Course Syllabus
Critical Issues in Classical Music
“Classical Music isn’t dying – It's just now being born.”
Claire Chase, Bienen School of Music, NWU Convocation Address
“A peasant must stand on a hillside for a long time with his mouth open before a roast duck flies in.”
Chinese Proverb
Instructor: Jesse Rosen, jesrosen@umich.edu
FIRST CLASS ONLY WILL BE IN PERSON
WALGREEN DRAMA CENTER, CLASSROOM B222,
ALL REMAINING CLASSES ARE ON LINE AT
ALL ASSIGNMENTS APPEAR ON YOUR ASSIGNMENTS TAB AND ARE ALSO HYPERLINKED IN THE CLASS TITLES BELOW
Readings and assignments are subject to change at the discretion of the instructor
The promise of a vibrant, creative, and just musical life in America, a rebirth as Claire Chase suggests, lives squarely in musicians themselves. Like all livings things, musicians are a part of systems that can both introduce unimaginable opportunities for creativity, expression, and fulfillment but also constrain artistic and material rewards and the enjoyment of the fruits of an engaged and supportive public. This course concerns itself with how musicians can take ownership of their future (i.e., not wait for the roast duck) by deepening understanding of beliefs and practices that contribute to the current state of classical music, introducing emerging new models of classical music activity, and sharpening their beliefs, values, and vision for their life in music.
The course will focus primarily on three content areas:
- The social context of classical music: investigating its meaning and role in society, audience behavior, public policy and perception, and relevance.
- Realizing the promise of classical music in a diverse, pluralistic, multi-racial society.
- Musician agency in artistry, making a living, and social impact.
Learning Approach
This seminar style course will use essays, news accounts, books, research and expert guest speakers to frame and explicate the issues. Class time will be primarily interactive and utilize simulations, case studies, student presentations, small group work, debates, and discussion. Students will be required to express their views through persuasive writing, such as op-eds, and through weekly online assignments of short commentary and questions on the readings. Leading arts researchers, practitioners, and thought leaders in public policy, audience research, education, and activism will join the class to amplify the content and bring “real world” experience to the fore.
This course should help you to
- Understand systemic issues, perspectives and practices that bear on achieving a just, equitable, and relevant classical music eco-system.
- Develop your own values and vision for a life in music and the capacity to express and advocate for them.
- Expand your awareness of various ways to “do music.”
- Develop skills for constructive dialogue around controversial and potentially divisive issues.
Grading
Final grades will be based on:
- Attendance 14%
- Online written assignments 11%
- Participation in class discussion 25%
- Group Project 20%
- Final Project 30%
Each individual component will have a maximum number of points:
Attendance, 14 classes: 10 points each
Online written assignments and discussions, 11, 10 points each
Class participation 250 points
Group Project 200 points
Final project 300 points
There is a maximum of 1,000 points possible for the class.
Office Hours: Just email me to schedule a time on weekdays.
Class 1: August 29, We Live in a Political World
Introductions, review of syllabus, how we will learn together, politics and music.
____________________________________________________________________________________
Class 2: September 5, Why Music and the Arts Matter ?
What are the intrinsic and instrumental aspects of music? Explore “art for art’s sake” and social impact frameworks. What does music mean and why does it matter to you?
____________________________________________________________________________________
Class 3: September 12, What makes classical music relevant ?
What would it look like if classical music activity was fully relevant, what would be the indicators, what does relevance mean for musicians, for institutions?
____________________________________________________________________________________
Class 4: September 19, What's going on with audiences? Guest Speaker Peter Linnett
What are the critical issues concerning audiences for live classical music? Why should this matter to a musician? What is behind the declining attendance trends and the predominance of an older white audience? What role can musicians and classical music organizations play in reversing these trends? Guest Peter Linnett, Senior Fellow, National Opinion Research Center, University of Chicago.
____________________________________________________________________________________
Class 5: September 26, Who gets to do classical music?
What does the data for instrumental musicians, composers, and conductors tell us? What does the data on philanthropy tell us about what organizations get the money? How did it get this way?What questions come up for you? What is the significance of this data for you?
___________________________________________________________________________________
Class 6: October 3, Meritocracy in Classical Music
Does meritocracy help or hinder diversity? Are equity, excellence, and meritocracy mutually exclusive? How do these principles show up in classical music? What roles have they played in your experience in music?
___________________________________________________________________________________
Class 7: October 10, Strategies for Inclusion, Guest Speaker Aaron Flagg
What does success look like? What has worked/is working? What is performative vs authentic action? Aaron Flagg, Chair and Associate Director of Juilliard Jazz Studies at The Juilliard School
________________________________________________________________________________________
Class 8: October 17, Sexual Misconduct in Classical Music, Guest Speaker Catherine Beeson
Sexual misconduct in classical music is an all too frequent occurrence. What is sexual misconduct and how does it show up? What recourses are available to musicians who experience it? What roles can musicians play in creating cultures free of harassment and that promote respect, fairness, equity, and accountability? Catherine Beeson, Assistant Principal Violist of the Colorado Symphony and Creative Producer / Violist for Ensemble Faucheux, will join us for this class as guest speaker.
__________________________________________________________________________________
Class 9: October 24, Group Project Presentations
Groups will present the results of their work and receive peer and instructor feedback.
_______________________________________________________________________________
Class 10: October 31, Developing Your Artistry, Melissa Ngan, Guest Speaker
Explore how musicians can lead artistic growth for themselves and with their collaborators and ensembles. What are your artistic aspirations, how and where can you fulfill them, what can be learned from paths others have taken? Guest speaker, Melissa Ngan, President and CEO, American Composers Orchestra
______________________________________________________________________________________
Class 11 November 7, Music and Social Impact, Guest Speaker, Karen Cueva.
Explore the place of artistry in a social context, the roles musicians play in education and activism, and the skills required beyond traditional performance. Guest Speaker, Karen Cueva, head of operations, The Lewis Prize for Music.
__________________________________________________________________________________
Class 12 .November 14 American Orchestras, Dead or Alive
Explore various analyses of the limitations and possibilities of the orchestra institution and various new models. What is essential about orchestras? How do current organizational designs help and/or hinder the orchestra experience? What is your vision for a successful orchestra?
______________________________________________________________________________________
AI technology is advancing at an unimaginable rate. What is the current state of play? What does it mean for artistry and creativity? How will the music business be impacted? What are the implications for public policies, like copyright. How will you approach this extraordinary phenomenon in your practice? Guest speaker: Douglas McLennan, founder and editor of ArtsJournal and consultant with arts organizations about changes in culture and technology and audience engagement.
________________________________________________________________________________________
Class 14 December 5 Pulling it all together: making sense and meaning from what we've learned
This will be an opportunity to synthesize course content, consider its significance for your continuing artistic and career development, and prepare for your final project.
###
__________________________________________________________________________________
Accommodations for Students with Disabilities
Every student has a right to full access to learning. If you need an accommodation for a disability affecting your academic growth, please let your instructor know. SMTD works with U-M’s Services for Students with Disabilities (SSD) office to meet your needs. SSD can be reached via phone at (734) 763-3000, email at ssdoffice@umich.edu, or on the web at ssd.umich.edu. You must present an SSD-approved accommodations form to your instructor no later than two weeks prior to the need for an accommodation. The purpose of any accommodation is to provide all students with an equitable and fair opportunity to learn, grow, and demonstrate mastery of course content. Accommodations will not alter the fundamental integrity of a course. Contact your Associate Dean for assistance in accessing learning accommodations.
Student Mental Health and Wellbeing
U-M is committed to advancing the mental health and wellbeing of its students, while acknowledging that many issues, such as physical injuries, strained relationships, increased anxiety, alcohol/drug problems, and depression, directly impact students’ academic performance. SMTD has a robust Wellness Initiative that provides services such as one-on-one appointments for physical injuries, hearing screenings, workshops on various topics related to performing artists’ wellness, and wellness coaching. For more information contact Paola Savvidou, Wellness Initiative Program Manager, at smtd-wellness@umich.edu, or visit smtd.umich.edu/wellness.
If you or a peer is feeling overwhelmed, depressed, and/or in need of mental health support please reach out to any of the following for assistance:
- Emily Hyssong is a CAPS Embedded Social Worker who offers counseling for SMTD students (emhyss@umich.edu). Note that appointments may take place via phone call or Zoom when COVID-19 precautions are in place.
- Counseling and Psychological Services (CAPS) can be reached at (734) 764-8312 and https://caps.umich.edu/ during and after hours, on weekends and holidays. When precautions for COVID-19 are in place, please contact CAPS at caps-uofm@umich.edu or schedule online at https://caps.umich.edu/article/caps-initial-consultation-request.
- For medications, contact University Health Services (UHS) at (734) 764-8320 and https://www.uhs.umich.edu/mentalhealthsvcs, or for alcohol or drug concerns, see www.uhs.umich.edu/aodresources.
- For an extensive listing of mental health resources available on and off campus, visit: http://umich.edu/~mhealth/.
- To get help right away, if you or someone you know is in a crisis situation, please do one of the following: Call 911 or call (734) 996-4747 (U-M Hospital Psychiatric Emergency).
Academic Integrity
SMTD prohibits all forms of academic dishonesty and misconduct, including cheating, plagiarism, or otherwise representing the work of others (including attendance in class) as one’s own. All cases of academic misconduct will be referred to the appropriate Associate Dean. Being found responsible for academic misconduct will result in a grade sanction or even failure of a course, and could result in academic probation or dismissal from the university. Policies on scholastic dishonesty will be strictly enforced. It is each and every student’s responsibility to be familiar with University rules and guidelines on academic integrity. See SMTD’s Academic Code of Conduct at https://smtd.umich.edu/current-students-2/policies-procedures/
Note on Attendance: Note that falsifying attendance (e.g. claiming to be in attendance when one is not in fact present for class, a colleague checking-in on an absent student’s behalf, or remotely logging attendance when not actually present in class, etc.) is an example of academic dishonesty and is thus a violation of UM’s Academic Code of Conduct (see above link with ramifications).
Diversity, Equity, Inclusion, and Anti-Racism (DEIA) Commitment
SMTD is committed to anti-racism alongside the ideals of equity, diversity, and inclusion as core academic and artistic pillars. We construe inclusivity in the broadest possible terms and promote a fully representative learning environment with respect to race, ethnicity, social class, sexuality, religion, gender, and ability, and also diversity of thought, experience, and outlook upon the world. The school’s DEI plan can be found at https://smtd.umich.edu/about/diversity-equity-inclusion/. See also U-M’s Non-Discrimination Policy at https://oie.umich.edu/nondiscrimination-policy-notice/
Sexual Misconduct Policy
U.S. Federal law and U-M campus policy prohibit discrimination on the basis of sex and gender, which includes sexual misconduct, such as harassment, domestic and dating violence, sexual assault, and stalking. We encourage anyone dealing with sexual misconduct to talk to someone about their experience, so they can get support. Confidential support and academic advocacy can be found through the Sexual Assault Prevention and Awareness Center (SAPAC) on their 24-hour crisis line at (734) 936-3333 and at sapac.umich.edu. SMTD does not tolerate sexual misconduct and prohibits any form of retaliation against those who report discrimination. Non-confidential reports can be made to the Office for Institutional Equity (OIE) via email at institutional.equity@umich.edu or by phone at (734) 763-0235. Further information about sexual misconduct reporting can be found at sexualmisconduct.umich.edu.
Religious-Academic Conflicts
University of Michigan policy recommends that reasonable efforts be made to help students avoid negative academic consequences when religious obligations conflict with academic requirements. Absence from classes or examinations for religious reasons does not relieve students from responsibility. It is the obligation of students to provide faculty with advance notice of at least 48 hours of religious holidays on which they will be absent. Students will be provided with reasonable options to make up missed work. Such options will be determined by the instructor.