping tour/olden days architecture tour. It is what the internationals are looking forward to. You may think possums/shopping/old buildings are boring, but they do not.

Despite the extreme anxiety of previous MLXs, this year wasn’t actually all that bad. The above are really just par for the course, and what I think of as ‘inevitable screw ups’. The issue becomes not whether or not they happen, but how you deal with them when they do happen. The difference between a conference and an exchange, though, is that a couple of hundred dancers are there to have fun, and it takes quite a bit to dissuade them of their intent. Conference attendees, however, have a few more issues going on, and can be far less forgiving.
I only had one freak out during MLX, and that was on the Thursday of the weekend. My good friends and hostees took me for cake and I got over myself and it.
I find that the very most important thing about coordinating a dozen or so events over one weekend for a few hundred visitors is to remain calm. Freaking doesn’t help. I also have a rule: “no shouting”. Unless you’re shouting with delight. Shouting at people is never productive, and definitely not when the shouter is feeling angry/upset/etc. Remain cool. If you do feel a good shout/cussing out is in order, take it out the back so as to avoid broken furniture, exorbitant bar tabs and embarrassing guest DJs.
I have another solid rule: say thank you to anyone who has in any way been helpful, kind, accommodating, interested or otherwise a force for good rather than a force for inertia*. It doesn’t hurt to say thank you three or four times, but it does hurt if you don’t say it at all. Saying thank you makes you feel good, too, and so it’s a win-win deal for everyone involved.
And another rule (which is related to the previous): volunteers are the most valuable creatures at your event. DJs are generally a bit precious and high maintenance (with exceptions!), rock star dancers are a pain in the freaking arse (organise exchanges for beginners – they’re far less annoying) and fellow organisers can drive you nuts. But volunteers are gold. Love them, respect them, buy them drinks, thank them, squeeze them and underwork them. They will come back next year and figure out how to work the vacuum cleaner all on their own again.
*yes, I know.

west brunswick toodle-oo

So November is over. It was ok.

  • I had a birthday (that was ok)
  • I liked all the moustaches (I don’t think there’s enough facial hair in the world, and it made dance partners extra interesting)
  • we did mlx and it went well (biggest ever, zillions of interstaters and internationals, the usual reluctance on the part of Melbournites to play nice with guests)
  • we had galaxy plus a round of dancers stay with us (and that was very nice)
  • I did all my marking and got it in with plenty of time to spare
  • I got a job interview for a postdoc (argh! next week!)
  • I got a small grant to get me to the CSAA conference this week (double argh! paper not written! flights not booked! accommodation not sorted!)
  • I’ve had a few punters ringing me offering DJing gigs (I am resolute about only taking paying gigs – I’ve done enough freebies to know I never want to do one again, unless it’s for a real charity)
  • Galaxy and I met up with Mz Tartan pre-GG and the Austenauts (dang, I’m sorry I missed that! blogged with excellence here) and she was surprisingly cool, calm and collected

…and now I’m desperately trying to get my sleep pattern back to normal for the conference this week. I managed to have a relatively stress-free MLX (in fact, incredibly so), and slept at least 8 hours every night. From 8am til 4pm most days, but still, 8 fat hours of solid, dreamless sleep. Unheard of.
I’ve also met another dancer doing a phd on dance stuff, but she lives in Perth, so we’re squeezing in a natter-fest tomorrow before she flies out. She’s into sociology and anthropology and I’m not sure she’s up there with the hardcore sister action. But we’ll see. It’ll be neat just to sit and have a nice, nerdy chat.
I’m planning to meet up with the Adelaidean dancers during the conference visit this week (Wednesday). So I’ll be able to say I’ve danced in every scene in Australia. Except Launceston. That should be nice.
My paper is pretty much done – just some tidying up to do. It’s a combination of bits from these three posts, but obviously with far less detail, seeing as how I only get 20 minutes. 20 minutes kills me, especially when I want to play some music and clips of dancers to actually make clear what I’m talking about. It’s ridiculous to talk about dancing without showing any, particularly when you’re talking about gender performance in dance. In fact, it’s so ridiculous I should just show 6 clips and provide an exercise sheet to stimulate group discussion, a la tutorials past.
I’ve also noted I’m in kind of a dud session, parallel with papers I’d really like to see, and which everyone else would really like to see as well. Not a big deal, really, and just desserts for someone who fucked the programming around at the last minute (I’d missed out on another grant and cancelled on the organisers, then been offered one by someone else, so squeezed back into the program – people who pull that shit deserve to get dud sessions). But it’s parallel with an old buddy’s paper and in a session of licorice allsorts, so we’ll have trouble asking each other questions. It is in the last session of a day, but this time it’s not the last session of the last day, so I guess it’s ok.
I don’t mean this to sound like a big old bitch – I really am very lucky to be going at all, and I don’t want you to think otherwise. But the part of me that’s trying to get a job keeps saying ‘how will you pimp your fine self out if there’s no one in the audience?’ But really, it only takes one. And there’ll be plenty of afternoon teas for me to pimp myself about. I’m cringing, writing that stuff. I hate the thought of such aggressive self aggrandising, but at the end of the day, in such a competitive job market, I have to be a bit pushy.
So I’m going to experiment with performing pushiness, and pretend like I’m one of those blokes who, obliviously, introduces himself to all the Names at conferences. It’s the sort of thing chicks tend to be reluctant to do. And as a consequence, those pushy blokes get remembered, simply because the chicks have been to shy to step up.
But I’m going to focus on Names that mean something to me – you know, the Old Girls network. The ladies who do. The sorts of women academics who I admire and want to work with and be like. They’re the ladies who’ll call me on bullshit pushiness and demand some sort of fer real talk. No bullshit (unless it’s a story about my career as a stunt woman and there are Tasmanians in the room), all kick arse Sister. No pathetic arse-kissing. No sycophancy…. like I’d have the patience for that. And for sure I’d forget that it’s not cool to swear in polite company. Must remember that for the job interview, actually. Swearing = not cool.
But we’ll see. No doubt I’ll forget all these plans and end up talking shit and eating all the chocolate biscuits with the homies from UQ. Awesome.
Galaxy asked me the other day if I’d written a ‘why dance is important to cultural studies’ paper, and I haven’t. I’m not sure I really, hugely care – if you don’t dance you don’t understand why it’s important. Words won’t help convince you – you have to feel it to understand why it’s good stuff. But I do have a short list of reasons which include things like ‘class’ and ‘not needing literacy’ and ‘ethnicity’ and ‘faster than words’ and ‘freakin’ great fun!’ I’ll have a think, though. Perhaps it’ll be a paper I write when I actually have a job or a book or more than half a dozen papers. Right now I think I’d get more from a paper called ‘Why cultural studies needs dogpossum’ which is so effective it gets me lots of jobs. But I’ll work on it.

cyber teaching

I’ve been using a combinatin of online teaching tools this semester, and I’m not really happy with most of them.
We use WebCT as a standard, university-wide tool. It is very clunky and, quite frankly, pretty dang crap. It’s windows based in its logic, and it’s counterintuitive, which means that it’s often pretty difficult to figure out how to do basic tasks. Even when you’ve been trained to use it (as I was). It’s also super-slow in uploading and managing files. I don’t know enough about it to know why, I just know that I don’t have that trouble when I’m uploading files to other sites using other tools. It also looks horrible. Not the most important point ever, but when you’re working with stoods who aren’t exactly keen to start off with… And it’s not a very ‘friendly’ site. It doesn’t make me want to explore. It also favours a particular visual logic which is very culturally specific. This is a big deal for me working with students from multicultural backgrounds and who may not have ever used a computer before (this is true of a fair chunk of my students).
Using it has been pretty shitty, and I’m a keen computer nerd. The internet, she is my friend.
We’ve also been using the e-reserve bit of our library website. That seems the most popular option, especially for students who aren’t terribly computer savvy. It helps that it’s within the library universe, so they’re only using one visual interface, rather than having to learn a whole new environment – they know where all the buttons are. It’s also the simplest tool – we just upload basic files to the site and they log in and download them. No fancy teaching modules or whatever. It’s a bit like going to the library to borrow a book – simple and functional.
These expereinces remind me of how we developed an online networking tool for the committee running MLX. We started with druple, but we all found it incredibly difficult to use. Most of the team had only very basic experience with complex online environments, and druple was just difficult to use. So we ditched it. I’d been reading about plone and liked the colour scheme. But the more I fiddled with it, the more I liked its usefulness. That’s the software we use now. And it’s been very useful and successful. We certainly don’t use it to its fullest capability – we really just upload files and then comment on them, or email the links from within the site. But that’s all we’ve needed. And it’s been neat.
So now I’m thinking about our experieces with webCT this semester, and I’m not satisfied.
I keep thinking ‘Most of these guys use faceplant and myface and are really proficient internet kids. How can I steal the best bits of those sites and make a course site that really rocks?’ These guys love that stuff, so how can I get them to love a course-related site?
This is what I want:

  • somewhere to put each week’s lecture notes and various media files (films, images, sound files, etc)
  • somewhere to put all the assessment documents (assignment tasks, style guide, etc)
  • somewhere to put general notices where all the students can see them

That’s the very basic list. It’s really just a course reader online, where everyone can see it and access it whenever they want.
I have students who work a lot and have very busy lives. They need something easy to use and navigate, something useful and something that will make their study easier, not harder. So it has to be easy to learn to use. And fun. And actually valuable (not technology for the sake of technology).
I want the site to encourage their interest in the subject. I’ve been doing some stunt lecturing this semester, trying to capture their interest in the subject. For me, this is the most wonderful, interesting stuff in the whole world. And I want them to find a way into the subject that works for them, and really captures their interest. So I’ve been looking for interesting little films (thank you, thank you, Chaser, I owe you big time), sound files, pictures and so on. It’s been surprisingly successful. I squeeze these into my lectures and then make the urls available. YouTube has been an essential part of this.
I’ve also figured ‘if I’m interested in all this stuff – this whole range of stuff – surely they will find at least one thing that captures their interest?’ And if I set an example of ‘media is super fun’, and a real acquisitive, hunter-gatherer approach to learning, where I ‘bring home’ the interesting things I’ve found, perhaps it’ll rub off.
Partnered with my ‘talk about media you’re into’ strategy (I talked about it a bit here), it’s been reasonably successful. Students have taken the opportunity to talk about the things they’ve seen in the media that have caught their interest. They’ve been a bit hesitant and scaredy about revealing an interest in nerdy stuff, but have generally worked up to more confidence. Even the quieter students.
Ok, so other things I want from an online package:

  • somewhere for students to add their ‘interesting finds’ – images, news stories, AV clips, sound files, TV shows, etc etc
  • something that will encourage discussion, but will work as a complement to the face to face (I do not want this to become a substitute for tutorial chatting – that is still the absolutely central part of any subject)
  • something that’s not too time consuming. This is important for my students with kids and lots of responsibilities. So it has to be easy to learn and use.

I’ve also been thinking about new ways of structuring course. Pretty ambitious stuff, but still. At the moment we have:

  • lectures (1 hour is preferable, but our uni tends to 2 hours with 1 hour tutes – it’s a funding thing)
  • tutorials (2 hours preferably)
  • written assignments (my preference is for cumulative, not discrete ‘blobs’ of essay)
  • readings (delivered in a big wad of reader (Glen has made some really interesting observations about readers here)
  • and perhaps in-class exercises or random quizzes

Here’s something I’d like to try:

  • lectures. Large groups of students together in a room listening to someone talk about interesting stuff. One hour is maximum attention span time. Lecturers preferably some big gun in the department (for all these reasons), including some illustration by way of snippets of film or images – whatever best illustrates the points being made
  • tutorials. Small groups (12-15) of students working for 2 hours. Emphasis on discussion and learning to talk about the readings/lectures/ideas. Emphasis on socialising the stoods (eg learning to listen and work collaboratively on developing ideas). Some practical exercises to test theories/methods. I like the ‘talking about media’ tool to encourage students to talk about their media experiences and workshop/develop their assessment ideas
  • assessment. Two pieces of cumulative assessment (essays to develop writing skills) and a not-too-hard in-class exam. Short answers. Drawing explicitly on weekly quizzes. This will help students who haven’t quite gotten the hang of extended written tasks and encourages students to study all the weeks’ work, not just the ones relevant to their projects
  • weekly quizzes. Not necessarily for marks, but covering the essential elements of each week’s topic. A good way to keep lecturers on-track and give students a clear idea of the main areas of discussion. An excellent revision tool. Also a useful de-stresser for students who feel like they’re drowning in a formless mass of details. These could be made available online quite easily.

  • readings. Key readings in the field are absolutely essential. Students do need a guide to key readings in the literature. Discussion of readings should emphasise not only what’s in the reading, but also the structure and form of the reading. How is it written? What sources does it use and cite? How does it develop arguments? How does it illustrate key ideas? How influential has it then been on the field? How did it shape opinion? Is it representative of a particular approach? This body of readings should give them a broad overview of important ideas and writing in the field, and serve as a jumping off point for student’s further research. Encouraging students to follow up the articles and books which cite these key readings is a useful way of developing research tools and getting them to think about how ideas develop discursively in disciplines
  • possibly some sort of interactive film/slide show/AV. Combining interesting images and audio-visual clips to illustrate points and provide an always-available interactive, multi-media discussion of the issues. This could be available on CD, to be watched in the library, online via a website to be streamed or downloaded.
    This is one I’m not entirely sure of. But I have students with such a range of learning styles and skills, I really like the idea of forcing information into them in a range of forms. I am, though, still wrestling with my instinct to encourage diversity in terms of learning styles within a university context where the one thing we want to do is force them to learn to learn and ‘make discourse’ by reading and writing (it’s ridiculous: I was lecturing this week about the advantages of radio in developing countries – it doesn’t require literacy so it’s more inclusive!)

So when I talk about a useful online teaching tool, I want something that would complement all this stuff.
If I’m encouraging students to work on cumulative assessment, developing their own ‘projects’ over 2 essays during the semester and using tutes to discuss and workshop their ideas, then why not use the site to encourage and support that? It would be really nice to make it possible for students to upload their project notes and files to the site, and to then download them and work on them in multiple locations, uploading their additions when they finish a session. That would allow them to share their work with other students, get feedback from staff (egads – the extra work!), discuss ideas, etc. Importantly, it would provide backup for all their data.
I’d also like to have a glossary or lexicon of terms on the site which they can add to. I’ve had requests for something like this from my students, but haven’t had time to develop it.
I’d like the usual email/discussion board/chat options, but I’m not sure just how successful they’d be. They’d be nice for public questions, eg “how many ads should I use for this assignment?” but could be a big fat time sink. Moderating them could suck.
I’m also wondering about whether to put recordings of the lectures online. As with lots of other people, I’ve been fascinated by Berkeley’s YouTube channel and want to take advantage of this idea. On the one hand, we have resisted making full versions of our lectures available for students because it drops the number in lectures. But the number of students who come to lectures drops off as the semester progresses anyway. Partly because students drop out (especially in first year), but also because the pressure towards the end of the semester thins them out. Which makes me think about alternative ways of structuring the semester, too.
I find, though, that I still get a core group at each lecture (mostly students from my tutes, incidentally), and as the classes have shrunk, their willingness to ask questions during the sessions have grown. This isn’t like a tutorial – I am still declaiming the Good Oil from the pulpit – but it’s an interactive lecture. The students are quite aware of the distinction between the two, and its been interesting seeing how they’ve developed different modes of interaction for each. They realise that tutes are times for them to talk as much as they like while I listen and monitor, but that lectures are time for me to talk with room for requests for clarifications.
While I had trouble with people chatting in lectures earlier in the semester (and man was it satisfying to kick those arses!), I now get a few whispered to-and-fros. When I say “if you’ve got a question or comment, share it” (and it doesn’t sound as facetious as that reads – they know I really do mean it), they usually reply “oh, I was just asking what that last word was – I didn’t hear”. So it’s just a bit of peer-clarification. Which is all good and nice.
That’s actually interesting, because in tutes I encourage students to answer each other’s questions and to work collaboratively towards figuring out answers or ideas. But in a lecture we actively discourage that. It’s a really weird conflict between student-centred/participatory learning and declaratory, lecturer-centred learning.
I’m still not sure where I stand on in-class presentations by students. On the one hand I don’t think it’s a good idea because it freaks them out. I also feel that I can better judge their learning if they’re participating activley in class, than I could by listen to them stumble through a formal presentation. Shit-scarey and tedious for everyone. But on the other hand, sometimes it’s nice to have a chance to actually have the floor to yourself for a while to present a properly worked-through idea.
Maybe a presentation of their research projects? But again, a less formal, more participatory in-group model would be better.
So anyway, to sum it all up, I’ve been having a look at moodle, another online teaching tool. Will let you know what I think. Will you let me know what you think? I’m interested in feedback from people who teach in other fields especially.

this is a good essay.

This is a very great article. It reminds me of many of my own experiences in universities. Though I tend not to be the object of sexual harassment – I tend to kick heads and take names (which is probably why I’m finding it so difficult to get a full time job now). But I have had a couple of male academics try it on with me. Once was a fellow postgrad who couldn’t seem to raise his eyes from my breasts when we were ‘talking’ (I use scare quotes because I’m not sure it’s communication when one is having trouble thinking of the other as anything other than sexualised). Another was a male academic who told a particularly offensive anecdote at a staff/postgrad party. I responded with some verbal arse kicking. And never could get a leg up in the department after that.
But recently, I haven’t had any of these experiences. In fact, it’s been about six years. I think it’s because I don’t spend so much time on campus any more. And because I’m not 21 and I’ve pretty much given up giving a fuck what pants size I wear. And because I really do kick arse and take names now, and most male academics who’d pull that sort of stunt are afraid of me. And I like that. Even if it means no one ever gives me a proper job, I like the thought of having frightened those bastards so much they avoid me and won’t make eye contact with me in the hall. And I have been known to strut upon occasion.
But I also think it has something to do with the fact that most of the academics I deal with now are women. They’re the ones running the overcrowded, underfunded, understaffed subjects I teach. They’re the ones who drop my name to people looking for tutors or lecturers or research assistants. They’re the ones who pass my name along and then introduce me and make sure people know I’m Good Enough. I think that’s half the thing – we female academics spend so much time second guessing ourselves and downplaying our abilities we forget to tell other people just how good we are. Just how skilled we are. And we hardly ever remind ourselves of our own achievements. So it’s a good thing we have each other’s backs. For the most part.
But that is a good essay. Read it, if you haven’t.
fyi, it was written by our pav.