Bjorn Heile

Darmstadt as Other: British and American Responses to Musical Modernism

There is currently a backlash against modernism in English-language music studies. While this vogue of ‘modernism bashing’ is ostensibly based on progressive ideologies, it is dependent on a one-sided perception of musical modernism which it shares with earlier conservative disparagements. Of central importance in this respect is the ‘othering’ of musical modernism as an essentially continental European phenomenon in the ‘Anglosphere’, where it is consistently suspected of being a ‘foreign import’ – by conservative commentators in the first part of the twentieth century, just as by their ‘new-musicological’ successors at the turn of the twenty-first.

Higher Education in Music in the Twenty-First Century

In this book, the contributors reconsider the fundamentals of Music as a university discipline by engaging with the questions: What should university study of music consist of? Are there any aspects, repertoires, pieces, composers and musicians that we want all students to know about? Are there any skills that we expect them to be able to master? How can we guarantee the relevance, rigour and cohesiveness of our curriculum? What is specific to higher education in music and what does it mean now and for the future? The book addresses many of the challenges students and teachers face in current higher education; indeed, the majority of today’s music students undoubtedly encounter a greater diversity of musical traditions and critical approaches to their study as well as a wider set of skills than their forebears. Welcome as these developments may be, they pose some risks too: more material cannot be added to the curriculum without either sacrificing depth for breadth or making much of it optional. The former provides students with a superficial and deceptive familiarity with a wide range of subject matter, but without the analytical skills and intellectual discipline required to truly master any of it. The latter easily results in a fragmentation of knowledge and skills, without a realistic opportunity for students to draw meaningful connections and arrive at a synthesis.

Watching Jazz: Encounters with Jazz Performance on Screen

Watching Jazz: Encounters with Jazz Performance on Screen is the first systematic study of jazz on screen media. Where earlier studies have focused almost entirely on the role and portrayal of jazz in Hollywood film, the present book engages with a plethora of technologies and media from early film and soundies through television to recent developments in digital technologies and online media. Likewise, the authors discuss jazz in the widest sense, ranging from Duke Ellington and Jimmy Dorsey through the likes of Dizzy Gillespie, Art Blakey, Oscar Peterson, Miles Davis, John Coltrane and Charles Mingus to Pat Metheny. Much of this rich and fascinating material has never been studied in depth before, and what emerges most clearly are the manifold connections between the music and the media on which it was and is being recorded. Its long association with film and television has left its trace in jazz, just as online and social media are subtly shaping it now. Vice versa, visual media have always benefited from focusing on music and this significantly affected their development. The book follows these interrelations, showing how jazz was presented and represented on screen and what this tells us about the music, the people who made it and their audiences. The result is a new approach to jazz and the media, which will be required reading for students of both fields.

Who wrote Duke Ellington’s music? Authorship and collective creativity in ‘Mood Indigo’

The copyright system privileges composition over performance, particularly improvisation, and melody over harmony. Both of these evaluations are problematic in the field of popular music, which is often the result of collaborative processes involving improvisation, and where harmonic structures may be of greater importance than recognisable tunes. In this chapter, I will illuminate the creative process of the Duke Ellington Orchestra. Often regarded as, variously, America’s or the Twentieth Century’s ‘greatest composer’, Ellington arguably comes closest to a traditional authorial figure in jazz. Nevertheless, the majority of his most famous creations are the result of often complex collaborative processes. Using ‘Mood Indigo’ as a case study, I will reconstruct the creative contributions of various individuals in detail, evaluating their originality and significance for the final result. As I will show, although he was by no means the sole creator of the song, Ellington did take most of the fundamental creative decisions and, as bandleader, lent the tune a ‘brand identity’.