Saturday, March 29, 2008

Cedar flute -- new age or traditional?

HUM 221 -- links for class Monday.

Times change. Until fairly recently, the popular stereotype of Native American music came from the old Western movies ... heavy on the drums, in 4/4 time accented BUM-bum-BUM-bum BUM-bum-BUM-bum on the first and third beat ... but now it's an instrument variously known as the cedar flute, the Lakota courting flute or simply the Native American flute. It's especially a staple of "New Age" radio programming, and it's become an iconic sign of Native culture, as we hear on the homepage of KINI-FM on the Rosebud reservation in South Dakota. Where else have you heard music like this?

Today we're not going to study New Age beliefs and culture, although New Age music has influenced the way the Native flute is played and marketed. It's easy enough to find on the Internet without my adding links. (If you want a refresher on New Age in general, Wikipedia has an overview, and we can rely on Wikipedia users to correct each other's weasel words and keep it honest.) Instead, we'll look at the origins of the instrument and listen to some of the music.

Robert Gatliff, a cedar flute afficionado, webmaster of the Flutetree.com website and "the guy paying the rent for this site," has a collection of descriptions of flutes, pan pipes and other wind instruments going back to 1528. But the cedar flute as we know it goes back to the Plains Indians and their neighbors during the 1800s. Here's a good thumbnail description on the Wisconsin Historical Museum website:
The flute once played an integral role in love and courtship in Native American society. Traditionally, courtship was a public affair that involved a girl’s family and friends. Prior to marriage, families guarded their daughters against having free friendships with young men and an exaggerated shyness among adolescent girls was considered charming.

To attract a girl’s attention, a young man would arrive in the evening outside of her family’s home and play a beautiful love song on his courting flute. The pleasing tones of the instrument, rising and falling in slow sliding cadences, served to entice her into falling in love with him. Specific traditions varied between different villages and tribes. One tradition held that although a young man would play his courting flute, the girl was not allowed to respond to this advance alone. The potential mate first needed to offer the spoils of a hunting expedition to the girl’s parents before he could be considered an acceptable suitor.

The courting flute is no longer learned or played in its traditional context. In earlier days, flute players received no formal instruction, rather learning only by listening to others play, but today lessons are often offered in a classroom setting. In addition, while it was once played only by men with no other instrumental or voice accompaniment, the flute is also currently played by many women, often as part of contemporary Western musical compositions. Even though it has greatly evolved, the beauty of the Native American flute and its haunting music have endured in the modern age.
It accompanies a 1929 photo of a Chippewa (Ojibwe) flute and a striking flute handcrafted in 1994 by flute carved by Louis Webster, of Menominee, Stockbridge, Potawatomi and Oneida descent. There in a nutshell you can see how traditional artists preserve their heritage but also change it and adapt it to new ways over the years.

Another brief article tells of a cedar flute demonstration at SCI. I wrote it for Illinois Times.

Something to look for in all the articles. Many of the artists have Native heritage -- often it is mixed heritage, i.e. more than one tribe or nation and often white ethnic heritage as well. But the music sells like hotcakes to white audiences (remember when we discussed "expropriation" earlier?), and the people who have flocked to learn the Native flute in recent years tend to be white.

To see how the instruments have evolved, compare the 1929 instrument on the Wisconsin museum site and the instruments from the 1820s and 1830s pictured on Gatliff's website to the Amon Olorin Flutes made by Ken Light, who is not of Native blood but has absorbed the culture and its music. He makes flutes for Carlos Nakai (see below), one of the leading Native flute artists. Spend a few minutes with the Amon Olorin catalog and click on the pictures of the flutes to hear the sound of each. It will not only give a sense of the tone of the different instruments, but you will also hear some of the characteristic swoops, flourishes and trills of an accomplished player.

In class we will listen to a radio sound portrait of R. Carlos Nakai. Of Navajo (Dine) and Ute heritage, Nakai is perhaps the most well know artist on the Native flute today. He has famously described his style as "SynthacousticpunkarachiNavajazz," and he has released 35 albums on the Canyon label, which specializes in Native American music. He performs with jazz bands, symphony orchestras and a variety of Asian musicians. You can visit his website at http://www.rcarlosnakai.com/
to learn more.

Some of his thoughts on music and philosophy are discussed in a Q&A on Ken Light's website. Some of Nakai's questioners sound like New Agers, and his attitude seems welcoming of their search for spritual meaning. But notice how he says. "I do not encourage anyone outside of the indigenous cultures to visit or otherwise impose upon native communities and individuals because as indigenous folk we have our own responsibilities and work to engage ourselves in daily and don't need a lot of loose baggage to tow around."

Thursday, March 27, 2008

A (somewhat virtual) trip on the pow wow trail

Apparently the DVD that I'd been relying on to introduce you to pow wows and pow wow dancing is fried. So we're going to skin the cat another way. (Sorry about that, Kitty.) We're going put together a pow wow on YouTube. But first, let's pause for this message. It's the Smithsonian Institution's promotional video for the 2007 National Powwow at the Verizon Center in Washington, D.C. It'll give a taste of what a pow wow looks like on professional quality video.

One of the best places to start, though, is Wikipedia. Its page on pow wows explains how they're organized and what to look for. What to listen for, too, since the drum and the master of ceremonies ("emcee") are so important. Another basic website, and a very good one, is Powwow Power ... especially its page on Powwow Etiquette. We'll visit it briefly.

But we'll spend most of the class Friday watching videos collected by YouTube subscriber Ahwahneechee, who describes himself as "a Paiute person whose ancestors came from several bands of Paiutes through out California and Nevada" and who has a fascinating set of videos on pow wow dancing and Native American history. There's other stuff on the net that's more technically proficient, like the Smithsonian promo shots above, but these clips were obviously put together by someone who knows and loves the art form.

We'll watch snippets of:
Bonus! A potato dance at the Welcome Back Pow Wow in 2005 at Southern Oregon University. What's a potato dance? Is it traditional? I doubt it, although one of the YouTube posters who commented on this video mentioned seeing the same dance done with oranges at another pow wow. But it looks like fun.

Thursday, March 13, 2008

HUM 221: More on Whitecloud's Ojibwe/Anishinaabe (Chippewa) heritage, spirituality and dance

As you read "Blue Winds Dancing," you may want to check out this video called "Ojibway Heartbeat" to help you get in the mood. It combines pictures from a pow wow, a social dancing event, with nature shots of northern Minnesota or Wisconsin to a sound track of pow wow drumming.

Intermission: Learn how to say "hello" in Ojibwe in this language instruction video. The Ojibwe or Anishinaabe people are making great efforts to revive their language. Listen carefully at the beginning and you'll hear them called "Anishinaabe" in their native language. ("Ojibwe" is the name their neighbors gave them. It means "puckered," and its original meaning is obscure. "Anishinaabe" means the people.)

A powerful video called "Knowing the Ojibwe" combines footage from a pow wow on a Minnesota reservation with an interview with Richard Morrison, a pipe carrier or traditional spiritual leader. His religion was banned for a time during the 20th century, and parts of it are still not shared with outsiders. But Morrison explains some of the ethical principles behind it in terms that are common to many of us. Watch for what he says at the end of his interveiw about what each of us can do in our own communities. Something to think about.

Tuesday, March 11, 2008

HUM 221: Whitecloud's heritage -- some links

Tom Whitecloud, author of "Blue Winds Dancing" (1938), was a Chippewa Indian. Now the name is more often spelled Ojibwe or Ojibway, and many members of that nation prefer to call themselves Anishinaabe. Since you're writing a paper on the story, you'll want to know more about his cultural heritage.

The Milwaukee Public Museum has some excellent resources on the Ojibwe (when the @#$%! links are working) at its website on Wisconsin Indian tribes. Cross your fingers and try to visit the pages on culture and musical instruments. Note the relationship between dance, healing and spiritual life, if you can get to the webpages.

Also highly recommended: The six-part television series Waasa-Inaabidaa: "We Look in All Directions" at http://www.ojibwe.org/home/overview.html.
When a teenager opened fire at the high school on the Red Lake reservation in Minnesota, a reporter for the Minneapolis Star Tribune profiled the Red Lake Ojibwe community. It is one of the best sources I found. Be sure to read down to the description of a dance and an elder who said, "The answer is in the drums. ... The answer is in the circle."

A very brief overview and links are available on the Native Languages of the Americas website.

Speaking of spirituality, something we all ought to read -- repeatedly -- is Orrin Lewis' essay "Seeking Native American Spirituality: Read This First!" on the Native Languages website. Lewis is a Cherokee, and he has written one of the best common-sense guides for spiritual seekers available on the Internet. He has good advice for those of us who are not Native Americans on how to avoid being misled by fakes and how to treat Native religions with the respect they deserve.

A website devoted to maintaining Anishinaabe language and traditions put up by the Little River Band of Ottawa Indians in Michigan has a wealth of information about the culture. The Little River Band's annual pow wow or dance, called Jiingtamok

Sunday, March 09, 2008

HUM 221: 'Blue Winds Dancing,' Reflective response essay due March 24

Posted below is an assignment sheet for the reflective essay you will write over spring break. The story is available on line at several locations, including this personal website maintained by somebody who doesn't appear to be an expert but just liked the story and wants to see it available on the Iinternet. Sometimes people just like the story and keep coming back to it.

Here are some links to help you write your papers.

There's a good, detailed biography of Whitecloud by Daniel F. Littlefield Jr. of the University of Arkansas at Little Rock in The Heath Anthology of American Literature. Several shorter bios, too, including one in Wikipedia that informs us Whitecloud was "one of the Association of American Indian Physicians's foundering members." It's right about his role in the AIP, bit surely "foundering" is a typo!

[UPDATE: In class Monday, we fixed it. I had this post up on the screen, and a student suggested I edit it. Do what? Edit it. Right here? Right now? I'm an old print journalism guy. I learned newspapering on an old-fashioned black Underwood upright manual typewriter. I don't like technology. I don't trust computers. But I try to keep up to date. I believe in Wikipedia and the "wisdom of crowds," and I try to teach to use it wisely, not be scared away from it. So in a spirit of practice-what-you-preach, I clicked on the "edit this page" tab. I made the change: "... one of the Association of American Indian Physicians's foundering founding members." And we got, right there on the screen at the front of the classroom, an immediate demonstration of why Wikipedia works as well as it does.]

Not too much else out there about Whitecloud. WARNING: Stay very far away from the garbage offered by the term paper mills for aspiring plagiarists! You'll have to use your critical thinking skills to spot them, but any use of the term "essay," "essays," "paper" or "papers" in the website's name I interpret as presumptive evidence that they're in the plagiarism business. Some of the sites may be kosher, but the papers I've read -- and I've read enough of them by now to be able to recognize them immediately -- will not be helpful to you in this assignment.

I have written several tip sheets on how to write a reflective response for my classes, too. They are linked here and also to my faculty page on the Springfield-Benedictine website.

You'll find some good advice on my handout for Humanities 223 (roots music), headed "How to Write a Reflective Response on Music (or literature of any other work of art)." That title doesn't mention "Blue Winds Dancing," but it'll do. My three-part outline with Circumstances, Background and Analysis comes from there.

Linked to the reflective response handout is a "Sample Reflective Response Essay" I wrote on a Texas songwriter named Kinky Friedman. It shows you how to use the Circumstances-Background-Analysis format, too ... And it also tells you a little bit about a sadly neglected songwriter.

And linked to the Kinky Friedman sample is an old handout I wrote on literary reader response essays when I was teaching freshman English. It gives more of the theory of reflective response, which comes from an educator named Louise Rosenblatt. She once explained:
The special meaning, and more particularly, the submerged associations that these words and images [in a literary work] have for the individual reader will largely determne what the work communicates to him. The reader brings to the work personality traits, memories of past events, present needs and preoccupations, a particular mood of the moment, and a particular physical condition. These and many other elements in a never-to-be-duplicated combination determine his response to the peculiar contribution of the text.
It is that process of reacting to a text that gives each of us our own unique, individual interpretation. The process also frees us up to appreciate the work of an artist from another culture, because we are focusing on what speaks to us across cultural boundaries instead of pretending to be experts.

A word on plagiarism. My writing assignments are designed to be plagiarism-proof. If you follow the steps I list on the assignment sheet, they'll help you write a paper on which you exercise your independent judgment, come to your own conclusion and support it with evidence drawn from reading the story. If you don't follow the steps, I will stop reading your paper as soon as I realize you are giving me the same-old, same-old. In that event, I will return it to you with no grade and enter a zero (0) in my gradebook which will not be removed until you turn in a completed, original paper. But if I suspect plagiarism, I reserve the right to submit papers to SafeAssign for electronic analysis of their dependence on unqcknowledged sources.

Assignment sheet -- reflective response

Handed out in class Monday, March 10. -- pe

HUM 221: Native American Cultural Expression
Springfield College/Benedictine University
Spring Semester 2008

Reflective Response – ”Blue Winds Dancing”

Read the short story “Blue Winds Dancing” by Tom Whitecloud and write a 1,000- to 1,250-word paper in which you analyze your response to the story and the specific things about the story that made you respond to it as you did. You will need to look up some information about Whitecloud and his tribal heritage, i.e. the Ojibwe or Chippewa people, for background. But I want your paper to be the product of your own independent judgment. (Warning: Be careful to avoid using canned term papers or college essays about the story; there are literally dozens available on the plagiarism websites, and they are uniformly superficial and poorly written.) You may use either MLA or APA documentation. Due March 24, the Monday after spring break. A link to the story and more tips on writing a reflective response are available on our class blog at http://www.hogfiddle.blogspot.com/.

Start by reading “Blue Winds Dancing.” As you do, ask yourself these three questions.

  • What about the story stands out in my mind?
  • What in my background, values and experience makes me react as I do? How does it compare to Whitecloud’s background and experience as a college student?
  • What specific things about the story trigger my reaction? Which specific passages speak to me?

Thinking about these questions will help you frame a thesis. For this paper, you have to narrow your topic. You might decide, for example, that Whitecloud describes the same feelings anyone has upon going off to college and returning home for a vacation. So you might say his story is universal, even though it is grounded in his memory of returning home for an Ojibwe dance. How do you feel about it? Another example: You might say when Whitecloud says the drum is the heartbeat of the universe, he is reflecting a common Native American belief about music, dance and drumming. How do you feel about it? There are literally hundreds of good directions you can take your paper. Whatever your thesis is, be sure to say how the story speaks to you. In writing your paper, follow this format:

  • Circumstances. Give a two- to four-paragraph introduction to your essay. Start by describing what's on your mind as you read the story, how you feel about it, what you had for dinner, what the weather's like, anything that sets the stage.
  • Background. Here's where you give the necessary information about the piece. You don’t have to dwell on this, but at least tell about Whitecloud’s background as an Obijwe who studied at Berkeley. The story is autobiographical, so this stuff matters.
  • Analysis. This is by far the longest part of the paper, and the most detailed. In many ways, it will read like other papers you’ve written in English and humanities classes. As always, argue a thesis. Support your thesis by quoting passages from the story and analyzing how they affect your response. Remember, in college-level writing, an unsupported thesis is sudden death!

Email me your paper at pellertsen@sci.edu as a Microsoft Word attachment to the email message. If you do not follow the format stipulated above, or if I suspect plagiarism, your paper may be submitted to SafeAssign for screening. By turning in the paper for a grade in the course, you assent to such electronic monitoring.

Friday, March 07, 2008

HUM 221: 'Blue Winds Dancing'

If you want to read ahead over the weekend, here is a text of "Blue Winds Dancing" by Tom Whitecloud. We will write a reader response on it over spring break.

We?

Did I say "we?"

I meant "you." You will write the paper over spring break. If you want to get started reading the story now, here's the link.

Tuesday, March 04, 2008

HUM 221: Allotment, more on Oklahoma

Sometimes the people who tried the hardest to help Native American people did them the most harm. Many would say that is what happened when land held by the people in common were parceled out to individual Indians and the left-over or "surplus" land was sold to whites.

Ironically, allotment, as the process was called, was proposed by people who wanted to help the Indians by speeding their assimilation as American citizens (which most of them were not until 1924) rather than members of their own bands or nations. U.S. Sen. Henry Dawes, R-Mass., believed Indians should learn the cultural and economic values of whites, as he put it, to "wear civilized clothes ... cultivate the ground, live in houses, ride in Studebaker wagons, send children to school, drink whiskey [and] own property." He authored the Dawes Act of 1887, which mandated allotment of tribal lands formerly held in common by the tribe or Indian nation. The land was parceled out in individual farms, often to people who had no experience farming and no desire to farm, and the "surplus land" was sold to white settlers.

Problem was, not everyone had the Indians' best interests at heart. A lot of people were more interested in acquiring land. In Oklahoma, allotment led to settlement of much of the western part of the state by whites claiming ownership of former tribal land. At the same time, in the early 1900s, the U.S. government shut down the Cherokee, Creek, Choctaw and Chickasaw tribal governments, among others. It was all part of an overall effort to get Native Americans to assimilate to white culture; in fact, money from the sale of land was appropriated to schools where Indian youngsters were taught English and various menial trades.

Allotment also led to what was known as the "Oklahoma land rush," which was actually several "rushes" in which settlers raced onto newly opened land to stake claims. You can get a primary (first-person or eyewitness) account of the Oklahoma land rush of 1893 captures the sense of excitement -- and greed? -- when the Indian lands were opened to white settlers. Here's a video that sketches in (with a very broad brush) some of the effects of allotment on the Native peoples living in Oklahoma. The footage of the land rush is from a later Hollywood movie, but it is fairly accurate historically and is an iconic picture of the era.

You knew you were going to get to write something sooner or later, didn't you? Let's return to the (prose) poem "Autobiography" by Joy Harjo. She is of Muscogee heritage, and she speaks of her people's history and ends with "the Muscogee season of forgiveness, time of new corn, the spiraling dance." You were asked to respond to it several weeks ago. Now that you know more more of the poem's cultural and historical background, is your response any different? Ask yourself the same three questions: (1) What stands out? (2) What in your background makes you feel that way? (3) What, specifically, in Harjo's poem do you respond to?

Sunday, March 02, 2008

HUM 221: '5 Civilized Tribes' in Oklahoma

While most of us think of the Trail of Tears as a tragedy that befell the Cherokee Nation, they were only one of five tribes that were forced to move to what is now Oklahoma in the 1830s and 1840s. The others were the Creeks (Muscogee), who lived in Georgia and Alabama; the Seminole, who lived in Florida; the Choctaw, who lived mostly in Mississippi; and the Chickasaw, who lived in northern Alabama, Mississippi and Tennessee. White Americans of the 19th century knew them, without conscious irony, as the "Five Civilized Tribes" because they had adopted European-American forms of agriculture, government, religion and culture. In the Indian Territory (as Oklahoma was known before statehood), they joined the Osage, the Kiowa and other tribes already living there.

In class today, we will focus on the smallest of the five tribes that settled Oklahoma in the 1830s, the Chicakasaw. Closely related to the Choctaw, they once lived along the Tennessee River and west to Memphis, and now live in southeastern Oklahoma.

Read first Wikipedia's overview of the Chickasaw people and the historical overview and the cultural resources page on the official website of the Chickasaw Nation. The "Legend of the Big White Dog and the Sacred Pole" tells how the people got to their traditional homeland, and is also an unforgettable example of how myth and oral history relate to each other. Click on "Customs" and read the pages of marriage, religion and especially social dance. Pay special attention to the "Stomp Dance." One of the traditional festivals of all the "Five Civilized Tribes" was the Green Corn Ceremony, held when sweet corn ripens and the new year (in the traditional way of thinking) begins when the new crop comes on. Read the Wikipedia entries on the Green Corn Ceremony and the Stomp Dance. While people of the "Five Tribes" largely embraced Christianity, some elements of the traditional religion are preserved in the Stomp Dance and dance is properly considered to have religious overtones -- something like an old-fashioned gospel singing in the majority culture, which was both a religious and social event.

We will watch three videos. One shows Gary White Deer, explaining his work with a revival of Chickasaw and Choctaw song and dance. Listen for what he says about a "community of spirit" in the music. A very old clip shows men taking part in ceremonial dancing and (I believe) "going to water," a purification ritual. More recent is a video of a stomp dance at a pow wow in Oklahoma. Notice how everyone, of all ages, joins in the dance.

You knew you were going to get to write something, didn't you? Let's return to the (prose) poem "Autobiography" by Joy Harjo. She is of Muscogee heritage, and she speaks of her people's history and ends with "the Muscogee season of forgiveness, time of new corn, the spiraling dance." You were asked to respond to it several weeks ago. Now that you know more more of the poem's cultural and historical background, is your response any different? Ask yourself the same three questions: (1) What stands out? (2) What in your background makes you feel that way? (3) What, specifically, in Harjo's poem do you respond to?

Thursday, February 28, 2008

HUM 221 (Friday): Trail(s) of tears

Following up on this week's video about the history and culture of the Eastern Band of Cherokee Indians, we will visit websites today that tell more about the Trail of Tears. While we'll focus on the Cherokee people, most of whom were moved west under military escort in 1838, it is important to remember the Muscogee (Creek), Seminole, Choctaw and Chickasaw nations also had their trails of tears as they were forced out of Georgia, Florida, Alabama, Mississippi and Tennessee at the same time as the Cherokee. The National Park Service has several accounts of Cherokee removal at the website for Fort Smith, Ark., an important stop along the way for many of the Cherokee. Read about the roundup in Tennessee ... described like this by U.S. Army Private John G. Burnett:
I witnessed the the execution of the most brutal order in the history of American warfare. I saw the helpless Cherokees arrested and dragged from their homes, and driven at the bayonet point into the stockades. And in the chill of a drizzling rain on an October morning I saw them loaded like cattle or sheep into six hundred and forty-five wagons and headed for the West.
Read also the eyewitness account by Lucy Ames Butler, whose husband was a missionary with the Cherokee. He was later an instructor at the Cherokee Female Seminary in Tallequah, Okla. Now known as Northeastern State University, it is the oldest college in Oklahoma and one of the first institutions of higher education established west of the Mississippi River.

At the same time as the Trail of Tears, the Potawatami Indians of northern Indiana were removed by the U.S. Army to what is now Kansas. Be sure to read a letter from Father Benjamin Marie Petit, the Indians' parish priest, describing the march; and a diary kept by Jesse C. Douglas, enrolling agent under Gen. John Tipton, who conducted the forced removal. Follow the links to find out what the newspapers in Springfield and Quincy had to say about the march. (The Sangamo Journal, which is one of the papers you will read, is where the "Journal" in the State Journal-Register's name comes from, by the way.) The documents were compiled by "Mr. Foley" (whose first name I was unable to find), a middle school teacher in Urbana.

More Norwegian folk music

Another artist on Radio Norway this morning, a band called Over Stok og Steen (over hill and dale), a band from Hedemarken, a rural area north of Oslo and east of Lake Mjøsa. The song was "Nu vil jeg reise langt herfra" (Now will I travel far from here). Lyrics of the first verse in translation:
I now will travel far
Across to America
I hope God'll help me there
Though from you I must depart.
It's a ballad, a sad song, of love left behind. Norwegians seem to like sad songs. But aren't the old English ballads sad, too?

Definitely worth another look ... or listen.

Old Norwegian religious ballad singer

Heard on Radio Norway's streaming audio folk music channel "Alltid Folkemusikk," a singer named Bodil Haug performing a religious song called "Ved dig min Jesus bestandig jeg bliver." A cappella. Sounds modal, or minor. A lot of ornamentation. I want to hear more.

Haug graduated from the University of Bergen with a major (hovudfag) in ethnology. She took part in a seminar on "bevaring av autentisk tradisjon eller nyskaping" sponsored by the Norsk folkemusikklag og Ole Bull Akademiet på Voss, etnomusikologi og Arne Bjørndals samling ved Griegakademiet - Institutt for musikk, Universitetet i Bergen og kulturvitskap ved Institutt for kulturstudiar og kunsthistorie, Universitetet i Bergen. A Norwegian record label called Etnisk Musikklubb (Ethnic Music Club) has a brief bio in its blurb on Haug's CD "Snart lyset sig mon svinge" (scroll down till you see the title and click on the CD cover graphic):
Snart lyset sig mon svinge - Bodil Haug, Knut og Ole Aastad

EM25
- Traditional Folk Songs and Norwegian Langeleik
- Bodil Haug: Songs Ole & Knut Aastad Bråten: Langeleik, Lyra
- Her songs sound best in a light and bright voice. For the last ten years they have been among the foremost langeleik-players.

BODIL HAUG was born on January 29th, 1970, in Aal, Hallingdal. Little by little she developed her own style of singing and musical expression. As she grew older she became especially fond of religious songs used by lay people. Also many of the concerts at the Folkmusic Festival at Aal were important for the further development of Bodil’s musical interests. Her songs sound best in a light and bright voice. Bodil is very talented, a generous and positive woman. She sings her songs with respect and humour, and her musical expression can be both flirting and challenging. She possesses an analytic mind and a sharp tongue, and has many young admirers. Folkmusicians and folk singers are just simply musicians of our time, Bodil says. What else could they be?
Audio clips are available and mp3 files can be downloaded on the Music from Norway website, a joint venture between institutions in the Norwegian music business including Nordmanns Forbundet and the Music Information Centre of Norway.

Note: I'm switching in and out of English because I can't translate all the Norwegian without a dictionary, and want it where I can easily find it when I have time to read it more carefully. I hope the plagiarism police will understand I am not representing anybody else's ideas or words, especially those I don't understand yet, as my own.

Saturday, February 23, 2008

Stevie Wonder: 'Falling in Love with Jesus'

An amateur video of Stevie Wonder introducing Barack Obama and singing "Falling in Love With Jesus" at a church in April 2007. The video is b&w and shaky, but Stevie Wonder's voice ... wonderful! Here's another video, in which he testifies about the song and introduces it on harp. And here's Michelle Obama introduces him at a rally at UCLA before this month's California primary. He speaks of Obama in the spirit of the Dr. Martin Luther King holiday and the freedom of South Africa before singing "Obama" up and down the scale.

Tuesday, February 19, 2008

HUM 221: SE archaeology, & a book plug

Today we’re going to start looking at the Native American peoples of the Old Southwest (which now we think of as the Southeast, if you’re not confused enough already)! Read the autobiographical essay by Carroll Arnett (Gogisgi) in “Here First,” and be sure to come to class Friday and Monday while we screen a video produced by the Eastern Band of Cherokee Nation in North Carolina about their history, culture, heritage and plans for the future.

So today we’ll look at a couple of websites that suggest what archaeology can tell us about the prehistory of what is now Alabama. But first, the book plug: Our textbook "Native North America" is organized a very brief encyclopedia. If you don't read it, you'll be lost as we hop, skip and jump from Alaska one day (that would be Monday) to Alabama today. With nothing in between!

Well, the "in-between" is the chapters on the Woodland and Southeastern culture areas in "Native North America." They're very brief, and they'll help tie things together.


As we read about the archaic, Woodland and Mississippean cultures, remind yourself how much of this information is inferred from the things, the artifacts, that archaeologists find in the ground. And think about how very little it tells us. We know what the people did, for example. We can figure that out from the tools they left. But we don’t know who they were, what languages they spoke and how they thought. Language and thought don’t leave traces in the ground.

Or do they?

What do the rattlesnake pendants left by Mississippean Indians, for example, allow us to guess about their beliefs and ceremonies?

The second website is a project of the the Southeast Archeological Center in Tallahassee. It has a detailed, unbiased and very informative Outline of Prehistory and History of the Southeast that goes over the same material in greater detail.

Notice again how scientists infer what we know about the ancient cultures from the material culture they leave behind. For example, they can guess the following from a dig called Poverty Point in Louisiana:
Poverty Point sites in Louisiana and western Mississippi exhibit the first major residential settlements and monumental earthworks in the United States. Although the Poverty Point culture is not well understood in terms of social organization, it was involved in the transportation of nonlocal raw materials (for example, shell, stone, and copper) from throughout the eastern United States into the lower Mississippi River Valley to selected sites where the materials were worked into finished products and then traded. While specific information on Poverty Point subsistence, trade mechanisms, and other cultural aspects is still speculative, the sites nevertheless exhibit specific material culture, such as baked clay objects, magnetite plummets, steatite bowls, red-jasper lapidary work, fiber-tempered pottery, and microlithic stone tools.
In Arkansas, Kentucky, Tennessee, and North Carolina, fiber-tempered pottery from the 5,200 to 3,200 years ago (4,500 to 3,000 rcbp) period is not usually found. This area appears to have functioned as a transitional cultural area through which ceramic influences from the Ohio River Valley and the Middle Atlantic were introduced into the Deep South. For example, northern-inspired grit-tempered plain, fabric-impressed, and cord-marked Early Woodland pottery first appeared in central and eastern Kentucky around 3,200 to 2,600 years ago (3,000 to 2,800 rcbp), and, by the end of the Early Woodland period 2,600 years ago (2800 to 2500 rcbp), it had replaced fiber-tempered wares throughout the Southeast.
See how much of this is guesswork? How much of it is scientific reasoning, i.e. the formulation and testing of a hypothesis (actually a number of hypotheses) based on research?

Monday, February 18, 2008

HUM 221: Tlingit totem pole link (and midterm HINT)

Here's a link to the website on totem poles we visited in class today. It's written by Pat Kramer, who describes herself as a "transplant to the Pacific Northwest." She has studied and photographed totem poles erected by all the Northwest Coast peoples, and her website offers a good overview of artistic motifs, meaning and other information about totem poles. Remember the question I asked at the end of class today: How can we find something to latch onto in the art of another person's culture? (Remember also the other question: Wouldn't this make a good 25-point question on the midterm?) Reading websites like Kramer's is a good way to answer both questions.

The midterm, by the way, is an open-book essay exam. It will be in class Wednesday, Feb. 27.

Sunday, February 17, 2008

And finally -- here's McCain!

I didn't think I'd be able to find it, but YouTube has clips of Republican presidential candidate John McCain singing "bomb bomb Iran" to the tune of the old Beach Boys' standard "Barbara Ann." It was clearly a joke, but McCain's opponents were horrified. Whether they were just waiting to be horrified, by anything he said or did, is a question I will leave to others.

Saturday, February 16, 2008

GOP candidate's band -- more equal time

Since we've got links on my blogs now to music by two Democratic presidential candidates, I decided I'd better find a YouTube clip of former Arkansas Gov. and GOP candidate Mike Huckabee's band "Capitol Offense." Huckabee was governor, and thus working in the state Capitol, at the time he formed the band. It performs mostly 1960s and 70s covers. The clip shows him playing the Lynard Skynard hit "Freebird" at a rally in New Hampshire.

Huckabee plays bass guitar, and he clearly enjoys it. I think he deserves credit for playing at all, given his schedule. Here he is sitting in with a high school jazz band in Concord, N.H., and with Mama Kicks, a local band in Londonderry, N.H. Both sound like they've had more time to practice than Capitol Offense. But then their bass players aren't running for president.

Friday, February 15, 2008

Equal time -- a Hillary Clinton ad

I've been waiting for this, ever since I posted a link to the video by will.i.am promoting Barack Obama's presidential campaign -- it's a chance to link to a video promoting his Democratic opponent Hillary Clinton's campaign. It comes via "The Caucus," the New York Times' political blog. Tacked onto the end of a report on negative TV ads is this snippet:
And then, just a funny riff from the Clinton campaign. You know, she might as well have that Guitar Hero game. So we’re leaving you on a lighter note … maybe just because it’s Friday.
Though, sorry, it is so not T.G.I.F. It keeps going on, as you know. And maybe it’s her counter to the “Yes, We Can” video for Obama featuring will.i.am of the Black-Eyed Peas. Or hey, everybody has their air-guitar, even Physical Phil on “October Road,” who just played “Rock All Night” with a tennis racket. And uh, Fleetwood Mac, didn’t have that air game.
I offer this without comment; either I'm clueless, the New York Times is clueless or we're both clueless. The YouTube clip is embedded in the story, which also has a link to the the blog's story on the Obama video.

So far I haven't seen any musical videos for Republican front-runner John McCain, but I'll keep my eyes open. And GOP challenger Mike Huckaby, I understand, plays bass in a band called "Capitol Offense." I'll keep my eyes open for some of his stuff, too.

Tuesday, February 12, 2008

HUM 221: Native cultures in the news

Australia's parliament opened today with an traditional Aboriginal welcome as "Didgeridoo-playing Aborigines overturned hundreds of years of British tradition by marking the official opening of the session in their own way." BBC News reports:
Aboriginal elder Matilda House, wearing a coat of animal skins, delivered a traditional message stick to [Prime Minister Kevin] Rudd, and spoke of "the hope of a united nation through reconciliation".

"Today we begin with one small step to set right the wrongs of the past," Mr Rudd said.

The first act of parliament will be to apologise to the Stolen Generations - young Aboriginal children taken from their parents in a policy of assimilation which lasted from the 19th Century to the late 1960s.

Prime Minister Kevin Rudd proposed a motion to acknowledge the "profound grief, suffering and loss" as well as the "indignity and degradation" caused to the Aboriginal community by previous policies.

"For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say sorry," the text of the motion says.

The motion is due to be put to a vote on Wednesday, and is certain to pass because it has the support of both the government and the main opposition parties.
The Aborigines are Australia's indigenous or native people, and at times their experience has paralleled that of American Indians. One has been the way indigenous children were adopted by to white families. Another is the dying out of native languages in Australia and North America.

Download link -- "Deadheads for Obama"

Are you kind?

A concert tape of Phil Lesh's "Deadheads for Obama" concert Feb. 4 in San Francisco is available for download on the Internet Archive. Here are the particulars, copied and pasted [but without formatting] from the website:
Collection: PhilLeshandFriends
Band/Artist: Phil Lesh and Friends
Date: February 4, 2008 (check for other copies)
Venue: The Warfield
Location: San Francisco, CA USA

Source: Schoeps mk41>kc5>cmc6>lunatec v2>sound devices 722
Lineage: 722>soundforge 6.0 (fades, edits)>Wav>Flac
Taped by: Ian Stone
Transferred by: Ian Stone (stone.ian@gmail.com)
Keywords: Phil & Friends; Dead; Deadheads; Obama; Benefit
And here's the playlist:
Deadheads For Obama
Featuring Phil Lesh, Bob Weir, Mickey Hart, and Friends
2/4/2008
The Warfield Thtr.
San Francisco, CA


Taped & Seeded by: Ian Stone (stone.ian@gmail.com)
Source: Schoeps mk41>kc5>cmc6>lunatec v2>sound devices 722 @24/48 at taper's section, right of center.

Set I.
Disc 1
1. intro
2. Playing in the Band*>
3. Brown-Eyed Women†,
4. Mississippi Half-Step Uptown Toodeloo†>
5. New Minglewood Blues*,
6. Come Together*
7. Phil's Campaign Speech
Set II. (Acoustic)
8. Deep Elem Blues,
9. Friend of the Devil,
10. Deal,
11. Ripple

Set III.
Disc 2
1. China Cat Sunflower*†>
2. The Wheel*†>
3. The Other One*>
4. Sugaree*

Disc 3 (set 3 cont'd)
1. Eyes of the World*†>
2. Throwin' Stones*>
3. Iko Iko>
4. Jam*†>
5. Playing reprise*†
6. Crowd Noise/Phil Speaks

7. Encore: U.S. Blues*†%

Bob Weir, guitar and vocals;
Phil Lesh, bass and vocals;
Mickey Hart, drums and vocals;
John Molo, drums;
Jackie Greene, guitar, keyboards and vocals;
Steve Molitz, keyboards and vocals.

* with Mark Karan, guitar;
†with Barry Sless, pedal steel guitar;
%with Hippie Bill, flag

Sunday, February 10, 2008

HUM 221: Tlingit language and culture

In class today (Monday) we will look at efforts by Nora Marks Dauenhauer and others to preserve the language and traditional culture of the Tlingit (pronounced "klink-it") people of southeastern Alaska and adjacent parts of Canada.

First, some questions based on your reading in "Here First" over the weekend: (1) What was Dauenhauer doing in the boys' bathroom when she was a schoolgirl? If you know, email me for 50 extra credit points. (2) What did she learn from her grandparents? (2) What did she learn in church? (3) What did she learn in school? (4) From the popular culture? How do the cultural influences conflict and/or blend together? Compare: What did you learn from your grandparents? Church? School? Popular culture? How do the influences conflict and/or blend together? Post your answers as comments to this blog.

We will read Dauenhauer's poem "How to Make Good Baked Salmon from the River." Is it about how to cook fish, or is it about how to live life? Or both? How does the poem reflect the conflict that comes with trying to maintain a traditional lifestyle in modern society?

We will also read a story in The Juneau Empire about Tlingit language classes taught by Dauenhauer and others trying to preserve the culture. And we'll watch some clips of Tlingit music and dance:
  • Tlingit dancers demonstrate traditional Tlingit dance on a ferryboat in southeast Alaska.

  • Gene Tagaban, a Tlingit storyteller and jazz musician, plays the Native flute and tells a story of how Raven brought fire to the people. While the cedar flute was originally Lakota, it has spread widely and become part of the common heritage of American Indians throughout North America. The Raven story is traditional Tlingit.

  • First Peoples Performance, a traditional group across the Canadian border in Carcross, Yukon Territory, performs the Tlingit National Anthem. The anthem was composed in the 1980s and given to the Tlingit people.

The Taglish First Nation of Carcross has a government website listing its services and giving information about the local Taglish and Tlingit culture. Read the Elder's Statement explaining in Tlingit and English their sense of the past and their vision for the future.

Friday, February 08, 2008

HUM 221: In class Friday

Let's start by writing something. You can post your thoughts as a comment to this blog post --

Read or re-read: (1) the Christian Science Monitor story on the Thanksgiving myth; (2) the handout from Blue Cloud Abbey on Lakota cultural values linked below; and (3) the Anchorage Daily News on Thanksgiving in an Eskimo village. Then answer these questions:

A. What differences do you find between the way people in the general American majority (European-American) culture and American Indians/Alaska Natives look at Thanksgiving? What specific Lakota cultural values are similar to or the same as the values expressed by Wampanoag Indians interviewed for the Christian Science Monitor article?

B. The Eskimo traditions for sharing the meat from a successful whale hunt are very old. How do they reflect the cultural values of the people there? Compare the ADN article to the list of Alaska Native Values and Iñupiaq Cultural Values available on the Alaska Native Knowledge Network website.

C. How do the Lakota, Wampanoag and Alaska Native values expressed in these readings compare to our own values? Which seem to you to specifically reflect Native culture? Which seem to be common human values shared by everyone?

Wednesday, February 06, 2008

HUM 221: Ceremonies, giving thanks

In-class journal. Write a page on this question: Does time move in a straight line or does it move in a circle?

Today we'll look at the American national myth of Thanksgiving, and what it tells us about our culture(s). But first we'll take note of a more immediate reason for giving thanks, at least for the families of 150 members of the Alaska Army National Guard.

In Bethel, in western Alaska, Guardsmen returning from deployment in Iraq will be honored with a traditional Yup'ik ceremony incorporating a "purification rite to cleanse the soldiers of the pressures of war,"according to today's Anchorage Daily News.
"We wanted to put more cultural relevance in this event so there could be a connection with the people we are honoring, so they could feel they are truly home," Agatha John-Shields, administrator of Ayaprun Elitnaurvik, a Yup'ik immersion school, told the ADN.

The deployment left scores of families without their primary hunters of walrus, seal, geese and other crucial subsistence foods. Some families moved to larger communities like Bethel, population 6,000. Others relied on younger family members to do the hunting while some turned to the time-honored tradition of their villages taking care of them.

"These guys, when they left, there was a big hole in their communities," Shields said. "They are the ones who hunt and fish for their subsistence. Those left behind, even the young kids, had to grow up fast and do it. We want to show how much we appreciate them."
Note the difference between military ceremonies, which can be very moving, and Native ceremonies.

There's a broad difference in the way Native cultures think about ceremony and the way many of the rest of us do, at least as Americans. The Webster-Merricam Dictionary defines ceremony as "a formal act or series of acts prescribed by ritual, protocol, or convention." Often it has spiritual or religious significance. To generalize perhaps way too much, Native people tend to act out their religion or spiritual beliefs in daily life more than do Europeans or Americans of European heritage. In contrast, Euro-Americans tend to set aside ceremonies for special occasions.

To see how this plays out in the cultures we're studying this semester, let's start by reading a story in The Christian Science Monitor on the First Thanksgiving myth. Pay special attention whhen the Monitor says, "In the culture of the Wampanoag Indians, who inhabited the area around Cape Cod, 'thanksgiving' was an everyday activity." As you read, look for similarities and differences in the way descendants of the Pilgrims and descendants of the Wampanoag people who were at the "First Thanksgiving" think about the event ... and ceremonies like eating turkey and cranberry sauce, and watching the Macy's parade on television.

Another definition, and this one is important. Our Thanksgiving story is a myth, which Webster-Merriam defines as "a usually traditional story of ostensibly historical events that serves to unfold part of the world view of a people or explain a practice, belief, or natural phenomenon" or as " a popular belief or tradition that has grown up around something or someone; especially : one embodying the ideals and institutions of a society or segment of society." Both definitions fit here.

A myth is simply a story that tells us who we are, how we got here and what we believe in. When we dressed up as "pilgrims" and "Indians" in elementary school, complete with tall hats and feathers cut out of construction paper, we were learning a myth of origin. We will read others.

For some background on the way different people look at Thanksgiving, read the webpage comparing Lakota and Euro-American cultural values put up by Blue Cloud Abbey in South Dakota. Note especially the difference between "natural time" and "clock time," and "Religion = Way of Life . . . Sacramental, Symbolic" and "Religion = Segment of Life . . . Intellectual, Gnostic." What does that mean?

Blue Cloud Abbey also has a webpage comparing European and Indian concepts of "Time as Communiction." How do cultural values affect these concepts?

Finally, we'll complete a circle by reading in the Anchorage Daily News about another Thanksgiving ceremony. This one is a village feast on Thanksgiving Day in an Inupiat Eskimo village near the Arctic Ocean. What stands out as being about the same as Thanksgiving in the "lower 48" states? What is different? (Hint: Do you eat whale blubber for Thanksgiving?) How do some of the Eskimo attitudes expressed here compare to the Wampanoag Indians interviewed for the story about the "First Thanksgiving" in Massachusetts and the Lakota values outlined in the Blue Cloud webpages in South Dakota? How do they compare to our own attitudes, values, ceremonies and myths?

Monday, February 04, 2008

HUM 221: In class Monday

Please note: Industrial-strength midterm and research paper hint follows.

We'll be blogging some more today on Joy Harjo --

Scroll down to last Thursday's post, the one that begins "Friday (weather permitting), we'll ..."

Well, weather didn't permit.

:)

But the assignment's still there. Anyway, read it. Blog it. We'll talk about it some in class. The purpose of this exercise is to get you thinking about how artistic expression communicates across cultures. How much of what Joy Harjo is writing about here appears to be specific to her own Native American culture? How of it is common to the wider American culture? How much do you think is universal -- in other words human nature that's common to people of all cultures? Ask yourself the three questions at the bottom of Thursday's blog (recycled for today). They're designed to help you get started thinking in terms of cultures.

Oh, and remember what we're doing here today. I'll make sure you have an opportunity later to write at more length about today's questions. Who knows? Perhaps on the midterm. Perhaps on a documented research paper. Perhaps both. Stay tuned.

Saturday, February 02, 2008

Streaming audio link: 'Dead Heads for Obama'

This is not an endorsement.

Just a link ...

... to what many will consider yesterday's music, anyway.

Monday at 7:30 p.m. PST (which is 9:30 our time), Greateful Dead members Bob Weir, Phil Lesh, and Mickey Hart (drummer Bill Kreutzmann is out of town) will play a (GOTV) Get Out The Vote concert for Democratic presidential candidate Barack Obama in San Francisco. Drummer John Molo, keyboardist Steve Molitz, and guitarist Jackie Greene –- all of whom play with Lesh -– round out the lineup, according to Relix magazine, which started out as a Dead Heads' fan magazine and now covers the jamband scene.

The video website Iclips will stream a live simulcast via the Internet on www.iclips.net Monday night. Link here for information.

Later: For something perhaps a little more contemporary, link here to "Yes We Can" ... an Obama speech set to music by will.i.am of Black Eyed Peas ... and here for kind of a lame ABC News interview with will.i.am and Jesse Dylan, who directed the video.

Grieg: Peer Gynt, 'norsknorskhet' and cowpies

So I learned a new word this weekend. Picked up a copy of Classic FM, a British magazine I buy partly for its articles on classical music but just as much -- or more -- for the free CDs. So this month's CD was "Carnival of the Animals: Highlights from Saint Saens's Popular Work and other Children's Classics." One of them was Edvard Greig's "In the Hall of the Mountain King" (I Dovregubbens hall in Norwegian), the famous snippet from his incidental music to Henrik Ibsen's Peer Gynt. The magazine's CD blurb admirably set the tone for what follows:
Edvard Grieg (1843-1907) is to Norway what Washington is to America and Shakespeare to England -- his country's most celebrated human icon. In a letter written in 1874, Grieg declared, "Ive done something about the "Hall ofthe Old Man of Dovre" and I literally can't bear to listen to it, it is so full of cow-turds and Norse-Norsehood!"
I hadn't heard that before, and, naturally, I loved it.

A full text of Grieg's comment is available on line in the Norwegian-language edition of Wikipedia (which also has an alphabetical list of pop covers from Apocalyptica and Big Brother and the Holding Company to a 1970s-vintage British novelty band called the Wombles). It reads:
Og så har jeg gjort noe til Dovregubbens hall, som jeg bokstavelig ikke kan tåle å høre på, således klinger det av kukaker, av norsknorskhet og segselvnokhet! -- Edvard Grieg i brev av 27. august 1874 til vennen Franz Beyer
A rough translation (some of it mine but most of it available elsewhere): "And so I have done something with 'The Hall of the Mountain King,' which I literally cannot bear to listen to, it's so full of cow cakes, Norwegian-Norwegian-ism and self-sufficiency."

(Norwegians have just about the same cultural attitudes we do about self-sufficiency, rugged individualism ... and cattle manure. Kind of like John Wayne with lutefisk.)

Want to hear it? YouTube has an Israeli television screen grab (complete with Hebrew subtitles!) of the Jerusalem Orchestra playing the piece. And a verson by the Finnish heavy metal cover band Apocalyptia in the background of a film student's class project.

Thursday, January 31, 2008

HUM 221: More poetry by Joy Harjo, more questions (plus the same three)

Friday (weather permitting), we'll read more about Joy Harjo, a Creek/Muscogee poet originally from Oklahoma who now lives in Albuquerque and spends a lot of time in Hawaii. She's a member of the American Academy of Poets, who have a brief biography and links to poems called "Deer Dancer" and "Equinox." In "Deer Dancer" she tells about an ugly incident -- a Native American woman who takes her clothes off in a bar, and the people there -- at least the Native Americans -- see something proud and good about their heritage in:
... the stranger whose tribe we

recognized, her family related to deer, if that's who she was, a people

accustomed to hearing songs in pine trees, and making them hearts.
Harjo also calls her "the proverbial dream girl, the face of the moon." (There's the moon again, in another bar. What's a nice moon like you doing in a place like this? What's the deer-dancer woman doing in a place like this? Or, as Harjo asks, "That's what I'd like to know, what are we all doing in a place like this?" What's going on here?)

Harjo writes a lot about alcoholism and other social problems. But she also writes a lot about how we come to accept who we are, and how we reconcile ourselves with the world. "Deer Dancer" concludes:
The music ended. And so does the story. I wasn't there. But I imagined her

like this, not a stained red dress with tape on her heels but the deer who

entered our dream in white dawn, breathed mist into pine trees, her fawn a

blessing of meat, the ancestors who never left.
Can you see any images in the poem, any action, any narrative that shows Native American people in very seedy circumstances? Like in a cheap bar? Dancing naked on the furniture? But can you see anything in Native American culture still shining through in spite of the circumstances? What would it mean to be like a deer? In Native culture? To us, in our culture? To you? What are deer like? Are they graceful? Are they natural. Do they belong in bars? Think about some of these things.

What is Harjo saying about Native American culture and values and Native hope for the future? About her own personal values and hope for the future? What can she say to all of us about our values and our ability to overcome mean circumstances.

Joy Harjo is very big on reconciliation, on working through personal difficulties. And she's very big on the Muscogee culture. In a poem called "Autobiography," she tells the history of her people -- how they were forced west in the 1830s and their land was stolen -- and how she came to accept her heritage one night nursing a drunk she found on the street, a drunk from the Jemez pueblo who reminded her of her father. She ends the poem:
I have since outlived that man from Jemez, my father and that ragged self I chased through precarious years. But I carry them with me the same as this body carries the heart as a drum. Yesterday there was rain traveling east to home. A hummingbird spoke. She was a shining piece of invisible memory, inside the raw cortex of songs. I knew then this was the Muscogee season of forgiveness, time of new corn, the spiraling dance.
See how "Autobiography" works through difficult issues and comes out talking about spirit, forgiveness, new life? Does "Deer Dancer" do something similar? How do you respond to the poems?

Blog your response to these two poems by Joy Harjo, "Deer Dancer" and "Autobiography." What do they tell you about Muscogee culture? What do they tell you about Harjo? What do they tell you about yourself? Remember the three questions I asked the other day to get you thinking about your response to a poem? Well, here they are again:
1. What about this work stands out in my mind?
2. What in my background, values, needs and interests makes me react that way?
3. What specific things in the work trigger that reaction?
Post your response -- at least 4-5 sentences long -- as comments to this post. Please note: If you were taught in English class never to say "I" in a paper for school, you're off the hook in this class! There's no way you can write about these questions without saying "I." That's what they're all about.

Tuesday, January 29, 2008

HUM 221: Wednesday, back to Plan A

For today's in-class discussion assignment, scroll down to what I posted Tuesday, Jan. 22, on Creek/Muscogee poet Joy Harjo. It's under the heading
HUM 221: Blogging the arts, questions to ask
yourself (and keep asking all semester) ...
There's some stuff to read, some questions to write about.

Unless we get a really lively class discussion going, I want to also look at some of the webpages on Native American values that are linked to our syllabus for HUM 221.

Sunday, January 27, 2008

Dena'ina: 'The language of their place'

Last week we read about the extinction of the Eyak language of southcentral Alaska, as Eyak elder Marie Smith Jones, the last native speaker, died at the age of 89. Today we'll read about efforts to revive a related language, spoken by the Dena'ina (d'NAY-na) people whose ancesteral home includes Anchorage and Cook Inlet, the body of water that leads out from Alaska's largest city to the Gulf of Alaska and the Pacific Ocean.

Most logical place to start is the Dena'ina Qenaga portal page. Let's translate. "Dena'ina" is the name the Dena'ina people give to themselves. It means, simply enough, "the people." In Dena'ina, "Qenaga" means language. Dena'ina Qenaga is a project of the Alaska Native Language Center at the University of Alaska Fairbanks, and it is funded in part by a grant from the National Science Foundation. The ANLC has done a lot of work not only to record and preserve the language for scholars, but to bring it alive for the Dena'ina people.

Linked to it is a website called Kahtnuht'ana Qenaga: The Kenai Peoples Language. It's about the dialect of Dena'ina spoken by members of the Kenaitze Indian Tribe on the Kenai Peninsula along Lower Cook Inlet south of Anchorage.

(A tangent, as long as we're talking about languages. "Kenaitze" may look Native American, but it's an English version of the Russian name for the people of lower Cook Inlet. Alaska, of course, was first explored by the Russians and was a Russian colony for a hundred years. "Kenatsy" in Russian is the word for a flat, barren landscape, and it gives its name to the Kenai Penninsula [pron. Keen-eye], too. The Dena'ina call it "Yaghanen," which means a good land.

(Or is it a tangent? If the Russians and the Americans can't get a tribal people's name right, who's going to?)

Let's surf around the Kenai website. A map showing Images of Dena'ina Territory shows why the Dena'ina think theirs is a good land. Click on the yellow dots to see photos, and the place names in Dena'ina and English. Cook Inlet is the body of water that stretches north and east from the Gulf of Alaska, at the bottom of the map. One of the dots at the end of Cook Inlet shows you Anchorage (you'll recognize the one with buildings), and the Kenai Peninsula is the landmass south and east of Cook Inlet that looks like a splayed-out baseball glove.

Lots of other information on the Kenaitze website, including a pull-down menu with a lot of vocabulary lists. Check out the ones on mammals, fish, "houses, shelters & caches" ... how does language reflect the way they live? How does the way they live reflect language? There's a lot of information about Dena'ina subsistance traditions in those words.

Also linked to the Dena'ina Qenaga website is an Alaska Public Radio Network show on tape recordings of traditional music dating back to the 1950s. Listen for the plank drum. It's a traditional Athabascan instrument, and it has a harder, sharper "clack" than a skin drum, at least to my ears. You'll also hear about Dena'ina traditions and how they've changed since the 1950s, when the tapes were made.

If you want to know more about how a non-English language works than you ever imagined was possible, open Peter Kalifornsky's story of "Putting Up Fish" and click on the explanations of the Dena'ina sentences. See how they take a word and add on meaning with different prefixes and suffixes? Amazing! Then consider most human children are already fluent in their native language, meaning they can form complete sentences even though they continue to learn more vocabulary lifelong, by the time they are 5 or 6.

But maybe the best place to get a feel for the Dena'ina language is a story that anthropologist Alan Boraas tells of the time he and a Dena'ina elder named Peter Kalifornsky recited the Pledge of Allegiance at a school assembly, Kalifornsky in Dena'ina and Boraas translating, and how the children reacted to hearing their language spoken, some of them for the first time. Here's Boraas:
Two hundred grade schoolers make a lot of noise even when being shushed by their teachers, and I was a little ambivalent when we stepped to the microphone. I cleared my throat, Peter cleared his, and we began:

"Dek'nesh'uh bet'uhdi_t'ayich"' Peter read. "I pledge allegiance" I repeated. "Naq'ach' k'iniyich'," "to the flag," "ts'e_q'i k'i_anich'ina," "of the United States of America."

As we read, the children became curiously silent. Johnny stopped pulling Sally's pigtails, Betty and Amy stopped giggling, and Ricky, off in his own space, suddenly was captivated. As one, they stared intently at the frail old man speaking a strange language they didn't understand. They were not confused, but awed. Even the school district administrators paid attention.

The children seemed to sense that this was the language of their place. An ancient language with ancient roots. Though they came from many backgrounds, subconsciously they seemed to want to connect to those roots. After the program was over I stood to the side talking with some acquaintances, and I happened to look over toward Peter. Forty or so kids had gathered around him. They were quiet and respectful with a look not so much of admiration, but of wonder. It was as though there was something missing in their lives that this mysterious old man and his ancient language could satisfy. They would draw near and reach out their hand, and he would reach out his and touch them. Then they would drift away and others would press to the front for a chance to touch the hand of a man who held the secret to their connection to their place.
Finally, check out a 2004 public radio story on the Dena'ina Language Institute at Kenai Peninsula College. You will hear the sound of a language slowly coming back from the brink of extinction.

Thursday, January 24, 2008

HUM 221: A language died this week

An 89-year-old grandmother who died in her sleep Monday at her apartment in Anchorage was the last native speaker of the Eyak language. With her died a language that linguists reckon was 3,500 years old ... and a whole way of thinking.

What do we lose when a language goes extinct? In class today we'll read The Anchorage Daily News' obituary of Chief Marie Smith Jones and a 1993 feature story about her fight to preserve the language and culture. She worked with Michael Krauss, a linguist from the University of Alaska Fairbanks (who became fluent but wasn't a native speaker). As a result of her efforts, future scholars will be able to study the syntax and morphology (word formation) of the language. But it will be a dead language, like Latin or Babylonian or ancient Greek.

We'll also watch a video of Smith Jones saying a prayer in Eyak.

The words won't mean anything to us. But as we watch, please remind yourself: This little old lady in the beaded hat was doing something, saying something that nobody will ever be able to do or say again.

What do we lose when we lose a language?

In a brief editorial today (Friday) in The Independent, a British newspaper, staff writer Rachel Shields quoted Steven Levinson of the Max Planck Institute for psycholinguists in the Netherlands: "When a language dies, a whole world dies. It takes millennia to develop, and is an artefact that contains within it a whole culture. This is a tragedy." Sheilds also gave Smith Jones' name in Eyak: Udach' Kuqax*a'a'ch.

Let's think about it. How does the language we speak affect the way we see the world? How do words affect the way we think about things?

Here's an example from Eyak that I noticed in the ADN stories. In the Athabascan languages of Alaska, people tend not to use "north" and "south," "east" and "west" when they're talking about directions. More typically they use words that would translate as "up river" or "downstream," because that's the way they orient themselves when they're traveling through the North Woods of Southcentral Alaska. Knowing that, Krauss was able to guess out where they might have lived many years ago. But that's not what's important here: It's the way the Eyak people used words in a way that helped them keep their bearings when traveling off roads through a wilderness.

Look for that again when you read the stories.

But we can find examples closer to home, too. If you know people who are bilingual, you probably hear them all the time.

How many words do you know that are hard to translate from one language to another? (Hint: Many of them we can't talk about in class!) Here are a couple we can: When a Mexican-American says "Ay chihuahua!" he or she isn't talking about a little dog. Norwegians have an expression they say when they're disgusted: "Uff da!" Try saying it out loud. You know exactly what it means. ("Da" is the word for "then.") But it just doesn't translate into English. The language is part of the way people think.

How many words or phrases do you know that carry more than their literal meaning because we've heard them so often, especially in emotionally charged situations? Home, mother, apple pie, singing "Take Me Out to the Ball Game" in the seventh inning. How would you explain them to a non-English speaker? "Ho ho ho" at Christmastime. "'Tis the season to be jolly." "You deserve a break today." "Be all you can be." "Yea, though I walk through the valley of the shadow of death, I will fear no evil." How many words or phrases like this can you list? How do they shape your thinking?

What would you lose if you lost them?

Then think of Marie Smith Jones, of Udach' Kuqax*a'a'ch. What did we lose, all of us, when we lost the Eyak language this week?

Post your response to the message board. Here's how, recopied from my other blogs:

How to post your response


Scroll down to the bottom of this post. On the right side of the last line, there will be a link that says "___ comments" (with a number filled in where I've left a blank, depending on how many comments have been posted). Click on that link and fill in the comment field on the right. Sign in (make a note of the username and password you choose because we'll keep on posting to the blog), review your comment if you wish and publish it by clicking on "Publish Your Comment." Logical, isn't it?

Tuesday, January 22, 2008

HUM 221: Blogging the arts, questions to ask yourself (and keep asking all semester) ...

More questions than answers. That's what I want to leave you with in Humanities 221 (Native American Cultural Expression). We'll be talking about art, and we'll be talking about how art "crosses over" from one culture to another. I have some strong opinions about how that happens, and why it happens, what we gain from it and what we lose. (You don't have to agree with me, by the way. Just be ready to say why you do or you don't ... to argue the point, in other words.) Either way, I don't have a lot of clear-cut answers on any of this. It's a complicated, messy business. But people are complicated and messy, and so is art.

So let's get started. We'll look at two poems by Joy Harjo, a poet and jazz musician who is an enrolled member of the Muscogee (Creek) Indian tribe.

'Eagle Poem.' When was interviewed on Jim Leherer's TV news show, she recited "Eagle Poem," considered one of her best. Click here to follow the words. (She leaves out part of the poem. She's on TV, after all, and TV viewers have short attention spans. Right?) Then we hear some of her music, and she talks some more about her art.

Here's what's going on in "Eagle Poem." Harjo looks up in the sky and sees an eagle riding a thermal, circling around up in the sky. It fills her with awe. It's like praying. That's it. Simple. Direct and to the point.

Some things to think about, then write two or three paragraphs in answer. Eagles are messengers of God in her tradition. Kind of like angels in traditional Christianity. Does that work for you? And she prays by opening herself to nature, "[t]o sky, to earth, to sun, to moon." Can you see praying that way? Do you tend, like so many of us, to put religion and poetry in different "boxes?" What about religion and art in general? Think about different churches you may have attended, differences in visual art like paintings, sculpture, stained glass, etc., the different styles of music in different services. What's the same? What's different? How do you respond to a poem that's written by somebody who is obviously getting in touch with values from another culture that we may not share? Or are there values there that we all share, even if we express them differently?

'Remember.' Another of Harjo's most popular poems is called "Remember." There are two versions on the World Wide Web, one with musical background and one with Webtext explanations by Virginia Commonwealth University student Kellie Cruz. Here's a passage I like:
Remember the sky that you were born under,
know each of the star's stories.
Remember the moon, know who she is. I met her
in a bar once in Iowa City.
What do you make of that? (Personal disclosure: I've never been in a bar in Iowa City, but I used to go to Gonzo's in Davenport. I never saw the moon there!) When she was interviewed by Jim Leherer, Harjo spoke of taking old things in her poetry, tribal things, and making them new, rejuvenating them. Is that what's going on here? I don't know. What do you think? Here's another line that's sort of like that:
Remember the wind. Remember her voice. She knows the
origin of this universe. I heard her singing Kiowa war
dance songs at the corner of Fourth and Central once.
That's Fourth and Central in Albuquerque, by the way. Here's a picture. It's right downtown. Does it look like the place you'd expect the wind to be singing Native American war dance songs? Where you'd find the origin of the universe?

Re-read both poems. How much in them seems to reflect Harjo's heritage as a member of the Muscogee nation? How much seems universal -- in other words, common to all people -- and how much is a blend of the two? Are there some things about poetry, music -- the arts -- that transcend cultural boundaries? How do we respond to art across cultures?

Your in-class assignment for today: Watch the TV segment with Joy Harjo, listen to her poem, read it over afterward and post a good two or paragraphs (at least two or three sentences each) on your response to Harjo, her poetry and her music. Be specific. Don't be afraid to quote.

Here are some quetions that are designed to get you thinking. Ask yourself these questions:
1. What about this work stands out in my mind?
2. What in my background, values, needs and interests makes me react that way?
3. What specific things in the work trigger that reaction?
We'll ask ourselves variations on these questions all semester. Please note: If you were taught in English class never to say "I" in a paper for school, you're off the hook in this class! There's no way you can write about these questions without saying "I." I guarantee it.

Keep these three questions in the back of your mind. We'll keep coming back to them.

Tuesday, December 18, 2007

BBC: 'Bah humbug' to punkers' carol

Censorship can be a wonderful thing. If a British Broadcasting Corp. (BBC) radio station hadn't censored one of Great Britain's chart-topping Christmas songs this week, I wouldn't have known it existed. The song is "Fairytale of New York" by the Pogues, an English-Irish punk band and the late vocalist Kirsty McColl, and it was No. 1 in holiday charts even before the controversy.

A little back story. The Pogues -- and still are -- were a punk Irish band of the 1980s, fronted by Shane MacGowan. Sort of an early version of bands like Flogging Molly and the Dropkick Murphys today. In 1987 they cut "Fairytale" as a duet between MacGowan and Kirsty McColl, who later died in a boating accident. "Fairytale" has become a very popular Christmas novelty song in the U.K. It's about two musicians who tried, but failed to make it in the big city.

Some of the humor is teddibly British, but the tune is catchy in an Irish pub band-ish sort of way. And the video is a nice bit of black-and-white pastiche ... mostly scenes of New York, incuding pipers in a police band, and shots of MacGowan's and McColl's characters, both obviously drunk, all but shouting at each other. The lyrics feature a duet in which McColl sings:
You scumbag, you maggot
You cheap lousy faggot
Happy Christmas your arse
I pray God it's our last.
It's a nice bit. The melody is sort of an Irish jig, and lines like "You scumbag, you maggot" go rolicking along in 6/8 time. The internal rhyme is appealing, too.

But, to make a long story short, BBC decided "faggot" would be offensive to listeners and took to playing an edited version.

Reaction was swift.

Interviewed on another BBC station, McColl's mother, Jean McColl, told another BBC show host she thought the decision to pull the original version was "pathetic ... absolute nonsense ... too ridiculous."

And a spokesman for the Pogues put it in perspective for The Guardian, a London broadsheet.

This song now goes with Christmas like the Queen's speech and mince pies, and all of a sudden it's offensive. It strikes me as very odd and I'm sure the band will be very amused.
One last word. In an interactive feature on the BBC website, readers were asked, "Should radio stations censor The Pogues' Fairytale of New York?" Answers (at 9 a.m. CST today): Yes, 4.61 percent; No, 95.39 percent (10,288 votes cast). And one reader/listener, identified as Sophie Shinigami of Belfast, gets the last last word in a pull-quote:
"No! It's a cracking tune about two people having a blazing row at Christmas. They're meant to be offending each other!"
The video is fun to watch, even though it trades on an outdated stereotype of New York City and I suspect a lot of it goes right over my head since I'm not British. I'm grateful for the censors at BBC Radio 1 for calling it to my attention.

Thursday, December 13, 2007

Ole Amund Gjersvik: Jazz bass player

Heard this afternoon on Radio Norway, an instrumental piece titled "Joik" by Ole Amund Gjersvik. He plays acoustic bass, according to his website, and he makes his living as "a freelance doublebass player and composer." His styles include "jazz, blues, pop, rock, country, folk, Argentinean tango, bossa nova, samba, Greek and classical music." I think I heard them all in "Joik," which is a style of Lapp or Sami traditional singing.

Wednesday, December 12, 2007

"Singabahambayo" (and how do you spell that again)?

Singabahambayo (known variously in English as "We are marching for freedom" or " "Hallelujah! We sing your praises") is a South African song from the struggle against apartheid. YouTube has a fine video clip of the St. Olaf Choir singing it and a chorus from Georgetown University singing a gospel version. The video from Georgetown is grainy, and St. Olaf's shows illustrations from a children's book titled "Bongo of the COngo." But they'll give you an idea of the melody and two very different arrangements. An Australian named Karl Aloritas has a four-part arrangement, on which he has waived copyright, posted to Karl's Choral Music Webpage ... along with other choral works from "Now is the Month of Maying" to "Bogorodyitse Dyevo," a hymn to the Virgin Mary from Rachmaninov's Vespers. Also MIDI files of parts on all his songs. A website well worth checking, especially if you like choral music and can't sight-read any better than I can.

Best background on Singabahambayo I found on the Internet is from an eighth-grade lesson plan by Amy Thomas of West Chester University:

This song is in reaction to the apartheid that was once a part of South African society. The words are translated to "On earth and army is marching. Weíre going home. Our hearts are filled with song. We sing out strong. Halleluia." The words show the importance of music in the African culture. The game involved with Singabahambayo relates to actions of the people of this culture as they marched together toward freedom. When people join hands with each other during the game in the song, it is representing the unity of the blacks in South Africa during their struggle for freedom. African music demands much participation through singing, moving, dancing, and drumming. This song involves many of the characteristics common to African music. This song also includes a polyrhythmic percussion section and repetitive phrases, which are typical of African music.
Great song.

Thursday, December 06, 2007

Soulfège: Band features 'Afro-diasporic Groovalicious Funkadociousness!'

A band mixing the sound of Afropop, hip hop, soul and, yes, I can hear a little gospel, Soulfège is based in Boston, now doing a Sweet Mother Africa tour. Infectious music.

Also an awesome example of a band using new media. You've read about "sticky" websites? (If you're not sure, see below.) Well, this is how a sticky website works. Here's the band, in their own words:
So what is Soulfège? Glad you asked. Put it like this - if Fela Kuti, Bob Marley, Lenny Kravitz and Gwen Stefani were all jammin' with the same band, it would be this one.

Fusing funk, reggae, hip-hop, and highlife, Soulfège is more than a band...it's a big FUNKY band.

Electrifying audiences, from Boston to Ghana and beyond, with its positive vibe and relentless groove, the members of Soulfège have performed with and for some of the world's most talented artists and distinguished dignitaries, including Debbie Allen, Janet Jackson, Steven Spielberg, Bobby McFerrin, Nelson Mandela, the Reverend Al Sharpton, Dr. Cornell West, and Al Gore.

The group is known for building sonic bridges that fuse the influences of the African Diaspora into a musical vision all its own. Soulfège not only shines with creativity, it thrills audiences with a golden foundation in rhythm and harmony.

In general, the band tries to present a positive view of life and of culture, both American and African. Frontman Derrick N. Ashong, who is from Ghana, told The Boston Globe the band "was in a position to help change misperceptions on both sides." Says Daniel T. Swann of the Globe:
Soulfege has one foot in Africa, one in America. Its core members -- Ashong, Jonathan M. Gramling, and Kelley Nicole Johnson -- were brought together by their alma mater, Harvard, where all had been in the Kuumba Singers, a gospel choir. But Ashong was born in Ghana, and many of the band's lyrics reflect a connection to the African diaspora. "Yaa (dis be fo radio)," for example, includes lyrics in Ga (spoken in Ghana), as well as in Portuguese and English.
Plenty of YouTube clips and other eye candy -- ear candy? -- on their website. Quotes from and links to the Globe's laudatory story on the band and the SMA tour.

Here's how Erin Jansen's NetLingo.com website defines sticky content:
Information or features on a Web site that gives users a compelling reason to revisit it frequently. Stickiness is also gauged by the amount of time spent at a Web site over a given period of time. This is often maximized by getting the user to leave some information behind on the site, such as a personal profile, an investment portfolio, a resume, a list of preferred cities for weather reports, personal horoscopes, birthday reminders, and the like.
How many sticky features do you see on the Soulfège website? How many do you see on NetLingo, for that matter?

Monday, December 03, 2007

HUM 223 - Final Exam - Fall 07

HUM 223: Ethnic Music
Springfield College in Illinois
Fall Semester 2007
http://www.sci.edu/classes/ellertsen/humanities/hum223syllabus.html

Music is your own experience, your own thoughts, your wisdom. If you don't live it, it won't come out of your horn. They teach you there's a boundary line to music. But, man, there's no boundary line to art. -- Charlie ‘Bird’ Parker

Final Exam – 1:30 p.m., Dec. 5, 2007


Below are three essay questions – one worth fifty (50) points out of 100, and two shorter essays worth 25 points each. Please write at least two to two and a half pages (500 words) on the 50-point essay and one page (250 words) each on the 25-point short essays. (This means you answer all three questions.) Use plenty of detail from your reading in the textbook, websites we have visited on the Internet, videos and handouts, as well as class discussion, to back up the points you make. Your grade will depend both on your analysis of the broad trends and the specific detail you cite in support of the points you make. This is an open-book exam. It is due at the regularly scheduled time for our exam, 1:30 p.m., Wednesday, Dec. 5.

1. Main essay (50 points). On July 5, 1954, Sam Phillips of the Sun record label in Memphis heard a group of white musicians jamming on “That’s All Right” by African-American blues artist Arthur “Big Boy” Crudup. It was like nothing he’d ever heard before, and he had them cut a record right away. According to Robert Palmer, author of Deep Blues, that record was “the beginning of something very, very big, something anybody could have predicted, nobody could have stopped and perhaps only one person, Sam Phillips, could have started.” It was also an example of cultural appropriation, or expropriation, which occurs when an art form crosses over from a minority to a majority culture. More occurred when white British musicians like Eric Clapton and the Rolling Stones adopted the blues style and made it their own in the 1960s and 70s. How well, in your opinion, does blues transcend cultural and racial boundaries? What was lost when the music crossed over cultural boundary lines? What was gained? Be specific.

2a. Self-reflective essay (25 points). What do you consider the most important thing you have you learned in HUM 223? Why do you say it is the most important? What did you learn that affected your taste in music for better or worse? Be specific. Consider what you knew at the beginning of the course, what you know now and what you learned. In grading this essay, I will evaluate the relevance of your discussion to the main goals and objectives of the course (in the syllabus posted at the address above); the detail you cite to support or illustrate your points; and the connections you make. So be specific.

2b. Short essay (25 points). Gospel singer Mahalia Jackson once said it made her “so sad and so sick” when she heard a gospel song performed in a nightclub “packed with white people who were laughing and eating and drinking and hand-clapping.” She added, “When they take gospel singing into nightclubs and put out ‘pop gospel’ records, they are blaspheming against the Holy Ghost.” Yet gospel is one of the most important sources of American popular music, and songs like “When the Saints Go Marching In” and “Amazing Grace” are beloved by religious and secular audiences alike. What is lost when the music crosses over to a secular audience? What is gained? Again, be specific. Always be specific.