Terence Hawkes' insight and encouragement of the Shakespearean scholarship of his colleagues works to dismantle the distinction between elite Shakespeare and other more popular forms of artistic expression. When Sawyer first met Hawkes at the Shakespeare Association of America meeting in Washington, D.C. in 1997, they had a lively and spirited debate about 'That Shakespearian Rag', the 1912 hit that Eliot alluded to in The Wasteland, which Hawkes used for the title of his 1986 book, and that Sawyer was currently researching in the Library of Congress. What was most striking about the encounter, Sawyer recalls, was the pitch perfect singing of a few lines of the song by Hawkes. One take away from that encounter for Sawyer was that the barriers between the elite and popular needed to be broken down in current Shakespeare studies. The second time Sawyer ran into Hawkes was at the World Shakespeare Congress in Valencia, Spain. During this conversation, Hawkes lamented the lack of humour in current Shakespeare research, asking rhetorically, 'Where are the jokes?' Hawkes helped to realign our thinking about popular culture and Shakespeare by injecting it with a healthy dose of postmodern playfulness. These two encounters led to a lasting friendship that fostered Sawyer's own engagements with popular culture Shakespeare, including publications on topics such as 'Shakespeare and Folk Art', 'Shakespeare and Country Music' and 'Shakespeare and Jerry Lee Lewis'.
Terry Hawkes and Shakespearean Appropriation
In 1949, Jewish-German critical theorist Theodor W. Adorno, a member of the group of intellectuals now known as the Frankfurt School, returned to West Germany from exile in the USA. This article examines a lesser-known aspect of Adorno's participation in the West German public sphere: namely, his radio broadcasts around the topos of “eine Erziehung zur Mündigkeit” (a pedagogy fostering political maturity/autonomy). Adorno's critique of the medium of radio as an arm of the reified “culture industry” is well documented. What, then, are we to make of his sociopolitical contribution to the German public sphere in the form of over one hundred radio broadcasts in the late 1950s and 1960s? This article broaches the question by analyzing his now-canonical 1960 broadcast on Hessischen Rundfunk titled “Was bedeutet: Aufarbeitung der Vergangenheit?” (“What does Coming-to-Terms-with-the-Past Mean?”). Arguing for the centrality of affect for Adorno's postwar work, I demonstrate how he stages a pedagogy emphasizing the necessary relationship between reason and affect (Kant avec Freud) in achieving self-reflective thought and political autonomy. Finally, Adorno's earlier attack on music educational shows as “pseudo-democratic” (1938-1941 in Paul Lazarsfeld's Princeton Radio Research Project), complicates any straightforward elaboration of a postwar public pedagogy.
Gamelan as a Learning Tool Amongst Children with Learning Impairments in Northern Ireland
This article examines gamelan as a community musical tool in Northern Ireland, United Kingdom. In particular, the article demonstrates how traditional pedagogic practices are changed in order to suit the needs of those who learn gamelan. A gamelan is an orchestra that includes metallophones (large glockenspiel-like instruments), gongs and drums. Originating from Southeast Asia, particularly from the Indonesian islands of Java and Bali, gamelan ensembles have long been used in the teaching of ethnomusicology in academic institutions and for purposes of applied ethnomusicology, as a musical tool, in the wider community. In these contexts, a gamelan instructor acts as a 'mediator' (Naughton 1996: 16) in the transmission of gamelan knowledge; mediating not only between the music and the learners, but also between the role of gamelan in its original sociocultural context and its newly adopted milieu. Drawing upon my experiences as a gamelan instructor, in particular, teaching children with visual and hearing impairments, I demonstrate how traditional teaching techniques are adapted to facilitate the learning of gamelan in the Northern Irish context.
Critical Music in Reassembly on Tinos
G Douglas Barrett
Reassembly, curated by G Douglas Barrett and Petros Touloudi Tinos, Greece 5 July 2017 to 31 October 2017
The free movement of bodies and objects once considered critical for the smooth functioning of contemporary art has appeared, especially since 2017, increasingly uncertain in this era marked by new forms of nationalism, xenophobia, and economic isolationism. Indeed, many artists working in this environment have found it difficult or impossible to cross once unquestionably open borders, or to ship works to and from exhibitions held across a requisitely international stage. As an attempt to respond to this crisis, I, along with Petros Touloudis, curated Reassembly, an exhibition held in the summer of 2017 on the island of Tinos, Greece. The exhibition came out of an annual residency program organized by Touloudis’s Tinos Quarry Platform and was held at the Cultural Foundation of Tinos. Overall, we wanted to ask if there is a critical role for music can play in the field contemporary art, especially as its plagued by new forms of border policing and geopolitical conflict.
Teen Girls Negotiating Discourses of Competitive, Heterosexualized Aggression
In this paper I explore the themes of heterosexualized competition and aggression in Avril Lavigne's music video Girlfriend (2007) as representative of the violent heterosexualized politics within which girls are incited to compete in contemporary schooling and popular culture. I argue that psycho-educational discourses attempting to explain girls' aggression and bullying fail to account for the heterosexualized, classed or racialized power dynamics of social competition that organize heteronormative femininity. Then I elaborate a psychosocial approach using psychoanalytic concepts to trace how teen girls negotiate contemporary discourses of sexual aggression and competition. Drawing on findings from a study with racially and economically marginalized girls aged thirteen to fourteen attending an innercity school in South Wales, I suggest that the girls enact regulatory, classed discourses like slut to manage performances of heterosexualized aggression. However, alongside their demonstration of the impetus toward sexual regulation of one another, I show how the girls in my study are also attempting to challenge heteronormative formations of performing sexy-aggressive. Moments of critical resistance in their narratives, when they refuse to pathologize aggressive girls as mean and/or bullies, and in their fantasies, when they reject heterosexual relationships like marriage are explored.
A report on my experience with Shakespeare: A Life may not be generally useful, but I shall touch on factors that are changing our view of literary biography. It helps to refer to oneself and to the matter of a biographer’s outlook and feelings, no matter how deplorable the feelings. Of course, what a biographer thinks or feels is irrelevant, in one sense.We don’t care what you may have felt, for heaven’s sake; we judge your work! That is proper as far as it goes, but outlook and preparedness count in this field and so I shall allude to those. My general view is that biography thrives when we regard it as highly sophisticated, entertaining, and moving, and able to depict as much about life as works of fiction can. This genre has a certain relation to music and painting in its possible intensity. ‘All that is not useful’, says Matisse, ‘is detrimental to the effect’; the same applies to biographical narratives. Shakespeare’s life offers a special challenge, but not for any dire lack of evidence. Much depends on what use is made of abundant facts about Tudor Stratford, for example, and so on a personal attitude. My early attitude to Shakespeare was romantic and poor. For some time I thought of him as semi-divine, or as being ‘more than a man’. If I liked ‘Prufrock’, that was for its Hamlet allusions mainly. Later at University College in London, I was taken aback when my supervisor asked me to read something besides Shakespeare before trying to write a PhD thesis on the tragedies. I wrote two plays, both staged by London groups, but reviewed harshly in student newspapers, except for a remark to the effect that ‘Honan is incapable of writing anything but duologues, rather like Shakespeare in Two Gentlemen of Verona’. Finally I wrote a thesis on Browning partly because ‘Caliban upon Setebos’ reminded me of The Tempest.
Noah N. Allooh, Christina M. Rummell and Ronald F. Levant
The present study examined the extent to which youth who endorse emo subculture reject the traditional masculine norm of restrictive emotionality. It also examined the relationships between endorsement and rejection of emo subculture and traditional masculine and feminine norms and masculine gender role conflict. In Study 1 (N = 13) three focus groups were conducted to create the mixed methods Emo Culture Questionnaire (ECQ). In Study 2 (N = 164) exploratory factor analysis of the quantitative part of the ECQ resulted in a 15-item, 4-factor scale; however, due to low reliabilities, only two scales were used in the analyses. Three hypotheses were mostly supported. The endorsement of emo subculture by men was negatively associated with their Restrictive Emotionality subscale scores of both the Male Role Norms Inventory-Revised (MRNI-R) and Gender Role Conflict Scale (GRCS). The endorsement of emo subculture by women was negatively associated with their MRNI-R Restrictive Emotionality scores but was not positively associated their Femininity Ideology Scale (FIS) Emotionality scores. Negative views of the emo subculture by both men and women were positively correlated with their MRNI-R Restrictive Emotionality scores. An exploratory question found that the endorsement of emo subculture had significant negative correlations with three additional MRNI-R subscales and the total scale for men and with five MRNI-R subscales and the total scale for women. In addition, the endorsement of emo subculture had significant negative correlations with two FIS subscales, and with two additional GRCS subscales and the total scale for men. Qualitative results from the ECQ indicated that while the label “emo” may not function as a personal identifier, the music, fashion, and behavior thus identified remain popular.
had rooms of freedom in which to compose and perform, leaving traces of art as the will to survive against atrocity. 3 Terezín imprisoned an entire generation of Czech music elites, including the composers Viktor Ullmann (a pupil of Schoenberg), Pavel
. Brinkmann’s actual listening preferences aside, his fascination with and return to folk music, particularly the folk music of the United States of America, and his revulsion at the barbarity of his national culture, gesture to a disinterest in the Germanness
On Becoming an Appreciating Subject
among those who may not be able to voice what they do (and do not) like. Drawing on their longstanding scholarly engagements with drug addicts and music amateurs, they argue that ‘active work must be done in order to be moved’ (ibid.: 227). Music