SUNY Broome Department of Music and Theater Arts MUS 113, Spring 2021
From Spirituals to Hip Hop: American Music of the African Diaspora
T/Th 2:00-3:15 PM
Office hours Th 3:30-4:30 PM
- What is MUS 113, From Spirituals to Hip Hop: American Music of the African Diaspora?
This course is an introduction to the history of the music of the African diaspora to North America. It is designed to introduce students to tools for critical listening and concepts for study, applied to the rich and multifaceted musical cultures of Black Americans. We will examine the contributions of musicians of African descent to western art music as interpreters and creators, as well as to the genres of ragtime, blues, jazz, gospel, soul, R&B, disco, hip-hop and rap. We will focus on the musical forms, content, and styles of these repertoires, and locate them in their historical, political, and cultural contexts.
2. How does this class work?
This course is based on reading, listening, discussion, and writing.
There are no quizzes or tests. Instead, you will be asked to demonstrate your mastery of the subject matter through you participation in class discussions, your written work (4 journal assignments, at least 1 in-class writing assignment, your midterm assignment), and your final project. (For a complete description of the final project, go to this page.)
Our coursework will also include:
- Class lectures
- Reading, note-taking, and listening done in class and on your own
3. What if I am not a strong writer, if I feel uncomfortable with writing, or if writing is difficult for me?
Do your best! I will be working with you throughout the semester on the development of your writing skills, so that you will be able to critically analyze the material we study, to define and refine your thinking about it, to craft finished prose about it, and to grow as scholars through the process.
However, I expect you to take responsibility for your own improvement as writers. This may include consulting with me during Office Hours (Thursdays from 3-4 PM), and/or seeking out tutoring at the Writing Center (highly recommended!) if you would like to improve your writing on a more granular level.
If you have difficulty writing because of neurodivergence or difference in ability, you may record your assignments rather than writing them and send me the sound files. Please talk to me if you would like to work out another solution.
To earn good grades on your written assignments, you will ideally show good effort and progress over the course of the semester. You will develop your ideas nicely and use specific examples to support your arguments. You will read my notes and corrections on your returned assignments carefully, and incorporate my suggestions into subsequent assignments. You will make sure that you proofread your assignments carefully before turning them in to me. If you’re using a computer, don’t rely on spellcheck alone. If you write longhand, write legibly. Content, spelling, and grammar are all factored into your grade. If you have difficulty with these assignments that goes beyond the classroom, I recommend that you contact Student Support Services in room L-017 in the library, or call them at 607-778-5150 to set up an appointment; among other things, they offer free tutoring and writing instruction.
4. How do I turn in my written work?
I prefer Google Docs shared with me at firstname.lastname@example.org. In the subject line of your email, put “MUS 113” so I’ll be sure to see it.
You can also type and print out your work and turn it in to me in person, or handwrite your work and turn it in, or take pictures of it, or record yourself. Send those files to me at the same address.
When you are sending me an email, please put MUS 113 in the subject line.
5. How do you grade the journal assignments?
This is my grading rubric for your written work.
6. What if I feel triggered by the course content?
You are not alone.
Material covered in this course engages with historical racism, the legacy of slavery and discrimination, violence, sexism, religious intolerance, economic privilege, homophobia, and other forms of social injustice. I will ask you to study music, texts, and images that are explicit and disturbing. By situating these painful issues in the musical-historical context, my intent is to highlight the harm they have caused in the past and continue to cause today, NOT to excuse or minimize them.
If your experience of these issues or the way they are treated in this course is problematic or triggering in any way, please speak to me (either in class or in private)—I take such concerns seriously, and, while it is crucially important that we reckon with our history, I always strive to find better ways of addressing challenging and complex topics in the classroom.
7. What are the Learning Outcomes for this class?
Upon successful completion of this course you, the student, will be able to:
- Demonstrate knowledge of the significant time periods in African-American music history, from its earliest days to present.
- Identify and describe the various genres, performers, and creators of African-American music.
- Define the musical structures and forms of popular musical styles pioneered by black musicians and composers.
- Distinguish the characteristics of Black music across genres.
- Communicate about, reflect upon, and reason about the contributions to national and international culture made by diverse Americans.
8. How do I earn a good grade?
a) Come to every class.
It’s impossible to overemphasize this. We will be covering a lot of material in every class. It is simply unrealistic to expect to be able to keep up with the material if you do not come to class.
Attendance is not only necessary for your success; it is also linked to your financial aid. If you do not attend class, you will be administratively withdrawn from the course (WA). You will then lose your financial aid, and be stuck with a VERY LARGE bill.
I have no control over the administrative processes of the Registrar and Financial Aid offices. If you do not attend classes, the Registrar will automatically withdraw you from the course.
My policy is that you may miss three classes without consequence. If you miss four or more classes, your grade may be reduced by one full letter grade. If you have more than four absences at any time during the semester FOR ANY REASON, you may be administratively dropped from the class (WA). This is not up to me. It is the policy of the college. If you are absent for 25% of classes (which this semester equals roughly 7 classes), you can reasonably expect to fail the course, since it’s highly unlikely that you will be able to keep up with the work and make up missing assignments. Keep in mind that it won’t be me who fails you; you will be failing yourself.
b) Come to class on time.
If you are late, you miss vital material, and you disrupt your classmates’ and instructor’s attention. If you have more than four late arrivals to class (that is, arriving later than five minutes after the start of class), they will count as one absence. If you arrive in class more than 20 minutes late, it will be counted as an unexcused absence. As noted above, if you have more than four absences FOR ANY REASON, you may be administratively dropped from the class.
c) Comport yourself in a scholarly manner.
In addition to coming to every class, and coming on time, conducting yourself as a scholar includes coming prepared to participate in class discussions.
Do the assignments on time and with your best efforts. Pay attention in class. Keep phones turned off unless you are a caregiver or parent. Treat your classmates and your instructor with respect. If you disagree with me or with other students, disagree respectfully; it will make others more likely to listen to you and take you seriously. Take notes.
Please note that a failure to conduct yourself in a scholarly manner in this class in the ways described above will have a negative impact on your final grade.
d) Do the assigned reading and listening for every class date on the syllabus BEFORE that class date.
This will prepare you to participate in class discussions, which make up 25% of your grade.
A brief overview of how to do the reading:
- Read all assigned materials for that date – not just once. Skim for major points, read again closely, look up unfamiliar words, read as much of the linked material as possible, take notes, and reflect on the reading.
- Refer to notes you’ve taken in class over the course of the semester to make sure you’re correctly understanding as many concepts as possible. Read additional sources as necessary to ensure that you know what you’re talking about with this topic.
- Prepare thoughts, questions, and ideas that you have about the reading and listening assignments. Draw upon your other educational experiences, life experiences, or other expertise. Make use of any brainstorming methods you’ve come across in other classes.
In class discussions, strive to add your own ideas, respond to other students, ask provocative questions.
For more detailed recommendations on how to do the reading, listening, and writing assignments, be sure to read this post.
e) Outside of class, do the assignments.
Do the scheduled reading, listening, and/or writing assignments. Review your notes from class. Think about what you’re reading and hearing. Use the written assignments and tests to demonstrate your proficiency in the subject.
9. What should I do if I miss a class?
You may miss up to three (3) classes without questions asked. If you miss more than three classes, your grade will be lowered by five points for each subsequent class missed. If you miss four or more classes, the college may administratively withdraw you from the course (WA), in which case you will lose your financial aid.
If you miss a class, YOU are responsible for learning any material that you miss. This means that, if you miss a class for any reason, you need to get the missed notes and assignments from a classmate, NOT from me. I do not have time to re-teach you the material that you missed, so, if you miss class for any reason, please, DO NOT ask me what you missed.
Don’t be like Thomas Jefferson. In short, take responsibility for your own choices and actions.
10. Lady, why are you so uptight about attendance?
In addition to all the above? Okay, here goes:
When you enroll in a course, you become a MEMBER of the class. In other words, you become a vital part of a group that has, by its own choice, dedicated itself to scholarly inquiry.
In this learning community, students build their critical thinking skills through many means, including class discussion. If you are absent, this will be much more difficult not only for you, but also for your fellow students. If you are absent, you are missing out on the crucial building blocks of our discussions for subsequent classes. Therefore, every absence will put you further behind.
In this class, students work together to create an intellectual community in the classroom. If you are absent, the learning environment is degraded for everyone. You learn as much from your peers as you do from the instructor, and frequent absences diminish everyone’s experience.
When you miss class, whether the reason for your absence is excusable or not, you are missing out on the opportunity to gain knowledge above and beyond reading, listening, and writing assignments. Of course it is possible to gain that knowledge in alternative ways or with additional effort, but if you are skipping class, you are clearly demonstrating that you are unwilling or unable to put in that additional effort.
Missing class also sends a clear message to your instructor, as well as to your classmates, that the class is not important enough for you to arrange your life to make it possible for you show up. Chronic lateness sends a similar message – that it’s not important enough for you to show up on time, and that you place a low value on the material and discussions you are missing.
Do not expect to pass this course if you are chronically absent, chronically late, or fail to turn in work.
11. What is your grading policy?
Your final grade will assess your mastery of the class material and subject, based upon:
- Class discussion: 25%*
- Journal assignments (4 total): 20%**
- Midterm assignment: 20%
- Final project: 30%
- Scholarly comportment, including attendance: 5%
* If it is difficult for you to participate in class discussions for any reason, please let me know. I have an alternate method of assessing this component which requires you to submit a question to me based on the class readings.
**If it is difficult for you to write, you may record your thoughts and send to me as sound files; see above.
Class and College Policies and Other General Issues
Academic Honesty: A Note on Plagiarism
All students are expected to uphold the principles of academic honesty. Academic dishonesty (e.g., cheating, copying, and plagiarism) will not be tolerated. Plagiarism is presenting the ideas and writings of another person as your own. Plagiarism is stealing. The penalty for plagiarism or any other type of cheating will be failure of either the assignment or the class.
If this happens to you, you will be placed on academic probation and will lose your financial aid. Repeat offenders may be dismissed from SUNY-Broome with a permanent mark on their academic records, which will make it impossible to transfer to any other college.
Do not underestimate the seriousness of plagiarism. It is one of the worst possible things you can do as a student, and is a total violation of your relationship to your classmates, your professor, and your college.
In short: your assignments MUST be the product of your own thoughts and efforts. If you ever are in doubt about what might constitute plagiarism, please ask me before taking a risk that could ruin your academic career. For more on SUNY-Broome’s policies on academic honesty, see http://www.sunybroome.edu/c/document_library/get_file?p_l_id=142779&folderId=142906&name=DLFE-762.pdf.
Students With Disabilities
Any student who has a need for accommodations because of the impact of a disability should talk to me privately, and also visit the Disability Services Office in room L-209A on the second floor of the library or call them at 607-778-5150. SUNY-Broome is committed to the success of all students, and I will make every effort to meet your needs.
Other Student Support Services
If you are struggling in this class or any other classes for ANY reason, contact Student Support Services in room L-017 in the library, or call them at 607-778-5150. Student Support Services offers many supports for students struggling for ANY reason. Some students may be eligible for TRiO Student Support Services, a federally funded program designed to support students who are first-generation, low-income, and/or disabled.
If You Have Any Questions or Problems, or If You Are Struggling
Talk to me. I want you to succeed, and I will do what I can to help. If you have any questions, comments, problems, issues, doubts, or suggestions at all, please come see me during office hours, or, if my office hours conflict with your schedule, make an appointment to see me at another time. Your professors make themselves available to assist you in the ways that they can; it is your responsibility to take them up on it by reaching out.
This page constitutes a contract between you and me.
If you have read it and have decided to remain in my class, I will understand your continued presence to mean that you agree to its terms, and that you will abide by them.
Please read this page often, because it contains answers to many commonly-asked questions that will come up during this course.
If you have any questions that are NOT answered here, please don’t hesitate to ask me.