Uninterrupted Conversations with Our Eegun: Preliminary Considerations for Methodological

Total Page:16

File Type:pdf, Size:1020Kb

Uninterrupted Conversations with Our Eegun: Preliminary Considerations for Methodological UNINTERRUPTED CONVERSATIONS WITH OUR EEGUN: PRELIMINARY CONSIDERATIONS FOR METHODOLOGICAL APPROACHES TO THE RESEARCH OF AFRICAN MUSIC AND THE MUSIC OF JOHN COLTRANE __________________________________________________ A Dissertation Submitted to Temple University’s Graduate Board ___________________________________________________ In Partial Fulfillment of the Requirements for the Degree DOCTOR of PHILOSOPHY ___________________________________________________ By Aaron B. Love August 2014 Committee Members: Dr. Nathaniel Norment, Jr., Advisory Chair, African American Studies, Temple University Dr. Abu S. Abarry, African American Studies, Temple University Dr. Wilbert Jenkins, History, Temple University Dr. Greg Kimathi Carr, External Reader, Afro-American Studies, Howard University © Copyright 2014 by Aaron B. Love All Rights Reserved ii ABSTRACT UNINTERRUPTED CONVERSATIONS WITH OUR EEGUN: PRELIMINARY CONSIDERATIONS FOR METHODOLOGICAL APPROACHES TO THE RESEARCH OF AFRICAN MUSIC AND THE MUSIC OF JOHN COLTRANE Aaron B. Love Doctor of Philosophy Temple University, August 2014 Doctoral Committee Chair: Nathaniel Norment, Ph.D. African music and its musicians from the Pharaonic periods to Mali to the Mississippi Delta to the South Bronx have contributed some of the most lasting and influential cultural creations known. The music and musicians of Africa have been studied as early as the early 18th century. As interest in African music grew so did the discipline of ethnomusicology. Ethnomusicology has sought to understand, interpret and catalog the various areas of African music. In the United States interest in the music as a continuation of African culture was also sought after and investigated as an important area of research. The main objective of this project is to help expand the methodological approaches in the study of African Diasporan musical cultures and their practitioners. The author undertook a critical examination of the previous works on the subject made by both Continental and Diasporan African scholars, in addition to fieldwork in the United States and Africa (Ghana). Through considering the work songs of Pharaonic Egypt, the cosmogram of the Bantu- Kongo and the life of John Coltrane in particular this proposed work articulates new methodological tools in the research of African music and musicians. iii IN MEMORY To those who raised, instructed, and taught me in their own way—with kindness, patience, humor, love, commitment, and wisdom. My Brother, Javad Jahi, maa kheru! My Jegna, Dr. Harrison Ridley Jr., maa kheru! Our Matriarch; Our Rock; My Grandmother, Evelyn Jones, maa kheru! iv DEDICATION To Maia Zoe Love, my daughter, my firstborn—my reminder that I did something great, thank you for sharing me with my academic pursuits; to Christopher H., the son I raised for just a while, but will love eternally; to the child that chose not to stay; to Coltrane Javad Jahi Pearl-Love my first-born second who will be arriving very soon; and to the children yet to come. Baba loves you all, always. v ACKNOWLEDGMENTS This has been a long travelled road to type the final period on what is the end of a formalized part of my life while simultaneously resituating me firmly back into my real life. This work is a gathering of my many ideas, curiosities, fears, longings, and queries that for so many years has germinated within me. I offer this work as a reflection of this wonderment. Any errors within are solely my responsibility and not reflective of the ancestors, communities, individuals, and organizations that I acknowledge hereafter. My strength comes from those who raised me, watched over me, and saw me through. It is to you that I am thankful. First, I would like to thank the Creator of all things (those things we know of and those we will never experience), who is called on by many, in many tongues, and by many names. To the Almighty names that my family bloodline has called and still call—I say thank you to Jehovah, Jesus, and Allah. And to the name that I find most appropriate for my time around the cosmograph, I acknowledge and thank Olódùmarè. As I am nothing without those who have mdw mkt through their life, love, sacrifices, and work, I humbly thank those whose examples I aim to follow. To our most recent pool of ancestors; Amiri Baraka, Mabel Williams, Nelson Mandela, Chinua Achebe, Donald Byrd, Richie Havens, Albert Murray, Stuart Hall, Chokwe Lumumba, Vincent Harding, Maya Angelou, K. Kia Bunseki Fu-Kiau—MAA KHERU! As well to our pool of ancestors whose life and work has informed this vi study. John Henrik Clarke, Ortiz Walton, Asa Hilliard, “Kofie” Ghanaba, Jacob Carruthers, John Coltrane, Alice Coltrane, Freddie Hubbard, Sun Ra, Charlie Parker, Nina Simone, Abbey Lincoln, Henry Dumas, and Louis Armstrong—MAA KHERU! As I live I promise to stay committed to the work you all began, to teach others about your life and work, and to support those much more qualified than I am who are extending your ideas and legacies. Ase! That I exist is reflective of my bloodline of eegun whose existence made my life possible. I honor and thank the Little clan of Georgia and the Love clan of Philadelphia for all that you’ve given me in whispers, words, action, time, and love. Ase! To my extended living family, I honor all of you not just because of the name or blood we share but instead because of the love that it produces. I promise that wherever and whenever you call upon me that I will surrender my needs to the greater good of our collective survival and security. To my immediate family my entirety of existence I honor you before all who come across this work. I would be nothing if it were not for your encouragement, support, LOVE, wisdom, and at times firmness. I thank my parents, Dexter Love Sr. and Evelina White for bringing me to this plane safe and raising me with love and an intense, habitual desire for learning. While we have for many years now not seen eye-to-eye on many things, I will always be unmoved in my love for you and in knowing that I am in turn loved by you. To James White, thank you for being a father to me when I needed one. It was rough during my teen years; thank vii you for being strong enough to support me even when I kept you at a distance. As I grew I understood the lessons you were teaching me. Thank you! To my Aunt Jean, you love me in spite of me not staying in contact as much as I should. I hope to get better at it. I love you. Thank you for always asking about me, and never judging me but always “just wanting what’s best for me.” When I get some money Ima get you that Miami Heat jersey, promise. To my Aunt Estella, Auntee, Aunts—You told me over 20 years ago that I would have to someday dig my own wells. I think I have finally fulfilled that charge. Auntee, you are my constant and my connection to our past. Your example was a living testimony to the life I wanted to live and the man I wanted to be. You will never get how impressive your strength, African pride, and unabashed words were and still are to me. I will never forget when you set me straight about our people by explaining, “Woodstock? Boy, that wasn’t for Black people. We been had peace; its white folk who always tryna take it from us.” In that moment the lines started to became so much clearer. It is an honor to see you stand in Mummums place. I know she is proud of you too. Thank you for always being there, for the $loans and all around support. As I live I promise to always honor and obey you. To my Uncles, Andre and Odest. Uncle Andre! You were and are the coolest Black man on the planet to me. You loved and taught me beyond my abilities to grasp as a child; thank you. You were my real life “Heathcliff Huxtable.” Thank you for the trips to NY, Reading Terminal, Garland of Letters, introducing viii me to “world musicians” especially Andreas Vollenweider and Youssou N'Dour, as well as finally giving me that sports coat that I swooned over as a kid. If not for your love of Black music, and your patience and desire to share the history with me, I may have never come to know John Coltrane at such an early age like I did. Thanks for trusting me with your vinyl collection and record player. The times I spent sitting in that chair listening to; reading the albums and liner notes; and making tapes allowed me to imagine music beyond just my time. It was the music that eventually opened the doors to what became my intellectual pursuits—it was all connected. Thank you for it all! Uncle Odest, as a child you were bigger than life to me. I wanted to be as athletic as you but soon realized it wasn’t my calling. Thank you for understanding me and placing me in my lane. I will never forget: us, two Black folk driving in the middle of the night to fill up gallons of bottles with spring water straight from the source. Thanks for taking that time out for me and letting me ride out with you. It was those types of experiences that shaped me as a child. Medasi. To my brothers and sisters. To Dexter Love Jr., my brother and at times my only father. Dex, you were my first hero, never has a little brother wanted to walk in his older brothers shoes as much as me.
Recommended publications
  • 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.
    [Show full text]
  • 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 .......................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • “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.
    [Show full text]
  • Pdf 311.58 K
    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.
    [Show full text]
  • 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...................................................................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]