Baseera Khan and Blackface in Contemporary Art

Blackface and minstrelsy feel as outdated as just about anything from the early 20th century but while the overwhelming idea of blackface is a strictly negative one, some black and brown artists are reclaiming the painting of their bodies for empowerment. Baseera Khan is a Muslim American contemporary visual artist working out of Brooklyn, NY who has been creating exhibits around the country for the last 8 years. 

Baseera Khan’s Braidrage reclaims her identity in the representation and expression of her own physical body using oil, hair, architecture, and art. The dark paint on her body is especially important as a commentary on her race. Our conversation about minstrelsy in class assumes the negative use of black face paint related to minstrelsy, and we look at its use from a strictly historical viewpoint. However, the use of blackface has found a recent resurgence as a form on self-expression and power, taking back from racist traditions of the past and creating empowering and powerful artistic expression.

There is a long history of blackface in art leading up to exhibits like Khan’s, with varying degrees of controversy. While some of them turn a critical eye to the past, other artists misunderstand how their artwork can reinforce stereotypes and can further the disconnection between groups of people. Vanessa Beecroft is another artist who uses blackface in her artwork, who couples race with gender in her expressions.

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The Fisk Jubilee Singers: International Acclaim as an African-American Ensemble in the 19th century

The Fisk Jubilee Singers were the first and premier ensemble of Fisk University in Nashville, TN. The university was founded in 1866 as the first American university which offered a “liberal arts education to men and women irrespective of color”; the Jubilee singers began traveling and performing five years later, in 1871, where they began performing to raise money for the university. They performed for American and British audiences until 1878, including for president-to-be James A. Garfield, from who they received a glowing review and for whom they gave an inscribed version of their book of songs.

handwritten diary page of James A. Garfield from September 30, 1880

A diary entry from President James A. Garfield

handwritten inscription dated August 9, 1880

An inscribed version of “The Story of the Jubilee Singers; with their Songs” given to President Garfield as a gift by the ensemble on August 9th, 1880.

Through religious music, the Fisk singers reached audiences never thought to be possible by a group whose members were born into slavery. In 1877, they travelled to Germany on their world tour. In the land of Bach, Beethoven, and Brahms, the Fisk Singers used Christian messages and content to entice audiences to listen. While the Fisk singers made waves in the history of music, it was only through a lens of the music and the religion of the colonizer that they were able to sell themselves. Scholar Toni P. Anderson was the first to provide critical historical scholarship the Fisk singers. As Stephen A. Marini writes in their abstract on Anderson’s work, “Anderson’s principal contribution is to place Fisk University and the Jubilee Singers in the context of what she calls “Christian Reconstruction,” the AMA’s militant program of Evangelical religion, liberal education, and acculturation to Victorian values and norms designed to produce proper leaders for the four million newly freed slaves. Immediately after the war, the Congregationalist-led AMA [American Missionary Association] undertook heroic efforts to create Christian colleges in the South to serve the Freedmen. Fisk University in Nashville (1866) was designed by its leaders Adam Spence and Erastus Cravath to be a prime embodiment of this Christian Reconstruction strategy.” Fisk University’s roots in colonial and Christian traditions enabled the Fisk Jubilee singers to have the success that they had. Were it not for these connections, the Fisk singers would not have been able to sell themselves to religious audiences, especially how they did overseas.

Fisk Jubilee Singers - Wikipedia

The Fisk Jubilee Singers

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[ iframe src=”https://www.cambridge.org/core/journals/church-history/article/tell-them-we-are-singing-for-jesus-the-original-fisk-jubilee-singers-and-christian-reconstruction-18711878-by-toni-p-anderson-macon-ga-mercer-university-press-2010-xvi-299-pp-4500-cloth/5690EDE8C40E531820B003B4020C1F41” width=”640″ height=”480″ ]

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Learning Culture Through Immersion

Francis Densmore was an ethnomusicologist working in the early 20th century to try and save American Indian music which she thought was going extinct. We criticize Densmore’s ethnographies of American Indian music because it uses Western musical notation and form, as well as statistics, to try and describe music which it does not reflect accurately. Native musics cannot be accurately represented by Western standards because the songs were not, in the slightest, based on Western musical practices.

So the question arises: how can we more accurately describe Native American musicking? How do we more accurately describe any historical practice that has been put through a process of Westernization? As practitioners of Western musical notation, form, and math ourselves, we may be at a loss for how to represent music, or any of the aforementioned “historical practices” we wish to learn more about or preserve in a way that is true to the culture from which it came without imparting our unconscious bias, embedded in the way that we learn, onto the culture of another. We must do this not for the mere respect of peoples whom the majority of Americans owe our stolen land, but because we must provide more accurate information based of the findings of people like Densmore. We could not do the work we do without the information that she and others like her have gathered, and at the same time we must make this data more accurately represent the history of the culture from which it came, in a way in which we can understand, if we truly believe in the pursuit of the truth.

So, how do we more accurately describe and learn about American Indian music, given that using Western notation does not accurately reflect these cultures? Furthermore, to expand (and with the aim of avoiding generalizations), this goes for the music of individual tribes as well as American Indian music on the whole as well as any music for which Western music does not accurately represent.

If we choose to avoid Western methods, then what should we use? The first thing that comes to mind would be to use the methods which Native Americans themselves use to learn, teach, and depict their music. Pow-wow, for example, is a way in which members of certain tribes pass along information through generations.

Wendake Pow-wow, 2019

Another method that Native Americans use to depict their music is through pictographs.

Kokopelli Pictograph

By learning what we are able from a certain culture’s portrayal or demonstration of their own art, we can create scholarship about a different culture while avoiding shoehorning their customs into the dimensions of another.  While it may not seem like we can glean much from pictographs, or maybe even pow-wows at first, opening our minds to different expressions of art and culture immerses us more deeply in the lives of other people. It is necessary to go through this process of experiential learning in order to give the correct context for what we discover, not only because it greatly reduces the chances of Westernizing something that is not but also to come to more accurate conclusions.

https://books.google.com/books?id=HyZ6EAAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Click to access PowWows.pdf