I would suggest looking into all of Janelle Monáe's album The ArchAndroid both for musical/cultural value but also for its message and presentation (especially if you plan on reading the Moya Bailey article). It's very readily available from standard music venues, or just ask around for people who have the album.
Mentioned in class:
Double Rainbow was the blog series done by Caroline Narby for Bitch Magazine's blog about the autism spectrum.
Vampires and Cyborgs: Transhuman Abilities and Ableism in the Work of Octavia Butler and Janelle Monáe by Moya Bailey at Social Text Journal.
I have known two things for a while:
1. I like music, and I have feelings about it
2. I like feminism, and I have feelings about it
I realized in class that even if we don't end up with classes dedicated to music and feminism/other cultural movements, I would really love the opportunity to talk about it incessantly with other people. And then I realized we have Serendip and good ideas just abounded.
A SERENDIP FEMINISTY PLAYLIST, DAY/WEEK/INSTALLMENT 1
PROTOCOL: Anyone can offer up a playlist, preferably with links to where we can actually listen to the music. If there are music videos, please post them! Even if it's not the official video and just someone's project, if you like it share it! This particular part does not have a theme, but if someone is inspired to do that sort of thing that would also be totally sweet. The music you post does not necessarily have to be explicitly feminist, it can talk about issues you think are important, or maybe even just have certain lyrics you really respond to. You can also edit and post multiple times, because music is wonderful and I don't think anyone is going to get angry if you add more. If you feel like adding commentary that would also be really cool, but feel free to just post the links and let us ruminate on our own. Interpret this entire activity as you will, there is no "proper model".
My initial contribution:
Just to follow up on some of the posts here and on Twitter about music as a form of literacy... here are some references that might be of interest to anyone who plans to write on this topic in future.
If you missed my Tweet this weekend, I posted a link to an All Things Considered interview with the director of a new independent film featuring the music of the Bayaka pygmies: http://n.pr/wmrAhh
The film, Oka!, is a fictionalized account of ethnomusicologist Louis Sarno's experience living with the Bayaka, who create music ingeniously from all sorts of objects. Certainly we should be wary of the film's old familiar theme: "...man from economically developed, formerly known as civilized world, goes off to live and find meaning in traditional, formerly known as primitive society...", as well as the idea that any society is more "ancient" or "pristine" than any other... but, still the film looks interesting or at least fun and the library will acquire it when it comes out on DVD. Here's a link to the trailer: http://imdb.to/y5r16G
I want to expand on a definition of literacy that I’ve been working on through this class and my Music Education class. @jrbacch tweeted “Music a form of literacy? Music notes themselves, crescendos, learning how to read music, etc? #BMCed250” and I responded “thinking of literacy as access to a way of connecting w/ppl, ex cultural literacy, tech literacy makes music fit” [into a definition of literacy].
I spend a lot of my free time working on music for my a cappella group--I teach songs to the group and arrange music for the group to learn. When I’m deciding who will sing which voice part on any particular song, as well as while I’m leading rehearsal, I think a lot about who can read music. In auditions for my group, we ask if the auditioner can read music, because it’s a valuable skill. Within the context of a cappella, if I ask “can she read?” I’m asking about whether a singer can read music. And it does feel that fundamental to me. It is possible to be in the group and succeed without being able to read music, but it requires that I take a different approach in my teaching. I have to refer to notes’ position within the measure rather than their duration and name (e.g., “the altos need to watch the second-to-last note in measure 85--it should be longer and higher” instead of “altos: in measure 85, you’re jumping up a third, and it’s a half note, so be sure to hold it out”).