Each Monday evening at 8PM EST, music teachers get together and share ideas about important topics within music education. It’s a great chance to interact directly with educators from all over the world and to get new tips and tricks to help you succeed in the classroom. The entire #musedchat discussion is organized and moderated by Joe Guarr.
Welcome to #musedchat! Our topic this week: separating art from the artist—teaching about problematic musicians. Be sure to introduce yourself. #musiced
Have you already voted or are you planning to do so tomorrow?
A1: I find it difficult to include most rap artists in my classroom because of the content of their music. I can appreciate rap even if it's not my favorite genre. #musedchat
Where does the line between appreciating the artist’s work despite their personal/legal history get drawn?
How do we have conversations like this with our students?
#musedchat#edchat
A1 wagner, david ruffin, from my childhood kurt cobain and tupac shakur. In the case of the cobain n tupac, changed the face of music, broke things open for thise who didnt have a face, had huge personal trouble #MusEdchat
A1) I think of a lot of different musicians who have had struggles with substance abuse during their musical journeys. Not all, obviously, but some do stand out for different reasons. #musedchat
I believe that having a conversation in class is important. You can't turn a blind eye to it. Now you don't have to listen to the artist but the discussion is always a good idea
#musedchat
A2: Any musician whose "story" isn't appropriate for the Ss is tricky. Also singers who are unhealthy role models with their voice, life, and lyrics. #musedchat
Seems like in a lot of cases though, musical brilliance and personal turmoil go hand in hand. Maybe part of that is us glorifying the struggle though. #musedchat
I feel like at the MS/Hs level the discussion is more appropriate. We have to be very mindful with the minds of the littles, especially ages 8-12 I think are the most difficult. #musedchat
Q2: Should composers/performers with particularly controversial backgrounds (Wagner & Grainger’s anti semitism, Stephen Foster and minstrelsy, etc) have a place in modern music education? If so, how should they be approached? How deep do we dig into their background? #musedchat
A2 i think if we are going to include the music we have to be honest about who wrote it/performed it. If we glorify the music without telling the whole story we continue the cycle of accepting bad behavior because of artistry. #MusEdchat
Hard to introduce antisemitism through Wagner in primary. Rather celebrate music that celebrates unity with my littles. We can touch the bad stuff when they are more mature #musedchat
Sensationalism of personal conflicts can"humanize" these artists to everyone else. "Yeah, they were amazing but did you know...." Regardless, excellence in any academic arena is the result of effort and struggle. #musedchat
Agreed. In many cases, I think it's possible to still focus on the musical merits but have a frank discussion about the background of the piece/composer. #musedchat
And we can include pieces in different ways. I would never perform minstrelsy music, but would absolutely talk about it in a history class and put it into proper context. #musedchat
A2: I think my curriculum is flexible enough that I don't need to spend time on certain composers when there are others I can choose to cover who are less controversial. But I also feel like with certain musicians/performers there are teachable moments to be included #musedchat
Q3: Are your students at all aware of the sexual harassment issues in the classical world that have recently come to light? How might we best, if at all, address those issues with our students? #musedchat
A2 I do discuss the Underground Railroad and spirituals. I avoid conversations about how someone died, their heavy drug use (even IZ who did the over the rainbow was high when recording it which is why the words are messed up), or even more modern artists and demons. #musedchat
R3: hmm, teaching in a more conservative district I don’t really think this conversation has a place in my classroom. Interested to hear others’ thoughts. #musedchat
one to one electronic devices- doesn’t take students any time at all to find out all about a musician’s past. So, how far we should dig into their background? almost seems like we should be ready to discuss it all because if students are really interested, they will find it 😬
A3: Don't think my Ss are aware of those current events, but we do talk about consent a lot (hands and feet to self, no means no, etc) I don't think that's a topic I'd broach willingly in the elementary classroom #musedchat
No- too young. I do avoid the massage warmups and try to always stress that no one can touch you if you don’t want to be touched. In any context, unless the game or dance requires a high five or handshake. #musedchat
A3 no, mainly because they r not aware of classical music in todays world. They do see it in pop music n we talk about equality. I try hard to promote it, small conversations can have large impact #MusEdchat
A2) We go through the story of the Underground Railroad and perform "Follow the Drinking Gourd," "etc. Without the contextual meaning of the lyrics, the song obviously loses its impact. #musedchat
A3: I agree to the nos here. I have been struggling with folk dance and party plays lately that include touching b/c I'm not forcing kids and then it kinda ruins it. When Ss are willing its great but we aren't forcing anything. #musedchat
Q4: Is it even possible to completely separate art from the artist? Do our students miss out on anything substantial if we elect to focus solely on music when it comes to these controversial musicians? #musedchat
Q4 I really think the question depends on grade level and context. In a HS music history/ appreciation class it will be different than an elementary classroom. #musedchat
A4: Context is important when teaching music: "Understanding music in relation to history and culture" rings a bell. Does that mean I need to cover a full bio of each composer/performer? I don't necessarily think so #musedchat
A4 more n more i think no it isnt possible. If we seperate, we send the message that abuse/hate/exploitation are justified if it creates good art. How much good art is surpressed by abuse and exploitation? #MusEdchat
A4 con'td: Is it going to affect what I choose to include in my lessons? Absolutely, but if it's an appropriate discussion worth having with a mature enough group of students, I'm not going to purposely exclude it #musedchat
R4: “Understanding Music in Relation to History and Culture” I think if we can find the reason why something was written we are doing a disservice to students if we don’t teach it #musedchat
