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For me, that's where the music always has to be--on edge--in between the known and the unknown and you have to keep pushing it towards the unknown--otherwise it and you die.
Steve Lacy
| Baraka | LeRoi Jones/Baraka Reader |
| Ellison | Invisible Man |
| Feinstein & Komunyakaa | Jazz Poetry Anthology |
| Ginsberg | Howl |
| Hughes | Collected Poems of Langston Hughes |
| Lorca | In Search of Duende |
| Mackey | Atet A.D. |
| Morrison | Jazz |
| Mullen | Recyclopedia |
| Peretti | Jazz in American Culture |
Part 1 The Weary Blues: Ellison, Hughes, & Mullen |
Blues & Early Jazz |
terms |
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Jan. 19 |
What is the blues? (Wikipedia definition) listening: post: As you read Jones's two chapters from his book Blues People, keep Johnson's "Hell Hound" in your ears. In your post, explore one aspect of Johnson's blues as it confirms, contradicts, or shades an assertion Jones makes about the blues. How does listening to Robert Johnson augment or diminish Jones's definition of "blues" and "blues people"? |
blues blue note mascon image |
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| Jan. 22 | What is jazz? (Wikipedia definition) Peretti's take: listening: poems by Langston Hughes: post: Having read Peretti's two chapters and listened to some early jazz, use this post to explore the "jazziness" of Langston Hughes's "The Cat and the Saxophone," "Dream Boogie," or "Dream Boogie: Variation." What qualities put the poem into conversation with the new forms of jazz? How do the poem's rhythms, tones, and language translate jazz into words-on-a-page? |
jazz ragtime hot |
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| Ralph Ellison's Invisible Man | |||
| Jan. 24 | Introduction (vii-xxiii) & Prologue (3-14) post: In the prologue to his novel, Ellison describes a method of listening to jazz that he hopes will also become a method of listening to his novel. "You slip into the breaks," he writes, "and look around" (8). Use this post to explore this method. What does it mean to "slip into the breaks"? What does it mean to "look around"? When you look around this prologue, what do you see? |
break | post |
Jan. 26 |
Chapters 1 to 6 (15-135) post: In this post, explore the development of the theme of "the blues-toned laugher-at-wounds" (xviii) in Chapter 1 and in the chapters that follow describing the College and telling the story of Jim Trueblood. What resonances does this mix of blues, laughter, and wounds gather as the novel develops? How do these resonances extend and amplify the narrator's reaction to Armstrong's "(What Did I Do To Be So) Black and Blue"? |
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Jan. 29 |
Chapters 6 through 11 (136-250) post: In the prologue, the invisible man tells us "that . . . is how the world moves: Not like an arrow, but a boomerang" (6). Explore this idea by taking a scene, character, event, symbol, or sound from Chapters 6 to 11 that "boomerangs" the invisible man by coming back again from Chapters 1 through 5. In a sense, this is like listening to a blues verse or jazz theme that recurs with alternate wording or in another key. "I have been boomeranged across my head so much," the narrator tells us, "that I now can see the darkness of lightness" (6). In your post, explore the consequences or meaning of one return of a boomerang. |
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Jan. 31 |
Chapters 12 to 19 (251-422) Bessie Smith, Back Water Blues post: "New York," the Vet tells the Invisible Man--"That's not a place; it's a dream." The same might be said of Harlem, the black city within the city. Select one of Hughes's Harlem poems--"Harlem [1]," "Harlem [2]," "Harlem Dance Hall," "Harlem Night," "Harlem Night Club" "Harlem Night Song," or "Harlem Sweeties"--and compare his Harlem to Ellison's Harlem. What is the dream of Harlem? How does it compare and contrast with the dream of the school and/or the dream of the factory? |
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Feb. 2 |
Chapters 20 to 25 (423-571) Big Joe Turner, How Long Blues post: "Jazz," Ellison writes, "is an art of individual assertion within and against the group. Each true jazz moment (as distinct from the uninspired commercial performance) springs from a contest in which each artist challenges all the rest; each solo flight, or improvisation, represents . . . a definition of his identity: as individual, as a member of the collectivity and as a link in the chain of tradition. Thus, because jazz finds its very life in an endless improvisation upon traditional materials, the jazz-man must lose his identity even as he finds it." In your post, discuss Tod Clifton's Sambo spiel, the Invisible Man's funeral speech, or the character of Rinehart as a jazz improvisation. |
improvisation | post |
| Langston Hughes's blues & anti-blues | |||
| Feb. 5 | W. E. B. DuBois on Sorrow Songs models (lyrics in Packet #1): literary blues: |
literary blues |
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| Feb. 7 | Brown, Creeley, & Williams from JPA Bookjacket for The Weary Blues Hughes's 1930s anti-blues: "Tired" (135), "Negro Ghetto" (137), "The Negro Mother" (155-56), "Florida Road Workers" (158-59), "Open Letter to the South" (160-61), "Good Morning Revolution" (162), "Goodbye Christ" (166), "Song of the Revolution" (170), "Cubes" (175-76), "One More 'S' in the U.S.A." (176-77), "Ballad of Roosevelt" (178), "Let America Be America Again" (189-91), "White Man" (194) |
blues imitation |
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| Feb. 9 | no class (work on Ellison/Hughes prospectus) browse the Schomburg Library's exhibition Harlem 1900-1940 |
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| Harryette Mullen's Muse & Drudge | |||
| Feb. 12 | Ma Rainey: Billie Holiday: Barrax, "The Singer" (JPA 9) post: Harryette Mullen's Muse & Drudge, our next collection of poems, is a tribute to great women blues singers like Ma Rainey, Bessie Smith, and the jazz singer Billie Holiday. What is it we look to these singers to perform for us? Listen to the cuts, read the poems, then choose one poem for one specific singer and explore what it is the poet wants from the singer of the blues. Is the woman blues singer in this poem muse, drudge, or both? |
prospectus |
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| Feb. 14 | Muse & Drudge (Recyclopedia 97-124) |
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| Feb. 16 | Muse & Drudge (125-52) listening: bring to say-out-loud a stanza in which the meaning is carried in the beat optional: Interview with Harryette Mullen on Muse & Drudge and her newest book, Sleeping with the Dictionary, from PENNsound |
draft P1 | |
| Feb. 19 | Muse & Drudge (153-78) post: for this post, listen to the double dutch jumprope rhyme hotlinked into the February 16th assignment and to the scat singing by Louis Armstrong--his Heebie Jeebie's rhythmic vocalizing with nonsense words and syllables--then locate a stanza or a set of four stanzas in Muse & Drudge in which the meaning is carried by sound and rhythm as much as or more than by recognizable words and syntax. In your post, describe the multiplicities you hear through sound and rhythm: what kinds of meanings--or as Mullen puts it, what kinds of "scat logic" (153)--can sound and rhythm carry? |
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Part 2 Duende: Lorca, Morrison, & Mackey |
| Duende | |||
| Feb. 21 | essays: listening:
poems: Lorca, "Deep Song" (In Search of Duende 1-23) (optional) post: "The duende's arrival," Lorca writes, "always means a radical change in forms" (53). Using the essays by Lorca and Mackey and the saetas written by Lorca and Miles Davis, explore the kinds of changes in conventional forms duende entails. Do you see aspects of duende in Hughes's blues or Ellison's blues-inflected novel? How is "deep song" recognized? |
duende | post |
| Toni Morrison's Jazz | |||
| Feb. 23 | no class (read Jazz 1-87) |
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| Feb. 26 | Jazz (88-162) | ||
| Feb. 28 | Jazz (163-229) post: In this post, discuss the narrative technique of Morrison's novel. In an interview, Morrison suggested that "jazz" enters the novel not so much as a theme or a reference or a backdrop as a structure. What jazz techniques give this novel its odd and compelling form? |
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| Nate Mackey's From a Broken Bottle & Splay Anthem | |||
| Mar 2 | concluding discussion of Jazz sample tracks: |
post paper 1 |
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| Mar 5 | Atet A.D. (25-122) sample tracks: post: One definition of a pun is two or more signifieds competing for the space of a signifier. Atet A.D. runs on puns: each word, it seems, bursts with significations, many of which are mixed or contradictory and all of which are mobile. An example of such an "echoic whir" (25), blur, buzz, or "antithetic spin" (53) is the run on mist/missed/mystery in Seattle, but these aural overlaps are everywhere. Pick one of these chords in the reading and follow it through N's letters to the Angel of Dust. |
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| Mar 7 | Atet A.D. (123-184) sample tracks: post: Toward the end of Atet A.D., two bottles wash up on the beach, both containing gremlins or, as Mackey put it in an earlier book, djinns. In this post, return to "Cante Moro" to help you consider to what extent N.'s B'Loon stands in for that "kind of gremlin" or "gremlinlike, troubling spirit" Mackey identifies as duende. |
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| Mar 9 | Last discussion of Atet A.D. & summaries of duende (bring Lorca, Morrison, & Mackey) Betty Boop/Louis Armstrong cartoon lyrics and visuals |
Part 3 Bebop, The Beats, and Hughes's Montage of a Dream Deferred |
| Bebop & Hard Bop | |||
| Mar 19 | Peretti, Baraka, "Jazz and the White Critic" (BR 179-86) Blue Note album covers: in-class viewing of sections from Ken Burns' Jazz |
bebop hard bop |
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| Mar 20 | optional review for midterm at 5:30 pm meet in EPB 209 |
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| Mar 21 | midterm improvisation |
midterm | |
| Mar 23 | Poems for Charlie Parker ("Yardbird" or "Bird") - see Peretti 101, 104 listening: Poems for Lester Young ("Prez") - see Peretti 93-94
listening: post: For this post, choose one poem on Charlie Parker and explore its attempt--successful or unsuccessful--to capture the tones, pace, or techniques in Parker's "Koko" or "Scrapple from the Apple." |
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| The Beats | |||
| Mar 26 | Ginsberg's Howl listening:
bebop sounds: post: No one could mistake the rhythms of Howl for, say, Fred MacDowell's blues or Duke Ellington's swing. What formal and thematic qualities of Ginsberg's poem give it, as Ginsberg said, a bebop "modality of consciousness"? After listening to Parker and Young--Bird, Prez--listen to Ginsberg then work back and forth between the two with your own riff on these materials. |
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| Mar 28 | continuation of Howl Jack Kerouac post: Ginsberg, Kerouac, Ferlinghetti, and Rexroth all, as Ginsberg puts it in Howl, gravitate to "the negro streets at dawn looking for an angry fix." That fix may be the blues or Ornette Coleman's free jazz, the funk of Harlem, the drugs associated with jazzmen like Charlie Parker, or, more simply, assumptions they as white writers make about black musicians and poets. In this post, discuss the use of black arts and traditions by these white writers. What do they look for in black art? How carefully do they "listen" to the blues or free jazz? What do they take? What, if anything, do they miss? |
sketching | post |
| Mar 30 | Kaufman, "Bagel Shop Jazz," "Battle Report, "War Memoir," "War Memoir: Jazz, Don't Listen to It at Your Own Risk" (JPA 109-113) Baraka's beat period: scat (Wikipedia) post: For this post, go to Thinkmap's Visual Thesaurus, sign in as a guest, and look up the word "beat." Thinking back through your reading in Ginsberg, Kerouac, Ferlinghetti, Rexroth, Kaufman, and Baraka, pick a cluster of three or four terms in the array to map the term "beat" as it applies to the aims, methods, and identities of these writers. |
scat Beat abomunist |
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| Apr 2 | Baraka's transition from Beats to Black Arts (1963-65): listening: post: Rejecting white avant-garde poetry as a model, Baraka turned to blues and jazz as carriers of black history and culture and sophisticated models of artistic form. Focusing on "An Agony. As Now.," "Rhythm & Blues," or "BLACK DADA NIHILISMUS," use this post to explore the resonance between one of these poems and Beat poetry, on the one hand, Black music, on the other / or (alternative post) Baraka ends "Black Dada Nihilismus" with a list of names. Pick one, research it, and then write a paragraph that explores why Baraka dedicates his poem to this person. |
black chant / black scream
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| Apr 4 | Baraka, Dutchman (BR 76-99) |
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| Apr 6 | in-class viewing of Dutchman | beat imitation |
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| Apr 9 | conclusion of Dutchman discussion (bring Baraka Reader) | prospectus for P2 |
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| Hughes's Montage of a Dream Deferred | |||
| Apr 11 | Montage of a Dream Deferred through "Nightmare Boogie" (388-418) "Bop," from The Best of Simple (handout) listening: images from Harlem 1900-1940 (Schomburg Center for Research) discussion team: Wendy Cook, Mike Healy, Erin Platz, Matt Rinker, and Adam Smith post: After reading through Hughes's Montage of a Dream Deferred (marked in CP by a vertical gray stripe), listen to Hughes's reading of an excerpt from this poem and to Dizzy Gillespie's "Salt Peanuts," then discuss one specific short poem's be-bop markings: its "conflicting changes, sudden nuances, sharp and impudent interjections, broken rhythms, and passages . . . in the manner of the jazz session" (CP 387). In what ways could the poem you are examining be said to be a be-bop poem? |
montage boogie bop |
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| Apr 13 | Montage of a Dream Deferred (388-429) post: In "Theme for English B," Hughes conflates his interiority ("Me, who?") with his surroundings ("I guess I'm what / I feel and see and hear, Harlem, I hear you" (409). In this post, focus on Harlem as the central character of Montage. How does this suite of poems present Harlem's divergent voices and perspectives? What are the cadences and concerns of the Harlem community as presented in this collective portrait? |
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Part 4 Playing Outside: Baraka & Hughes's Ask Your Mama |
| The New Thing: Free Jazz, Black Arts, and Ask Your Mama | |||
| Apr 16 | Peretti, Chapter 6 "We Insist": Jazz Inside and Outside the 1960s (134-54) Ray Charles, I've Got a Woman Charles Mingus / three from Mingus Ah Um Ornette Coleman Sonny Rollins: Archie Shepp |
outside changing same dirty bop Black Power outside jazz |
draft P2 (Alisa & Neo in class to pick up papers) |
| Apr 18 | poems for Coltrane listening:
PROMPTS FROM DISCUSSION TEAM (Conrad Bendixen, Andy Carey, Julie Schmitz, Abi Sonnek, and Sara Werner): As you prepare for class, please consider these questions and bring thoughts, comments, and further questions to class on Wednesday: |
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| Apr 20 | no class / work on paper 2 | ||
| Apr 23 | Albert Ayler (see Baraka's "Changing Same" 196-97 and "Black Arts" 369ff) Pharoah Sanders: poems for Charles Mingus & Ornette Coleman |
P2 drafts returned in class (appts. with writing fellows this week) |
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| The Black Arts Movement | |||
| Apr 25 | Kaluma ya Salaam and Reginald Martin, historical overviews of the Black Arts Movement post: As Baraka's first black nationalist-inspired poetry collection, Black Magic (1969) was meant to further the aims of the Black Power and Black Arts Movements. Remembering the free jazz we've listened to over the last weeks and considering the overviews of the Black Arts Movement you read for today, discuss one or two poems from Black Magic that help illuminate Baraka's revolutionary tactics. What does he mean by "magic"? What does he mean by "black"? How does the concept of "black magic" work to further the Black Power and Black Arts political agendas? |
jazz tribute poem |
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| Apr 27 | return to Baraka, poems from Black Magic (BR 210-24) Ron Karenga, On Black Art & Black Cultural Nationalism post: Socio-creative art is, Charles Fuller, Jr., explains, "a manner of self-expression and artistic form born directly from the collective social situation in which the Afro-American found himself in this country." By this definition, blues and jazz are--and always have been--socio-creative. But how is the community envisioned in Black Art different from the blues or jazz community? Who's in this community? Who's out? To back up your ideas, work with the essays we've read for today and one or more poems from Baraka's Black Magic. |
socio- creative art |
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| Apr 30 | poems by Mari Evans, Etheridge Knight, A. B. Spellman, Sonia Sanchez, June Jordan, and Nikki Giovanni (Black Arts packet) discussion team: Matt Ireland, Mandie Pirog, Alyssa Russell, and Jenny Soler |
P2 | |
| Hughes's Ask Your Mama: 12 Moods for Jazz | |||
| May 2 | Mood 1 ("Cultural Exchange" 475-81), Mood 10 ("Bird in Orbit" 515-19), Mood 12 ("Show Fare, Please" 523-25), plus "Liner Notes" (following 526) |
dozens |
terms for final |
| May 4 | in-class review session |
| Finale(s) | ||
| May 7 | required post, no later than 5:00 pm: compose and post an essay question for the final examination --1) the question should be synoptic, reaching back through and connecting the reading we've done this semester; --2) it should be focused in order to allow for the examination of similarities and differences in the work of the poets we're read --3) it should have the potential to lead an essayist toward new perceptions about blues, jazz, and experimental poetries --4) it could start with a quotation from a poem or essay that seems to you to catch something essential about poetry and 20th-century music --5) it should be a real question, i.e., one that doesn't lead to an answer you already know |
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| May 9 | final improvisation at 7:30 a.m. in EPB classroom | final |