課程資訊
課程名稱
音樂、種族與階級
Music, Race, and Class 
開課學期
109-2 
授課對象
文學院  音樂學研究所  
授課教師
 
課號
Music5114 
課程識別碼
144EU1420 
班次
 
學分
3.0 
全/半年
半年 
必/選修
選修 
上課時間
星期二2,3,4(9:10~12:10) 
上課地點
樂學館105 
備註
初選不開放。本課程以英語授課。
總人數上限:16人 
Ceiba 課程網頁
http://ceiba.ntu.edu.tw/1092Music5114_ 
課程簡介影片
 
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課程大綱
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課程概述

How can music empower individuals and groups in the fight for justice? In this course we will investigate three contemporary case studies from around the world where groups have employed music to confront racism and classism in pursuit of social justice. We will begin by studying institutional systems of racism and classism in the United States. We will consider strategies for dialogues on race, class, racism, and classism with an emphasis on developing a deeper understanding of our own social identities. An introductory unit will include snapshots of US history to understand specific moments in African American and Indigenous communities when music is utilized to confront racism and classism. We will then move on to three different case studies on music in Apartheid South Africa, Buraku Taiko drummers in Japan, and the Kamehameha Schools Song Contest in Hawai’i. Each case study will include an introduction to relevant historical, social, political, and musical context for the unit. Following the introduction, we will screen one full-length documentary film about music and social justice in the area of study (South Africa, Japan, and then Hawai’i). Students will complete an original project with a classmate to connect their course experience with their local community/ies.  

課程目標
This course will introduce students to disciplinary and interdisciplinary perspectives on music, race, and class utilizing an ethnomusicological lens to analyze, understand, and discuss race, class, racism, and classism.
Upon successful completion of the course, students will be able to:
•Discuss race & racism and class & classism both as separate entities as well as intersections between them
•Explain and discuss examples of the social construct of race and class in different historical, cultural, and geographic locations both inside and outside of the United States
•Identify, examine, and discuss their own individual positions within larger institutional systems of racism and classism
•Apply an ethnomusicological lens to music and culture to examine race & racism and class & classism
 
課程要求
【Attendance】
This is an interactive and discussion-based class requiring students and the instructor to be present and prepared in order for us to have a productive and fruitful class meeting. Class meetings will include additional AV materials and possible visiting scholars; therefore, class attendance is imperative to succeed in this course and there is no way to make up the experience of being in class. That said, we are all human and I recognize that things do come up. In the event of an absence, it is the student’s responsibility to contact another student for the material covered in class. It is helpful if you can email me before class if you are going to be absent, so I can make any necessary adjustment to what I have planned for the class meeting.
Each student is allowed one absence, no questions asked, for whatever reason. If you have an extenuating circumstance it is imperative that you contact the instructor in advance of your extended absence. I will reach out to both you and your class dean if you miss a second class and/or if a pattern of missing classes develops. Please do your best to arrive on time and I will schedule a time to meet with you if a pattern of late arrivals develops.

【Religious and Cultural Observations】
Students who have religious or cultural observations that conflict with any scheduled class meetings should inform the instructor by the end of the second week of classes. If a student does not inform the instructor by the deadline, it will be assumed that the student is able to attend all scheduled class meetings for the semester.

【Academic Integrity】
As the instructor of this course, I will respect the faculty obligations to academic integrity and ethics of scholarship. As students of this course, you acknowledge and agree to uphold National Taiwan University’s standards of Academic Integrity as listed in the . When in doubt please just ask! Refer to the following website for detailed information:

【Accommodations and Campus Resources】
If you believe you need accommodations for a disability or a chronic medical condition, please contact Student Disability Services to arrange an appointment to discuss your needs. As appropriate, the office will issue students with documented disabilities or medical conditions a formal Accommodations Letter. Since accommodations require early planning and are not retroactive, please contact Student Disability Services as soon as possible. For details about the accommodations process, visit the Student Disability Services . You are also welcome to contact me privately to discuss your academic needs. However, all disability-related accommodations must be arranged, in advance, through Student Disability Services. Students with approved accommodations should submit their Accommodations before the second week of the semester in order to provide adequate time to discuss necessary arrangements.
Additionally, the following resources may be of use at some point during your studies: The Writing Center
Student Health and Wellness
Counseling Center
Academic Support and Student Disability Services

【Deadlines】
Assignments are scheduled in consideration of what we are covering in each class meeting and to balance your overall course load for the semester. It is expected that you will meet the course deadlines for assignments. You are allowed ONE 24-hour extension for assignments during the course of the semester. Email me before the deadline to let me know you are using your one extension. Outside of this ONE extension, no late work will be accepted. Please see the instructor if you require special assistance or in the case of a personal emergency.
 
預期每週課後學習時數
 
Office Hours
 
參考書目
Bouie, Jamelle. 2014. “Why do Millennials Not Understand Racism?” Slate.com,

May 16.

Neary, Ian J. 2008. “Burakumin in Contemporary Japan.” In Japan’s Minorities: The Illusion of Homogeneity, Second Edition. Edited by Michael Weiner, 59-83. New York: Routledge.

Omi, Michael & Howard Winant. 2015. “Introduction.” In Racial Formation in the United States, Third Edition, 1-18. New York: Routledge.

Orejuela, Fernando and Stephanie Shonekan, Editors. 2018. Black Lives Matter and Music: Protest, Intervention, Reflection. Indiana: Indiana University Press.

Shelemay, Kay Kaufman. 2015a. “What Is a Soundscape?” In Soundscapes: Exploring Music in a Changing World, Third Edition, 2-23. New York: W.W. Norton & Company.

____________________. 2015b. “Sound: The Materials of Music” In Soundscapes: Exploring Music in a Changing World, Third Edition, 24-67. New York: W.W. Norton & Company.

____________________. 2008. “Musics of Power and Resistance.” In World Popular Musics & Identity, 231-235. Iowa: Kendall/Hunt.

____________________. 2006. “Travel and Tourism.” In Soundscapes: Exploring Music in a Changing World, Second Edition, 263-271. New York: W.W. Norton & Company.

Stillman, Amy Ku’uleleialoha Stillman. 2005. “Appropriation and Power: Snapshot of Hawaiian Music Outside Hawai’i.” In Music Cultures in the United States: an Introduction, Edited by Ellen Koskoff 126-133. New York: Routledge.

Sugimoto, Yoshio. 2010a. “Class and Stratification: An Overview.” In An Introduction to Japanese Society,Third Edition, 37-60. New York, NY: Cambridge University Press.

Sugimoto, Yoshio. 2010b. “’Japaneseness’, Ethnicity, and Minority Groups.” In An Introduction to Japanese Society, Third Edition, 189-218. New York, NY: Cambridge University Press.

Tatum, Beverly Daniel. 2017a. “Defining Racism.” In “Why are all the Black Kids Sitting Together in the Cafeteria?” and Other Conversations About Race, Revised and Updated, Twentieth Anniversary Edition, 83-98. New York: Basic Books.

Tatum, Beverly Daniel. 2017b. “The Complexity of Identity.” In “Why are all the Black Kids Sitting Together in the Cafeteria?” and Other Conversations About Race, Revised and Updated, Twentieth Anniversary Edition, 99-110. New York: Basic Books.

Terada, Yoshitaka. 2008. “Angry Drummers and Buraku Identity: The Ikari Taiko Group in Osaka, Japan.” In The Human World and Musical Diversity: Proceedings from the Fourth Meeting of the ICTM Study Group ‘Music and Minorities’ in Varna, Bulgaria 2006, edited by R. Statelova, A. Rodel,L.Peycheva, I. Vlaeva and V. Dimov, 309-315, 401. Sofia: Bulgarian Academy of Sciences, Institute of Art Studies.

Turino, Thomas. 2008. “Music and Political Movements.” In Music as Social Life: The Politics of Participation, 189-224. Chicago: University of Chicago Press.

Wong, Deborah. 2004. “Taiko in Asian America” in Speak it Louder: Asian Americans Making Music, 195-232. New York: Routledge.

【Additional Recommended Reading (most can be found at the library on our course reserve)】

Andersen, Margaret L. and Patricia Hill Collins, Editors. 2013. Race, Class, and Gender: An Anthology, Eighth Edition. Belmont, CA: Wadsworth.

Johnson, Allan. G. 2006. Privilege, Power, and Difference, 2nd edition. Boston, MA: McGraw-Hill. Kitaguchi, Suehiro. 1998. An Introduction to the Buraku Issue: Questions and Answers. Translated by

Alastair McLauchlan. Folkestone: Japan Library.
McMillen, Georgia Ka’apuni. 2005. School for Hawaiian Girls. Sag Harbor, NY: Permanent Press. Mahon, Maureen. 2008. “African Americans and Rock ‘n’ Roll,” in African Americans and Popular

Culture: Volume III, Music and Popular Art, Todd Boyd, ed., 31-60. Connecticut: Praeger
Publishers.

______________. 2014. “Music, Power, and Practice,” Ethnomusicology 58(2): 322-329.

Mathabane, Miriam as told to Mark Mathabane. 2001. Miriam’s Song: A Memoir. New York: Simon &

Schuster.
Mandela, Nelson. 1995. Long Walk to Freedom: The Autobiography of Nelson Mandela. Boston: Back

Bay Books.
Miwako, Kurihara. 2012. Where are the Sunflowers?: A Media Celebrity’s Depiction of Her Tragic

Encounters with Anti-Korean and Anti-Buraku Prejudice in Japan (Translated by Alastair

Andrew McLaughlan). Portland, ME: MerwinAsia.
Place, Jeffrey, Huib Schippers, Anthony Seeger, D.A. Sonneborn, and Deborah Wong. 2019. The Social

Power of Music. Washington, DC: Smithsonian Folkways.
Reyes, Adelaida. Ann Dhu McLucas, Ronald Radano, Susan C. Cook. Terry E. Miller, Tamara

Livingston, Portia K. Maultsby, Susan Fast, and Jennifer Rycenga. 2005. “Social and Musical Identities.” In Music Cultures in the United States: an Introduction, Edited by Ellen Koskoff, 57- 102. New York: Routledge.

The New York Times. 2005. Class Matters with Introduction by Bill Keller. New York: Times Books/Henry Hold and Company.

Turino, Thomas. 2008a. “Why Music Maters.” In Music as Social Life: The Politics of Participation, 1- 22. Chicago: University of Chicago Press.

Weiner, Michael. 2008. “‘Self’ and ‘Other’ in Imperial Japan.” In Japan’s Minorities: The Illusion of Homogeneity, Second Edition. Edited by Michael Weiner, 1-20. New York: Routledge.

Willis, David Blake and Stephen Murphy-Shigematsu. 2008. Transcultural Japan: At the Borderlands of Race, Gender and Identity (Routledge Studies in Asia’s Transformations). New York: Routledge.

【Films】
Amandla! A Revolution in Four Part Harmony. 2002. Santa Monica, CA: Artisan Home Entertainment [DVD].

Angry Drummers: A Taiko Group from Osaka, Japan. 2010. Osaka, JAPAN: National Museum of Ethnology [DVD].

One Voice: Our Journey Begins with Song (2010). Honolulu, Hawai’i: Pacific Islanders in Communications [DVD].

【Additional Reference Materials】
Resources available online through the library index of electronic resources:
•Grove Music Online
•Garland Encyclopedia of World Music Online
•Smithsonian Global Sound
 
指定閱讀
待補 
評量方式
(僅供參考)
   
課程進度
週次
日期
單元主題
第1週
2/23  Studying Music & Culture Soundscapes

Readings: “Instroduction” (Shelemay 2015a)
“Chapter 1”(Shelemay 2015b)
Audio/Visual: AV#1 (Shelemay “Instroduction”)
AV#2 (Shelemay “Chapter 1”)

 
第2週
3/02  Social Identities

Reading: Allen (Chpaters 1&2)
Audio/Visual: AV#3 (My Song)
Assignment: “My Song”
 
第3週
3/09  Tools for Studying Race & Racism in the United States

Reading: Bouie (2014)
Tatum (2017a and 2017b)
Allen (Chapter 4)
Omi &Winant (2015) Introduction
Audio/Visual: AV#4 (Race, Racism & Music) 
第4週
3/16  Tools for Studying Race & Classism in the United States

Readings: Allen (Chapter 5)
hooks (preface, introduction and chapters 1,2 & 8)
Audio/Visual: AV#5 (Class, Classism & Music)
 
第5週
3/23  Music & Social Monements

Movements & Anthems
Reading: Orejuela & Shonekan (2018, chapters tba)
Turino (2008)
Audio/Visual: AV#6 (Music & Social Movements)
AV#7 (Anthems)
 
第6週
3/30  Community Projects

Reading: Allen (Chapter 9)
Project Planning Group Meetings (details tba)
 
第7週
4/06  Music and Anti-Apartheid Movement in South Africa

Introduction to Apartheid in South Africa
Readings: Clark & Worger (2011): Chapters 1-2
Shelemay (2008)
Audio/Visual: AV#8 (South Africa Introduction)
Assignment: Project Proposal DUE
 
第8週
4/13  Film: Amandla!

Readings: Clark & Worger (2011): Chapters 3-6
Audio/Visual: AV#9 (Amandla! Examples)
 
第9週
4/20  MIDTERM WEEK
Assignment: Midterm Paper DUE 
第10週
4/27  South Africa Unit Discussion
Audio/Visual: AV#10 (Mahlasela, Makeba, Masekela, and. Kumalo)
Assignment: Quiz #1 online
 
第11週
5/04  Kamehameha School Song Contest in Hawai’i

Introduction to Kamehameha Schools & Music Cultures in Hawai’i
Readings: Shelemay (2006)
Stillman (2005)
Trask: “Introduction” (pages 1-24)
Audio/Visual: AV#11 (Hawai’i introduction)
 
第12週
5/11  Film: One Voice: Our Journey Begins with Song (2010)
Reading: Trask: “Hawaiians and Human Rights” (pages 25-40)
Audio/Visual: AV#12 (One Voice examples)
 
第13週
5/18  Hawai’i Unit Discussion
Readings: Trask: “Lovely Hula Hands” (pages 136-150)
Audio/Visual: AV#12 (One Voice examples)
Assignment: Quiz #2 online
 
第14週
5/25  Burakumin Taiko Drummers in Japan

Introduction to Burakumin in Japan
Readings: Neary (2008)
Wong (2004)
Audio/Visual: AV#13 (Taiko Drumming)
 
第15週
6/01  Film: Angry Drummers: A Taiko Group from Osaka, Japan. (2010)
Readings: Terada (2008)
Audio/Visual: AV#13 (Taiko Drumming)
 
第16週
6/08  Readings: Sugimoto (2010a&b)
Audio/Visual: AV#13 (Taiko Drumming)
 
第17週
6/15  Community Projects

Group Presentations Day One 
第18週
6/22  FINALS WEEK

Assignment: Final Paper DUE