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Temporal Disunity and Structural Unity in the Music of John Coltrane 1965-67
Listening in Double Time: Temporal Disunity and Structural Unity in the Music of John Coltrane 1965-67 Marc Howard Medwin A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music. Chapel Hill 2008 Approved by: David Garcia Allen Anderson Mark Katz Philip Vandermeer Stefan Litwin ©2008 Marc Howard Medwin ALL RIGHTS RESERVED ii ABSTRACT MARC MEDWIN: Listening in Double Time: Temporal Disunity and Structural Unity in the Music of John Coltrane 1965-67 (Under the direction of David F. Garcia). The music of John Coltrane’s last group—his 1965-67 quintet—has been misrepresented, ignored and reviled by critics, scholars and fans, primarily because it is a music built on a fundamental and very audible disunity that renders a new kind of structural unity. Many of those who study Coltrane’s music have thus far attempted to approach all elements in his last works comparatively, using harmonic and melodic models as is customary regarding more conventional jazz structures. This approach is incomplete and misleading, given the music’s conceptual underpinnings. The present study is meant to provide an analytical model with which listeners and scholars might come to terms with this music’s more radical elements. I use Coltrane’s own observations concerning his final music, Jonathan Kramer’s temporal perception theory, and Evan Parker’s perspectives on atomism and laminarity in mid 1960s British improvised music to analyze and contextualize the symbiotically related temporal disunity and resultant structural unity that typify Coltrane’s 1965-67 works. -
Africana Studies in New York State
Africana Studies in New York State Abdul Alkalimat, University of Toledo Draft released March 28, 2006 Available at eblackstudies.org Table of contents Introduction......................................................................................................................... 4 Need for this study.............................................................................................................. 4 Method ................................................................................................................................ 6 D1: Definition................................................................................................................. 6 D2: Data collection ......................................................................................................... 6 D3: Digitization .............................................................................................................. 7 D4: Discovery................................................................................................................. 7 D5: Design ......................................................................................................................7 D6: Dissemination .......................................................................................................... 8 Research note...................................................................................................................... 8 The historical background to Black Studies in New York State ....................................... -
The Intersections of Africana Studies and Curriculum Theory: a Counter-Western Narrative for Social Justice
FEATURE ARTICLE The Intersections of Africana Studies and Curriculum Theory: A Counter-Western Narrative for Social Justice THEODOREA REGINA BERRY The University of Texas at San Antonio HE NOTION THAT THE WORLD IS GLOBAL, cosmopolitan, and complex would T naturally be fluid music for the ears of curriculum scholars. This is especially true for those of us whose work and identities are connected to the African diaspora. Our histories are, indeed, filled with rich narratives of struggling for more just and equitable curriculum thought. They are full of powerful and empowered struggles, many of which are routinely denounced in mainstream discourse, hidden from it, or both. If curriculum thought is to be truly globalized in ways it was initially intended, then our discourses and actions must be connected, inter- exchanged, and become inextricably tied to the project we call education. This could be life- giving. However, much critique of globalization now circulating in curriculum studies, both in the U.S. and internationally, helps us understand some of the lethal effects of globalization. Nevertheless, little of such critique is grounded in a strong commitment to work beyond the Western epistemological perimeter. The Western epistemology of curriculum is centered on the definition and position inspired by Ralph Tyler (1949), which focuses on “four fundamental questions”: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? (p. 1) As such, curriculum can be defined “as a plan for action or a written document that includes strategies for achieving desired goals or ends” (Orstein & Hunkins, 1998, p. -
The Admiration and Complementary Africana Historical Scholarship of W.E.B
The Admiration and Complementary Africana Historical Scholarship of W.E.B. Du Bois and Joel Augustus Rogers by Thabiti Asukile, Ph.D. [email protected] (UC Berkeley, History, 2007) Independent Historian Abstract This essay delineates the respectful relationship and the historical works between W. E. B. Du Bois and Joel Augustus Rogers, and thus, it takes a look at how Du Bois and Rogers’ historical and political thoughts about each other evolved and how their historical writings challenged racist Western historical thought. The essay also seeks to raise the question of what it was like to write and research Africana historical research without funds from institutions or philanthropists that did not give money towards certain type of historical works that challenged status quo Western historiography. In addition, it also raise the question what was it like to conduct Africana archival research or write Africana history in era when the British and American academy did not find viable the need to teach or research African history. “Now Toynbee’s word carries great weight. He’s often called the world’s greatest living historian. Yet there are numerous facts to disprove him.”1 Joel Augustus Rogers, Pittsburgh Courier, 1952 I am quite frank: I do not pretend to “love” white people. I think that as a race they are the most selfish of any on earth. I think that the history of the world for the last thousand years proves this beyond doubt, and it is more than proven today by the Salvation Army tactics of Toynbee and his school of history. -
Africana Studies 1
Africana Studies 1 For more information about the concentration, please contact the Africana Studies Director of Undergraduate Studies. Honors in Africana Studies Chair Africana Studies’ concentrators with outstanding academic records (demonstration of excellent research and writing skills from course Noliwe Rooks selections to grades) may be admitted to the department’s Honors Located in the historic Churchill House on the campus of Brown University, Program. the Department of Africana Studies is the intellectual center for faculty Students interested in pursuing honors should identify a faculty sponsor and students interested in the artistic, historical, literary, and theoretical in Africana Studies (chosen from Core Faculty or affiliated faculty after expressions of the various cultures of Africa and the African Diaspora. Chair agreement) in their 6th semester and begin working on their thesis Central to the intellectual work of the department is the close collaboration project during the summer before their senior year. By the end of the of artists and scholars in examining relationships between academic sixth semester, while working in consultation with a faculty advisor, the and artistic knowledge about the world and human experience. Our student must submit a rough draft of the project proposal. Please visit commitment to rigorous scholarship and robust student and community the department website for proposal guidelines (https://www.brown.edu/ development is grounded in a truly global understanding of the reach and academics/africana-studies/sites/brown.edu.academics.africana-studies/ implications of the Africana World. files/uploads/Final-ProposalGuidelines.pdf). This preliminary plan should For additional information, please visit the department's website: http:// include a timeline for completion of the thesis and is not to exceed one brown.edu/Departments/Africana_Studies/ (1) typewritten page. -
An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(H) CHIKE AKUA Georgia State University
Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Fall 1-6-2017 The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h) CHIKE AKUA Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation AKUA, CHIKE, "The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h)." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/eps_diss/155 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, THE LIFE OF A POLICY: AN AFROCENTRIC CASE STUDY POLICY ANALYSIS OF FLORIDA STATUTE 1003.42(H), by CHIKE AKUA, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ _________________________________ Joyce E. King, Ph.D. Janice Fournillier, Ph.D. Committee Chair Committee Member _________________________________ _________________________________ Kristen Buras, Ph.D. Akinyele Umoja, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ William Curlette, Ph.D. -
AFRICANA STUDIES (Div II)
AFRICANA STUDIES (Div II) Chair: Professor James Manigault-Bryant Lynnée D Bonner, Sterling Brown '22 Visiting Professor of Africana Studies Rashida K. Braggs, Associate Professor of Africana Studies and Faculty Affiliate in Comparative Literature, Faculty Fellow of the Davis Center and the Office of Institutional Diversity, Equity and Inclusion; affiliated with: The Davis Center, VP-InstDivrstyEquity&Inclusion VaNatta S. Ford, Assistant Professor of Africana Studies Allison M Guess, Mellon Postdoctoral Fellow in Africana Studies Kelsey Jones, Distinguished Visiting Professor of Education James A. Manigault-Bryant, Chair and Professor of Africana Studies and Faculty Affiliate in Anthropology and Sociology and Religion; affiliated with: Religion Department, Anthropology and Sociology; on leave Spring 2022 Rhon S. Manigault-Bryant, Professor of Africana Studies and Faculty Affiliate in Religion; on leave 2021-2022 Neil Roberts, Professor of Africana Studies and Faculty Affiliate in Political Science and Religion; affiliated with: Religion Department, Political Science Department; on leave Fall 2021 GENERAL PROGRAM DESCRIPTION The Africana Studies Program is an interdisciplinary concentration offering students an in-depth understanding of the history, politics, religion, and culture of peoples of African descent, especially in the Americas. We use music, dance, literature, the arts, and scholarly works to explore the origins of this field of study in the fulcrum of African American and Caribbean movements of resistance. A trans-national -
“Egyptian Darkness” to the Condemnation of Blackness
FROM “EGYPTIAN DARKNESS” TO THE CONDEMNATION OF BLACKNESS: THE BIBLICAL EXODUS AND THE RELIGIOUS AND PHILOSOPHICAL ORIGINS OF RACISM A Thesis Submitted to The Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree Master of Arts by William B. Chamberlin IV December 2018 Thesis Approvals: Dr. Ama Mazama, Dept. of Africology and African-American Studies i ABSTRACT This thesis examines of the religious and philosophical origins of racism, arguing that anti-black, anti-African racism has its origins in the biblical account of the ancient Israelites’ exodus from Egypt and the events recounted in the Hebrew scriptures. It begins with an examination of the nature of racism itself, considering how the contemporary experience of and scholarship about racism can illuminate the search for racism’s historical origins. Contemporary experience has taught us that the functioning of racism often operates independently of the explicit racial prejudice coupled with power once thought to comprise it. This understanding has been reflected in scholarship that has examined how racism has functioned through hierarchical discourse, a concept which is defined and analyzed at some length. Following this examination comes a “genealogical” tracing of hierarchical discourse about African phenomena in the Western-dominated academy, leading to the centrality of the religious concept of idolatry in the making of racist accounts of African phenomena. Finally, the thesis concludes with a chapter on the mytho-historical exodus event, which gave birth to this concept of idolatry, analyzing the meaning and significance of the event in the making of racist discourse. This thesis demonstrates that a broader understanding of racism as an outgrowth of a worldview necessarily hostile to alternatives, when applied to the study of the historical development of racism, paints a far more convincing and complete portrait of the origins of racism, its historical development, and its present functioning than studies based on a more narrow understanding of racism. -
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Tracing the History of Museums in Egypt from the Ptolemaic Period to the Fall of Mohamed Ali’s Dynasty (323 BC – AD 1952) Rania Ali Maher, Noha Moustafa Shalaby Knowing that there were places for learning within the precincts of Egyptian temples,9 the idea of education within a temple, Tracing the History of Museums in Egypt from the Ptolemaic Period preferably dedicated to the goddesses of knowledge, could have been then transmitted to Pythagoras who applied it in Italy. Intriguingly, Plato also studied in Egypt under priest-scholars.10 On the other hand, there is no clear indication that Aristotle to the Fall of Mohamed Ali’s Dynasty (323 BC – AD 1952) visited Egypt;11 however, being Plato›s student12 is enough to confirm the Egyptian influence on him. In all cases, such earlier institutions, i.e. Plato›s Academy and Aristotle›s School, were never termed Mouseion by early historians13 despite the fact that Rania Ali Maher and Noha Moustafa Shalaby they were both institutions of research and learning centered around a shrine for the muses, with the former being specialized mainly in Mathematics and the latter having wide range of subjects embracing almost all areas of interest to humanity;14 they can Abstract be rather regarded as prototypes or forerunners of the global scaled and first-termed Mouseion in the ancient world. Establishing museums was an ancient tradition that was only revived at the beginning of the Renaissance period. In the distant Alexandria: Birthplace of Materializing Museum Notion past, Egypt was the home of the first institution-termed museum that was founded and very well maintained by the early Ptolemies. -
David Liebman Papers and Sound Recordings BCA-041 Finding Aid Prepared by Amanda Axel
David Liebman papers and sound recordings BCA-041 Finding aid prepared by Amanda Axel This finding aid was produced using the Archivists' Toolkit November 30, 2018 Describing Archives: A Content Standard Berklee Archives Berklee College of Music 1140 Boylston St Boston, MA, 02215 617-747-8001 David Liebman papers and sound recordings BCA-041 Table of Contents Summary Information ................................................................................................................................. 3 Biographical/Historical note.......................................................................................................................... 4 Scope and Contents note............................................................................................................................... 4 Arrangement note...........................................................................................................................................4 Administrative Information .........................................................................................................................5 Controlled Access Headings..........................................................................................................................6 Collection Inventory...................................................................................................................................... 7 Scores and Charts................................................................................................................................... -
Life and Times" Video Recordings
http://oac.cdlib.org/findaid/ark:/13030/c8qr4zn7 No online items KCET-TV Collection of "Life and Times" video recordings Taz Morgan William H. Hannon Library Loyola Marymount University One LMU Drive, MS 8200 Los Angeles, CA 90045-8200 Phone: (310) 338-5710 Fax: (310) 338-5895 Email: [email protected] URL: http://library.lmu.edu/collections/archivesandspecialcollections/ ©2013 Loyola Marymount University. All rights reserved. KCET-TV Collection of "Life and CSLA-37 1 Times" video recordings KCET-TV Collection of "Life and Times" video recordings Collection number: CSLA-37 William H. Hannon Library Loyola Marymount University Los Angeles, California Processed by: Taz Morgan Date Completed: October 2013 Encoded by: Taz Morgan 2013 Loyola Marymount University. All rights reserved. Descriptive Summary Title: KCET-TV Collection of "Life and Times" video recordings Dates: 1991-2007 Collection number: CSLA-37 Creator: KCET (Television station : Los Angeles, Calif.) Collection Size: 3,472 videotapes (332 boxes) Repository: Loyola Marymount University. Library. Department of Archives and Special Collections. Los Angeles, California 90045-2659 Languages: Languages represented in the collection: English Access Collection is open to research under the terms of use of the Department of Archives and Special Collections, Loyola Marymount University. Duplication of program tapes for research use is required in accordance with departmental policy regarding the formats of the videotapes of this collection: "Certain media formats may need specialized third party vendor services. If the department does not own a researcher access copy (DVD copy), the cost of reproduction, to be paid fully by patron, will include 1) any necessary preservation efforts upon the original, 2) a master file to be retained by Archives and Special Collections, 3) a researcher viewing copy to be retained by Archives and Special Collections, and 4) the patron copy. -
The Sounds of Liberation: Resistance, Cultural Retention, and Progressive Traditions for Social Justice in African American Music
THE SOUNDS OF LIBERATION: RESISTANCE, CULTURAL RETENTION, AND PROGRESSIVE TRADITIONS FOR SOCIAL JUSTICE IN AFRICAN AMERICAN MUSIC A Thesis Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Master of Professional Studies by Luqman Muhammad Abdullah May 2009 © 2009 Luqman Muhammad Abdullah ABSTRACT The cultural production of music in the Black community has traditionally operated as much more than a source of entertainment. In fact, my thesis illustrates how progressive traditions for social justice in Black music have acted as a source of agency and a tool for resistance against oppression. This study also explains how the music of African Americans has served as a primary mechanism for disseminating their cultural legacy. I have selected four Black artists who exhibit the aforementioned principles in their musical production. Bernice Johnson Reagon, John Coltrane, Curtis Mayfield and Gil Scott-Heron comprise the talented cadre of musicians that exemplify the progressive Black musical tradition for social justice in their respective genres of gospel, jazz, soul and spoken word. The methods utilized for my study include a socio-historical account of the origins of Black music, an overview of the artists’ careers, and a lyrical analysis of selected songs created by each of the artists. This study will contribute to the body of literature surrounding the progressive roles, functions and utilities of African American music. BIOGRAPHICAL SKETCH My mother garners the nickname “gypsy” from her siblings due to the fact that she is always moving and relocating to new and different places.