The AMS Music and Disability Study Group (MDSG) and the SMT Interest Group on Music and Disability (SMT IG) are pleased to announce the following papers and meetings at the joint annual meeting of the American Musicological Society and Society for Music Theory in Vancouver (3–6 November):
1. The MDSG and SMT IG are co-sponsoring a special session on music pedagogy and disability, “Cripping the Music Theory/Music History Curriculum,” to be held during the Thursday evening session from 8–10 PM in Grand Ballroom A.
The session will feature presentations on integrating music and disability as a common perspective within the standard core curriculum in music history and music theory. Following the presentation, and in response to each paper, six scholars of music and disability studies will conduct a roundtable discussion on music, disability, and pedagogy.
Program committee and organizers:
Samantha Bassler (New York University and Westminster Choir College of Rider University), chair, AMS Study Group on Music and Disability
Bruce Quaglia (University of Minnesota, Twin Cities), chair, SMT Interest Group on Music and Disability
Roundtable of Respondents:
Michael Bakan (Florida State University), Andrew Dell’Antonio (The University of Texas at Austin), Blake Howe (Louisiana State University), Stephanie Jensen-Moulton (Brooklyn College, City University of New York), Laurie Stras (University of Southampton), Joseph Straus (The Graduate Center, City University of New York)
Participants and Mini Abstracts:
William Cheng (Dartmouth College): “Inspiration Porn: A Classroom Quandary”
Here’s what I have learned from my students: teaching disability in the music classroom poses a challenge because music is Ability Studies. In my paper, I present the obstacles and rewards in teaching cases of inspiration porn to undergraduates via overcoming narratives on reality television. I conclude with the quandaries of instilling values of cynicism versus optimism in my students: that is, a wholesale rejection of inspiration porn versus the tempered recognition that, if or when we do allow ourselves to be moved, different wisdoms may nonetheless come to us in kind.
Robin Wallace (Baylor University) and Jeannette Jones (Boston University): “The Deaf Composer: Teaching Beethoven”
Our presentation outlines a class session that begins with myths about how Beethoven experienced music, drawing on media depictions and familiar stories. We offer a more nuanced discussion of deaf musical experience based on interviews with current deaf musicians and bring this to bear in Beethoven’s music by examining some of his manuscripts and sketches that indicate Beethoven experiencing music in visual and tactile ways.
James Deaville (Carleton University): “Teaching ‘Madness’, Teaching Schumann: A Workshop”