Through listening, reading and discussion, my approach uses the historical development of American music forms, such as; blues, jazz, rock and hip-hop, as metaphoric models for exploring the interactions among many of the forces responsible for shaping both American culture and its commitment to the development of individual identity.
What do students learn about their own identity after taking The Jazz Doctor’s course, “The Blues, Jazz and American Identity”, at Marymount Manhattan College? Here are some examples:
Will G – 2004: a talented professional photographer, and a Psychology major, he developed and contributed verbal insights in class that he wasn’t yet able to translate clearly into writing, a personal educational goal for him. He described “transforming” his identity while taking the course, and viewed himself with new respect as capable of integrating basic educational skills with advanced professional experience. His own generative spirit led him into teaching photography to public school children several years ago, after being given a professional award for his photographic contributions. His personal story was important to tell, as a means of integrating the two different kinds of skills that are both parts of his identity. He began sharing with me in several individual meetings, then to share with the class, as a way to connect his past experience with his present education, and to validate himself and his new discoveries by integrating generative meaning with external action. He brought a number of photos into class, especially of a jazz album cover he worked on, viewing his art with renewed appreciation and supportive validation from the class group.
Gena H – 2002 — a traditional-aged student also from another culture, she responded immediately and emotionally to the singing of Bessie Smith. Puzzled since she had never heard this music before, and didn’t share a cultural background, she was encouraged to pursue research, reading about Bessie’s life and listening to her music. Gena’s discovery and final project was a paper on the role Bessie Smith played in encouraging women to believe they had a right to speak out, and make emotional choices. An excellent scholar, her project illustrates a cross-cultural identification process; two women from different cultures experiencing the process of valuing of one’s own individual action. Gena experienced similar support from her mother and grandmother, in pursuing her education, and traveling halfway around the world to accomplish this goal.