Posted on behalf of Elyse Marrero, Chair of the SEM Disability and Deaf Studies Special Interest Group (website: http://ddstudiessem.wixsite.com/music)
The SEM Disability and Deaf Studies Special Interest Group is pleased to announce the following events at the annual meeting of the Society for Ethnomusicology in Washington, D.C. (November 10–13):
The second annual meeting of the SEM Disability and Deaf Studies Special Interest Group will take place on Thursday November 10 from 12:30-1:30PM in the Governor’s Boardroom. If you are interested, last year’s minutes are posted in the archive section of our website at: ddstudiessem.wixsite.com/music/archive. We will hold elections and discuss our plans towards an SEM position statement on access.
Our first (!) sponsored roundtable, “Accessible Music Pedagogy and Scholarship: Accommodations for Bodily Difference and Disability,” will also be held on Thursday November 10. This event will take place in the Palladium Ballroom from 4-5:30PM and will be streamed online through SEM. Depending on the WiFi access, I plan on streaming our meeting and roundtable on periscope through my twitter account, @starwarselyse. We also plan on streaming through Facebook Live on our Facebook page, https://www.facebook.com/groups/1669784799972999/?ref=bookmarks.
Chair: Michelle D. Jones, Texas School for the Blind and Visually Impaired
Ailsa Lipscombe, University of Chicago
Felicia Youngblood, Florida State University
John Murphy, University of North Texas
Meghan Schrader, University of New Hampshire
Joan Titus, University of North Carolina at Greensboro
This roundtable explores opportunities for growth in accommodating diversely-abled students and faculty in music programs within higher education settings. Adaptive technology, college readiness programs, and increasing recognition of a wide variety of disabilities–both visible and invisible–have enabled people with a variety of abilities and bodily differences to participate in academia as students, faculty, and independent scholars. While greater inclusion has benefitted our field by introducing a more diverse choir of scholarly voices, it has also revealed the need to critically examine how we present content and communicate scholarly ideas. This roundtable provides practical strategies to ensure the success of differently-abled scholars and students through the insights of five scholars who have direct experience with disability. They will explore the ways in which their participation in higher education has been impacted by disability, as well as how they have adapted their teaching and learning styles to accommodate their students and/or selves. The panel will begin with brief presentations on: 1) being a blind or low-vision student in oculocentric classrooms; 2) having a nonverbal learning disability while attending graduate school in musicology; 3) showing empathy and developing adaptive teaching techniques for students who have disabilities; 4) navigating school and academia with an invisible disability; and 5) accommodating students who have autism and related neurodevelopmental differences. Together these perspectives expand the discourse surrounding inclusion and acceptance in institutions of higher learning.
If you have any questions or would like to sign up for the SIG newsletter, email us at DDStudiesSEM@gmail.com.
Greetings! The annual AMS/SMT conference is nearly upon us, and it promises to be a stimulating and exciting event. Please find attached the program for the evening session, “Cripping the Music Theory/Music History Curriculum” (on Thursday, 3 November, from 8–11pm), and the agenda for the business meeting (on Saturday, 5 November, from 12:15–1:45pm).
Safe travels to everyone attending the conference, and we will see you in Vancouver!
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”
This presentation aims to open up a dialogue about how we present the lives and works of composers who experience the disability of madness, through a workshop on teaching Robert Schumann. Based on our knowledge of his life and works, we—the panelists and audience—will collectively reflect on pedagogical approaches to Schumann and his madness, which in turn can inform our teaching of other “mad” composers.
Stefan Sunandan Honisch (Vancouver, British Columbia): “Disability Aesthetics as a Pedagogical Framework: Implications for the Study of Piano Repertoire”
This lecture-recital suggests ways of applying an aesthetics of disability to the curricula of undergraduate courses in piano repertoire. I will demonstrate my approach through two case studies: Frederic Chopin’s Fantasie in F minor, and Cesar Franck’s Prelude Chorale and Fugue, two works which demand very different kinds of virtuosity from the performer, and which therefore configure the reception of the bodies of performers according to necessarily divergent aesthetic frameworks. In exploring the ways that discourses of virtuosity implicitly and explicitly write the disabled body out of large-scale piano repertoire of the nineteenth century, my lecture-recital simultaneously engages the musicological and pedagogical limits of a disability-aesthetics approach.
2. The joint business meeting of the AMS MDSG and the SMT IG on Music and Disability will be held on Saturday, 12:15–1:45 PM (Port McNeil Room).
During the meeting, a forum will be held on new scholarship in music and disability studies, to introduce new scholars and further discussion about topics of mutual interest. The workshop participants are Feilin Hsiao, University of the Pacific; Virginia Whealton, Indiana University at Bloomington; Alejandro Tellez Vargas, University of North Texas; Tekla Babyak, Cornell University.
An agenda will be posted prior to the start of the conference. Please e-mail Samantha (s.e.bassler at merton dot oxon dot org) if you have an item of business for the meeting.
3. There are a two other papers featured on the conference program that pertain to music and disability studies:
- On Thursday afternoon, Erin K. Maher (Delaware Valley University) will present a paper entitled, “The Lens of Disability in Darius Milhaud’s Postwar U.S. Reception” (3:30–4:15 PM, Junior Ballroom D)
- On Saturday afternoon, Michael Accinno (University of California, Davis) will present a paper entitled, “A Music Conservatory for the Blind” (2:00–2:45 PM, Pavilion Ballroom B )
Please e-mail Michael (firstname.lastname@example.org) to publicize any other details about music and disability events at AMS/SMT.
Fellow disability studies-and-music community, meet Gaelynn Lea.* She is a freelance musician, songwriter, and violin teacher who hails from Duluth, MN. She’s recently gained notoriety as the winner of NPR’s Tiny Desk Contest, a contest for “intimate video performances recorded at the desk of All Things Considered’s Bob Boilen.” Gaelynn’s submission won out of over 6,000 entries, and has been called “arresting” and “profoundly moving.” Gaelynn’s Tiny Desk concert puts her among the ranks of musicians such as Wilco, Natalie Merchant, Graham Nash, and Ben Folds! Watch here:
As it happens, Gaelynn has brittle bone disease. Because her body is small, she bows her violin like a cello. She uses a loop pedal to multiply her instrumental melodies, creating a rich textural fabric that undulates beneath her ethereal mezzo-soprano. As she explains, a live loop pedal is an ever-precarious choice: “Every time you start song, you could potentially screw the whole thing up.” Gaelynn seemingly had good access to music in public school; after aceing a music listening test in fifth grade, she began playing the violin with an orchestra teacher devoted to making adaptive accommodations. Gaelynn took a serious interest in Irish fiddle tunes in high school, and hasn’t stopped playing since. Now she’s a free-lance music teacher and performer.
In an NPR interview, worth a listen for her biographical and artistic reflections, Gaelynn speaks about the relationship between her disability and her music. Her submission video begins with herself out of the frame, a conscious artistic choice, as Gaelynn explains: “I didn’t necessarily want my disability to be the very first impression people had. It’s not because I’m ashamed of it in any way, but I really wanted my music to be judged.” We hear you, Gaelynn.
*Thanks to David Bashwiner (University of New Mexico) for drawing my attention to Gaelynn’s work.
CFP: Cripping the Music Theory/Music History Curriculum
Special session of the AMS and SMT groups on Music and Disability, AMS and SMT Joint Conference in Vancouver, 3–6 November 2016
The Oxford Handbook on Music and Disability Studies (2015) demonstrates how disability studies is a lens to understand music and cultural studies throughout music history, and how music and disability informs analyses of music. The book brings music and disability studies to a wider audience of music scholarship, and many contributors have entertained questions from peers who wish to bring music and disability into general music courses.
The AMS Study Group and SMT Interest Group on Music and Disability will sponsor a special session on music pedagogy and disability at the 2016 joint conference in Vancouver. We seek proposals on new ways to integrate music and disability as a common perspective within the standard core curriculum in music history and music theory, rather than relegate music and disability to special topics and seminar courses. We seek presentations from colleagues who already utilize this perspective in their routine teaching responsibilities, and we welcome submissions from younger scholars who would like to workshop their ideas for syllabi. We encourage submissions in a variety of formats, including duo presentations, short position papers, longer research papers, workshops, interviews, demonstrations, testimonials, videos, Skype presentations, surveys, and more.
Proposals should clearly describe (1) the argument you will make or the information you will convey, (2) the format you will use, and (3) the estimated duration of your presentation. Please limit proposals to 250 words. Send proposals to email@example.com no later than 4 April 2016. Submissions (with identifying information removed) will be read by the organizers and chairs of the AMS and SMT music and disability study group and interest group: Samantha Bassler and Bruce Quaglia.
The following link is shared with permission from the author, Katherine Meizel, who is an assistant professor of ethnomusicology at Bowling Green State University in Ohio. Katherine recently gave a paper at AMS Louisville (2015) on music and deafness, “Two Voices: Singers in the Hearing/ Deaf Borderlands”, and is the author of Idolized: Music, Media, and Identity in American Idol. In the article linked below, Katherine writes for Scope, the Stanford medical blog, about her experience obtaining diagnoses of invisible illnesses. Although this is not a musical article, it furthers important work in disability activism, and disability awareness, which are important goals of the Music and Disability Study Group and the Society for Music Theory Interest Group.