課程大綱

課程資訊

課程名稱

人類世的應用音樂學
Applied Musicology for the Anthropocene

開課學期

112-2

授課對象

授課教師

黃佩玲

課號

GenEdu5024

課程識別碼

H02E50220

班次

學分

3.0

全/半年

半年

必/選修

上課時間

星期三2,3,4(9:10~12:10)

上課地點

博雅205

備註

本課程以英語授課。英文為母語或相當程度者修習。A15:文學與藝術、公民意識與社會分析
總人數上限：15人

課程簡介影片

核心能力關聯

本課程尚未建立核心能力關連

課程大綱

為確保您我的權利,請尊重智慧財產權及不得非法影印

課程概述

This course is an experimental exploration into what the study of music and sound can contribute to a planet in crisis. Due to the continuous unfolding of our planet’s environmental emergency, we will be grappling with very new, very urgent, and sometimes seemingly impossibly big ideas. We emphasize inter-disciplinary co-learning, radiating outwards from recent discussions regarding the chrono-stratigraphic naming of the “Anthropocene” as a geological epoch in which humans have become a decisive geological force that impacts the earth’s ecosystems. We seek to find inspiration from the various fields of ecomusicology, ethnomusicology, sound studies, and environmental humanities, to engage with and channel knowledge into an applied form and collaborate on creative, educational, and/or activist projects for addressing the challenges of our collective future on this planet. Of course, music and sound will not be the sole solution, but our attempt will be to inspire awareness and action in every discipline and every sphere of life.

*This is an all-English course for students with native speaker proficiency in English, with weekly reading and writing assignments, and more opportunities for in-depth discussion of the readings in class. Students are advised to self-assess their English proficiency level before choosing this class. Students can also choose to take the same course titled “Applied Musicology for the Anthropocene 01” if they are interested in the course subject but hesitant about their English skills.*

課程目標

1) To foster an interdisciplinary perspective on how humans interact with the environment and other non-human beings through musicking, sounding, and listening.
2) To develop critical thinking skills for approaching the challenges of the Anthropocene
3) To develop creative and collaborative skills for applying interdisciplinary knowledge towards shaping a just and sustainable planet.

課程要求

1) Reading and discussion: students should complete all readings before class and engage actively in class discussion.
2) Writing: students will write a short response paper (250-300 words in English) to a) summarize the weekly reading and b) bring up two questions in response to the readings for discussion in class each week. Response papers are due by noon the day before class.
3) Mid-term and final project report: students will form groups to collaborate on a creative project for applied musicology, the format of which will emerge from class readings and discussions.

預期每週課後學習時數

Office Hours

每週三 12:10~14:00

指定閱讀

Week 3
- Watch Video: “John Luther Adams: Music in the Anthropocene,” Banff Centre for Arts and Creativity YouTube channel: https://www.youtube.com/watch?v=wWG0zpPOGcQ

Weeks 4
- Donna Haraway, Noboru Ishikawa, Scott F. Gilbert, Kenneth Olwig, Anna L. Tsing, and Nils Bubandt. 2016. “Anthropologists Are Talking – About the Anthropocene,” Ethnos, pp. 535-564.

Week 5
- Jeff T. Titon. 2013. "The Nature of Ecomusicology," Music E Cultura, pp. 8-18.

Weeks 7
- Margaret Q. Guyette and Jennifer C. Post. 2016. “Ecomusicology, Ethnomusicology, and Soundscape Ecology: Scientific and Musical Responses to Sound Study” In Current Directions in Ecomusicology: Music, Culture, Nature, New York: Routledge, pp. 40-56.

Week 8
- Lin, Y-R et al. 2020. “Situating Indigenous Resilience: Climate Change and Tayal’s “Millet Ark” Action in Taiwan,” Sustainability 12(24), p. 10676.

Week 12
- Eric Clark, Tia DeNora, and Jonna Vuoskoski. 2015. “Music, empathy and cultural understanding.” Physics of Life Reviews, pp. 61-88.

Week 13
- Marina Roseman. 1991. “Introduction.” In Healing sounds from the Malaysian rainforest: Temiar music and medicine, Berkeley: University of California Press, pp. 1-17.

Week 14
- Anthony Seeger. 2016. “Natural Species, Sounds, and Humans in Lowland South America: The Kïsêdjê/Suyá, Their World, and the Nature of Their Musical Experience.” In Current Directions in Ecomusicology: Music, Culture, Nature, New York: Routledge, pp. 89-98.

Week 15
- Steven Feld. 1996. “Waterfalls of song: An acoustemology of place resounding in Bosavi, Papua New Guinea.” In Senses of Place, Santa Fe: School of American Research Press, pp. 91-135.

參考書目

評量方式
(僅供參考)

No.	項目	百分比	說明
1.	Discussion in class	30%	Because this is a small class, your attendance and participation is crucial to the quality of the class discussions. Please inform the instructor at least 1 day in advance (via NTU COOL inbox) if you can't make it to class that week, otherwise it will result in deduction of 2 points per week from your grades (15/30). Discussion: You get 10 points for basic participation in class, and extra points (up to 15) for active participation (proactively asking questions, cultivating sense of community with discussion group, volunteering to share discussed points with rest of class, active participation in Symphony collaborative annotation etc.). Points will be deducted if you refuse to participate or engage in inappropriate behavior (eg. harmful speech & acts, never participating in reading annotation etc).
2.	Weekly response papers	40%	1) Students will write a short response paper (250-300 words in English) each week to a) summarize the designated reading and b) bring up two questions in response to the readings for discussion in class. Response papers are due by Tuesday noon, the day before class. 2) There are 9 responses for the upcoming weeks, late responses will get 1 point deducted per day.
3.	The group project, oral report (mid-term)	10%	Students will form groups to collaborate on a creative project for addressing an issue in the Anthropocene with ideas gained from class readings and discussions.
4.	The group project, oral and written report (end-term)	20%	Students will form groups to collaborate on a creative project for addressing an issue in the Anthropocene through applied musical ideas gained from class readings and discussions. Final projects will be presented on the class wordpress as a blog post.

針對學生困難提供學生調整方式

上課形式
作業繳交方式
考試形式
其他	由師生雙方議定

課程進度

週次	日期	單元主題
第1週	2/21	Introduction: what are we doing here? What can music and sounds have to do with ecologies, environments, and a damaged planet? We assess the present stakes and overview the weeks ahead.
第2週	2/28	228 Holidays
第3週	3/6	Facing the Anthropocene What is the Anthropocene, and how are musicians and scholars responding to this conception?
第4週	3/13	The Anthropocene: what’s in a name? Why and how was the Anthropocene named this way, and what does this name tell us (or not tell us) about the state of our planet Earth?
第5週	3/20	Open-ended ecologies of ecomusicology How have researchers of music applied the concept of ecology in their work, and how does it resonate with how natural science scholars understand ecology?
第6週	3/27	Island Ecomusicology We invite ethnomusicologist Dr. Kuan Yuan-yu to talk about acoustemology and knowing through dance, and experience this in action by learning some Hula dance from Hawaii with Verdad Hsu (Hālau Hula Kauluokalā).
第7週	4/3	Eco-sound collaborations What are the possibilities for collaboration across the humanities and natural sciences through the mediums of sound and music?
第8週	4/10	Eco-humanities in Taiwan What are ways to build resilience to face the Anthropocene in Taiwan? We invite Professor Lin Yih-Ren to share his walking pedagogy and work in the eco-humanities.
第9週	4/17	Sound-walk Walking is a form of pedagogy for self-transformation. Following what we read about listening in soundscape ecology and ethnomusicology, this week we will take a sound-walk on the NTU campus, and share with each other what we heard.
第10週	4/24	Mid-term presentation Each group presents on the Anthropocene issue they want to address in their collaborative project
第11週	5/1	Applied case studies in the Anthropocene Applying research toward particular social goals is not a new thing. We find inspiration from what applied ethnomusicologists have done, and look at case studies that attempt to apply ecomusicology toward changing the current trajectory in the Anthropocene.
第12週	5/8	From “music” to “musicking” We switch our thinking about “music” as a product to “musicking” as human actions, to build a toolbox of what can be applied musically towards engaging with the Anthropocene. This week we look at participation, semiotics, politics, and empathy.
第13週	5/15	What can musicking do? We continue to build a toolbox of what can be applied musically towards engaging with the Anthropocene. This week we look at emotions, selves in community, health and healing.
第14週	5/22	Multispecies kinships How has research on sound and listening expanded our understanding of human relationships with other more-than-human beings?
第15週	5/29	More-than-human relationships How do listening and musicking contribute to human connections with a place in different environments?
第16週	6/5	Final project presentations We attempt to incorporate what we’ve discussed into something practical.