Music and Downtown New York, 1950-1970|
Fall 2012 not offered
This course will explore the history, interconnections, and simultaneous flourishing of four distinct music communities that inhabited and shaped downtown New York during two particularly rich decades in American culture: Euro-American experimentalists; African American jazz-based avant-garde; blues and folk revivalists; and Lower East Side rock groups. Much of the course will be devoted to understanding their points of convergence and divergence, especially in conversation with broader currents of the time (e.g., the Civil Rights Movement and related notions of freedom, shifting youth subcultures, and avant-garde aesthetics). We will read about and listen to recordings of a wide variety of musicians, identify aesthetic and cultural trends, and study the local industry that supported them.
||Gen Ed Area Dept:
|Course Format: Seminar||Grading Mode: Graded|
||Fulfills a Major Requirement for: (MUSC)
Banes, Sally, GREENWICH VILLAGE 1963: AVANT-GARDE PERFORMANCE AND THE EFFERVESCENT BODY, 1993, Durham: Duke University Press
Van Ronk, Dave and Wald, Elijah, THE MAYOR OF MACDOUGAL STREET: A MEMOIR, 2005, Cambridge, MA: Da Capo
Beard, Rick and Cohen Berlowitz, Leslie, (eds.) GREENWICH VILLAGE: CULTURE AND COUNTERCULTURE, 1993, New Brunswick, NJ: Rutgers University Press
Cantwell, Robert, WHEN WE WERE GOOD: THE FOLK REVIVAL, 1996, Cambridge, MA: Harvard University Press
Heylin, Clinton, FROM THE VELVETS TO THE VOIDOIDS: A PRE-PUNK HISTORY FOR A POST-PUNK WORLD, 1993, New York: Penguin
Jones, Leroi (aka Amiri Imamu Baraka), BLACK MUSIC, 1968, New York: William Morow
Saul, Scott, FREEDOM IS, FREEDOM AIN'T: JAZZ AND THE MAKING OF THE SIXTIES, 2003, Cambridge, MA: Harvard University Press
|Examination and Assignments: |
Assignments include short essays on weekly readings and midterm and final writing projects on topics to be chosen in consultation with the instructor.
|Additional Requirements and/or Comments: |
Learning and Living Seminar
This First Year Seminar is part of Wesleyan's Learning and Living Program. Students who register for this class will live together in the same residence hall. Because students are living in close proximity to one another, intellectual discussions and collaborative learning will extend beyond the classroom. This arrangement facilitates group assignments and projects, and allows for the growth of a strong community of students through daily interaction. Strengthening students' intellectual and residential community enhances the undergraduate experience for Learning and Living seminar participants.
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