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Unleashing the Cultural Pedagogy of Black Gospel Singing by Darryl

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Unleashing the Cultural Pedagogy of Black Gospel Singing by Darryl Break Every Chain: Unleashing the Cultural Pedagogy of Black Gospel Singing By Darryl Andre Jordan Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in College Teaching in Teachers College, Columbia University 2021 © Darryl Andre Jordan 2021 All Rights Reserved ABSTRACT BREAK EVERY CHAIN: UNLEASHING THE CULTURAL PEDAGOGY OF BLACK GOSPEL SINGING Darryl Andre Jordan Gospel singing is a musically sophisticated and culturally influential vocal performance style. Yet, its pedagogy is often expressed through the lens of formal/classical training or a Contemporary Commercial Music (CCM) umbrella for all non-classical styles. This is problematic because classical training does not produce gospel singing, and most CCM styles are derivatives of the black vernacular singing practices that are foundational to gospel music. It follows that Gospel singing should be foundational to the study of CCM styles. However, in the absence of formal vocal training, little is known about how gospel singers actually develop and maintain healthy gospel singing voices. The purpose of this study is to explore with 12 professional gospel singers, their perceptions of how they have developed and maintain a vibrant and successful gospel singing voice and what role, if any, formal voice training played in that development. The exploration revealed that professional gospel singers are often not only formally trained, but gospel is a key part of their formal training. Their gospel upbringing taught them key cultural practices that both align with and expand the conversation around traditional, CCM, and the growing Gospel voice pedagogy. Their stories offer a different perspective about how gospel singers learn and how they should be taught. TABLE OF CONTENTS CHAPTER I: INTRODUCTION………………………………….….…………….……….….1 Background/Context…………...…………………………………………….…….……...1 Problem………………………...…………………………………………….…….……...5 Purpose…………...…………………………………….…….……………………………6 Research Questions…………...…………………………………….…….……………….6 Approach…………...…………………………………….…….………………………….7 Anticipated Outcomes…………...…………………………………….…….…………….8 Assumptions…………...…………………………………………….…….…………....…8 Rationale…………...……………………………….………………….…………….……9 A Narrative: For the Love of Gospel………………………….………….….…….…… 9 Definitions…………...…………………………………………………..….…….……...13 CHAPTER II: REVIEW OF LITERATURE.………….…...……………...…………...……17 Voice Science and Pedagogy…………………..……………...…………………………17 Different Styles, Same Plantation…………………...………...………………………...31 Cultural Artifact, not Culture Bearer………….………..….……...………….……….…38 Traces of Gospel Training……..….….………………...………….……...……………..39 Toward a Gospel Singing Pedagogy………...………..……...……..…….……………..43 The Intersection of Voice Health & Cultural Authenticity……….………….……..…...52 Gospel Training in Full Color…….………………………..…………………………....54 Gospel Training in Context...…………………..…...………………...…………………56 CHAPTER 3: METHODOLOGY………......…….……..…………………………...……….62 Purpose & Introduction……………………………………..…………..………………..62 Participants & Setting……………………………………...…………………….………62 Pilot Study…………..……………………….…..…………………..…………….……..66 Literature on Methods……………………………………………………………………74 Plan of Data Collection & Analysis…………………………………...…………………76 Validity & Reliability……………………………….…...………………………………77 Limitations……………………...…………………………………………………..……77 CHAPTER VI: DATA…………...…….……..…………………………...……………………79 Family Portraits……………..…………………………………………..………………..79 Whitney, 37 (6/Texas/Baptist & AME)………………………………………….………81 Gospel Upbringing…………..……………………………..…………..….……..81 Formal Training…………...………………………...……..…………..….……..82 Managing the Vortex……….…..………….………………..………....….……..82 Jimmy, 33 (9/New York/S.D.A. & C.O.G.I.C.)……………………………...….………83 Gospel Upbringing…………..……………………………..…………..….……..83 Formal Training……………..…….…...…………………..…………..….……..84 Managing the Vortex…………….……….………………..…………..….……..85 Chloe, 31 (3/New York/Charismatic Non-Denominational)………….……...….………86 Gospel Upbringing………..………………………………..…………..….……..86 i Formal Training…………..…….………………………..………...…..….……..87 Managing the Vortex………….....………….………………..………..….……..88 Michelle, 39 (5/Ohio/Baptist)…………………………………...…….…………………88 Gospel Upbringing…………..……………………………..…………..….……..88 Formal Training…………..…….…………………...……..…………..….……..90 Managing the Vortex…………..…………………………..…………..….……..90 Bryson, 38 (0/Georgia/Baptist & Pentecostal)……………………………….……..…...92 Gospel Upbringing…………..……………………………..…………..….……..92 Formal Training…………..…….………………...………..…………..….……..93 Managing the Vortex………….....………………….………..…………...……..93 Kaylah, 35 (5/New York/Disciples of Christ “Afro American”)………….……….....…94 Gospel Upbringing…………..……………………………..…………..….……..94 Formal Training…………..…...………….………………..…………..….……..95 Managing the Vortex…………..…………………………..…………..….……..96 Jaden, 47 (0/Illinois/Baptist)…………………………………………………….………96 Gospel Upbringing…………..……………………………..…………..….……..96 Formal Training & Managing the Vortex ……….…..……………...…….……..98 Alyssa, 36 (0/New York/Pentecostal)…………….…………………………….…..…99 Gospel Upbringing…………..……………………………..…………..….….99 Formal Training & Managing the Vortex ….………..……………...…..….…..100 Brianna, 50 (3/New York/Baptist and C.O.G.I.C.)………….………………………...101 Gospel Upbringing…………..……………………………..…………..….….101 Formal Training…………..….………………...…………..…………..….….102 Managing the Vortex………...…..………….………………..………….….….103 Daniel, 58 (6/North Carolina/Pentecostal)………….………………………….……...105 Gospel Upbringing…………..……………………………..………….….…….105 Formal Training…………..…....………………………….....…………..….….106 Managing the Vortex…………..…..………….………………..…………...….107 Veronica, 32 (6/New Jersey/Pentecostal & Non Denominational)…………………...108 Gospel Upbringing…………..…...…………………………..…………..….….108 Formal Training…………..….…...………………………..………...…..….….109 Managing the Vortex………...…..……………….…………..…………..….…110 Michael, 47 (0/New York/Pentecostal)………….…………........................................111 Gospel Upbringing…………..……..……………………..…………..….……111 Formal Training…………..………………………...……..…………..….……112 Managing the Vortex…………..…..……………….………..………..….……113 CHAPTER V: DISCUSSION…………...…….……..…………………...……...…………115 Purpose…………………………………………………………...……………………115 Research Question 1: Gospel Training/Upbringing……………...…………………116 Growing Up Gospel……………………...…….…………………………...…116 Black Vernacular……………………………….…………………….……….119 Charismatic…………………………………….……….…………….……….120 Family = Church………………….…………………….……………………..121 Mothering & Smothering………………………………….………….…..…122 Calling and Responding Together……………………………….……….…124 ii Hymn Singing………………………..…………...…….…………….….…124 Harmonizing…………………...………………….………………….….…126 Encouraging Novice Attempts……………………...…………………...…127 Increasing Complexity & Inventiveness……..……………………….……128 Wide Exposure within the Church……………..…….……….……………127 Research Question 2: Formal Training……………..…………………………………..129 Debunking the Myth…………………………………………….……..…..129 Gospel is Devalued……………………………………………….……..…130 Formal Lessons are Valued by Cost…………………………….…....……131 Lack of Gospel in Formal Training………….………………….…....……132 Research Question 3: Managing the Vortex……………..………...………………...…133 Invitation & Acceptance…………………………….…...……………..…133 The African American Link……………………………………..…...……133 Gospel Sound………………………………….……………………..……135 Research Question 4: Gospel Voice Maintenance……………..………………….……136 Gospel Conditioning……………………………………...…….…………136 Anointing & Signifyin(g)…………………………………………..………138 CHAPTER VI: CONCLUSION…………...…….……..…………………………...……….142 Shift to Communal Music………………………………………..……………..………143 Shift to Sage & Apprentice Model…………..………..……………………...…………143 Shift the Message……...………..…………...………………………….……………....144 Shift from Technique to Function…………...………………………….……………....145 Shift from Conservatory to Church…………...………….…….……….……………....146 Shift from Curriculum to Lived Experience………………….……….………………..146 REFERENCES………………….………………………………………………….…………149 APPENDICES…………...………….………………………………………………………...157 Appendix A: Pilot Interview……… …………….……………………………………...…….157 Appendix B: Informed Consent and Participants Rights Form…………..…..………...……..162 Appendix C: Interview Question Guide (Motown Letter)……..……………………………..166 Appendix D: Sample Artist Interview Questions……..……………..………………………..168 iii LIST OF TABLES & FIGURES Figure 1: Conceptual Framework…….………………………………………………………….6 Figure 2: The Larynx: Viewed from Above…….………...……………………………………..18 Figure 3: The Larynx: Cross Sectional View…….…………………….………………………..19 Figure 4: The Vocal Anatomy: Larynx, Vocal Fold, Pharynx, & Mouth Cavity……………..…21 Figure 5: Respiratory System…….…………….………………………………………………..22 Figure 6: Gospel Vocal Ranges vs. Classical Vocal Ranges…….………………………………39 Figure 7: Gospel Vocal Components by Subgenre…….………………..………………………40 Table 1: Gospel Practices vs. Classical Practices…….….……………………...………………41 Figure 8: Criteria for Professional Gospel Singers…………..….………………………………63 Figure 9: Interview Questions…………………………………………………………………...64 Figure 10: Private Lesson Curricular Coverage…….….…………………………………….…67 Figure 11: Regular Voice Health/Baseline…….……….……………………………………..…68 Figure 12: Voice Health After Singing Contemporary Gospel…….……………………………69 Figure 13: Incidence of Vocal Injuries……………………………..……………………………70 Figure 14: Focused Pilot Interview……………………………..….……………………………73 iv ACKNOWLEDGEMENTS Thank you, Lord Jesus Christ, for your provision, favor, and discipline! To my wife, Linda, thank you for loving me, praying for me, giving me space to work throughout this process, and keeping our wonderful children occupied when I worked. You truly share in this accomplishment! To my amazing
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