Tag Archives: American culture

Earl Calloway’s Music Review

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Music critics are a unique source as they show insight on how the audience perceived the performance at that point in history. Combined with general knowledge of the time period, they are incredibly useful to historians and musicologists. Earl Calloway wrote a multitude of music reviews for the “Chicago Daily Defender” beginning in 19631
. This specific review is on the Chicago Symphony’s performance of “Symphony No. 4 ‘Altitudes’”. This piece was composed in 1964 by French composer Jean Martinon.

This is the first half of Earl Calloway’s published Music Review.

This is the second half of Earl Calloway’s published Music Review.

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This music review is especially revealing of the audience reaction because Calloway begins by comparing the audience’s positive reaction with the generally negative one in the previous century. This reaction was in reference to new music as opposed to orchestras playing beloved classics. Calloway moves on to Martinson’s piece and attributes each of the three movements to the title’s theme of nature as well as an aspect of God. It is unclear how religious the piece was supposed to be in regards to what Martinon wanted. The final movement is called “the crossing of the Gods” and there are references to nature and the world at large(words like “stars” and “garden”), so there is an assumption of a spirituality present that could be made. The blatant portrayal of religion towards a general audience is a cultural norm that is not as present in modern day performances. 

At the end of his review, Calloway explains that the piece was inspired by themes and variations of Frederick Stock and that “Altitudes” was a memorial to him. This provides evidence that the audience of the time held a value of memorial and legacy and the artistic talents of composers.

This is a recording of the Jean Martinon’s “Symphony No. 4” . While it is not the Chicago Symphony, it gives an idea of some of the musical ideas Calloway was referencing in his review.
References:

1“Earl Calloway’s Biography.” The HistoryMakers, www.thehistorymakers.org/biography/earl-calloway-39. Accessed 21 Nov. 202

2 Calloway, Earl. “Music Reviews: MARTINON’S SYMPHONY HIGHLIGHTS ORCHESTRA’S JUBILEE CELEBRATION.” Chicago Daily Defender (Daily Edition) (1960-1973), Jan 12, 1966, https://www.proquest.com/historical-newspapers/music-reviews/docview/494213409/se-2. Accessed November 21, 2024.

 

American Artists and Iroquois Peoples

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The credibility and ethics of historical ethnographic work, especially in regards to the Indigenous communities of North America have been questioned next to modern standards. One of the more obvious examples of this is early ethnographers putting Native American songs to Western(Eurocentric) Notation. However, it wasn’t just ethnographers who studied Native American culture. The source below comes from the notes of an artist named Rufus Grider, who was not likely studying these people for ethnographic purposes or with ethnographic standards in mind(for better or worse). The notes study the Iroquois peoples who lived(and live now) mainly in the Northeastern region of the United States. Before looking at the music, Grider’s categorizes this song with “Iroquois” which earlier he includes the five tribes that are included under that label which include: The Mohawks(Grider clarifies that their official and proper name is “Caniegas”), Onidas, Onondagas, Cayugas, and The Senecas. He also describes and lists the dances he saw as well as his guesses on celebrations they were attached too, but here he titles it simply “Dance Song” 1. In connection to the music, one of the more curiously inaccurate aspects of this work is that it has a key signature(in what looks to be c minor) as the Indigenous peoples likely did not sing in accordance with western scales and keys. 

It is also possible that Rufus Grider was not the one who created this piece of sheet music as he attributes the work to an “H.M. Converse, a white woman, an adopted Indian” at the bottom of the piece. With further research it is found that this woman’s name is Harriet Maxwell Converse and the name she was given by the Seneca People(who adopted her) meant “Bearer of the Law” because she supported the Iroquois Convention 2

The purpose of Graider’s notes was likely for artistic interests or motivations but despite its clear inaccuracies, it is a good tool for people who are more familiar with western notation and who have not experienced the music or culture3(in addition to the fact that recording devices were not widely used in the late 1800’s when this source was written). If Converse had an intended audience, it would likely have been for audiences like these.

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Government Documents for Indian Boarding Schools

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It can be said that the worst outcomes come from the best of intentions. Of course, we look back in history and find that the definition of ‘best’ is thoroughly different between cultures, backgrounds, classes, races, etc. And obviously, if one were to take the extremely low-hanging fruit, it requires an impressive amount of logic leaps to find the ‘best intentions’ in some of the greatest historical tragedies, such as the Holocaust, any number of catastrophic wars, or the Trail of Tears.

While the history of Indian boarding schools is undoubtedly tragic, the discussion of the goals behind them is surprisingly frank and positive. As a report from a member of the Advisory Council on Indian Affairs to the Secretary of the Interior (one who had the fantastic decency to write his name in an illegible scrawl at the end of his letter to said Secretary of the Interior, at the time Hubert Work; I therefore have absolutely no idea who wrote thing beyond this) notes that the primary goal is to “place the American Indian… upon the same basis as the rest of our citizenship, politically, intellectually, and industrially…” with the disturbance of “community life or tribal or family relationships” no more “than a growing degree of general participation in economic and… political affairs has interfered with… the Negro…”1

An excerpt from page 2 of a letter written to the Secretary of the Interior Hubert Work

Piercing through the incredible wordiness of this statement, it is perhaps difficult to gauge the true opinion of the report’s author. There is much wiggle-room presented in the goal, particular in the definition of an appropriate level of disturbance, but there does not seem to be explicit mention of disrupting family groups, of squashing heritage, and the like. Indeed, the report author notes that “the average American Indian should be educationally as well equipped and as self-reliant and self-sufficient as the average citizen of any other racial descent.”2 A noble goal, if not for the fact that the peoples in question had been self-reliant for well before the arrival of Europe in the New World.

Turning attention to the boarding schools established for the purposes of educating American Indians to the degrees mentioned above, analysis of their curriculum identifies that a significant amount of effort seems to have been put in to ensure a full coverage of all subjects, in science, history, math, and more. One example from the Office of Indian affairs, prepared for use throughout the Indian school service in 1915, dedicates 30 pages in its curriculum overview to Industrial work and over 130 pages to various vocational studies (trade, agriculture, home economics, nursing, etc)3.

A excerpt from the table of contents from curriculum proposed for American Indian students. Note the wide variety of topics available, especially relating to ‘practical’ work.

A section is, of course, dedicated to music. Although there is attention given to the coverage of ‘good’ music (which is something that many others have covered, I will therefore not beat a dead horse), interesting emphasis is placed on proper vocal techniques. Notes to have a “light, pure tone”, with special exercises for “preventing huskiness” and “the elimination of monotones” in the lower grade levels, perhaps were included specifically to ‘correct’ vocal styles that are used for Native American singing 4.

A excerpt from the table of contents from curriculum proposed for American Indian students. A guideline for vocal standards lays out what to prioritize while singing.

For example, in an analysis of different pow-wow singing styles, it is noted that the Great Lakes style uses a “medium-high voice, often with a gravelly or rough timbre” while in both the Great Lakes and Midplains style the women’s part is described as “high and tense”.5 These assertions are difficult to confirm, as during the early 20th century musical analysis of Native American styles was in its infancy, and unfortunately there is little literature that refers directly to behaviors or tendencies that need to be prevented (which would have been an obvious indicator of this type of connection), but the possibility of a link is still there.

In conclusion, this serves as a slightly different approach, as I was surprised to see that reports regarding Native Americans in the 20th century were not as overtly hostile as I might have suspected, going from history. This, of course, could entirely be fancy political language, and there is the additional factor of the majority not understanding the minority and wishing to impose upon them an idea of ‘correctness’, but I found it interesting regardless.

Works Cited:

1 Member of the Advisory Council on Indian Affairs, Report on Indian Affairs (United States Government, 1923), 1-2. Retrieved from American Indian Histories and Cultures https://www.aihc.amdigital.co.uk/Documents/Images/Ayer_MS_668/3#Chapters (accessed Oct 26, 2023).

2 Ibid

3 Department of the Interior (Office of Indian Affairs), Tentative Course of Study for United States Indian Schools (Washington D.C: Government Printing Office, 1915), Table of Contents. Retrieved from American Indian Histories and Cultures https://www.aihc.amdigital.co.uk/Documents/Images/Ayer_386_U5_1915/5 (accessed Oct 26, 2023).

4 Dept. of Interior, Tentative Course of Study, 111-113.

5 Tara Browner, Judith Vander, et al., Music of the First Nations: Tradition and Innovation in Native North America (University of Illinois Press: 2009), 137-138. Retrieved from https://ebookcentral.proquest.com/lib/stolaf-ebooks/reader.action?docID=3413835&ppg=147 (accessed on Oct 26, 2023).

Is BIPOC Performance Always Political Resistance?

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On Easter Sunday, 1939, Marian Anderson performed on the steps of the Lincoln Memorial, to a crowd that filled the National Mall.


From the Smithsonian National Museum of American History YouTube Channel, on the Anacostia Community Museum website1

Some might be familiar with the history of her journey to this performance. Barred from playing Constitution Hall by the “white artists only” policy of the D.A.R., Anderson’s representatives, Howard University, and the NAACP fought for her right to perform in DC. After years of negotiations and protest, they turned to the idea of an outdoor concert, partially out of frustration, and the iconic performance began to take shape.2

Anderson was already world-famous by this time, but this performance secured her place in the American musical identity arguably more than any other. The construction of such an identity, and the role Black Americans should have within it, was a defining cultural characteristic of this time period. The Black artistic community was actively engaged in shaping not only their musical identity separate from the white people around them, but in fighting for their rightful place in the growing commercial and artistic worlds of American music. And the arts, accordingly, were being used (and co-opted) to make arguments about social equality. This cultural landscape resulted in some essentialism and some elitism among Black intellectuals, and Anderson’s career was certainly touched by this; her renown puts her in W.E.B. DuBois’ talented tenth, and her professional work was considered representative of the whole African-American community and used to assign greater value to those peoples in the eyes of whites. For evidence of this, one need only look at this educational poster, which leverages her talent to make an implicit argument for racial equality.

From the Smithsonian National Museum of American History3

Her performance of “My Country Tis of Thee” on the National Mall relates her career specifically to the musical construction of Americanness in the 20th century. And this poster is a perfect example of Black talent being leveraged in civil rights debates. Now, of course the arts can and should be a vehicle for social messaging. But how did Anderson feel about the civil rights implications of her performance and the way it was interpreted in the following decades?

This particular rhetorical question actually has a fairly straightforward answer: she never intended the concert to be a statement or a fight. Anderson wrote on page 187 of her autobiography that she “felt about the affair as about an election campaign; whatever the outcome, there is bound to be unpleasantness and embarrassment . . . [which she] could not escape,”4 and one of her most respected biographers describes the situation thus: “the symbol that she was being made to represent was not of her own choosing and this made her feel ashamed and unworthy, even defensive.”5 In short, she didn’t want to be a civil rights crusader, but being Black in America meant (means?) she couldn’t simply be an artist without being associated with that fight. Throughout her career, people persisted in this unwilling association of Anderson’s voice, her art, her blackness, with a political message. Even worse, her voice was later appropriated by the government to reach out to Black communities via an appeal to civil rights activism. Her performance is used as a call to action for Black citizens in this poster from the 1990 census:

From the Smithsonian National Museum of American History6

The patriotism of Anderson’s performance is highlighted by the use of the American flag and the phrase “Lift Every Voice” – colloquially, the black national anthem – as a focal points of the poster, correlating Anderson’s blackness specifically to a sense of “Americanness.” The appropriation of Anderson’s performance for political ends, however noble those ends might be, raises questions about artist intention. We know none of that was her intention. But since music can’t exist in a political vacuum, how can we separate Anderson’s intentions for her art from those of the people around her? Should we do so? Moreover, is it at all appropriate or ethical for Black talent to be appropriated by the government that’s done Black communities so much historical and present harm? To the last I’d simply say no, but the other two are genuinely open questions. Political music should be looked at with a critical eye, of course, but so should music that was appropriated for political purposes. There is more to the story of any artist than one particular political message they’ve been associated with.

1 “Marian Anderson.” Anacostia Community Museum. Smithsonian Institute. Accessed November 21, 2022. https://anacostia.si.edu/index.php/collection/spotlight/marian-anderson.

2 Keiler, Allan. “The Concert at the Lincoln Memorial (Easter Sunday, 1939),” in Marian Anderson: A Singer’s Journey, 181-217. New York, NY: Scribner, 2000.

3 “Black Americans; Black Americans as Good Will Ambassadors.” Hayes School Publishing Co. n.d.. Poster. https://anacostia.si.edu/index.php/
collection/object/nmah_1923343.

4 Anderson, Marian. My Lord, What a Morning. Madison, WI: The University of Wisconsin Press, 1956.

5 Allan Keiler, “The Concert at the Lincoln Memorial (Easter Sunday, 1939),” in Marian Anderson: A Singer’s Journey (New York, NY: Scribner, 2000), 204.

6 “Lift Every Voice.” US Census Bureau. 1990. Poster. https://anacostia.si.edu/index.php/collection/object/nmah_1060283