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MUAR 393 (001) Introduction to Jazz – Syllabus Faculty of Arts, Mcgill University, Winter 2021

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MUAR 393 (001) Introduction to Jazz – Syllabus Faculty of Arts, Mcgill University, Winter 2021 MUAR 393 (001) Introduction to Jazz – Syllabus Faculty of Arts, McGill University, Winter 2021 Credits: 3.00 Faculty: Faculty of Arts A survey of the development of jazz from its late 19th-century origins in America to the present day, with an introduction to musical concepts relevant to the genre and consideration of socio-cultural issues. Prerequisite: MUAR 201 or MUAR 211 or permission of instructor (PLEASE NOTE: Minerva lets you register without the prerequisite. If you do not have the prerequisite, but have some musical background, such as piano lessons or school band, please do not worry about getting my permission to be in this course. If you have NO music background and you are concerned the course may be too challenging for you, it is up to you whether to take the course. But BE AWARE: this is a 300-level class and may pose significant challenges to students without any formal musical training, especially those in their first year. INSTRUCTOR Dr. Melvin Backstrom [email protected] TEACHING ASSISTANTS Gabriel Lambert [email protected] Luke Riedlinger [email protected] CLASS SCHEDULE Tuesdays/Thursdays 2:35-3:15; 3:20-3:55pm OFFICE HOURS Thursday, 4-5 pm or by appointment COURSE OBJECTIVES 1. Becoming aware of the social, ethnic, geographical and cultural variants that contribute to the development of jazz. 2. Developing a working knowledge of basic musical terms and concepts and how they apply to jazz 3. Examining the various styles of jazz including: blues, ragtime, boogie-woogie, stride, dixieland, swing, bebop, cool, hard bop, fusion, avant-garde, third-stream, vocal, smooth, neo-traditional and Latin jazz. 4. Becoming acquainted with the major innovators in jazz including Louis Armstrong, Duke Ellington, Charlie Parker, John Coltrane, Miles Davis, and others. 5. Learning to identify specific performers, styles, and details by listening to the examples in the required recordings REQUIRED MATERIALS Ted Gioia’s History of Jazz, 2nd edition will be the primary reading for this course. It is available through McGill Library as an e-book, but students are encouraged to buy their own print copy, which is less than $30 new. Along with it being an excellent history of jazz, it was chosen in order to avoid textbooks that typically cost over $100. Other articles (those which have a stated author) to supplement it are posted on MyCourses. As well, in order to make accessing audio/visual material as easy as possible, Youtube links have been given for every item. Students are encouraged to support musicians and their families by buying music they especially enjoy. EXPECTATIONS 1. Late assignments will be accepted at the discretion of the instructor. In the case of illness, a doctor’s note will be necessary. 2. McGill University values academic integrity. All students MUST understand the meaning and consequences of cheating, plagiarism, and all other academic offenses under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/integrity for more information). 3. According to Senate regulations, instructors are not permitted to make special arrangements for final exams. Please consult the Calendar, section 4.7.2.1, General University Information and Regulations at www.mcgill.ca. 4. According to McGill policy, any written assignment or written portion of an exam may be submitted in English or French. 5. If you have a disability, please contact the Office for Students with Disabilities at 514-398-6009, and any special arrangements for you will be made with the instructor via OSD. 6. Please be aware of the information that is available on this syllabus and on the MyCourses site for this class. If you have a basic question about the class, you can probably find the answers you are looking for in these sources. Students are encouraged to use the discussion forum on MyCourses to communicate with each other. 1 7. Given the extraordinary reality of this course being entirely online, students are encouraged to read McGill’s Guidelines for Instructors and Students on Remote Teaching, Learning and Assessment: https://www.mcgill.ca/tls/instructors/class-disruption/guidelines-remote-w2021 8. Although a lecture-based course, students are encouraged to ask questions during class time. Dr. Backstrom (or, if in the chat, one of the TAs) will do his best to answer them, as he is able. 9. Students are expected to have done the readings and listened or watched the required audio/visual prior to each class. IMPORTANCE OF CONTEXTUALIZING HISTORY This course is largely historical, involving the consideration of documents of various kinds from history. In any such study, it is vital to understand that the past is not the same as today; that words and phrases now considered uncouth or offensive were not at all so considered in earlier times. One must therefore make the distinction between using such language in a historical context for the purposes of discussion and understanding, which one must sometimes do as a historian, and using them perjoratively for the purpose of belitting or giving offense. If you are concerned about anything in a lecture or reading, please contact Dr. Backstrom to discuss. IMPORTANCE OF GOOD WRITING Although this is not an English class, the quality of writing in assignments will be a major component of their grading. Grammar, syntax, spelling, and vocabulary should reflect the high expectations of a 300-level Faculty of Arts course at McGill. GLOSSARY Posted on MyCourses is a glossary, which may be added to through the semester. Definitions from it may be on the final exam, so it is important students understand the terms. Their appropriate use in written assignments will also be an important part of the grading rubric. MUSIC LISTENING As a course intended to introduce students to music broadly categorized as jazz, it is strongly advised that they listen to jazz as much and as widely as possible over the course of the semester, thinking, researching and discussing with others in order to understand it as best they can. EVALUATION 10% First-person response 10% Youtube assignment 25% Performance Report 30% Extended essay 25% Final exam ASSIGNMENTS FIRST-PERSON RESPONSE (due Jan. 28) Students will write a one-to-two page (single spaced, Times New Roman 12 pt. font), first-person (i.e. students should use “I”) essay on what jazz means to them and what role, if any, it has played in their lives. Questions to be considered include: What does “jazz” mean to you? What motivated you to take this course? What do you hope to learn by taking it? How and when do you ever listen to jazz? Did your parents, relatives or older siblings listen to jazz? How important are distinctions between jazz and other musical genres to you? How, if any, has your relation to jazz music changed, as you’ve grown older? Do you have any favourite musicians who are broadly connected to jazz? What is your response to the course material so far? Students are expected to think critically and to express themselves in a thoughtful, well-written manner. YOUTUBE ASSIGNMENT (due Feb. 18) Students will be required to turn in a Youtube assignment in which they will watch 10 jazz videos on Youtube and write a brief summary about each video. Links to the videos will be posted in MyCourses. Here is an example: 1. Watch the video located at the following link: https://www.youtube.com/watch?v=MZcTP3-ARFQ Who is/are the musician(s)? _________________________________________ What kind of jazz is this? ____________________________________ What did you hear and how did it make you feel? ________________________________________________________________________ ________________________________________________________________________ 2 PERFORMANCE REPORT (due Mar. 11) Sadly, attending a live jazz performance is impossible for the foreseeable future, making a real performance report impossible. Instead, as usual, we will make use of the Internet. Students are required to watch a jazz performance online (either as a live-stream or one that has happened since Jan. 1, 2020) and write a two-page argumentative essay about it using third-person perspective, i.e. no “I” or “we” allowed. Students should try to create as complete a description as possible of the event—the setting, people (performers and, if there were any, audience), the music and its performance—but as part of an argument that tries to convince the reader. The following topics are examples of what should be addressed it it. • Quality of performance • Physical aspects of the performance (what instruments, stage and seating arrangement) • Role of conductor/bandleader (if present) • Aspects of the music including tempo, style, dynamics and rhythm • Solos and soloists • General feeling or mood of the different pieces • Audience reaction/participation • General opinions and comment about the concert EXTENDED ESSAY (due Apr. 13) Students will write a 4-to-5 page, third-person argumentative essay (1200 to 1500 words) drawing on concepts discussed throughout the term. The purpose is to have students apply what they’ve learned over the term in order to think critically about their object of study and to express them selves in a thoughtful, non-hyperbolic, well-edited manner, making use of references/citations to support their argument. Topics may include: • A specific moment in a jazz performer’s life or recording • Analysis of a jazz recording • History of a particular instrument in jazz • Overview of a jazz-style period with representative examples • Societal influences on the development of jazz, (i.e. Black Migration, Prohibition, The Great Depression, Role of Speakeasies, Civil Rights, Technology, etc) • Other approved topics FINAL EXAM (TBA) CLASS SCHEDULE Date and Required Readings: Required Audio/Visual Optional Extras Assignment Topic From Ted Gioia’s Due Dates History of Jazz 2nd ed.
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