ISHU 3422-101 – Summer 2013 SIS (12274) Bachelor of Interdisciplinary Studies Program Undergraduate Course, 3.0 Credit Hours University of Virginia

APPALACHIAN MUSICAL TRADITIONS

Prof. Dave Wood [email protected] Zehmer Hall Room B Dave’s Phone: 757-745-9647 6:00 P.M. to 10:00 P.M. Office Hours: By Appointment

Course Description:

This course will introduce students to traditional , the history of the Appalachian region, and the folklore and folkways of its people. The course will progress chronologically, beginning with the early folk traditions that eventually became “old-time” music and ending with popular music (e.g., country and Americana) that has roots in . After exploring pre-industrial “downhome” old-time music, sacred music, and the advent of the string band tradition in the early 20th century, we will cover the birth of the country music industry, bluegrass, and the traditional music revivals of the 1950s through the present. While the Appalachian Mountains extend north into Canada, and there is a related musical tradition in that region, we will focus primarily on the Southern Appalachians, as this the home to the most widely influential musicians and styles and was the main site of the African/European cultural interchange that resulted in so many of our native American musics. In addition to the pervasive issue of race, we will also touch on class, gender, the “” stereotype, and even aspects of music psychology as it relates to this music and the people who play it.

While this is a course about music, you are not expected to be a musician or have prior musical training. You will not be graded on your playing or musical output, but you will be expected to participate and put in your best effort. You will listen to a good deal of music for this course both at home and in class, and you will be expected to respond to particular characteristics of the music such as instruments, singing and playing styles, rhythms, melodies, lyrics, and the overall structure and character of songs and dance tunes. Close listening is a skill that can be taught and learned, and the listening responses will be structured in a way that acknowledges the learning curve of the students.

For a variety of reasons, the Appalachian is the ideal instrument through which students can access this musical tradition as beginners. Students will assemble their own from kits and then learn to play traditional Appalachian tunes on those instruments in group and solo settings.

There will be a fair amount of writing involved in the course, but much of it is informal, and there is no formal research paper assignment. For the final project students will conduct and present original research of some aspect of Appalachian music. Previous musical experience, while potentially helpful, is not required.

2

Learning Outcomes:

On completion of this course, the student will:

 Be able to identify the origins, important instruments, major styles, and common settings of Appalachian music  Understand the significance of Appalachian music in the creation of American popular musical forms and in popular culture  Argue for and against the idea of the existence of “Appalachia” as a distinct cultural region and how this has changed over time  Be able to confirm or deny common Appalachian (i.e., “hillbilly” stereotypes)  Have developed an informed understanding of the cultural property and heritage tourism issues involved in the traditional music revival  Have acquired a basic knowledge of the Appalachian dulcimer and the ability to play melody and accompaniment on a few traditional tunes  Have improved his or her close listening skills and the ability to write engagingly about music

Required Text: None – electronic readings will be posted to the Collab site.

Required Additional Resources and Technical Components:

 Students will purchase dulcimer kits and supplies from the instructor on the first day of class.  It is recommended that students use good quality speakers or headphones for the listening assignments. Some of the music we’ll listen to is very old and of poor acoustic quality, and most laptop speakers are likely to make matters worse in this regard.

University Email Policies:

Students are expected to check their official UVA email addresses consistently to remain informed of university communications, as certain communications may be time sensitive. Students who fail to check their email on a regular basis are responsible for any resulting consequences.

*Please use only your UVA email address for course correspondence*

3

UVaCollab Site:

Our Collab site will contain the course readings and listenings and also links and resources for your papers and other assignments. Grades, evaluations, and anonymous feedback for me will also be done through Collab.

Important Sections: 1) Anonymous Feedback  You can leave this for me at any point during the course

2) Drop Box  Where you will upload your mini-papers

3) Resources  Where you will find the readings and listenings and also useful links for your other assignments

4) Forums  For your forum posts and open discussion

5) Gradebook  Where I’ll post feedback and grades on written assignments

Course Sequence:

Session 1 (May 20th): Introductions; Overview of Appalachia; Old-Time Music Pt. 1 Session 2 (May 21st): Old-Time Music Pt. 2 Session 3 (May 22nd): Commercialization; The Carter Family; Doc Watson Session 4 (May 23rd): Sacred Music; Old-Time Music Pt. 3 Session 5 (May 24th): Appalachian History and Stereotypes Session 6 (May 28th): Bluegrass Pt. 1 Session 7 (May 29th): Bluegrass Pt. 2 Session 8 (May 30th): Country Music Session 9 (May 31st): Traditional Music Revivals; Americana; Heritage Issues Session 10 (June 1st): Presentations; Final Jam

Course Requirements / Evaluation Standards:

In-Class Presentation: 25% Mini-Papers: 20% (10% each) Forum Posts: 20% Quizzes: 20% Level and Quality of Participation: 15%

A = 93-100 B+ = 87-89 C+ = 77-79 D+ = 67-69 F = <60 A- = 90-92 B = 83-86 C = 73-76 D = 63-66 B- = 80-82 C- = 70-72 D- = 60-62

4

In-Class Presentation: Your main project in the course, which can take many different forms. The general idea is to choose some facet of this music and its larger context, create a multi-media presentation, and present this to your classmates during our last class session. The level of focus is up to you. For example, you might focus on one or more musicians as emblematic of some area/time period/style, or you might focus on a broader phenomenon like women in . Whatever form or focus your presentation takes, it should attempt to integrate both the music itself and the larger Appalachian context in which it exists. Due to the compacted schedule of this course, you will need to start selecting your topic right away and have a proposal of your project in to me no later than Friday, May 24th.

Music (i.e., actual musical sound), should be at the core of the presentation, though you are not required to perform the music yourself (cueing sound recordings or videos is fine). Should you choose to play or sing music yourself (lecture/recital format) you will not be graded on your musical prowess or lack thereof! This is not a music performance course, and there is not enough time in our short session for anyone without prior experience with this music or the instrument to pull off a polished performance. That being said, everyone is encouraged to incorporate some of their own playing and/or singing into these presentations. You can recruit fellow classmates and/or me to play with you if you like.

Mini-Papers: Two short (3-4 page) papers: the first due on Wednesday, May 22nd and the second due on Monday, June 3rd (this is AFTER our last class meeting). These will take the form of a personal essay and will address your understanding of this region and its music at the beginning and end of the course. Detailed prompts for the papers will be distributed in class.

Forum Posts: About 2 paragraphs in response to the assigned reading and listening, posted on the Collab forum in advance of the respective class. I will provide general prompts. Four forum posts will be required for full credit (you choose which four), but you may do a fifth for extra credit.

Part of the purpose for these posts is to inspire discussion before we meet in class, so feel free to respond to your classmates’ posts on the forum, even if you’re not posting yourself that class.

Quizzes: 3 or 4 short multiple-choice and short-answer quizzes will be given throughout the 2- week session. Questions will come from the readings and in-class lecture/discussion. Some questions will also be drawn from the listening assignments.

Participation: Class participation is essential to this class, and everyone is expected to contribute their fair share. Your classmates and I value your input, since it’s likely that you’ll pick up on something important that others may have missed or have a unique insight into some topic that we cover. Participation does not just mean voicing your opinion (although that is always welcomed) – it also means demonstrating a deep engagement with the course material.

We will also be learning to play and playing the dulcimer together every class session, and this will require a positive and encouraging attitude from everyone. If you decide to take your dulcimer home to practice, it is your responsibility to bring it and any accessories back to class in good working order. 5

Because your participation is so important to your fellow classmates’ success, your participation grade will be determined at the end of the course by both me and your classmates.

Attendance Policy: Due to the nature of this compacted 2-week schedule and the demanding workload in this course, attendance is mandatory. Unforeseeable situations (e.g., an emergency) that require an absence or partial absence will be dealt with on a case-by-case basis and will always require a make-up assignment. A substantial grade penalty will be assessed for the failure to submit make-up assignments due to an absence, and you will not be able to pass this course if you miss more than one class session, for any reason. If you find yourself in this situation, you should notify me to discuss your options immediately. Please see me right away if you have questions about the attendance policy.

Purpose Statement: The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining a spirit of free inquiry directed to understanding the nature of the universe and the role of mankind in it. Activities designed to quicken, discipline, and enlarge the intellectual and creative capacities, as well as the aesthetic and ethical awareness of the members of the University and to record, preserve, and disseminate the results of intellectual discovery and creative endeavor serve this purpose. In fulfilling it, the University places the highest priority on achieving eminence as a center of higher learning.

Content and Discourse in Professional Education Courses: Students are expected to discuss issues respectfully and to honor differing points of view. The University and its School of Continuing and Professional Studies do not discriminate in any of their programs, procedures, or practices against any person on the basis of age, citizenship, color, handicap, national origin, political affiliation, race, religion, sex, sexual orientation, or status as a disabled veteran or veteran of the Vietnam era. The University operates equal opportunity and affirmative action programs for faculty, staff, and students. The University of Virginia is an Equal Opportunity/Affirmative Action Employer. Any applicant for admission or employment, or any student who feels discriminated against should contact the University’s Office of Equal Opportunity Programs (EOP).

University of Virginia Honor Code: All work should be pledged in the spirit of the Honor System of the University of Virginia. The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers: “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)”. The pledge should be signed by the student. Students should refer to the University Record for more information concerning the Honor Code. The Honor code at the University of Virginia is listed below:

6

Honor Code at UVa Founded in 1842, the Honor System is one of the University's most cherished institutions. Based on the principle that University students want to be trusted, the Honor System helps create and strengthen a school-wide community of trust. Students at the University make a commitment not to lie, cheat or steal within Charlottesville, Albemarle County, or where they represent themselves as University students in order to gain the trust of others. Because they have make this commitment, students are trusted by peers, faculty members, administrators, and community residents alike. Students conduct themselves with integrity and are presumed honorable until proven otherwise. Students are recruited and trained by the Honor Committee to serve as advisors and to provide counsel. Students investigate Honor allegations, assist and support accused students through the Honor process, and work with accused students in their defense at trial. Honor jury panels are similarly comprised entirely of students. While anyone may initiate Honor proceedings, the process is administered entirely by students. The vitality of the Honor System depends upon the willingness of students to uphold the high standards set by their peers. When a student is formally accused of an Honor offense following investigation, that student may elect to either (1) leave the University, without requesting a trial (in which case that student will be deemed to have admitted guilt, whether or not such an admission is expressly made), or (2) request an Honor trial.

Any student found guilty of an Honor offense, or deemed to have admitted guilt after having left without requesting a trial, will be permanently dismissed from the University. The notation "enrollment discontinued" will be placed on the student's transcript, without specific reference to the Honor proceedings. In the case of a student found guilty of an Honor offense following graduation, or deemed to have admitted guilt without requesting a trial after graduation, the General Faculty of the University may undertake proceedings to revoke that student's degree. The rules of the Honor System apply to any person who was a University student at the time an alleged Honor offense was committed, so long as a case is initiated within two years thereafter. Students who enroll at the University benefit from the freedom and security provided by the Honor System; every student must agree to live by and support the spirit of honor.

Applicants who are not prepared to embrace this freedom and accept this responsibility should not apply for admission. This is intended as a brief summary of some important aspects of the University's Honor System. For more information, visit the Honor Committee Web page: www.student.virginia.edu/~honor. If you have further questions, please call the Committee at (434) 924-7602.

Special Needs:

It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws. Any SCPS student with a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note- taking, etc.), should contact the Learning Needs and Evaluation Center (LNEC) and provide them with appropriate medical or psychological documentation of his/her condition. Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and implementation of accommodations. 7

If students have difficulty accessing any part of the course materials or activities for this class, they should contact the instructor immediately. Accommodations for test taking should be arranged at least 14 business days in advance of the date of the test(s). Students with disabilities are encouraged to contact the LNEC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434- 243-5188/Fax. For more information visit U.Va. Special Needs Website.

FERPA:

Family Educational Rights & Privacy Act (FERPA) Students attending, or who have attended, the University of Virginia are given certain rights under the Family Educational Rights and Privacy Act of 1974 as amended (20 U.S.C. 1232g) and Rules of the Department of Education (34 C.F.R. Part 99) implementing this Act. For more information visit U.Va. Ferpa Website.