MUSIC IS INSTRUMENTAL AN ARGUMENT TO INTEGRATE MUSIC

APPEAL FOR MUSICAL INCLUSION How can we discuss African descended peoples without meaningfully discussing

WAYS TO INCORPORATE MUSIC INTO AFRICAN DIASPORIC STUDY Music as text Lyrical analysis Compositional

MUSIC AS TEXT Lyrical analysis Gomez’s “Asserting the Right to Be” and Negro Spirituals

MUSIC AS HISTORICAL MARKER Observation of historical events The Harlem Renaissance, Birth of a

PERFORMANCE AS PEDAGOGY Islam and West Africa Mali: Sundiata and Mansa Musa Jali/Djeli---Jalidon from

YE, JALIYAA, AH, JALI, ALLA LE YE KA JALIYAA DA IT WAS GOD, WHO

DJELIDON/JALIDON Music as text Lyric translation Music as historical marker Importance of jali tradition;

IN CONCLUSION… The incorporation of music (and the other performing arts) into ADW curriculum

WORKS CITED “Fred Locks - Black Star Liners Lyrics”. Jah Lyrics. Retrieved 2019 -10

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MUSIC IS INSTRUMENTAL: AN ARGUMENT TO INTEGRATE MUSIC IN AFRICAN DIASPORA AND THE WORLD Dr. Sakinah Davis, DMA Hanan Davis, MM

APPEAL FOR MUSICAL INCLUSION How can we discuss African descended peoples without meaningfully discussing music and the other performing arts? Our ideas stem from Paulo Freire’s assertion that the banking system “minimizes or annuls the students’ creative power”; we infer that in order for students to achieve critical consciousness, they must feel creatively (artistically) empowered In African Diaspora study programs, music is routinely a part of the curriculum Supports metacognitive behaviors by providing more options for critical analysis.

WAYS TO INCORPORATE MUSIC INTO AFRICAN DIASPORIC STUDY Music as text Lyrical analysis Compositional analysis Music as historical marker Observation of historical events Creation of genre Performance as pedagogy

MUSIC AS TEXT Lyrical analysis Gomez’s “Asserting the Right to Be” and Negro Spirituals (Code Songs) Songs for both resistance and resilience “Follow the Drinkin’ Gourd” and the legend of Peg Leg Joe Refrain: Follow the drinkin’ gourd/for the old man is a-waitin’ for to carry you to freedom/follow the drinkin’ gourd “Wade in the Water” and Harriet Tubman Refrain: Wade in the water children/God’s a-gonna trouble the water Pan Africanism and Fred Locks “Black Star Liner” The Philosophy and Opinions of Marcus Garvey and the Back-to. Africa Movement Refrain: Seven miles of Black Star Liners/coming in the harbour/ It’s repatriation/Black liberation/Yes, the time has come/Black man, you’re going home For those who are more familiar/educated within music, you can go further with structural analysis: discuss how key, chord progression, instrumentation, rhythm, and tempo support the text and/or subtext.

MUSIC AS HISTORICAL MARKER Observation of historical events The Harlem Renaissance, Birth of a Nation, and Lynching in the USA Billie Holiday: “Strange Fruit” Vietnam, Anti-War Protesting, and the Black Power Movement Marvin Gaye: “What’s Going On? ” Creation of Genre African Liberation Movements: Pan-African Efforts Fela Kuti and Afrobeat Musical influences from jazz, funk, Ghanaian highlife, trad. West African chants and rhythms, psychedelic rock Hip Hop: A Product of Transnationalism Kool Herc (Jamaica) Grandmaster Flash and the Furious Five (Barbados): “The Message” Queen Latifah and Monie Love (England): “Ladies First”; Emergence of female perspective Racionais MC’s (Brazil): “Panico an Zona Sul”; discusses social injustice in the favelas (slums) Mehak Ashraf (Kashmir): Freestyles about Indian military brutality

PERFORMANCE AS PEDAGOGY Islam and West Africa Mali: Sundiata and Mansa Musa Jali/Djeli---Jalidon from the Lamban Dance Suite Song, rhythm, and dance Resistance Efforts Quilombos and Capoeira Angola The Harlem Renaissance Cakewalks and “Color Struck” Spirituality and Sexuality in “Smoke, Lillies, and Jade” Negrismo Migration of Cuban and Puerto Rican peoples to New York and the emergence of salsa music and dance

YE, JALIYAA, AH, JALI, ALLA LE YE KA JALIYAA DA IT WAS GOD, WHO CREATED THE JALI

DJELIDON/JALIDON Music as text Lyric translation Music as historical marker Importance of jali tradition; emergence of Jalidon dance during Sundiata’s empire Performance as pedagogy Understanding the tradition is meant to be experienced through observance and praxis

IN CONCLUSION… The incorporation of music (and the other performing arts) into ADW curriculum would benefit the course by breaking the monotony of the Western education lecture style, engaging students’ previous knowledge, encouraging the sharpening of their analytical skills, and giving the students an opportunity to understand history through active engagement.

WORKS CITED “Fred Locks - Black Star Liners Lyrics”. Jah Lyrics. Retrieved 2019 -10 -24. Freire, Paolo, translated Myra Bergman Ramons. Pedagogy of the Oppressed (30 th anniversary edition). The Continuum International Publishing Group. New York, NY: 2005 (originally published in 1970; second revision in 1993) Gomez, Michael A. Reversing Sail. Cambridge University Press. New York, NY: 2011. Hays, Lee. ““Follow the Drinking Gourd”: What the Lyrics Mean. ” Follow the Drinking Gourd: A Cultural History. Joel Bressler, 20 October 2018, http: //www. followthedrinkinggourd. org/What_The_Lyrics_Mean. htm Kunda, Jali. “Lamba Madou’s Version. ” Lamba Madou’s Version, Reynders Bonhagen, Sept. 10, 2017, http: //www. reynders-bonhagen. nl/ritme/lamba_madou_s_version. html Niani, Djibril Tamsir. Sundiata: Epic of Mali. Longmans. London: 1965.