u3a-brackett_guide

u3a-brackett_guide - MUS
355
American
Music
...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: MUS
355
American
Music
 Unit
3
 “Age
and
Music”
Module
 
 Reading
guide
text
for
Brackett,
“Rock
‘n’
Roll
Meets
the
Popular
Press”
and
“What
 Have
We
Come
To?”
 
 As
Brackett
notes,
these
collections
of
readings
from
the
mainstream
press
directly
 link
popular
music
with
adolescence,
a
life
phase
that
first
entered
mainstream
 American
culture
in
the
mid‐1950s.

The
first
collection
comes
from
that
moment
 over
a
half‐century
ago
when
American
youth
culture
began
to
emerge
as
a
separate
 commercial
enterprise.

The
collection
of
styles
and
genres
labeled
“rock
‘n’
roll”
 became
the
most
potent
symbol
of
this
trend.

As
a
result,
it
also
became
a
lightning
 rod
for
criticisms
and
anxieties
regarding
juvenile
delinquency.

And
so
adolescents
 became
the
most
feared
age
group
in
the
United
States,
a
trend
that
continues
to
the
 present
day.


 In
the
second,
more
contemporary
example,
teens
respond
to
media
portrayals
 of
Goth
culture
and
music
as
pathological.

The
media
stereotypes
that
they
respond
 to
share
a
great
deal
with
criticisms
of
Elvis
Presley’s
music
in
1956.

As
Brackett
 notes,
such
criticisms
served
to
deflect
responsibility
for
the
tragic
events
at
 Columbine
High
from
lax
gun
ownership
laws
and
the
mental
illness
of
two
 individuals
to
an
already
isolated
teen
subculture
and
their
musical
artists
of
choice.


 To
digest
these
readings,
I
recommend
the
following:
 
 1) List
the
characteristics
of
adolescent
behavior
(fashion,
criminality,
dancing
 style,
etc.)
that
each
author
links
with
the
genre
under
consideration.
 2) Conversely,
list
the
musical
characteristics
that
each
author
links
with
 adolescent
behavior
(examples
might
include
ensemble,
lyrics,
beat,
etc.)

 3) Consider
the
following
questions.

I
recommend
developing
more
than
one
 answer
to
each.
 a. How
does
age
intersect
with
race
in
these
readings?

How
are
notions
 of
race
influenced
by
ideas
about
age
groups,
and
vice
versa?
 b. Can
you
find
any
instances
in
our
Unit
2
modules
where
notions
of
age
 were
attached
to
artists,
composers,
genres,
or
styles?


 c. Have
you
seen
criticisms
like
these
aimed
at
other
music
genres
in
 your
lifetime?


 d. Why
did
public
debates
about
juvenile
delinquency
in
the
1950s
and
 school
shootings
in
the
1990s
focus
so
heavily
on
music,
a
seemingly
 unrelated
topic?


 ...
View Full Document

Ask a homework question - tutors are online