(insert dumb pun about listening to me here)

I’ve been thinking about this in relation to dancers. I’m not sure if dancers are really where they’re heading with that project thought – I think that’s a bit serious and got some political work going on. Dancers just seem kind of … frivelous in comparison. But perhaps that’s interesting in itself. Perhaps it’s worth talking about listening as ‘fun’ as well in terms of participation in serious public discourse.
But I’d like to write about ‘listening with the body’ and the way dancers (especially DJs) listen to music with an ear to dancing. And how partner dancers share the way they hear the music by getting in closed position (and open! because lindy hoppers are badass and don’t need closed to communicate!) and just feeling the way the other person is moving their body. And the truly wonderful, amazing thing about partner dancing is that this isn’t conscious – if we had to stop consciously think ‘hm, how is my partner feeling the beat here?’ the whole thing would collapse. It’s about training your muscles to respond automatically to physical stimuli.
Here’s an example: one of my first ever yoga classes the instructor was pushing on my back, right about where the leader puts their hand. He said “stop pushing back – let me push you into place”. I didn’t even notice that I was pushing back – it was just a matter of, as a follow, my ‘giving back what I was getting’ – returning equal pressure to make a nice connection. So I had to learn to let him move my body about without returning pressure.*
Any how, when you’re partner dancing, you’ve got all this stuff going on in your body, unconsciously. And then the music starts. And your lead ‘sets the tone’ of the relationship/partnership for the dance – they tell you how they feel the bounce (nice and big and Swedish? Miserly and American? Horrifically absent?), and that bounce is the easiest way for you to keep in time – you bounce along to the beat. The harder the music swings (ie the less on-the-beat-abrupt-yuck it is – the longer the delay between beats, the more time squeezed out of every beat), the more time you have to do deeper bounces (this is where I just can’t articulate it – it’s something you have to see and feel), etc etc.
And because you’re a team, you give back an idea of how you’re feeling the music. If they’re a great lead (which is congruent to being a great person in this instance), they’ll respond and incorporate your feeling into the partnership, so it’s not all one-way.
And all this before you even move! You’re still in place just checking each other out, ‘listening’ to the music.
And it’s even more complicated it it’s live music – the band is feeling each other out, they might be checking out the dancers…
It’s all very interesting. Improvisation makes music so much more fun and challenging – anything can happen. So you all have to have really nice connection so you can communicate. You’ve all got to be giving back what you’re getting. Equal pressure.
Any how, I think it’s interesting. And I’m going to send in an abstract, but I’m not sure they’ll dig it. We’ll see.
I’m finding people think my dance stuff is kind of hippy dippy. I feel like one of those fruit loops you meet at conferences who give papers about…, well, that weirdo, completely off-the-wall, nothing to do with anything stuff. I think people hear ‘dance’ and think the way they do when they hear ‘ficto-critical’. But most academics simply don’t dance, ever. And most have never partner danced more than once or twice. And that’s especially the case as the last generation of ackas retire. It kind of proves my point, though – anyone who dances regularly doesn’t think ‘woah, fruit loop’. They give dance as much importance as music or visual texts…
…after all, how come we’re all so keen on words and less interested in nonverbal communication? I mean, I’m not that much of a hippy dippy type. I don’t have any time for crystals or faith healing or past lives. I mean, I even find improvised ‘arty’ dance discomforting (“I’m a tree, I’m a flower!”).
…ok, now I’m ranting and being mean about hippies. I guess I can’t get on that wagon if I grow my own veggies (go tomatoes (even if you are eating my clothes line)! go mutant lettuce refugees! go unbelievable amounts of passion fruit!) using compost from the compost bin (go incredible fertiliser!), don’t bother with makeup or leg shaving (w the goddamn f?), don’t understand high heels and take less time getting ready to go out than The Squeeze. And that no car/love bike thing? Not exactly pushing me to the mainstream.
But come on – you know what I mean when I’m talking about the fruit loop types. That’s not me, ok? I’m, like, TOTALLY normal! Rrlly!!1!!
*aside: this is where I feel ‘compression’ comes from – you give back the pressure your partner gives you (unless they’re super-tense, but that’s a different story). For the equilibrium made by that equal-return of pressure to become them actually moving you, you allow the pressure to build up until it sort of ‘tips’ you over into moving. It’s really hard to explain, but it’s not a matter of just immediately doing as your partner moves you – you have to return the pressure until you reach the point of ‘critical mass’ where they then initiate movement. There are all sorts of other things going on (including what they’re doing with their bodies – are they moving their body weight?), but it’s sort of working around that idea.

slim gaillard’s Laughing in Rhythm and Fats Waller and his Rhythm, the Last Years 1940-1943

Two new arrivals:
Slim Gaillard’s Laughing in Rhythm. Can’t believe I’ve only just bought this. I am so the slowest, uncoolest DJ on the block. I mean, I’ve bought bits and pieces from places like itunes, but still. It’s a bit late. I’d still like the giant Gaillard Proper set, but I just can’t bring myself to buy all that nonsense singing…


Fats Waller and his Rhythm, the Last Years 1940-1943. I now own about 60 million Waller CDs. And I’m not quite sure that’s enough.

teaching tools

So I’m all lined up to do some serious teaching next semester. The bit that I’m most interested in is coordinating the subject I did last semester. I’ll be able to put together a reader that suits what I’m teaching, I’ll get to rework some of my weaker lectures and tutorials, and I’ll be able to redo the assessment. There’s lots of admin work involved, but I’m actually not too bad at that stuff – MLX has made me strong. Plus I quite like the ob-con-ness of sorting and organising and making lists.
One of my first jobs will be getting some feedback from the sessional staff who taught with me on that subject last year. I want to know what worked, what didn’t, what they’d like to see on the subject (or ditched).
The next job will be working through the lectures and reworking the weeks – dumping the dumb stuff, strengthening the good stuff, adding in some useful stuff that was missing last year. I’m aiming for your basic intro to media studies/communications/cultural studies subject, including some really safe, useful ‘textual analysis tools’ (this is something the department really wants), some stuff about media industries and some stuff about audiences. I’m (mentally) dividing the subject up into those three parts (n those that order), and hoping to have three manageable (and hopefully cumulative rather than discrete) pieces of assessment to go with each (though that’s something that needs to be discussed).
I’d like a reader that had a greater emphasis on Australian cultural/media studies (especially in reference to the industry stuff… for obvious reasons), and including some more up-to-date readings (ie not stuff from the 80s… unless it’s something particularly important or awesome).
I’m also keen on strengthening the weekly tutorial exercises. I’m ordinarily not the hugest fan of this stuff, but this type of weekly mini self-assessment is important and can be really useful. Putting together a comprehensive weekly exercise (which isn’t too long) is also a nice way of making sure I structure my lectures properly (which I’m kind of anal about anyway), make the readings really relevant and giving the students an idea of the most important points in that week’s topic.
All this is for a first year subject, so I have to keep it pretty simple. It also has to work as a ‘teaser’ for later subjects – it has to convince these guys in the general arts degree that media studies/cultural studies/communications is fun and interesting and useful.
I’m a big fan of multimedia components in the teaching and learning tools, but I was very unhappy with webct last year. I’m not sure it’s a good idea to get into moodle or another hardcore online teaching tool. But I do think it’s important to have some sort of online component, particularly for teaching across campuses, and teaching students who don’t spend much time on campus.
I am thinking about just using a plain, simple blog. Something like this one (but obviously not this one) which is super easy to navigate, allows me to embed youtube clips, add in useful links, upload lecture notes, etc. I do have reservations about uploading lecture notes to a public forum, though. This is where it’s actually a good idea to have a site where you must log in to get the good stuff.
I have considered other options like druple (bllurgh) and plone, but if I’m going that way, I really think I should use something designed for teaching – like moodle or webct. But I don’t think it’s a good idea to have students learn how to use a whole new system/site, just for one subject. And I’m not keen on learning myself – it’s not really worth the effort.
I also think it’s a good idea to use sites that students are already comfortable with. For obvious reasons. This of course leads us straight to faceplant and myspace. But I’m not happy with faceplant. I don’t want to encourage students to use such a massive data-gathering business tool.
There is, however, the google option. Google docs is something we’re considering using for MLX this year – a central collection point for files and discussions and email and things. But once again, it does require students learning a new system, signing up for new accounts and so on.
So my questions are:
– is it ok to use a blog where the lecture notes are public? My feeling is no.
– should I use something like plone which can have a public ‘face’ yet also requires students to log in to access notes?
– should I just suck it up and use webct?
All of this is very interesting and quite exciting. I’m looking forward to teaching with confidence material I know well, and to being able to strengthen what I’ve already done without starting from scratch. It’ll also be nice to not be working to such a full-on, heinous schedule, writing lectures as I go through the semester.

oh man

I am trying to watch So You Think You Can Dance, and it’s really hard. It’s really crap.
But there are fleeting glimpses of dancers I know (Trev! Trev! Trev!), and I’m half thinking of writing a paper on it. Maybe doing some interviews with dancers. Maybe something about the way ethnicity and dance and bodily aesthetics are represented in SYTYCD.
But it’s really freaking painful. The worst bit is the way the judges have a small group step forward to be humiliated. It’s all a bit lame. I know it’s all orchestrated for a specific reality TV formula, but it feels far more forced than the American versions. So I’m really not sure I can manage much more of this.
But there are a few lindy hoppers who made it through to the final 100. But man, I’ve been watching for almost an hour and a half. And it’s horrible.
The other really annoying part is the way it’s cut up and stuck back together – lots of short, snappy bits. No where near enough long, long sequences where we just watch the dancers and assess their abilities. Which of course suggests (like we really need it suggested) that the dancing is really only important for brief moments of spectacle and that the real drama is in the judging and backstage stuff.
It’s all a bit painful. I’m also a bit sceptical of comments about including the young aboriginal bloke because he brings ‘diversity’ to the program. Hm. And the woman from El Salvadore telling her (quite terrible) story to a pretty wet soundtrack…. kind of clumsy and chunky and nasty.
[good news: there’s a new series of Good News Week coming. Bad news: it’s on channel 10]
Ok, it’s supposed to be over now, and we’re supposed to be watching Billy Holiday. But it’s not. Oh man.

look at this interesting thing

Some artists in York (UK) hooked some lights up to York Minster cathedral which responded to sound. As people (and passing vehicles) made noises, lights were projected onto the facade of the cathedral, moving up the contours of the building.
This clip is kind of annoying to listen to, but it makes for fascinating viewing.

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.

go media convergence, go

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I’m not sure if anyone’s seen this, but it’s an amazing idea.
Basically, the Met transmits their operas live to cinemas in Australia (and elsewhere, I guess). So you’re sitting in a cinema watching a high definition, live performance of some pretty high grade high art opera on a cinema screen. They don’t go everywhere, but they do go to some regional centres.
Am I the only one who thinks that’s a pretty interesting and quite amazing concept? I don’t much care for opera, but I’m fascinated by the technology and marketing and cross-media/media convergence action here. Just imagine how popular these would be if it was something with mass, popular appeal…. or would it be popular?
Anyone been?