DOCSLIB.ORG

POSTVOCALIC /R/ in NEW ORLEANS: LANGUAGE, PLACE and COMMODIFICATION by Christina Schoux Casey BA, St. John's College, 2001 MA, G

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
POSTVOCALIC /R/ in NEW ORLEANS: LANGUAGE, PLACE and COMMODIFICATION by Christina Schoux Casey BA, St. John's College, 2001 MA, G POSTVOCALIC /R/ IN NEW ORLEANS: LANGUAGE, PLACE AND COMMODIFICATION by Christina Schoux Casey BA, St. John's College, 2001 MA, George Mason University, 2004 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2013 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Christina Schoux Casey It was defended on April 12, 2013 and approved by Dr. Connie Eble, Professor, Department of English, University of North Carolina at Chapel Hill Dr. Amanda Godley, Associate Professor, Department of Education, University of Pittsburgh Dr. Claude Mauk, Director, Less-Commonly-Taught Languages Center, University of Pittsburgh Dr. Barbara Johnstone, Professor, Department of English, Carnegie Mellon University Dissertation Advisor: Dr. Scott Kiesling, Associate Professor, Department of Linguistics, University of Pittsburgh ii Copyright © by Christina Schoux Casey 2013 iii POSTVOCALIC /R/ IN NEW ORLEANS: LANGUAGE, PLACE AND COMMODIFICATION Christina Schoux Casey, PhD University of Pittsburgh, 2013 From silva dimes to po-boys, r-lessness has long been a conspicuous feature of all dialects of New Orleans English. This dissertation presents a quantitative and qualitative description of current rates of r-lessness in the city. 71 speakers from 21 neighborhoods were interviewed. R- pronunciation was elicited in four contexts: interview chat, Katrina narratives, a reading passage and a word list. R-lessness was found in 39% of possible instances. Older speakers pronounce /-r/ less than younger speakers, and those with a high school education or less pronounce /-r/ far less than those with post-secondary education. Race and gender did not prove to be significant predictors of r-pronunciation. In contrast to past studies, many speakers in the current study discuss their metalinguistic awareness of /-r/ and their partial control of /-r/ variation, discussing switching between r-fulness and r-lessness in different contexts. In New Orleans, this metalinguistic awareness is attributable in part to the devastation following Hurricane Katrina in 2005, when the near-disappearance of the city intensified an already extant nostalgia for local culture, including ways of speaking. Nostalgia and amplification by advertisers and popular media have helped recontextualize r-lessness as a variable associated with a number of social meanings, including localness and authenticity. iv These processes help transform r-lessness, for many speakers, from a routine feature of talk to a floating cultural variable, serving as a semiotic resource on which speakers can draw on to perform localness. This dissertation both closes a gap in research on New Orleans speech and uses New Orleans as a case study to suggest that the social meanings of linguistic features are created and maintained in part by a constellation of interrelated social processes of late modernity. Further, I argue that individual speakers are increasingly agentively engaged with these larger processes, as part of a global transformation from more traditional, place-bound populations to more deracinated individuals who choose to align themselves with particular communities and local cultural forms, particularly those that have been commodified. v Dedicated to William Gordon McLain, III, whose faith that ethics begins with engagement and whose profound love for New Orleans shine through this work, as they do through so many lives, like a beacon. vi TABLE OF CONTENTS PREFACE..................................................................................................................................XIV 1. INTRODUCTION.............................................................................................................1 1.1 R-LESSNESS IN THE AMERICAN SOUTH........................................2 1.2 R-LESSNESS AND AFRICAN AMERICAN SPEECH........................5 1.3 POSTVOCALIC /R/ IN NEW ORLEANS.............................................8 1.3.1 Previous research on /-r/ in New Orleans..................................10 2. NEW ORLEANS BEFORE AND AFTER KATRINA................................................16 2.1 "A DISTINCTIVE CULTURAL ENTREPÔT".................................19 2.1.1 A Note on Creole..........................................................................20 2.1.2 Back to 1803..................................................................................24 2.1.3 A Note on Cajun...........................................................................26 2.2 NEIGHBORHOODS AND RACE.........................................................29 2.2.1 A Note on Uptown and Downtown.............................................30 2.2.2 Back to Neighborhoods and Race...............................................35 2.3 AFTERMATH OF POST-HURRICANE FLOODING.......................40 2.3.1 Population Upheaval....................................................................42 2.3.2 Neighborhood Upheaval..............................................................46 2.3.3 Cultural Upheaval........................................................................48 2.4 ONLY IN NEW ORLEANS....................................................................53 2.5 SUMMARY..............................................................................................56 vii 3.0 DATA AND METHODS.................................................................................................58 3.1 FIELDWORK......................................................................................................58 3.1.1 Interviews......................................................................................59 3.1.2 Rapid and Anonymous Survey...................................................62 3.2 THE SAMPLE.....................................................................................................63 3.2.1 Neighborhoods.............................................................................63 3.2.2 Contacting Participants...............................................................65 3.3 DEMOGRAPHICS OF PARTICIPANTS: SOCIAL FACTORS...................66 3.4 PHONETIC AND DISCOURSE VARIABLES................................................79 3.5 SUMMARY..........................................................................................................81 4.0 FRENCH QUARTER RAPID AND ANONYMOUS SURVEY.................................83 4.1 RESULTS.............................................................................................................84 4.2 SUMMARY..........................................................................................................89 5.0 QUANTITATIVE ANALYSIS: WHO, WHEN, WHERE?.........................................90 5.1 LOGISTIC REGRESSION ANALYSIS...........................................................91 5.2 LINGUISTIC RESULTS....................................................................................98 5.3 SOCIAL RESULTS...........................................................................................107 5.4 DISCUSSION.....................................................................................................121 5.5 SUMMARY........................................................................................................126 6.0 QUALITATIVE ANALYSIS: WHY?.........................................................................128 6.1 LANGUAGE AND PLACE..............................................................................131 6.1.1 Creating Place through Language........................................................131 6.1.2 The Mediation of Language and Place................................................136 viii 6.2 COMMODIFICATION OF LOCAL LANGUAGE......................................139 6.3 LANGUAGE, DISAPPEARANCE AND NOSTALGIA...............................147 6.4 LOCAL LANGUAGE AS PERFORMANCE................................................152 6.5 SUMMARY........................................................................................................154 APPENDIX A.............................................................................................................................157 APPENDIX B.............................................................................................................................159 APPENDIX C.............................................................................................................................160 BIBLIOGRAPHY......................................................................................................................167 ix LIST OF TABLES Table 1.1 R-lessness in New Orleans LAGS speakers...................................................................14 Table 4.1 Rapid and anonymous survey demographic information..............................................84 Table 4.2 Rapid survey r-variation by age group..........................................................................85 Table 4.3 Rapid survey r-variation by race....................................................................................87 Table 4.4 Rapid survey r-variation by gender...............................................................................89 Table 5.1 Overall r-variation..........................................................................................................90 Table 5.2 ANOVA comparison between null and full models......................................................93
Load more

Recommended publications
  • Interdental Fricatives in Cajun English
    Language Variation and Change, 10 (1998), 245-261. Printed in the U.S.A. © 1999 Cambridge University Press 0954-3945/99 $9.50 Let's tink about dat: Interdental fricatives in Cajun English SYLVIE DUBOIS Louisiana State University BARBARA M. HORVATH University of Sydney ABSTRACT The English of bilingual Cajuns living in southern Louisiana has been pejoratively depicted as an accented English; foremost among the stereotypes of Cajun English is the use of tink and dat for think and that. We present a variationist study of/9/ and /d/ in the speech of bilingual Cajuns in St. Landry Parish. The results show a complex interrelationship of age, gender, and social network. One of the major findings is a v-shaped age pattern rather than the regular generational model that is expected. The older generation use more of the dental variants [t,d] than all others, the middle-aged dramatically decrease their use, but the young show a level of usage closer to the old generation. The change is attributed to both language attri- tion and the blossoming of the Cajun cultural renaissance. Interestingly, neither young men in open networks nor women of all ages in open networks follow the v-shaped age pattern. In addition, they show opposite directions of change: men in open networks lead the change to [d], whereas women in open networks drop the dental variants of [t,d] almost entirely. The variety of English spoken by people of Acadian descent (called Cajuns) in southern Louisiana has been the subject of pejorative comment for a long time.
    [Show full text]
  • Barthé, Darryl G. Jr.Pdf
    A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Becoming American in Creole New Orleans: Family, Community, Labor and Schooling, 1896-1949 Darryl G. Barthé, Jr. Doctorate of Philosophy in History University of Sussex Submitted May 2015 University of Sussex Darryl G. Barthé, Jr. (Doctorate of Philosophy in History) Becoming American in Creole New Orleans: Family, Community, Labor and Schooling, 1896-1949 Summary: The Louisiana Creole community in New Orleans went through profound changes in the first half of the 20th-century. This work examines Creole ethnic identity, focusing particularly on the transition from Creole to American. In "becoming American," Creoles adapted to a binary, racialized caste system prevalent in the Jim Crow American South (and transformed from a primarily Francophone/Creolophone community (where a tripartite although permissive caste system long existed) to a primarily Anglophone community (marked by stricter black-white binaries). These adaptations and transformations were facilitated through Creole participation in fraternal societies, the organized labor movement and public and parochial schools that provided English-only instruction.
    [Show full text]
  • Recommended Educational Practices for Standard English Learners
    Recommended Educational Practices for Standard English Learners Cheryl Wilkinson, Jeremy Miciak, Celeste Alexander, Pedro Reyes, Jessica Brown, and Matt Giani The University of Texas at Austin: Texas Education Research Center January 31, 2011 T HE U NIVERSITY OF T E X A S A T A USTIN i Recommended Practices for SELs CREDITS The Texas Education Research Center is located at The University of Texas at Austin. The Texas ERC is an independent, non-partisan, and non-profit organization focused on generating data-based solutions for Texas education and workforce demands. The goal of the Texas ERC is to supply policymakers, opinion leaders, the media, and the general public with academically sound research surrounding today's critical education issues. Texas Education Research Center The University of Texas at Austin Department of Educational Administration, SZB 310 Austin, TX 78712 Phone: (512) 471-4528 Fax: (512) 471-5975 Website: www.utaustinERC.org Contributing Authors Cheryl Wilkinson, Jeremy Miciak, Celeste Alexander, Pedro Reyes, Jay Brown, Matt Giani, Carolyn Adger, and Jeffery Reaser Prepared for Texas Education Agency 1701 North Congress Avenue Austin, Texas 78701‐1494 Phone: 512‐463‐9734 Funded by The evaluation is funded through General Appropriations Act (GAA), Senate Bill No. 1, Rider 42 (81st Texas Legislature, Regular Session, 2009), via Texas Education Agency Contract No: 2501. ii Recommended Practices for SELs COPYRIGHT NOTICE Copyright © Notice: The materials are copyrighted © as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: 1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts‘ and schools‘ educational use without obtaining permission from TEA.
    [Show full text]
  • The Rise of Canadian Raising of /Au/ in New Orleans English Katie Carmichael
    The rise of Canadian raising of /au/ in New Orleans English Katie Carmichael Citation: The Journal of the Acoustical Society of America 147, 554 (2020); doi: 10.1121/10.0000553 View online: https://doi.org/10.1121/10.0000553 View Table of Contents: https://asa.scitation.org/toc/jas/147/1 Published by the Acoustical Society of America ...................................ARTICLE The rise of Canadian raising of /au/ in New Orleans English Katie Carmichaela) Department of English, Virginia Tech, 181 Turner Street NW, Blacksburg, Virginia 24061, USA ABSTRACT: New Orleans English (NOE) has always stood out amongst Southern Englishes, since NOE speakers do not participate in the Southern vowel shift, and instead display features more commonly associated with New York City English. While these traditional features of NOE are on the decline, this study establishes the adoption of a new feature in the dialect that is similarly distinctive within the Gulf South: the pre-voiceless raising of the nucleus of /au/. Based on statistical analyses and consideration of the social context in post-Katrina New Orleans, this paper argues that this feature is a change in progress which appears to pre-date the demographic shifts following Hurricane Katrina, and which arose independently rather than due to contact with /au/-raising speakers. The social and phonetic findings in this paper converge to support arguments for the naturalness of raising in pre-voiceless environments, and for the likelihood of this feature being more widely adopted within the region. Moreover, the presence of Canadian raising of /au/ in NOE represents an additional way that the local dialect continues to diverge from patterns in the vowel systems found in nearby Southern dialects, and retain its uniqueness within the American South.
    [Show full text]
  • The Performance of Cajun English in Boudreaux and Thibodeaux Jokes
    The performance of cajun english in Boudreaux and ThiBodeaux jokes KAtie CArmiChAel Ohio State University abstract: in South louisiana, there is a genre of jokes featuring the bumbling Cajun characters Boudreaux and thibodeaux. these jokes are often told with an exagger- ated Cajun english accent, an ideal opportunity to examine and better understand local perceptions of Cajun english linguistic features. Th-stopping, nonaspiration of [p, t, k], and vowel quality were analyzed in recordings of six lafourche Parish, loui- siana speakers conversing casually as well as performing Boudreaux and thibodeaux jokes. While all speakers exaggerated one or the other consonantal feature while joketelling, vowel quality was not manipulated in the expected ways. Such patterning may indicate that th-stopping and nonaspiration of [p, t, k] are more salient, or more easily imitable, features of Cajun english than the vowel features examined. Notably, there was some patterning of features exaggerated based on where the speaker lived along the bayou, with “up the bayou” joketellers having a more standard baseline to begin with and thus exaggerating different features, demonstrating the importance of considering culturally specific social categories in analyzing performances of local speech varieties. Boudreaux and thibodeaux (Bt) jokes are a genre of ethnic jokes told by Cajuns in South louisiana. Bt jokes are similar in style to Newfie (New- foundlanders) jokes of Canada: both function to poke fun at a stigmatized socioethnic group, the members of which are seen as stupid (Davies 1982). Usually Bt jokes are humorous narratives about the eponymous fictional Cajuns, who are portrayed as ignorant, unsophisticated, and generally incom- petent, as in the following example: One day tibodeau told Boudreau that he was going to the trade school to make hisself smart.
    [Show full text]
  • Introduction to American English
    LLL250 Introduction to American English 1st and 2nd quarters, Junior Instructor Charles Jannuzi Style of class Lecture, Seminar Number of Credits 2 Day and Period To be advised Course Description This course is a survey of American English through its dialects and accents. Some of the dialects and the sub-cultures that give rise to them that will be examined. These include the following: Gullah Geechee, Lanappe, Tidewater Brogues/White Coastal English, Pennsylvania Dutch English, Pittsburgh English, and Louisiana Cajun English. The term 'dialect' concerns variations in grammar, vocabulary, and idioms. Such variations can mark a given speaker as belonging to an identified dialect. Even communication strategies can identify a person as belonging to a dialect. For example, American English speakers might have very different ways of speaking in order to get to know someone for the first time. Strategies for making small talk can also vary. The term 'accent' is also often considered a part of dialect. It will cover aspects of the variations of pronunciation of spoken language as an element of identified dialects. Such variations in grammar, vocabulary, and pronunciation/accent will be compared and contrasted with the ideal of standard American English (also called 'General American'). In addition to socio-linguistic analysis, the course will also look at key aspects of the sub-cultures that give rise to, maintain, and reinforce linguistic differences within the political boundaries of the U.S. The course will also emphasize the practical aspects of dialects and accents for students of English. For example, what if you were going to do a home-stay in the US? Are you prepared for the shock of real, rapidly spoken English? Could you understand a simple question like, "Did you eat yet?" if it sounded more like, "JEAT-JET?" This course will familiarize you with a lot of American English as it is actually spoken across the country.
    [Show full text]
  • American Dialects
    AMERICAN DIALECTS Leonard R. N. Ashley President of the American Society of Geolinguistics Introduction Good for an oral presentation, local, area language, dialect often appears in phonetic spelling because English is notoriously unphonetic in a lot of its spelling and some find humor in misspelling, whether it be, for example, “posh” British (“Jolly Well Spoken”), Cockney (from London), Geordie (from Newcastle), Scouse (from Liverpool), Scottish English, Irish English, and in the style of comedian Ali G (something like US rap). However, my subject here, as the title shows, is not British dialect. British dialects constitute a huge corpus which has been fraffly (frightfully) well mapped and extensively studied for what idiom calls donkey’s years. There is too much of that for me. As Potter says: It would be no exaggeration to say that greater differences in pronunciation are discernible in the north of England between Trent and Tweed [two rivers about 100 miles apart] than in the whole of North America. There are, in fact, a great number of regional and social dialects in North America, too. The cinema and the broadcast media have made us all familiar with many American dialects (which involve both pronunciation, “accent,” and word choice, grammar, etc). You know the historic “Brooklyn accent” (toidy-toid, erl boiner, Greenpernt) or the egregious Bronx (cubba kwawfee uh tzee) and the current awesome, bitchen, grody, rad, but (like, y’know) totally beige (which is to say “boring”) airhead Valley Girl way of speaking. That comes from the San Fernando Valley of Southern California. I’m sooo sure you will be interested in and informed by something perhaps less familiar, even tubular, wonelly.
    [Show full text]
  • Language Contact and Language Shift in Ireland
    Language Contact and Language Shift in Ireland English as a Contact Language Raymond Hickey University of Zürich English Linguistics, Essen 7-9 June 2010 email: [email protected] 1 Contact scenarios by regions of the anglophone world The British Isles United States Historical contact African American English England Chicano English Wales German-influenced English Scotland Cajun English (Lower South of US) Ireland Canada Newfoundland English (dialect contact) Europe English in Quebec (contact with French) Malta, Gibraltar Channel Islands South Asia South Africa India, Pakistan Afrikaans English South-East Asia South African Indian English Singapore, Malaysia Hong Kong Australia The Philippines Aboriginal English New Zealand Pacific Maori English Hawaii, Fiji, Solomon Islands Vanuatu, Papua New Guinea, etc. 2 Contact: Some preliminary distinctions 1)Language contact is really contact between speakers of different languages. 2)The term language is an abstraction from a certain type of symbolic human behaviour. 3)Contact can be motivated by necessity (filling of lexical gaps, new terms for new phenomena, e.g. scientific inventions) but can also be the result of prestige (granted a difficult concept), or just a passing fashion, as with the many borrowings from English which are not strictly speaking needed by the modern European languages which have them. 3 4 Linguistic levels and contact (not shift scenarios) Levels most affected Vocabulary (loanwords, phrases) Sentence structure, word-order Speech habits (general pronunciation, suprasegmentals [stress, intonation]) Sounds (present in loan-words) Grammar (morphology: inflections) Levels least affected 5 Language shift The original language of a speech community is abandoned and all the speakers shift to the new language within a fairly well delimited period of time, a few centuries at most.
    [Show full text]
  • 153 Natasha Abner (University of Michigan)
    Natasha Abner (University of Michigan) LSA40 Carlo Geraci (Ecole Normale Supérieure) Justine Mertz (University of Paris 7, Denis Diderot) Jessica Lettieri (Università degli studi di Torino) Shi Yu (Ecole Normale Supérieure) A handy approach to sign language relatedness We use coded phonetic features and quantitative methods to probe potential historical relationships among 24 sign languages. Lisa Abney (Northwestern State University of Louisiana) ANS16 Naming practices in alcohol and drug recovery centers, adult daycares, and nursing homes/retirement facilities: A continuation of research The construction of drug and alcohol treatment centers, adult daycare centers, and retirement facilities has increased dramatically in the United States in the last thirty years. In this research, eleven categories of names for drug/alcohol treatment facilities have been identified while eight categories have been identified for adult daycare centers. Ten categories have become apparent for nursing homes and assisted living facilities. These naming choices function as euphemisms in many cases, and in others, names reference morphemes which are perceived to reference a higher social class than competitor names. Rafael Abramovitz (Massachusetts Institute of Technology) P8 Itai Bassi (Massachusetts Institute of Technology) Relativized Anaphor Agreement Effect The Anaphor Agreement Effect (AAE) is a generalization that anaphors do not trigger phi-agreement covarying with their binders (Rizzi 1990 et. seq.) Based on evidence from Koryak (Chukotko-Kamchan) anaphors, we argue that the AAE should be weakened and be stated as a generalization about person agreement only. We propose a theory of the weakened AAE, which combines a modification of Preminger (2019)'s AnaphP-encapsulation proposal as well as converging evidence from work on the internal syntax of pronouns (Harbour 2016, van Urk 2018).
    [Show full text]
  • New Ways of Analyzing Variation
    October 10-12, 2019 University of Oregon Forests and trees V nwav48.uoregon.edu @nwav48 WA N 48 NEW WAYS OF ANALYZING VARIATION TABLE OF CONTENTS WELCOME! ................................................................................................................................................ 4 NWAV ANTI-HARASSMENT POLICY ................................................................................................. 4 ACKNOWLEDGMENTS ............................................................................................................................. 5 SPONSORS ......................................................................................................................................... 5 ABSTRACT REVIEWERS .................................................................................................................... 6 LOCAL ORGANIZING COMMITTEE ................................................................................................... 7 NWAV STEERING COMMITTEE ......................................................................................................... 7 LOOKING FORWARD TO NWAV49 ......................................................................................................... 7 PROGRAM AT A GLANCE ........................................................................................................................ 8 SOME GENERAL INFORMATION ............................................................................................................ 9 STEERING COMMITTEE ELECTIONS
    [Show full text]
  • Wavelength Midlo Center for New Orleans Studies
    University of New Orleans ScholarWorks@UNO Wavelength Midlo Center for New Orleans Studies 1-1981 Wavelength (January 1981) Connie Atkinson University of New Orleans Follow this and additional works at: https://scholarworks.uno.edu/wavelength Recommended Citation Wavelength (January 1981) 3 https://scholarworks.uno.edu/wavelength/3 This Book is brought to you for free and open access by the Midlo Center for New Orleans Studies at ScholarWorks@UNO. It has been accepted for inclusion in Wavelength by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. fl\ 1 1.) -z/1 I What Makes THE COLD So Hot? JANUARY 1981 VOLUME 1 NUMBER 3 by The Editors of .Rolling Stone Magazine From The Wall Street Journal of Rock comes THE ROLLING STONE MAG- AZINE ROCK REVUE .. the idea behind the most exciti ng concepr in rock radio si nce the album-cut format. THE ROLLING STONE MAGAZINE ROCK REVUE is rock ·n roll news at its best-as onlv the bible of the Rock Music industry could bring to your listeners. Featuring behind-the-scene stories of concert tours. recording sessions. rock ·n roll parties. movies. benefits. record reviews. interviews. the latest album music ... everything happening in Rock today. and tomorrow. Listen for it Weeknights fm at 9:50p.m . B? 10:50p .m . Requests: 260-1100 100 Concert Info:260- WRNO JANUARY 1981 VOLUME 1 NUMBER 3 Features What Makes The Cold So Hot?______ ___,._ 6 Patrice Fisher _ 10 Cajun Bandstands 12 Salt Creek Band 14 Departments January_ 4 Jazz ____________________________19 Rare Records _20 Pop ___21 ~~ n Rock _ 3 Reviews _.25 Open 2 p.m.
    [Show full text]
  • January 1984)
    University of New Orleans ScholarWorks@UNO Wavelength Midlo Center for New Orleans Studies 1-1984 Wavelength (January 1984) Connie Atkinson University of New Orleans Follow this and additional works at: https://scholarworks.uno.edu/wavelength Recommended Citation Wavelength (January 1984) 39 https://scholarworks.uno.edu/wavelength/39 This Book is brought to you for free and open access by the Midlo Center for New Orleans Studies at ScholarWorks@UNO. It has been accepted for inclusion in Wavelength by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. ORLEANS '84 World's Fair: 'The Most Exciting Plate In The World' Trash Movies As Art Movies Theatre Art& Music Rolling Listings With Shirley and Lee Thoroughly Modem Marsalis BULK RATE U.S. POSTAGE PAID ALEXANDRIA, LA PERMIT N0.88 utauelenglh ISSUE N0.39 • JANUARY 1984 ISSN 0741·2460 ''I 'm not sure, but I'm almost positive, that all music came from New Orleans. '' -Ernie K-Doe, 1979 Cover photo by Michael P. Smith t table of contents What a Year!!! Features -------• World's Fair by Bunny Matthews ............ 14 You're gonna need Wavelength in 1984 Shirley Goodman by Almost Slim . ........... 16 Naughty Marietta New Orleans knows how to party, but this by Don Lee Keith . .. .. .... .. 19 year, we're really going to show our Ellis Marsalis With all the thousands of events to by Yorke Corbin . 21 from, you're going to need us more Spirit World ever, so you won't miss one minute of the by rico .. .... ...... .. ... ... 23 fun. Departments----- January News .. ...... ... ......... 4 AND IF YOU SUBSCRIBE NOW, Golden Moments by Almost Slim .
    [Show full text]