Saturday, August 13, 2011

Jazz Pump-Up Music

I've just returned from a soccer referee physical fitness test (came in first place 2nd year in a row out of 100+ people...although the average age was around 40, so I don't know if that really means anything). As I was driving to the test, I was searching for music to get myself "pumped" for the run. I decided upon 3 tunes from Horace Silver's Cape Verdean Blues: the title tune, "Nutville", and "Mo' Joe". Thinking about the music that I chose to get pumped up and realizing that I was going to be driving to the event blasting Horace Silver, I thought about the reaction that would garner from the others. Upon reflection, I recalled that there were several matches where I would get to a field and emerge from a car blasting things like Trane on "Resolution" from A Love Supreme or Mingus's "Haitian Fight Song". To the majority of the population, this whole spectacle was perhaps more peculiar than "bad-ass" (picture the cliched contemporary movie scenes where gangsters emerge from a Cadillac; it's almost always accompanied by rap/rock/metal/etc.). I wasn't necessarily going for an image, but I can admit that in my days as a player and even as a referee, the way you arrive at the sporting event—especially if you can present an element of "intimidation"—is significant. For an example of this, witness the "Maori war chant" that the New Zealand All Blacks rugby team does before the start of every match. The link brings you to an Adidas commercial which features the dance, but there are dozens of clips of them doing it before regular games.
http://video.google.com/videoplay?docid=3788249896856764811

Getting back to utilizing jazz as pump-up music: I began to contemplate the relationship of "invigorating" jazz with "masculine" sounding jazz. There's something about Joe Henderson's solo on "Cape Verdean Blues" that—to me—is very masculine (I use the term at the risk of being as controversial as Lacy in his description of Rollins!). It's very bluesy, true; but it also has a quality that taps into something that is more linked to what I see as the unifying theme behind all the "pump-up" tunes on my playlist: it's very primal. I began to realize that all of the songs which I consider to be masculine have elements that we consider (whether accurate or not) to be primitive in nature: the strong pulse; a sense of tension (as is the case in "Resolution"); a raw tone; a low-frequency, strong voice; a sharp articulation; an abundance of open-fifths.

So perhaps the issue of "masculine" and "feminine" sounds is not the right terminology to define it, but I do think some sort of categorization can emerge when we talk about the characteristics of music that suggest different identities. And those differences might necessarily not exist along gender lines but, rather, in terms like "primal" or "polished/polite/etc.".
Thoughts?

Monday, August 8, 2011

More info on Eddie Sauter


I found this article while going through my old papers relating to "Focus", and I figured it'd be worth uploading them to the blog so people could read this. In the article, Sauter reveals that he and Bartok met through his work with Goodman when Bartok wrote the piece for Goodman. He says that Bartok "'talked to him like an apprentice.'"

Another interesting statement is that Eddie says he always "'felt like an observer instead of a participant in jazz.'" This interview came out 2 months after Getz recorded "Focus".

Saturday, August 6, 2011

Another long reply

John-
I didn't mean to come across so pedantic in my response or in class. 3 hours of sleep sometimes has that effect on me. My gripe is with the fact that many in the community often overlook the other side of the term "jazz scholar". In class, mostly everyone was emphasizing the fact that Sherrie Tucker is not a jazz player/historian/etc. Understood. However, the other part of that term (jazz SCHOLAR) is equally important in my opinion. To simply be associated with jazz from a playing/composing/historian/etc. perspective does not give one the upper-hand in a discussion such as "jazz and sexuality." John Murph's description of Tucker's article in his JazzTimes article is a very inaccurate representation of her work. It seems to me that he is academically irresponsible in his statements. I have a particular pet peeve about writers who have an agenda who distort the message of someone else's work in order to get their own point across. It appeared to me that John Murph was guilty of doing just that.

In reading the passage from Tucker that you cite, I don't really see her statement as indicating what you are suggesting (that she's looking for a barometer by which to assess and label aspects jazz culture as 'queer' or 'straight'). This statement by Tucker, to be sure, is a convoluted one. What exactly is "intersectional analysis"? I looked it up, and that idea in itself is a whole post (or a book!). Intersectional analysis (also called intersectionality), pretty much, is the recognition that oppression against different genders, races, classes, etc. "interact on multiple and often simultaneous levels, contributing to systematic social inequality" (wikipedia!).

So with that understood, now I think I get her 3 clauses:
1- "to analyze heterosexual norms as social constructions" MEANING, being 'straight' isn't inherent in the human condition. Same-sex relations have always been present but weren't always shunned.
2. "to understand intersectional analysis as a network of actively changing and contingent categories" MEANING the multiple causes for oppression (in this case, against homosexuals) are not consistent throughout history and evolve as social norms morph
3. "to attend to dynamics of 'queering' and 'straightening' in historically and culturally specific moments." MEANING to recognize those times where the lines between what is 'straight' and what is 'queer' are transformed (NOTE: straight and queer here do NOT simply refer to homo- and heterosexual behaviors).

I think one major reason why it's so easy to misread Tucker is because she plays with the language freely. Heterosexuality and straightness are not synonymous throughout the article. The meanings of various terms morph in relation to the material she's discussing. QUEER does not mean the same thing in every instance. When she speak about "white queer 'slumming'," she doesn't mean gay whites going into Harlem. She's referring to the segment of white society that goes into Harlem as a whole as being the queer element.

More than anything, I feel Tucker is trying to get the reader to contemplate queerness—i.e. non-normative behavior—as having a distinct presence in jazz in spite of the image of jazz as straight. She brings examples where a greater population than just homosexuals exhibit "queer" behavior (whites going into black neighborhoods, audiences enjoying the cross-dresser, etc.).

Tucker seems to suggest the need to do away with traditional lines in how we approach the past. She's not looking for a way to 'out' the secret gayness in jazz history. She's also not suggesting a "siding scale" to measure straightness and queerness (again, any time she refers to queering and straightening, I hesitate to believe she is solely speaking about homo- and heterosexuality!).

Hopefully the following quote will clarify Tucker's agenda:


Despite the “when” in its title, this paper will not provide a periodization of the sexual orientations of jazz—but will, instead, reflect on analytical orientations from recent queer theory that I find useful as directions for a range of jazz studies scholarship—and not only for jazz studies scholarship on out or “outed” queer artists. This paper will not out individuals. This paper will not provide a lavender list of queer jazz musicians, audience members, musical styles, or time periods. This paper will look at straightness as a theoretical tool for continuing to re-think the historical tangles of sexuality, race and gender in jazz studies. (Tucker, "When did Jazz go Straight?")

Friday, August 5, 2011

Some thought

After much consideration I've concluded that Keith Jarrett is an asshole.

Thursday, August 4, 2011

My Commentary on Sherrie Tucker - The Deconstruction of Jazz Studies

Dr. Porter says, "numbers are small in jazz where women were movers and shakers." Sherrie Tucker suggests that not many women instrumentalists in early jazz history were recognized in having made such a significant impact to where they are firmly included in jazz studies overall. Her agenda focuses on the need of identification and discussion of ALL women's contributions to jazz history. What are your thoughts?

ARRANGER VS. COMPOSER

As you can hear on Wed., the really interesting composers (Sauter, Graettinger, Brookmeyer, etc.) go nuts when they work with a standard song. There really is no limit to what you can do.
So why do we bother to make a distinction in jazz between a composer and an arranger? And we DO make that distinction, on recording notes etc. I fact I know people who will say "I'm not a composer, I'm an arranger!" I think Sy Johnson told me that once.
What do you think??
Lewis

Wednesday, August 3, 2011

Videos on Schillinger

BACKGROUND ON JOSEPH SCHILLINGER
http://www.youtube.com/watch?v=1P1fVY6mP94&feature=related

Discussion of Schillinger's Method
http://www.youtube.com/watch?v=aWq3MnkOw0c&feature=related


Here is a composition workshop that incorporates the Schillinger method (read the video).
http://www.youtube.com/watch?v=6P05RcdzkPk&feature=related

From wikipedia: In New York, Schillinger flourished, becoming famous as the advisor to many of America’s leading popular musicians and concert music composers including George Gershwin, Benny Goodman, Glenn Miller, Oscar Levant, Tommy Dorsey and Henry Cowell.

Sunday, July 31, 2011

My Clifford Brown presentation Monday

Clifford Brown was an iconic powerhouse trumpeter of what is now considered the hard bop style. He was greatly respected by his fellow musicians, critics, and listeners, for his fat sound, precision, and range. Also, he was perhaps one of the most honest clean living jazz musicians in an era (‘50s) that was stricken with heroin abusers. Clifford was a strong role model for other young jazz musicians as a player that did not need drugs to fuel his prowess on the band stand. He was a part of a jazz trumpet lineage that could for all intents and purposes be traced to Louis Armstrong (and perhaps even Louis’s influences; Buddy Bolden, King Oliver, Freddie Keppard), but for the purpose of my presentation I want to emphasize the lineage of Fats Navarro to Clifford Brown to Lee Morgan and Freddie Hubbard (who then subsequently influenced countless others).

Fats Navarro (b. 1923) was one of the true pioneers of bebop, directly involved with shaping the art form itself. He was on many of the most important recordings with Bud Powell, Tad Dameron, and Billy Eckstine, and performed with a who’s who of the era. Fats moved to NYC by the mid to late ‘40s and was one of the integral players in the originals Minton’s scene. Fats was on par with Dizzy Gillespie, having just as much range, technique, and stamina for incredible virtuosic trumpet playing. One of the things that has been mentioned about Fats was that he developed his solos systematically in that he would build up portions of melodic material to fit over the given chord sequence of a tune and would little by little edit out bits and parts that he did not like. There is clear evidence of this in his recordings of “out takes”, in which (for example) he plays portions of his solo over the A section or the bridge the same with a different second A or last A (etc.) While Clifford did not use this sort of mix and match approach he was famous for working out approaches to tunes in his practice session exhaustively.

When Clifford was around the age of 18, he did take some lessons with Fats. While I don’t have any information on how often they met or what they discussed it is clear to me by the way Clifford sounds that Fats had a profound effect on him. One thing that you can hear in Fats improvisation is that he does not shy away from turnarounds, he weaves his solos directly through these more difficult changes. This discipline was embraced by Clifford who was famous for his thorough practice of II V I sequences and therefore his seemingly infinite wellspring of melodic material. While many contemporary trumpeters of Fats might have played more of a gesture over the top of a series of changes, Fats would literally outline the harmonic sequence. In addition to this focus on the harmonic aspects of improvisation, the breadth of tone and vibrato in both Fats and Clifford's trumpeting is very similar. Clifford played with a strong upper register as did Fats (who was actually successful as a lead trumpeter in various big bands before becoming a well known small group artist). Also important is the emphasis on articulation in both Fats and Clifford’s solos, utilizing precise single or “doodle” tonguing techniques to heighten the rhythmic intensity of a phrase.

What I plan to do in class on Monday is play tracks of Fats, Clifford, Lee Morgan, and Freddie Hubbard and make an effort to point out the similarities in style.

Wednesday, July 20, 2011

Update on Juilliard jazz

Correction: Benny Goodman gave a master class at Juilliard (in the 40's) and pianist John Mehegan, who authored many books on jazz piano theory also taught a course there. His approach was from an analytical classical viewpoint using roman numerals, and his books had transcriptions. There may have been others, but I never heard of a jazz big band with Juilliard's name on it until the one led by Paul Jeffrey.
Alan Simon

Tuesday, July 19, 2011

Alan Simon Post #2

In our discussion on "History and Issues in Jazz Education" it surprised me that programs for jazz in colleges and universities had such a slow growth. As Dr. Porter explained:

1) North Texas (1947),

2) Berklee (1954) with first degrees in 1966

3) Indiana University

4) Rutgers (1971).

It took until the 80's for many other schools to open up, and JALC to "legitimize” the concept: Juilliard having a program with a degree and a jazz ensemble. It may be a fluke, but here is my 2 cents: around 1977-78 Paul Jeffrey was employed by Teachers College at Columbia to lead a big band. This was open to the public and met once a week at the college. I was a member of Jeffrey’s octet at the time, which included Ricky Ford on tenor sax, and Jack Walrath on trumpet, among many other fine musicians. For a short period, we rehearsed and performed at Lincoln Center as a 20 piece band under the name "The Juilliard Jazz Ensemble". Perhaps it was never official since the majority of the band was made up of ringers, and only a handful of Juilliard students on flute, trombone, and clarinet. This was I believe the first attempt of Juilliard to present jazz, but I'm not sure if any actual 3 credit course was offered-it was probably an elective. The arrangements were from all over, but several were by Paul himself, and he would blow us all away when he went from conductor to tenor sax soloist. Many of us attended a Carnegie Hall concert soon afterwards to hear Paul with Thelonious Monk, with Monk junior-(a little kid at the time) on drums-later known as TS Monk.

As a Berklee student, Gary Burton's composition and big band arrangement "The Sick Rose" from 1963, was for a student piece highly accomplished and made for great music. Did I hear a little Gil Evans influence? I believe Bob Brookmeyer was mentioned.

The discussion on Aebersold and the originator of this concept being "Music Minus One" piqued some personal experiences with this media as a tool of jazz education. Music Minus One LP entitled "For Pianists Only" conceived and Arranged by Mal Waldron. The piano music includes "improvised" Jazz choruses on some great standards from the 30's and 40's. The accompaniment is by Teddy Charles (vib) Al Schackman (G) George Duvivier (b) and Ed Shaughnessy (dr). One other MMO LP that I have enjoyed practicing with is the Orchestral accompaniment for theMozart Piano Concerto #23 in A major, K.488. I could only keep up with the slow middle movement (Adagio). The orchestral reduction is below the solo piano part, and whenever the orchestra is silent, metronomic cue taps are audible in order to keep the whole movement together without a conductor. What a terrific learning tool. The third and last play along that I own in LP rather than Cassette or Cd form is the All "Bird"-Ron Carter, Kenny Barron, Ben Riley and YOU Play! Ten Bebop Jazz Originals by Charlie Parker. Vol 6 of New Approach..jazz..improv. by the great entrepreneur and businessman Jamey Aebersold. It was so much more difficult to play along with records than CD's!

Alan Simon Post #1

Alan Simon Post 1 - The first class on the Blues dispelled many myths concerning the many fascinating early interpreters of the blues, when they recorded and how they influenced one another. Having listened to a lot of blues as a teenager and getting my hands on as many Folkways, Chess, Blues Classics and Columbia LP's as possible, I thought I had a decent background. (Attending concerts by B.B. King and Sonny Terry & Brownie McGhee). As usual, as the layers of an onion peel off, and we go deeper into any subject, there are new and fresh insights to be discovered. Our discussion of whether a blues needs to be 12 bars, move to the IV chord, have three phrases-three lines of text, and the melodic content, i.e. using the blues scale and bending notes, was fascinating. It makes sense that the last three aspects are much more important than the 12 bars. Alan and John Lomax should be given posthumous awards (I think the son is still alive) for their unprecedented work in the field, recording so much important blues, and folk music.) In addition, the wonderful Library of Congress recordings by Lomax of Jelly Roll Morton are such an invaluable document. Although I own the complete interviews, I have only listened to a few of the CD's, but I look forward to hearing the rest. As important as the Delta was- (the whole bottom of Louisiana, Mississippi, and Texas), New Orleans was the center of Jazz AND Blues, and perhaps Morton’s historical place in popularizing Jazz AND Blues should be recognized more often.

I enjoyed hearing some of the tunes that Robert Johnson recorded as covers when I thought they were his originals. In folk music and the blues, the lyrics and the melody are passed on from one artist to the next with slight alterations being made by the one who is “copying” the song. It was a revelation hearing Kokomo Arnold sing and play “Kokomo Blues” with the lyric “Baby Don’t You Want To Go” from 1934, used in the same manner in Johnson’s “Sweet Home Chicago”. Arnold’s “Milk Cow Blues” revealed a guitar and vocal style that obviously influenced Robert Johnson. The latter’s “Milk Cows Calf Blues” was a direct replica of Arnold’s but at a slower tempo. Johnson, like any other musician didn’t come out of a vacuum. Everyone has their influences before formulating their own style and approach. This is true of blues, jazz, or any type of music including classical, where a composer begins by emulating a style of composition that intrigues him, only to eventually incorporate that style into the vocabulary of his own work. Even J.S. Bach took some of the concertos of Antonio Vivaldi, and reduced the score to a solo keyboard arrangement, most likely played on the harpsichord or clavichord. Of course the visual arts and literature and poetry also evolve in this same fashion, although every now and then a true original comes along—even then, an artists path is determined by an example that drew his attention at an early age.

The same sense of surprise occurred when Dr. Porter in his Coltrane seminar last spring, revealed the source of “Impressions” as Morton Gould’s “Pavanne” from his second American Symphonette of 1938 for the “A” sections. The “B” section is from Maurice Ravel’s “Pavane pour une Infante Defunte.” (Porter, L.; John Coltrane-His Life and Music. Pg.218)

More on Jazz Ed.

Going back to the question; "What's wrong with the way jazz is taught in school?", it probably isn't fair to make a blanket statement. I'm sure there are teachers running programs in schools across the country that focus more on ear training, ensemble performance, and good overall musicianship. I think it comes down to the individual private instructors, however, those students who want to learn how to be strong jazz musicians have to put themselves in performance situations often. The school environment is good from the standpoint that there are a ton of other musicians that want to get together and play, but it's important to also get with people you don't know (i.e. jam sessions, rehearsal bands, etc.) and put yourself out on the line a bit in front of live audiences that aren't affiliated with any school. School can be great for a musician if he uses it as an opportunity to develop while continuing to pursue performance opportunities outside of the school. The biggest pitfall for student jazz musicians is that they get real comfortable with their own clique at school and don't ever branch out much beyond that.
Probably the best way for jazz to be taught is strictly by ear. When I teach lessons I try and get the person to play with a good sound sound and the right style first and foremost. It's absolutely possible for a great jazz musician to not know any theory if he has a great sound, great rhythm, and good enough ears to play in the right tonalities. However, a musician that knows all the theory but doesn't have the sound and style is pretty much an amateur.

THINGS to THINK ABOUT for Wed Morning

I hope you have read ALL the posts on the blog. Please think about these parts especially:
1. WHAT I SENT TO YOU:
REREAD the Frank Griffith improv debate AND the POWERPOINT by Charlie Beale.

2. FROM KEN P:
I just wonder how much different it would be if we threw kids into a classroom and said "play" - let them figure out the tunes, tempos, etc. Give them some guidance now and then, but let them go at it. ...At UNT (when I was there - might be different now, but I don't think so), you had to pass jazz theory before you could take improv class. And you had to take a year of improv before you could do a combo. That means students were in their third year before they played in a combo! No wonder they haven't moved beyond a theoretical style - they never learned anything else (and so as not to single out UNT, this is a very common, accepted method of organizing curricula in jazz education, one that is sanctioned by NASM). This seems to me to be the complete opposite of how one should learn. That's only my opinion, of course, but I think students ought to be playing in combos from day one. Theory should follow practice, not the other way around.

3. FROM ALEX C:
...Both areas place such an emphasis on the material that the actual experience of playing or reffing is overlooked.
When a student enrolls in a jazz studies program, is their goal to learn the jazz vocabulary, or is it to become a jazz player? One might think these two are the same thing, but I would like to contest that they are not. ...A great jazz player is not one who simply knows the jazz vocabulary inside-and-out and can demonstrate it on their horn. Clearly, knowing the language is a significant component of playing jazz, but it's not the ONLY component. Being able to interact musically on a bandstand, to listen to the other members of the band while playing, to play with a sense of purpose/feeling, and to be aware of the audience: these are also essential parts of being the "complete package." However, there aren't many "ensemble interaction" courses being taught.

SEE YOU TOMORROW/WED at 11am.
Lewis

Monday, July 18, 2011

New take on Jazz Ed following Instructor Certification...

Greetings,
The issues that were raised by the readings and last Wednesday's class were bouncing around my head for the remainder of last week into this past weekend. On Saturday, I spent 12 hours attending a soccer referee Associate Instructor course in which I was given a course on how to teach entry level soccer referees. I started playing soccer at around age 3 and became a referee at age 12 (around the time I started the saxophone). I've been a very active soccer official since age 17, attending national tournaments and climbing through the ranks. Therefore, I am as familiar with the soccer refereeing world as I am with the jazz world. And I believe that good referees and good jazz players share a lot in common: both jobs require an ability to improvise (be it musically, or within an unpredictable soccer game situation). Jazz musicians and referees both need to be able to react to the changes going on around them instantly. When playing jazz, there's a certain "form" to the tune, but how that band is playing it is unique in every situation. In soccer, the game flows similarly in every match, but the fouls that occur, the level of intensity, and the different personalities of the players change from game to game. If I show up to a soccer match and have poor assistant referees, I have to compensate for their weaknesses. Similarly (as I learned in Montana), if I'm playing with a drummer or bassist that's struggling, I need to be sure to make the time and form very obvious with my solo materials. You can see how there are certain elements about jazz playing and soccer refereeing which don't transfer well into the classroom setting: the real jazz playing happens on the bandstand, and the real officiating happens out on the field. However, both areas are taught in very rigid "courses."

As I sat in the referee instructor course where one is trained on how to teach entry-level referee clinics (akin to Improv or Theory I), I began to grow very irritated with the material, and I wasn't quite sure why. It wasn't until Sunday that I realized my gripe with the way in which soccer officiating and jazz playing are taught both have the same—in my opinion—fatal flaw: both areas place such an emphasis on the material that the actual experience of playing or reffing is overlooked.
When a student enrolls in a jazz studies program, is their goal to learn the jazz vocabulary, or is it to become a jazz player? One might think these two are the same thing, but I would like to contest that they are not. A great referee is not someone who knows the laws of the game inside-and-out. I can say confidently that there are people who know the law book incredibly well but are terrible referees. Conversely, there are other officials who "make their own rules," but they still have great success. This is because being a great referee isn't only about knowing the laws of the game.

In my estimation, the same is true of a great jazz player. A great jazz player is not one who simply knows the jazz vocabulary inside-and-out and can demonstrate it on their horn. Clearly, knowing the language is a significant component of playing jazz, but it's not the ONLY component. Being able to interact musically on a bandstand, to listen to the other members of the band while playing, to play with a sense of purpose/feeling, and to be aware of the audience: these are also essential parts of being the "complete package." However, there aren't many "ensemble interaction" courses being taught. Think of every ensemble you ever played in during college. Even if there were times that interacting with/listening to other band members was addressed, how muted was that by the overall obsession that everyone has with their own solos? One frequent knock that I hear given about young/university jazz musicians is the fact that they play too much and don't listen enough. However, is this sentiment ever addressed at the institutional level?

The material in a soccer referee course is nationally mandated. Therefore, the powerpoint presentation given in Kalamazoo is the same one given in Newark. Jazz education is not as clearly uniform, but I would argue that the dissemination of teaching methods and materials around the country (with the assistance of bodies such as the IAJE) is quite similar from one program to the next. I would argue that even though there are vastly different faculty members at MSM, NEC, Eastman, etc., the students at the various institutions share a lot of similar sentiments about their musical priorities in a way that would have NOT been as universal prior to the institutionalization of jazz. So even though, as Ken described in his response to John, there have always been examples of imitation in jazz playing, the idea of a more unified philosophy on how to approach the music (and lack of variety in perspectives) seems to be unique to jazz as it has been presented following its indoctrination into the world of academia.

Just my two cents.

Sunday, July 17, 2011

A long post from Ken Prouty--COMMENTS??

John - thanks for these very thoughtful and probing questions. I've responded at length as I think your questions deserve a full discussion. I've had a couple cups of espresso this morning, so I apologize if I ramble ;)


FROM JOHN'S POST: I would have asked these questions over the phone rather than a
post/critique if there was enough time. I just took the notes I jotted
down and turned them into the post below, so I could have
misinterpreted his remarks or not have gotten the whole story if there
was time for him to discuss some of these points:

One of the central problems I found in his discussion of the issues in
jazz education was deeming the current faculty neoconservative. To me,
this relates directly to a critique of the young lion generation of
musicians and the music they played. To be brief, I disagree with this
general critique of this group of musicians, and would argue that
since 2000, a whole body of work exists that demonstrates that these
musicians forged a unique identity in the jazz tradition and has and
will continue to be influential in the future. They also brought a
great deal of visibility to the music which I feel should be
appreciated rather than scorned. From a pedagogical standpoint, it
seems to me that what they were criticized for would be very useful in
an academic setting: drawing on the tradition of musicians that came
before them, and incorporating it into their own unique voice.

To clarify, when I say "neo-conservative," I'm referring to the context of the academy itself, not to the stylistic approach of neo-classicism (or whatever we want to call Wynton, JALC, et. al.). I'm basically using a political analogy, that neo-conservatives are political "converts" - progressives who are now conservatives (that's what this term actually means in its proper usage, and I don't actually think it carries over that well to a discussion of style). In saying this, I'm trying to get to the point that jazz education, which was once considered (rightly) a very progressive field, has now found a secure, stable, comfortable home in academia, and people don't want to jeopardize that. What concerns me is the idea that jazz studies is being "passed" by others in the academy whose work is taking musical study in different, innovative directions. As I noted before, much of the discourse of free improvisation is not going on within jazz education programs, but in other areas of the academy. In most academic disciplines, being on top of current developments is considered to be a critically important idea. This is doubly unfortunate when you consider some of the really great things going on in jazz today (I think I mentioned Bad Plus before). Why are these approaches not being embraced by the discipline in its pedagogy and curricula? Why are big bands still at the core of most jazz programs (how full time many professional big bands are in existence today)? Let me state that there is absolutely nothing wrong with big band music - I love it, and I do big band gigs every chance I get. But there aren't many, and most schools (with exceptions like William Patterson that come to mind) still use the big band as the center of their performance program. Likewise, a very circumscribed improvisational style is still largely the center of the curriculum. There's nothing wrong with playing that way, and indeed it would be absurd to suggest that students shouldn't learn it. But jazz education hasn't really moved beyond it. There's so much more jazz out there, and I do think that a "jazz studies" degree ought to reflect the breadth of the music to a greater extent than it does.

Tradition is a two-edged sword. It is, of course, important, as you rightly note, but there simply has to be more. But I think the question of why comes in. Are these methods of teaching still widely used because they are the most effective, or because "that's the way it's always been done." Given the amount of criticism I hear of jazz education FROM EDUCATORS THEMSELVES, I tend to think it has more to do with the latter. This brings me to another problem with the place of tradition in the field - the tradition itself is heavily skewed towards bop/hard bop/post bop. There's nothing wrong with those genres, but there is virtually nothing in improvisational pedagogy on pre-1940s or post-1960s approaches to playing (which often represent very different ways of playing and thinking about improvisation), at least on a wide scale (the same is true for performance - it is extremely unusual to see, for example, a small combo in a jazz program that focuses on pre-bebop jazz). The problem is not, therefore, simply an emphasis on tradition and its application. It's that the tradition that is employed is not complete. The "jazz tradition" that informs the teaching of improvisation has, I believe, been truncated. I simply don't see a lot of momentum in the discipline as a whole to change this. When I see university orchestras and wind ensembles programming "new music," I wonder why we aren't doing the same. When I see a composition department sponsoring an avant-garde improvisation ensemble, I wonder why jazz studies didn't get there first. When I saw a percussion instructor form a salsa band while I was in grad school, I wondered why the jazz program didn't devote one of its many big bands (there were nine) to Latin jazz. I wondered why it was left to a"repertory ensemble" to play Third Stream, or Mingus, or Jelly Roll Morton, or Sun Ra. These things are not specific to one school...

Jazz education came into full flower by launching an attack on tradition, that is to say, the traditions of the academy. But now jazz education has become the defender of tradition, and a very circumscribed one at that. I see this as a problem for the field moving forward, especially as more and more music (world music, pop, free improvisation, etc.) makes it's way into the academy. There are only so many resources to go around, and the academy does not need more defenders of tradition - it needs more iconoclasts. They are out there, but they are not driving the debate as they once did.

This was one of my big complaints about IAJE - they could (and should) have been a leader in this area. Instead, they reflected the status quo. I can't count the number of times I saw different people give the same basic presentation on improvisational techniques year after year (Lewis can probably speak to this better than I). Now they're gone, and though there's a new organization emerging to take its place, I'm not seeing this as one of their big priorities.


JOHN: One of the major criticisms Dr. Prouty pointed to was the lack of
forward thinking research done within the jazz field. However, I think
an important question to ask is why should professors employed to
teach jazz improvisation be expected to be doing this research? Should
we really expect untenured, associate/adjunct professors to be
teaching (lessons and academic classes), "coaching"/directing
(ensembles/combos), researching, composing, performing and recording?
Just attaining professional status in one of these fields would have
been more than enough for the "warrior" generation of jazz educators.
Think about one of the great musicians we like to discuss and emulate,
Lee Morgan. He picked up the trumpet at the age of 13 and is playing
with Dizzy Gillespie's band about 5 years later! And don't forget that
many "jazz" educators are also required to teach and perform classical
music in these academic positions. Speaking from personal experience,
when I was discussing doing DMA/Phd work with Ralph Bowen, he
recommended that I go for a DMA in classical saxophone performance
since he indicated it would be very difficult to attain a college
teaching position without demonstrating the ability to teach both jazz
and classical styles.

This last point illustrates, I think, one of the lingering issues in the field. Bowen is spot on from a practical standpoint, and indeed, it's hard to argue that a breadth of experience is not of enormous benefit to both players and teachers. The bigger question is why should it have to be this way? Why should a jazz musician be, in essence, forced to do this, to bow to the classical canon? I sit on lots of DMA committees and teach lots of DMA students in my classes, and I don't hear that many DMAs in trombone, trumpet or piano performance being told that they should learn some jazz (sax is a different story, but I think that has more to do with our faculty in that area). There simply is not the expectation that they need to do it. But MM students in jazz are often told, as you note, to do "classical" DMAs so they were be more marketable. (One other problem is that DMAs in jazz studies is still relatively new, and most people entering the job market don't have one...the MM is still widely considered to be a terminal jazz degree, but many jobs still require a doctorate...thus the "classical" DMA).

But back to your overall point. I do in fact think there is a lot of forward thinking research being done in jazz. Unfortunately, a lot of it is being done outside music departments. Why should this be the case? For the record, I think this is more a function of musicology than jazz studies. I'm a musicologist (actually an ethnomusicologist, if you want to get technical), and I was hired specifically to work both in musicology and jazz studies. I'm incredibly fortunate to be in this position, as it affords me the opportunity to do pretty much everything I want (jazz, American music, pop, world music). But positions like mine are really, really rare. Most jazz studies programs don't have a dedicated historian/musicologist, and jazz research is still relatively rare in American musicology. That said, people like Ingrid Monson, Steve Pond, David Ake, and Tammy Kernodle (not to mention your own professor) are doing terrific work. I also really like the work of Krin Gabbard, Sherrie Tucker, Tony Whyton, and many others who are in humanities fields (one of my colleagues here in American Studies, David Stowe, wrote a great book on swing). But I might be getting far afield here.

I'm not trying to say that faculty who teach jazz performance need to start doing historical research, but that they ought to be reconceptualizing of their own teaching. If teachers of jazz are not going to do these things, then who will? All of those activities that you mention that untenured faculty might be expected to do? The fact is, we ARE required to do most, if not all all of those things as it is, not to mention serving on University committees and doing public service (!). But I'm not really talking about taking on new research. I'm talking about thinking about different ways of teaching what we already teach, and of different ways of thinking about the music. It doesn't necessarily take new research to re-structure an improvisation curriculum to focus less on chord/scale theory and mainstream repertoire. What it takes is a change in mindset among faculty and administration that experimenting with curricula is a good thing. That's where it gets dicey for untenured faculty - experiments have the potential to fail, and who wants to take that chance to get a black mark on their teaching portfolio. At the same time, for the field to continue to develop, experimentation with teaching simply has to happen. It's the same as with music - if no one takes chances, nothing new happens. My sense is that there are a lot of people in the field who are content with the way things are. That's fine - they've paid their dues, as it were, and especially for long time faculty, why should we make them fight the same battles again?

As teachers and scholars, all of us should be constantly striving to innovate in the classroom or the studio, just as we do in performance, composition or research. It sounds cliched, I know, and maybe it's a function of one too many semesters on curriculum committees. But I see fields like music ed., musicology, theory, and composition that are constantly assessing and reinventing themselves (to say nothing of the humanities). I don't see the same in jazz studies, and that troubles me. And as I said, if faculty in jazz studies won't do this work, who will?

[On a related note, jazz historians face many of the same issues. The canon has come under constant and sustained criticism over the last 20 years, yet textbooks and teaching methods still are relatively canonical in perspective. It's hard (some might say impossible) to teach history without the canon. Nevertheless, historians are asking important questions about it, questions which have changed how we teach. These are good things that have few parallels in the teaching of improvisation curricula. It's also worth pointing out that these new perspectives on jazz history have mainly come not from traditional academic jazz studies (as it has been defined), but from musicology and the "new jazz studies," a largely interdisciplinary field.]


JOHN: For me, this discussion leads naturally into an answer to the
question of the sounds of sameness in the rising generation of jazz
musician. Considering the variety of genres, theoretical knowledge,
academic qualifications and understanding this new generation is
responsible to absorb, how can we possibly expect new voices to be
emerging in so short a time span (not to discount young "innovative"
musicians)? Maybe our expectations regarding
creative/original/innovative output should be tempered by the fact
that it takes time to absorb a diversity of influences before
something original can *hopefully* emerge. And given how much material
needs to be absorbed, maybe that gives us a way to estimate the amount
of time it takes to get to the point of the creative
artist/scholar/composer/arranger/director/administrator. That's a lot
of hats to wear!!

I absolutely agree, and I think, again, that this is one of the accommodations that we have to make as jazz educators to the institutional environment. What troubles me about the discourse of the field is that we are not able (or willing) to even try to move beyond this.

I'd add something else to this - any group of musicians in a bounded community are naturally going to gravitate towards a certain common approach. Players from Kansas City might sound a certain way, or Philly. Why should that not be the case in Denton, Texas or East Lansing, Michigan. I do think that jazz education gets tagged with this somewhat unfairly. That said, my experience as a student provided a serious wake up call on this front. It seemed that everyone's goal at UNT was to get into the top band. That, of course, makes sense, but to be in that band, you were generally expected to play a certain way. Again, there are "real world" parallels to this. What I found objectionable, and a little bit scary, was that people seemed to be listening more to recordings of the One O'Clock band than they were to Miles, Trane, Armstrong, etc. That, to me, was a reality check. And the fact is that the repertoire in most jazz programs is fairly limited, which further drives stylistic uniformity.

One of the things I really liked about Paul Berliner's book was that everybody had their own way of learning, and everybody's was a little bit different. Yes, many times people hit on the same things, but I think you see my point. Contrast that with an approach where everyone is brought through exactly the same sequence at precisely the same moment in their development, with precisely the same repertoire. Of course they are going to sound the somewhat similar.

Another issue that sometimes gets left out of these discussions is this most students start playing seriously only when they get to college (with some exceptions, of course). As you note above, Lee Morgan was playing with Dizzy at age 18. Most 18 year-olds today are just learning the basics of improvisation.


JOHN: I also think it is interesting to compare the "out of thin air"
approach of jazz musicians of the past to, for lack of a better term,
the "Coltrane work ethic approach", and how these relate to the state
of jazz education.

Let me say, for the record, that I do not subscribe to the "out of thin air" idea. Nothing operates in a vacuum, and all musicians (with maybe some really, really rare exceptions) practice and utilize theory (by "theory" I am not referring to the academic discipline...any abstracted thinking about musical structure is a type of theory). Yes, Trane was a workhorse, but people "practice" in different ways, not all involving a horn on their mouth.


JOHN: Because as we touched on in class, while jazz was a
popular music, musicians veiled their practicing behind the talk of
how it comes naturally to them. This gradually shifts during the bebop
era, with talk of practicing in the woodshed, pursuing completeness
through practicing in 12 keys and so on. Coltrane's work ethic seems
to have impacted jazz education from 1970 onwards in a profound way.

I agree with this, but I think it impacted jazz ed. in very specific ways. David Ake talks about this in his book Jazz Cultures (which I highly recommend if you've not read it). Ake argues, and I agree for the most part, that the "lesson of Coltrane" that jazz education absorbed was one of relentless practice leading to technical mastery. "Giant Steps," which is of course ubiquitous in jazz education, is essentially an etude. Ake goes on to argue (and I think he's spot on here) that we miss the "big picture" of Trane by relentlessly focusing on such works. His post-1964 works are almost never addressed in improvisation curricula or publications, and for many, this represented his peak period of creativity.

Another point - you seem to imply that as jazz becomes an "art music" (maybe that's overstating it, but that's the common paradigm of jazz's transition during bebop) that it picks up the cult of practicing/technique. That may be true, but I wouldn't so quickly dismiss the "veiling" of hard work as being simply behind popular forms as opposed to art forms. This was a major point in Henry Kingsbury's conservatory ethnography (that I discussed in my articles), that "talent" is an unknowable idea, but is still at the heart of power relations in the conservatory. The mystery of natural talent and the cult of practicing and not mutually exclusive, and I think it's still very much in force in jazz programs as well as classical ones.


JOHN:Now practicing is celebrated, even to the extent that you can hear
exercises played out in solos in solos from student musicians.

I'd suggest that these have long been present in jazz - things have always been "worked out" or "patterned." I mean, how many times does a specific Charlie Parker phrase re-occur across a number of solos?


JOHN: In
previous classes we have pointed to licks and patterns that musicians
played and practiced from Louis Armstrong forward, but I think it
demonstrates a categorical difference that within a solo a student
will play an ascending minor third chromatic pattern.

I don't disagree, but again, I'm not convinced that these things have not always been there in jazz. The difference for me is conceptual. When it's Bird or Miles playing a scalar pattern, we don't necessarily hear it that way. If it's a kid playing with his school combo, we do. Maybe that's an over-generalization, but, as they say, context matters. Of course, MIles also did lots of other things, but I think the point remains, that what we think of as theoretical constructs are probably much more common in the improvisational language that we often think they are. That doesn't mean they said "I'm going to play this scalar pattern" (or maybe they did), but the resulting pitches are the same.


JOHN: It points to a
dramatic difference in the perception of chord/scale harmony, and a
fundamentally different philosophy about what is valid in the context
of an improvisation. Again this points to the an increase in term it
takes generally to produce a creative jazz artist today.

I agree with you that this is an important distinction. Maybe the point is that the kid in the school combo ONLY plays scalar patterns, unlike Miles or Bird. There are a couple of different possibilities that are not mutually exclusive: 1) that's all he learned; 2) he's a bad player. Some students just will never move beyond this. This is a problem with criticism of jazz education - it always seems to be measured by its worst examples, whereas "real" jazz seems to be measured by its best. That doesn't mean that there were not lesser players. Paul Quinichette (did I spell that correctly) was referred to as the "Vice Prez" for his similarity to Lester Young (it was not a compliment). We don't know how many crappy jazz musicians there were in the history of the music because they're not in the history books, but I suspect there were a lot. But I digress...

I just wonder how much different it would be if we threw kids into a classroom and said "play" - let them figure out the tunes, tempos, etc. Give them some guidance now and then, but let them go at it. And let them fail. This really is the main point, isn't it. Failure, in academia, is catastrophic. It means retaking classes, delaying graduation, paying more money, having to tell your parents, social stigma, etc. We don't really afford our students the opportunity to fail. And besides, as teachers, failure reflects poorly on us, so we often pass them all anyway. But failure is such a crucial part of the learning process.What would Trane have been if Miles hadn't fired him? What would Bird have been if Papa Jo Jones hadn't almost taken his foot off with a cymbal?

Of course, curriculum does reinforce these types of ideas. I wrote in one of the articles that at UNT (when I was there - might be different now, but I don't think so), you had to pass jazz theory before you could take improv class. And you had to take a year of improv before you could do a combo. That means students were in their third year before they played in a combo! No wonder they haven't moved beyond a theoretical style - they never learned anything else (and so as not to single out UNT, this is a very common, accepted method of organizing curricula in jazz education, one that is sanctioned by NASM). This seems to me to be the complete opposite of how one should learn. That's only my opinion, of course, but I think students ought to be playing in combos from day one. Theory should follow practice, not the other way around. Maybe a reorientation of this idea would alleviate some of what you talk about above.

So this is where I come back to my core critique of jazz education. These types of curricula make a lot of sense institutionally. They are easy to sequence and schedule, to assess, to design and to replicate in subsequent terms. And for some students, undoubtedly, they work, as there are some wonderful musicians coming out of these programs. But it's a one-size-fits-all approach to something that I think is inherently at odds with such an approach. Where I really criticize the field is in the assumption that we CAN'T do things differently. We've been around long enough that our position is secure. The administration is not going to cut our funding if we shake up our curriculum a bit. We're well past the "foot in the door" stage. We came into the academy roughly around the same time as ethnomusicology - ethno is now a radically different field than it was 40+ years ago. Why shouldn't jazz studies be as well, particularly in light of the developments in the music since that time? Our age is starting to show...

JOHN:I also want
to distinguish this from current artists in the genre who might use
this concept with articulation/dynamics to create a valid musical
idea, because I am not necessarily criticizing the approach, just
commenting on the fact that the way we practice and the material we
use in improvisation has changed over time.


Good point - The way we practice does change. If that's true, then, why can't the way we teach or organize curricula change as well.

I want to thank you for your very thoughtful and very thorough questions. These kinds of debates are important, and frankly, they're a lot of fun too! this is what scholarship is supposed to be.

Best,
Ken

--
Ken Prouty, Ph.D.
Assistant Professor
Musicology and Jazz Studies
Michigan State University

Saturday, July 16, 2011

LAST READING for Wed

http://alligatorreport.wordpress.com/2007/01/19/is-the-african-american-community-homophobic/

Is the African American Community Homophobic?
By Randy Allgaier
(NOTE: Much of this article is taken from Journal of Sex Research, Nov. 2005:
A comparison of African American and White college students' affective and attitudinal reactions to lesbian, gay, and bisexual individuals: an exploratory study
by Charles Negy, Russell Eisenman)

Three recent events cause me to ask the question – “Is the African-American community homophobic? First is the recent fracas about Isaiah Washington’s use of the work faggot in a derogatory manner in relation to his “Grey’s Anatomy” gay co-star T.R. Knight. Second was the withdrawal from the “Episcopal Church of the United Sates” by parishes that object to the elevation of a gay man to Bishop and their move to the see of a Bishop in Africa. The African church is very intolerant of the progressive movement in the church- specifically regarding homosexuality. Third was the memorial service of an African American colleague who recently died unexpectedly and whose family acknowledged neither his homosexuality nor his status as an HIV positive man. What made this memorial colossally peculiar was that this man worked in the HIV field and had a history with a boy friend.
Attitudes and affective reactions to lesbian, gay, and bisexual (LGB) individuals are slowly improving in this country. As more lesbians and gays come forward and people see them for the people they are rather than the label, the level of acceptance has improved- although it is hardly universal. Various authors have noted that anti-gay attitudes and sentiments may be even more pronounced among African Americans. For example, Fullilove and Fullilove (1999) have commented that “homophobia is very common in the African American community” (p. 1,123). That sentiment was echoed by Kennamer, Honnold, Bradford, and Hendricks (2000), who reported that homophobia appears to be “a major part of the African American culture, driven by both religious forces and political forces” (p. 522).
Various critics contend that homophobia among African Americans is partly responsible for slowing an African American mobilization against the AIDS epidemic in their communities (e.g., Brandt, 1999; Fullilove & Fullilove, 1999; Morales & Fullilove, 1992; Peterson & Marin, 1988).A modest number of studies have investigated African Americans’ views of LGBs and have yielded contradictory findings. Some of those studies have failed to find significant differences in homphobia between African Americans and Whites (e.g., Glenn & Weaver, 1979; Herek & Capitanio, 1995; Irwin & Thompson, 1977; Marsiglio, 1993). Other studies have found African Americans, on average, to be more homophobic than Whites (e.g., Hudson & Ricketts, 1980; Lewis, 2003; Schneider & Lewis, 1984; Tiemeyer, 1993; Waldner, Sikka, & Baig, 1999).
The more noteworthy of those studies is the one by Lewis (2003), who attempted to compare the opinions of approximately 7,000 African Americans and 43,000 Whites on homosexual relationships, civil liberties for gays and lesbians, and employment rights of homosexuals. Lewis compiled data from 31 national surveys conducted between 1973 and 2000, mostly by news or popular survey organizations, such as the Times Mirror and Gallup polls. His goal was to identify demographic variables, including education and commitment to religion, that may account for racial differences in opinions in these three areas.
The findings were somewhat paradoxical. Even after controlling for frequency of church attendance, education, age, and gender, he found that African Americans were more homophobic than Whites. More specifically, Lewis found that African Americans were 11 percentage points more likely than Whites to condemn homosexual relations as “always wrong” and 14 percentage points more likely than Whites to see LGBs as deserving of “God’s punishment” in the form of AIDS. Moreover, African Americans indicated that they would support removing pro-gay books from their public library by 6 percentage points more than Whites and would be less willing to allow an openly gay person make a speech in their community by 4 percentage points more than Whites. Ironically, however, African Americans were more supportive than Whites of gay civil liberties and significantly more opposed to antigay employment discrimination than Whites.
Lewis commented that “Blacks appear to be more likely than Whites to both see homosexuality as wrong and to favor gay rights laws” (p. 66), and he interpreted those findings in light of African Americans’ historically strong opposition to discrimination in political and economic spheres. Given that religiosity, education, age, and gender did not meaningfully eliminate African Americans’ relatively high levels of homophobia, Lewis concluded that additional research is needed to understand the variables at the heart of African Americans’ homophobia, particularly as a means for developing more effective, culture-specific campaigns against homophobia.
Charles Negy did a comparison of African American and White college students’ affective and attitudinal reactions to lesbian, gay, and bisexual individuals that was published in The Journal of Sex Research in November 2005. In the study African American (n = 70) university students were compared with White students (n = 140) on their affective (homophobia) and attitudinal (homonegativity) reactions to lesbian, gay, and bisexual individuals. The results initially suggested that African Americans had modestly higher homophobia and homonegativity scores than Whites. However, those ethnic differences vanished after controlling for frequency of church attendance, religious commitment, and socioeconomic status. For both ethnic groups, gender and religiosity variables significantly predicted homophobia and homonegativity. Men in both ethnic groups had significantly higher homophobia and homonegativity scores than their female counterparts. Lastly, additional regression analyses revealed that one aspect of African American culture–family practices–significantly predicted homophobia, but not homonegativity, above the predictive ability of religiosity.
Research on lesbian and gay populations within the African American community has covered a great deal of ground over the last quarter century. While early work on homophobia was based on the assumption that the fear of Black gays and lesbians was justified because homosexuality was either a disease or a strategy of European domination, the latest research starts with the recognition that gays and lesbians are a significant part of the Black community. Though such research has, for the most part, clearly moved from intolerance to tolerance, it has tended to stop short of acceptance.There is clearly room for further research which is not focused so much on the ways in which the problems of the past continue to haunt Black gays and lesbians — from oppression and its negative effects to HIV/AIDS — but on their hopes and dreams for the future that are unfolding in the present.
The paradox of the African American Community having religious based issues with homosexuality while overwhelming supporting civil rights for gay and lesbian Americans is an interesting one. My conclsuion is that they African Americans know from their own oppression the need to promote civil rights for all groups and thus it isn’t being African-American that causes homophobia- it isn’t that African-Americans see homosexuality as a “white man’s sin and disease” rather it is the socially conservative churches which often figure prominently in the family lives of African Americans that breed the intolerance. It just happens that many African-Americans in this country grew up with a significant influence from socially conservative churches.

(Randy Allgaier is the Director of the San Francisco HIV Health Services Planning Council. The council determines the needs of this population, establishes priority for services and allocates funds for federal Ryan White programs for San Francisco, Marin and San Mateo countiess. 2009 the funding amounted to over 26 million dollars for the three county area.

Randy is an un-abashed liberal who although is a political animal has views that are more policy focused than politically skewed. “The Alligator” is a compendium of Randy’s thoughts on a variety of topics from politics, healthcare, HIV/AIDS issues, gay and lesbian issues, current events, culture and random musings.

Randy has a long and distinguished career in community organizng, health care public policy and planning.)
END

ANOTHER ONE for 7/20, #2

http://jazztimes.com/articles/20073-homophobia-in-jazz

Homophobia in Jazz
December 2001
James Gavin

A few years back, I visited a jazz pianist who had made his mark in the ’70s with a reflective series of albums on the ECM label. This was one of my first interviews for a now-finished biography of his former employer, Chet Baker [out in April 2002 from Knopf]. As the recorder ran, my host—known for his fierce intelligence and for the refinement of his playing—kept referring to “that faggot” who had produced a somewhat homoerotic documentary of the once-beautiful trumpeter and singer. After gorging himself, grunting and burping, on Chinese food, he listened with me to a vocal recording that Baker had made in 1955, when his singing suggested a shy little fawn. The pianist spat out in disgust: “He sounds like a girl!”

The jazz world is one of the last cultural frontiers of old-fashioned macho, and in it, homophobia runs rampant. Since interviewing that pianist, I’ve met a multitude of jazz figures who pride themselves on soulfulness and sensitivity, yet are as sensitive as rednecks on the subject of homosexuality—especially its presence in jazz, which is not inconsiderable. Many of the same musicians who would flatten anyone who called them or a friend of theirs a “nigger” haven’t hesitated to tag somebody a “faggot,” if that person threatened their standards of masculinity.

One saxophonist, a gay man in his early ’60s, sums up what he sees as the persisting attitude: “If you are gay, you cannot be playing this music that requires you to have a much higher level of testosterone.” A veteran singer who has worked with European big bands remembers walking out on one of them, furious at being “harassed” by homophobic slurs. “Gays are the last whipping post in society,” he says. “A lot of mediocre musicians become section players, and they’re full of frustration. They turn that on any target. They’re with guys so much, they get a buddy system going. One guy in the trumpet section makes some idiotic remark, they all collapse in laughter. It’s gotten so that I avoid musicians.”

Political correctness may keep most educated liberals from calling anyone a “faggot” anymore, but how much have attitudes really changed? Some attention was drawn to the question in the ’90s, when three outstanding jazz musicians—pianist Fred Hersch, vibraphonist Gary Burton and singer-pianist Andy Bey—all came out publicly as gay men. Patricia Barber, a much-heralded singer-pianist and an open lesbian, showed her nerve by recording Paul Anka’s love song “She’s a Lady” on her 1998 album Modern Cool. Two years earlier came Lush Life, David Hajdu’s biography of arranger-composer Billy Strayhorn (1915-1967), one of the very few openly gay jazzmen of his (or any) time. Duke Ellington, his creative partner, called Strayhorn “my right arm, my left arm, all the eyes in the back of my head, my brain waves in his head, and his in mine.”

But Strayhorn worked mostly behind the scenes, and until recently it was easy to think that jazz, like the Boy Scouts, had no gay element at all. “I don’t even know a jazz musician who’s a homosexual—not a real jazz musician,” Dizzy Gillespie was quoted as saying. Grover Sales, who teaches jazz studies at Stanford University and the Berkeley Jazz School in northern California, devoted eight pages of Gene Lees’ Jazzletter to the question: “Why Is Jazz Not Gay Music?” Noting that the jazz community was “long unrivalled for its blithe indifference to extremes of human comportment,” he concluded that gay people just weren’t broad-minded or hip enough to appreciate jazz. (Gays had kept jazz out of the musical theater, he added, by “impos[ing] [their] tastes, perceptions, and sensibilities on the 90 percent straight world.”)

The article infuriated Fred Hersch. “I have quite a long list of gay jazz musicians, some in and some out of the closet,” he says. “It’s not as tiny a club as one thinks.” It may be true, as jazz writer Chris Albertson—himself gay—notes, that “gay people tend to prefer the divas—Billie, Sarah. But that’s just one small part of jazz, and the larger part is these macho guys who almost seem to be thinking ‘faggot’ when they look at you.”
The prevailing image of a jazz band involves a bunch of guys in tight quarters, holding their instruments like mighty swords, rarely letting anyone in too close. The music is based, much of the time, on muscle and endurance, as suggested by the coveted terms of praise—“hard-blowing,” “hard-hitting,” “hard-swinging.”

In the struggle to earn those titles, is it any surprise that some men would strain to prove their own virility by overcompensating, often at someone else’s expense? In his 1971 memoir The Night People, trombonist Dicky Wells recalled the main topic of conversation on the Count Basie band bus: “Chicks. What else?” Whoever didn’t join in faced trouble, as Ralph Burns remembers. One of the most important arranger-composers in swing history (notably with the Woody Herman orchestra) and an equally renowned Broadway arranger, Burns, now 79, carefully hid his homosexuality in those days. That’s no shocker, given the talk he heard from his colleagues. “Everybody would joke, ‘Oh, that fag!’ and if they wanted to be funny they’d lisp,” Burns says. “My one fear was that at one time or another they’d turn on me, but luckily they never did.”

Soon after he got a job in the office of Riverside Records in the late ’50s, Albertson learned how hypocritical the jazzman’s macho pose could be. “I know a lot of musicians who would talk about the ‘fucking faggots,’ then they’d sleep with them,” he says.

These are topics most people in the business—Albertson aside—would rather ignore. What counts is the music, they argue, not who anyone is sleeping with. A group of fans debated the subject this year on Jazzcorner.com. Trombonist Bob Brookmeyer, now 71, stirred it up by angrily dismissing the whole discussion, claiming that anti-gay bias didn’t mean much in comparison to racism and otherworldly threats. So many contributors pounced on him that he withdrew his postings. Cookie Coogan, a jazz singer-pianist who works and teaches in Ithaca, N.Y., gave the tartest reply: “I aspire to be an independent, intelligent and uncompromising artist. That coupled with the fact that I ain’t exactly pretty, nor am I always quiet and demure, means that when I was younger, I faced folks calling me ‘dyke’ and writing homophobic stuff on my dorm room door. God! Imagine if I was really gay.”

Coogan would have gotten less flak in the freewheeling blues and “race music” world of the ’20s and ’30s. Its participants—mostly black, many female—knew all about marginalization, and weren’t likely to discriminate further. To them, homosexuality was “a simple fact of life,” according to Chris Albertson, who has documented the genre heavily in his long career as a critic and historian. His 1972 biography of Bessie Smith, Bessie, details the relaxed bisexuality of the legendary “Empress of the Blues,” who died in 1937. In 1977, Albertson notated AC/DC Blues (Stash), an LP of sassy gay-themed “race records” by such artists as Smith, her predecessor Ma Rainey and singer George Hannah, who proclaimed his “freakish ways” in 1930.

That environment bred the two fearless souls profiled by Greta Schiller and Andrea Weiss in their 1988 documentary Tiny & Ruby: Hell Divin’ Women. The film explores the 42-year relationship of Tiny Davis and Ruby Lucas, two Kansas City R&B musicians who had remained so in love, and so delighted at making music together, that to them one passion was as natural as the other.

The male-dominated jazz community was hardly so open-minded. Early on, “faggy” became a convenient adjective for any kind of jazz that wasn’t rip-roaringly aggressive. In the ’50s, the eminence of “cool” West Coast jazz, lighter and more graceful than bebop, provoked a lot of jealous slurs on the other coast. “I can’t stand the faggot-type jazz—the jazz with no guts,” said Horace Silver in a 1956 Down Beat interview. Journalists upheld this macho shield by jumping to the “defense” of certain players who had been “accused” of gayness. Just after the death of saxophonist Lester Young in 1959, Robert Reisner, writing in Down Beat, launched a tradition by heatedly denying the rumored homosexuality of Young—a musician whose colleagues in the Basie orchestra reportedly called him “Miss Thing.”

No one seems to have a definitive answer on Young’s orientation, but the mere suggestion that he might have been gay is enough to send some writers into a tailspin. On Jazzcorner.com, Scott Yanow defended the late violinist Stephane Grappelli—known to travel openly with his lover—against “National Enquirer-type” charges of homosexuality. He also brushed off a quote by the late bandleader Mercer Ellington, who told David Hajdu that his father, Duke, may well have had a sexual relationship with Billy Strayhorn. “With all of his girlfriends,” asked Yanow, “when would he have had the time?”

Mercer’s comment appeared in a 1999 Vanity Fair piece that Hajdu wrote about Ellington and Strayhorn. Hajdu caught plenty of heat for it. “It was as if I had printed the worst conceivable thing about Duke Ellington,” he says. Nobody seemed to mind reading that Ellington was “a misogynist who treated women like interchangeable body parts,” Hajdu notes. “But the suggestion that he might have had a physical relationship with a man—that was horrific.”

Fred Hersch is never afraid to rub people’s prejudice in their faces. Now 46, he initially came out as a gay man with HIV in his hometown of Cincinnati, where he gave a 1993 benefit performance for AIDS Volunteers of Cincinnati. Since then, Hersch has used his musical prominence—he records frequently for Nonesuch, a prestigious classical label—to help numerous AIDS-related causes. He remains the most public gay man in jazz, with the least amount of patience for anyone’s “bullshit.”

“Look,” he says. “There’s homophobia, there is racism, there is sexism in the real world. The jazz world is a microcosm of the real world. Just because people play music doesn’t mean they’re very elevated in terms of their consciousness about those things. And just because you’re gay doesn’t mean you’re gonna be more sensitive. I know gay musicians who are in the closet who have become almost caricatures of the macho straight jazz musician—stylistically inhibited, emotionally constipated in their music-making. Everybody knows they’re gay but they won’t say it. You look at Johnny Hodges, Chet Baker or Bill Evans—those are people who really put it out there emotionally. They were all straight, basically.”

Where does he think homophobia in jazz starts? Hersch observes that any kind of “male bonding activity”—be it sports or jazz—”brings up a lot of men’s issues, chiefly issues of intimacy. Playing creative jazz music with someone demands a certain intimacy. And a lot of men, historically, have displaced men’s issues by joking around or physical horseplay or various other kinds of deflections.” Under these circumstances, he says, what seems like homophobia may be rooted in insecurity, not hate. “I always thought it was more of a fear of intimacy issue than actual homophobia,” he says.

In either case, the best defense is honesty, says Andy Bey. Still boyish at 62, Bey is at a peak of acclaim after decades of obscurity. His last three solo albums, Ballads, Blues & Bey (Evidence, 1996), Shades of Bey (Evidence, 1998) and the new Tuesdays in Chinatown (N2K) have introduced a wide audience to his cool, ethereal vocals, darkened with tinges of gospel, blues and jazz, and filled with eerie silences. Prestige has released Andy Bey & the Bey Sisters, a CD of two albums he made with his sisters, Geraldine and Salome, when they formed a funky vocal trio in the late ’50s and ’60s. Bey went on to sing with such hard-bop leaders as Horace Silver and Gary Bartz.

“Black, gay and HIV-positive—that’s kind of a heavy load!” he says, laughing. “I always experienced some kind of phobia, that’s for sure!” The musicians he knew spent a lot of time bragging about their women, which of course he didn’t. He felt their “cold-shoulder brush” of disapproval.

In 1996, without prodding, he revealed his sexuality and his health status to NPR’s Linda Wertheimer and to Andrew Velez in Out. “I knew I had nothing to lose,” he says. “I knew I had talent whether I was straight or gay. It was liberating, because I didn’t have to hide anymore. Like I’ve often said, being HIV-positive was a blessing in disguise. It took this major crisis in my life to probably help me make some of the best music I’ve ever made in my life, just to feel like a freer human being.”

Bey says, convincingly, that he doesn’t care what anyone says about him. “I think what matters is the individual himself, how he perceives himself. Who wants to be recognized by a bunch of assholes, anyway? What do you want from them? What can they give you? I can understand getting laws passed so you don’t go around bashing people, but you have to recognize yourself. I wouldn’t care so much if somebody called me a faggot now. At least I have an identity.”

Gary Burton’s identity is divided between teaching (he is now executive vice president at Boston’s Berklee College of Music) and playing. He brings an intellectual clarity and a wealth of scholarship to both. One loses count of his albums, recorded with everyone from Stan Getz (his boss from 1964 through 1966) to tango king Astor Piazzolla to Boston’s favorite jazz singer, Rebecca Parris. Burton’s professorial air, not to mention his history as a married man and father of two, made other musicians feel safe in telling “fag” jokes around him.

“I wasn’t outraged,” he says. “It seemed so commonplace that it didn’t register. Even though I knew that’s who I was, it didn’t offend me until I came out.” He stayed in the closet until the ’80s, when with some trepidation he brought a date to a gay club in Boston. There he ran into some Berklee faculty. Knowing the incident would be gossiped about at school, he faced a decision: “I thought, I’ve got to decide how I want to live the rest of my life. Do I want to be who I am, or do I want to continue living a double life?”

Burton divulged the truth to his band members, most of whom already knew. Then he bravely took his lover to a Berklee function, to no apparent ill effect. He came out nationally in a 1994 interview with Terry Gross on her NPR series Fresh Air. Burton feared the response. What if old colleagues stopped calling him for work? Would he get angry letters?

Standing up for who he is seemed to gain him only respect. The same has been true for Fred Hersch. “I’m sure there are people who’ve said things behind my back,” the pianist says. “I don’t know who they are and I don’t really want to know. Some guys would say to me, ‘Hey, it’s OK with me if you’re gay, just don’t get any ideas.’ To which I would always respond, in as friendly a way as possible: ‘A,’ I don’t need your permission to be who I am, and ‘B,’ don’t flatter yourself.”

Hersch’s coming-out had a deep impact on a fan of his, Dave Catney, a gifted pianist from Houston who died of AIDS at 33, in 1994. Catney left behind three albums on the small Justice label. On one of them, First Flight, he played “Twinkle, Twinkle, Little Star” with all the tenderness that Hersch and other friends knew him for. Inspired by Hersch, Catney found the courage to reveal his HIV status to his family. The story has a sad footnote: according to Hersch, some of them practically disowned Catney, saying he had brought them shame.

Within the jazz business itself—or the pop music, film or TV businesses, to name a few—coming out is still a daunting prospect. Indeed, hardly anyone in jazz has followed the examples of Hersch, Bey and Burton. “I thought that when I came out it would reassure other people about coming out,” Burton says. “Surely people would see that if it didn’t cause me any problems then it was safe.”

Hersch looks forward to the day when sexual orientation is a “nonissue,” in or out of jazz. “It’s like: I wear glasses, you don’t. I’m white; somebody’s black. So what?” But a few things have to change first, according to Joe McPhee, the avant-garde saxophonist and trumpeter. “I think people need to reexamine their values, and how true they are to those values they allege to have,” he says. “People talk about freedom, but a lot of them don’t have any idea what that means, or that it extends to anyone but themselves.”

One musician who does is the celebrated pianist Bill Charlap, 35. A Blue Note recording artist and a family man, he spoke with me recently about phobic behavior in and outside the business. His words are an encouraging sign that the youth of jazz may be a lot freer of prejudice than their elders.

“A human being is a human being,” he says. “It’s absurd to think any other way. Art is not just about notes; it’s about expressing some kind of experience. It’s also about being yourself. You have to understand that you’re only living one life; there are so many different lives to live. I think there are sometimes attitudes like, well, this is a male emotion. Or this is a female emotion. It’s a human emotion—that’s all. We’ve got to be bigger than all the ‘isms.’ I think the world has grown up a little bit about it. But not enough.”

Originally published in December 2001
END

READ THIS for Wed 7/20, #1

http://journal.lib.uoguelph.ca/index.php/csieci/article/view/850/1411

CSIECI (Critical Studies in Improvisation / Études critiques en improvisation)
Vol 4, No 2 (2008): Sexualities in Improvisation

When Did Jazz Go Straight? A Queer Question for Jazz Studies



Sherrie Tucker, American Studies Professor, University of Kansas





Straighten up and fly right

Straighten up and stay right



I know, I know, weird title. People keep stopping me in the halls, asking, “When DID jazz go straight?” “Are you really going to answer that question?”



Straighten up and fly right



Jazz went straight in 1956. Jazz went straight in 1917. Jazz went straight in 1984. “Are you really going to pin it down? Make visible the queer jazz past, trot out the players of the queer jazz canon, and delineate the turning point when jazz comes out as the official soundtrack of heterosexual love and romance?”



Cool down, papa, don’t you blow your top1



Um, no, I am not. See, those would be straight answers; linear when/then, who/them Q&A. I am going for queer here, Q with a Q. As a queer question, “When did jazz go straight?” flies at a bit of an angle, scanning the horizon for queer instances in which jazz appears to “go straight,” when people “go straight” to jazz, or when jazz gets called upon to represent “straightness.” This article, then, is a series of postcards meant to solicit more questions and to question others. It is meant as an alternative to hushed lines of inquiry that occasionally pop up in panels and articles and hallway talk: “Why are there no queers in jazz?” or “Who are the queers in jazz?” or “Why do queers like opera, Broadway show tunes, indie white girls with guitars, techno, but not jazz?”2 To those kinds of questions, I say, “When did jazz go straight?” It’s a saucy queer answer for questions like that.



As a queer question, “when did jazz go straight?” emphasizes straightness as a particular direction rather than a natural given. And it queerly invites more questions, such as “Who says jazz is straight?”, “For whom is it straight?”, “Which jazz is straight?”, and “How can anyone suggest a single orientation exists for those famously diverse conglomerations of sounds, styles, practices, spaces, listeners, players, and identities found under the jazz umbrella?” To which I answer, “Yes! Let us take these questions and run sideways with them into all kinds of specific local and historical contexts; for all those moments when jazz seems to represent straightness for groups and individuals, or to conceal the queerness of groups and individuals, let us ask how and why and what’s at stake?”



What’s going on in 2006, for example, when a popular cable TV lesbian soap opera series animates hip young white lesbians rescuing the Planet (night club) from a jazz quartet (by convincing the African American heterosexual woman who owns the establishment to “give the girlies what they want”) (“Loneliest”)? Or in 1984 when a jazz historian publishes his claim that “the incidence of homosexuality in jazz” is “not only below that in other kinds of music and all the other arts,” but “far below population norms cited in studies such as the Kinsey Report” (Sales 233-34)? Or in 1965, when an eclectic music magazine solicits responses of ten jazz musicians to the validity of the claim that “HOMOSEXUALITY IS ALMOST NON-EXISTENT AMONG JAZZ MUSICIANS AS COMPARED TO OTHER LIMBS IN THE TREE OF SHOW BUSINESS” (French 53)?3 How does a term like “effeminacy” come to operate as the critical language deployed by jazz writers, audiences, and musicians of the 1950s to denigrate some emergent jazz styles while advocating for others that are heard explicitly as black-hetero-masculine (Kelley)? I take the “when” in “when did jazz go straight?” not as a straight/definitive “when,” as in “when did the word ‘jazz’ first appear in print?” or “when was Louis Armstrong born?” I take it as a queer/slippery “when,” rife with particularity and difference. What is the role of straightness in these diverse and many jazz “whens”? One might be tempted to stop me right here and ask, “If jazz ‘went straight’ in all these moments, why not search for the first instance, and then roll back from there to ask: what comprised its previous orientation? Is there a queer jazz past lurking betwixt and between the stations of the canon? And, if that is the case, why not talk about that? Why not ask, “When and where are the queer moments, subjects, sounds and spaces of jazz history?” That’s the really queer question, right?



To which I have to say, well, not necessarily. Why would it be queerer to “out” what is or may be “queer” in jazz discourse, histories, or cultures, while leaving historical constructions of “straight” to pass as normal, timeless, and something we already “know”? While I understand the importance of making visible the variety of sexual orientation and performances of sexual fluidity and of exposing homophobia in all fields, including jazz, I worry that to limit queer theory to queer bodies is to settle for the “Where’s Waldo” school of GLBT historiography, in which “spotting the queers” becomes the object, and research becomes an exercise of historically informed “gaydar” that fails to interrogate the historicity of straightness, not to mention the historical and cultural specificity of the closet.



Jonathan Ned Katz has cautioned against routes of queer historiography that “fail to name the ‘norm,’ the ‘normal,’ and the social process of ‘normalization’” and urges us to consider these as “perplexing, fit subjects for probing questions” (16). If a dominant fantasy of the “jazzman” (I am using “man” intentionally) in one discursive moment or another is constructed, even romanticized, as hyper-hetero-masculine, we might aim to disrupt this routine by proving that some actual jazz musicians and fans “deviate” from that norm. But to do so without “naming the norm” and “considering it perplexing,” is to risk mapping another set of desires on bodies already saturated with sexualized and romanticized projections.



I take seriously Katz’s questioning of why, in queer historiography, of all places, should scholars fly in such close alignment with sexology and criminology and other traditions that overlook the construction of “normal,” finding “greater charm” in “[a]nalyses of the ‘abnormal,’ the ‘deviant,’ the ‘different’ and ‘other,’ ‘minority’ cultures” (16). Scott Herring has recently likened such forms of queer historiography to “slumming literature,” along with sexology and sex tourism, and instead advocates a practice of “unknowing queer history,” defined as a refusal to produce knowledge about, classify, make visible, or recognizable “understandings of non-normative sexual bodies of any color, class, and gender” (23). Making visible marginalized subjects in the past is not simply a matter of liberating lost histories. Queer desire for knowable queer subjects can also objectify. Self-orientation through knowledge production operates not only through “Othering,” but through “saming” of historical subjects. I know about you and I am different from you. In that difference I become myself. Or I know about you and we are the same. You are my past, and through knowing about you, I become myself. Both of these moves involve fixing a subject as an object in order for the observer to become a subject. In addition, for Herring, a historiography in which the “queer” is rescued from ambiguity and rendered knowable replicates the unforgiving “in”/“out” of the closet, in which one kind of classificatory system of visibility is answered by another, as analyzed by Eve Kosovsky Sedgwick (Herring 13, 16). Not all historical and cultural contexts define sexuality in the same ways, and not all identification depends on or can afford public self-disclosure. Even people who are “openly gay” may have areas in their lives where they are “not out.”4 We could even think of that line that separates the “in” from the “out” as yet another effect of straightness; one more regulatory regime that disproportionately affects non-straight people.



I am looking for an approach that doesn’t pathologize, utopianize, or otherwise objectify sexuality in jazz cultures and history, that doesn’t claim space by fixing jazz subjects as sex objects (either positively or negatively); that doesn’t place the burden of our rethinking of the category of sexuality in jazz studies on the bodies of queer people of all colors and sexes and genders, people of color of all sexes and genders, women of all sexes, genders and colors, poor people, non-prescription drug users, alcoholics, incarcerated people, people with (or perceived to have) mental illnesses, or people whose labor and workplaces are routinely pathologized, criminalized, and/or romanticized through sexualization.



Despite the “when” in its title, this paper will not provide a periodization of the sexual orientations of jazz—but will, instead, reflect on analytical orientations from recent queer theory that I find useful as directions for a range of jazz studies scholarship—and not only for jazz studies scholarship on out or “outed” queer artists. This paper will not out individuals. This paper will not provide a lavender list of queer jazz musicians, audience members, musical styles, or time periods. This paper will look at straightness as a theoretical tool for continuing to re-think the historical tangles of sexuality, race and gender in jazz studies.



What Do I Mean by Straight?



So what do I mean by “straight” and “straightening?” I am not defining straight and queer primarily in terms of “object choice” (my sexuality is defined in relation to whom I love/desire) or “identity” (my sexuality is what kind of person I am, defined in relation to those with whom I am like). Instead, I am drawing from Sara Ahmed’s Queer Phenomenology for an approach to theorizing straightness and queerness that foregrounds orientation, alignment, and directedness. Ahmed draws from queer geographers and phenomenologists not to ask “what is queer identity?” or “who are the queers?”, but to pose questions such as “what does it mean to be orientated?” and “what difference does it make what we are orientated toward?” (1). Whereas Judith Butler, following Louis Althusser, has been interested in the constitution of the subject through repeatedly hearing a self named and understanding that name as the self, or “recognition,” Ahmed reflects on the “physicality of the turn,” how turning one way rather than another brings different worlds into view (15). Straight lines, for Ahmed, are “path(s) well trodden” that “pull,” and our orientations along those paths and relationships to the pull are what constitute subjects and worlds (16). She points out that “straight” and “queer” share spatial etymologies, straight stemming from “direct” (16) and queer from “twist” (67). When heteronormativity functions as a well-worn path, “straight” isn’t simply one way to love, or one kind of identity, but an orientation that aligns “directly,” making heterosexuality feel normal and natural. It isn’t “object choice” or “identity” that extends the reach of some bodies and blocks others, but the ways that some routes like heteronormativity and whiteness come to function as “straightening devices.” A queer orientation would also feel the “pull,” but would turn differently, and it would not be the different “object choice” that makes the difference Ahmed is interested in, but the difference it makes in terms of subject-formation and world-making to turn one way and not another.



I decidedly want to resist the impulse (even while feeling its pull) to exhume a knowable queer jazz past. My argument is more humble than that. What I want to do instead, is offer some suggestions for how we might attend to straightening, as well as queering, in scholarship that attempts to tackle the important task of theorizing sexuality in jazz studies in new ways. I am not arguing that “straightness” eclipse “queerness” as a sex-object-of-study in jazz-studies—but that we refuse to divide jazz into queer moments and straight moments, queer bodies and straight bodies, queer sound and straight sound—and to seek analytic approaches that help us to look at queering and straightening as relational, directional (drawing from Ahmed), historically entwined, and intersected with race, gender, class, modernity, nation, and other discourses, social categories, and fields of power. Jazz studies needs to know more about how jazz becomes a sign for heterosexuality in the moments in which that has happened, and it needs to queer straightness, to see it as “perplexing,” in order to see it at all. I see this as a simultaneous and related project to research that aims to produce knowledge about sexual variety and fluidity in jazz sites. To do the latter without attention to the former risks romanticizing moments that beckon as queer jazz pasts in situations where sexual curiosity and spectacle may have operated at least partially in the service of constructing straight lines.



By advocating an analysis of “straightness” in jazz studies, I am not suggesting that all jazz musicians are straight, or that all straight people like jazz, or that straight people invented jazz. This is not an essentialist argument about genre = identity. I am searching for other directions for thinking about moments when jazz “goes straight.” Some possibilities include 1) Jazz is often used as a sign of straightness, maybe even as a “straightening device”; 2) Jazz is, among other things, a narrative, often constructed as a straight line from inevitable style to inevitable style, genius to genius; And 3) Jazz emerged in the same historical moment as modern heterosexuality.



Jazz discourse has operated as a sign of straightness in many historical moments and for many different people, and for different reasons. Scholarship that incorporates queer theory tends to focus on performers who are themselves queer, gay, lesbian identified (or thought to be). This is important work, and certainly helps to reframe jazz history, and to learn more about contours of inclusion and exclusion of sexually diverse jazz subjects. There is some exciting work already and more emerging that is historically meticulous in this regard—David Hajdu’s Lush Life on Billy Strayhorn is an excellent example of a jazz biography that opens doors to understanding how one out gay black man negotiated his professional, social, and personal life in a specific time and place. Lisa Barg’s brilliant analysis of Strayhorn’s arranging—in particular, the issues that arose on the grounds of gender and sexuality and sound regarding his writing for Johnny Hodges—is a great example of historically specific analysis of queering and straightening in sound (Barg). I am not arguing that scholars cease writing about queer jazz subjects—only that identifying what’s queer in jazz is not enough.



Even among out queer jazz subjects in the present, there is no consensus about what it means to be a queer jazz subject, or who should name the jazz subject as queer. John Gill writes critically about jazz representations that have censored his and his partner’s sexuality even though they are openly gay and openly a couple. For example, when a documentary aired about him and his partner, British jazz composer, musician, and writer, Graham Collier, the parts of the program about their relationship were critiqued by columnist of a British jazz magazine. But what seems to have bothered Gill even more was that another out jazz writer and photographer, Val Wilmer, wrote about the incident as an example of homophobia in the jazz press—but then didn’t give the names of the couple. Her point was not to “out” the queers in jazz, but to out homophobia. But, for Gill, Wilmer’s treatment felt like censorship—or being “inned”—“reverse outed, that is, being pushed back into the closet” (69-72). Similarly, when jazz vibraphonist Gary Burton appeared on a panel organized by jazz critic Frances Davis at the Village Vanguard in April 2002, he critiqued jazz writers for never asking him about the effects being gay has on his music. On the other hand, Kevin McNeilly points out that for jazz pianist, Fred Hersch, journalists have latched onto his sexuality to such an extent that “gay” and “HIV positive” have come to function as a descriptive prefix to virtually all articles about him, overshadowing his music (McNeilly). Likewise, in an interview with the San Diego Gay and Lesbian Times, jazz pianist, song writer, and vocalist, Patricia Barber (discussing herself in third person) announced,



This openly lesbian jazz singer is obviously getting fatigued by all the talk of sexuality. Barber does admire and respect lesbians and gay people everywhere. [. . .] In fact she is fairly political and outspoken. She is just tired of the interviews about music getting narrowed into interviews about sexuality. She is starting to wonder if by simply being gay, she could maintain a level of notoriety that would secure her financial future. If so, Ms. Barber could stop practicing her scales and relax. (Barber)



What does it mean to ask queer musicians about sexual orientation and not to ask heterosexual musicians a similar question? Queer recognition cannot directly counteract homophobia and exclusion if it obeys a framework that constructs homosexuality (positively or negatively) as particular and different, and heterosexuality as simply presumed. As one break in the pattern, I suggest that we ask when and why and how does jazz get called up to provide particular brands of heterosexuality to the salad bar of cultural identity (while musical theatre, heavy metal, blues, and opera provide others)? I pose “When did jazz go straight?” as a queer question that I hope will function as one critical tilt among others in a larger project that seeks to shake up a problematic legacy that we might call, “How to talk about sexuality and jazz.”



Historical Problems of Sexuality in Jazz Studies

It would be an understatement to claim that scholars in Jazz Studies grapple with a legacy of problematic ways that sexuality and jazz have been linked in the field. On the one hand, jazz has been subject to racist stereotypes from the dominant culture about African Americans as extra-sexual, primitive, exotic, etc. On the other hand, jazz has been subject to “uplift” ideology that understandably claims it as a sign of dignity, genius, high art: a move that appears to remove sexuality from the discussion, but often cements particular and very narrow images of black hetero-masculinity into ideas about what jazz means. Hazel Carby, Angela Davis, Biman Basu, and Farah Jasmine Griffin have all written about the conundrum of respectability politics in denying black women’s sexual subjectivity.5 Many scholars have produced excellent critical analyses of such struggles over meaning of blackness, of white desires for particular performances of black masculinity, and many have produced excellent work on artists who did not fit or who refused or resisted narrow projections of the jazzman. Scholars who work at researching and writing about jazz musicians who were not heterosexual must carefully negotiate these paths and their pitfalls, while also taking great care not to “out” people who do not wish to be “outed,” or to impose an identity on someone who may not identify with the same terms of sexuality presumed by the scholar. Eileen Hayes has written about the problem of privileging of public self-disclosure that has resulted in marginalizing African Americans in gay and lesbian studies. Not all identification hinges on or can afford public self-disclosure.



Drawing from Ahmed’s focus on orientation, we might look at lines and alignments active in various historical moments—with straight lines becoming invisible to those who receive them, and restricting those who are off the “institutional,” “social” or “familial” lineage. She is not talking about inheritance of sexual orientation as though sexual identity is inherent in a person, but rather that we inherit the discourses of sexuality of our times and cultures—and since the 1920s, in the U.S., this has meant an inheritance of a discourse through which heterosexuality is normative, a line to be reckoned with. We may turn to it, or twist from it, we may be blocked by it or transported along it, but it is socially and politically present and our relationship to it affects what we see and how we are seen, how we move through space. It is important to note that multiple lines operate at once, and that many forms of heterosexuality are not included in the “straight” line. As Cathy Cohen has pointed out, there are many forms of heterosexual love and sex that have been restricted, banned, punished—it is important to challenge assumptions “of a uniform heteronormativity from which all heterosexuals benefit” (37-38). In fact, historically, the policing of race as unequal in the United States has been largely enacted on the grounds of who can have sex with whom, who can marry whom, who can refuse sex, and whose consent matters; and this has been true in both same-sex love and sex, and different sex love and sex (37-42). Patricia Hill Collins reminds us that the hyper-sexualization of African American men and women by the dominant culture is more accurately termed hyper-hetero-sexualization, and has played a key role in racialization: the construction of black heterosexuality as primitive, hedonistic, natural—against which white modern heterosexuality could be normalized (105-106).



When Did Heterosexuality Go Straight?

Let us leave the question of “When did jazz go straight?” for a moment to review the history of heterosexuality, which, after all, has not always been “straight.” As queer theorists and historians of sexuality have pointed out, the categories of heterosexuality and homosexuality are of fairly recent origin, and their meanings have changed over time. Jonathan Katz writes in The Invention of Heterosexuality that when scientists began tossing around the word “heterosexual” in medical journals, they did not mean “normal” sex, or what Ahmed calls the “well trodden” path of the straight line. They meant sexual desire outside of procreation, a worrisome trend that they classified as one kind of perversion. Dr. James Kiernan, for example, saw “heterosexual” as more deviant than “homosexual,” because the former was potentially reproductive, and the latter purely erotic. Perversity, in other words, did not hinge on object choice so much as it depended on maintaining a sharp distinction between eros and reproduction; to blur these was a hybrid activity, thus, very perverse (Katz 19-20).



In 1893, Krafft-Ebing used the word “heterosexual” to introduce the idea that erotic pleasure might be normal, that it could, in fact, be nature’s nice little incentive package to induce people to propagate the species. He saw heterosexuality as the erotic norm because it was procreative, and homosexual as pathological because its pleasures did not seduce participants into reproduction (Katz 21-23). But this did not automatically overturn the previous ruling on the perversity of heterosexuality, and the debate raged throughout the 1890s: was it normal or pathological to erotically desire someone of a different sex? Freud hit the ball out of that court when he reworked the concept “heterosexual” to mean three things at once: a kind of desire, a kind of act, and a kind of person. For Freud, “heterosexual” was not simply one kind of desire, one set of acts, one kind of person (among others), but desires and acts and personhoods that were “normal” (Katz 66). Yet, as normal as they were thought to be, they also needed to be protected through law, language, home training, and social life. In Katz’s words, this history of debates follows “the heterosexual idea” from “abnormal to normal, then from normal to normative” (82).6



These rapid shifts in sexual meaning and the construction of “normal” sexuality and personhood occurred not only concurrently, but co-constructively with rapid changes in “conflicts over racial definition and the presumed boundary of ‘black’ and ‘white’” (Somerville 3). Siobhan Somerville argues that the “‘crisis of homo/heterosexual definition’ that emerged in the United States in the late 19th century” traveled “a discourse saturated with assumptions about racialization of bodies” (2-4). Somerville examines the connections between “laws that bifurcated identity into black/white” and “homo/hetero” that were enacted in the 1890s (8). Both sets of laws intervened on the grounds of representation and language, specifically on the right of the state to classify persons as normal/abnormal (8). Sexology and racial science were both interested in sex and race, she points out, and both worked to construct the non-white body and non-heterosexual body as pathological (8). Of course, one of the most catastrophic laws of bifurcation, Plessy v. Fergusson (1896), originated in a New Orleans civil rights challenge to the state’s right to define people as black and white. The result, of course, was the ruling that said that a legally mandated division between races defined by the state did not promote inequality. The effects of Jim Crow on jazz history has been well explored in terms of race, but the interconnectedness between racial and sexual classification and zoning as also shaping jazz history could benefit from additional research.



Straight Lines and Jazz in 1890s New Orleans

We could attempt to “queer” histories of the emergence of early jazz through seeking examples of sexual fluidity in performance, “out” gay people such as Jelly Roll Morton’s mentor, Tony Jackson, or examining sex variety in Storyville, the legendary “birth place” of jazz. I am not saying that we shouldn’t, but to do so without interrogating the concurrently co-constructed straight lines defining race and sex would risk complicity in a historiography that already privileges New Orleans as the romantic, colorful, exotic, hyper-sexual birthplace of jazz. When sexuality appears as an explicit topic in relation to jazz history, it is commonly front-loaded into the origin stories of jazz as born in the brothels of New Orleans. Historians of New Orleans jazz offer potential twists to the canon when they inform us that jazz performers, unlike early sex workers in the late 1890s-early 1900s, were not restricted to Storyville; that jazz was played at dances sponsored by Catholic churches, social clubs, lawn parties, fish fries, and other settings. But the sex-origin-story continues to pull, those “other” venues tend to be treated as local trivia, and it is difficult to find a general jazz narrative that does not root jazz in the “born in a brothel” starting gate that leads onto a steady march from city to city, style to style, and finally to the institutional respectability of Lincoln Center, university programs, and academic journals.



To ask, “When did jazz go straight” in the 1890s, would help us to insist on the interconnectedness and historicity of categories and enactments of straight lines that result in the creation of Storyville. Though not a jazz history, Alecia P. Long’s masterful Great Southern Bablyon demonstrates that the state’s assumption that blackness was already hypersexual is at the crux of the legal justification for the 1897 rezoning of the sex district smack dab in the middle of a black working class neighborhood, where “more than two thousand other people lived, shopped, and attended school or church” (128). The Union Chapel, an African American Methodist Episcopal church, was one of the major players in a class action suit against the city, and the argument was firmly centered in economics. New Orleans had long been a site of “exotic” sex tourism. The re-zoning of the working class black neighborhood as a brothel district meant that rents did not drop, but skyrocketed, displacing many of the black working class residents who lived there prior to the sex-zoning (102-104). Sex workers in Storyville were race integrated, but not allowed to leave the sex zones.



So while it is true that non-normative sex and early jazz share spatial history in Storyville, it doesn’t seem sufficiently queer to me to retrieve the “queer” people, lyrics, and scenes from Storyville history without examining the co-constructions of straight lines of sex, race, gender, class, and nation (Jim Crow in New Orleans, after all, was racial re-classification as an enactment of Americanization).7 Katy Coyle and Nadiene Van Dyke make a similar point about the effects of sex-, race-, and class-zoning on queer historiography when they demonstrate that historical contemporaries as well as later historians could only understand the “smashes” or crushes of middleclass white women at New Orleans’s Newcomb College within the bounds of Victorian women’s “romantic friendship” (not sexual), while across town, close relationships among “working class prostitutes of Storyville, primarily ethnic and racial minorities,” were excluded from possibilities of friendship and could only be viewed in “sexual terms” (57). These sets of straight lines that zone friendship to Newcomb and lesbianism to Storyville correspond to the map that situates Storyville as the privileged site for early New Orleans Jazz, rather than Betsy Cole’s lawn parties on Josephine and Willow, the same working class neighborhood where many jazz musicians lived, including Buddy Bolden, Kid Ory, and King Oliver. The construction of early jazz as primarily sexual anchors the origin point of the jazz canon so it may march upwards to “high” culture/modernity/interracial harmony/America’s classical music and other such narrative destinations, many of which do not intend to support enduring constructions of blackness as hypersexual. Without studying the proliferation of these bifurcating lines and the power produced through them, historical work that focused on identifying a “queer jazz past” in Storyville could potentially do so without queering jazz historiography.



Making Heteronormativity Sexy: Jazz in the 1920s

According to Katz’s timeline of heterosexual history, the period known as the “Jazz Age” marks the shift when erotic heterosexual desire loses the stigma of perversion and takes center stage as the new straight norm. In her reading of marriage manuals, Julian Carter argues that “erotically charged marriage” was constructed as “inseparable from American citizenship” in the 1920s and 1930s (14). Because heterosexuality as a straight line was constructed as white, and that this was in large part achieved in contrast to the construction of the supposed hyper-heterosexuality associated with non-white bodies, the construction of “normal” erotic marriage legitimized exclusions of certain people from citizenship and civilization without having to articulate the criterion. Normal love means never having to know who’s excluded. Queering the stodgy old line that produced their forebears, while maintaining many of its most insidious planks, “white moderns” were able to have their “sexual revolution” without “renouncing their inheritance”:



Because they believed themselves to be the legitimate heirs to western civilization in America, they felt entitled to modify their legacy as they saw fit. Their sense of racially based ownership of the civilization they inherited from the Victorians authorized their interventions in the construction of new standards of sexual sensitivity and restraint, health and happiness—that is, of sexual norms. When moderns indicted the Victorians for their sexual pathologies, they were making an argument as much as an observation: they wanted to claim ‘normality’ for themselves and their own generation’s orthodoxies. (Carter 23)



Jazz in the “Jazz Age” was one marital aid among others enlisted in the service of this reorientation. An analysis of the role of jazz in this double-move involves an approach to queering and straightening as relational and complex. Jazz was played by and listened to and danced to and enjoyed by many people in the 1920s, and my continued focus on “straightness” is not meant to comprise a reductive reading of what jazz meant and whose pleasures matter. But neither do I want to overlook historical relationships between new forms of jazz, new jazz spaces and subjects, new technologies, and powerful new regimes of straightness developing in the 1920s. Race-zoned by the white supremacist state as “hyper-sexual,” black culture, or fantasies of black culture, became tourist getaways for white modernists rejecting the old straight lines while benefiting from their lineage. Jazz in the “Jazz Age” aided in making heteronormativity sexy.



I have no intention of disparaging the excellent historical work on 1920s jazz cultures centered on African American migration and modernity, or the sub-cultural studies of queer jazz spaces in Jazz Age Harlem; certainly the best of this work attends to straight lines facilitating the appeal of black culture to white moderns, white queer “slumming,” and identity- and community-formation of people blocked by the dominant lines, including African American queer identity- and community-formation;1 but I do believe that it is also important to name the straightness of a sexual revolution in which a particular configuration of heterosexuality is being constructed as erotic and normative.



Straightness Ahead: An Incomplete Survey

I have neither the time nor the talent to map the coordinates of a century of straightness and jazz in this article (I am hoping that other scholars will take some of these balls and run with them). But I would like to gesture quickly in a string of directions in which jazz could be said to “GO STRAIGHT,” at least as part of what it does.



Gender and Sex Fluidity as Straightening Device

As the work of Eric Garber, Marybeth Hamilton, Jeffrey Callen, George Chauncey, Amber Clifford, Michelle Parkerson, and other scholars demonstrate, male and female impersonation has abounded in jazz performance spaces historically. While some scholars approach these spaces as sites for queering jazz studies through identifying queer performers and audiences, others grapple with the elusiveness of what is “knowable.” Jeffrey Callen notes that although women musicians are finally, if “grudgingly given some space” in jazz history, the field continues to suffer from “the complete excising of gender and sex fluidity” in the marginalization of male and female impersonators (186). Several scholars have produced exciting research on the sex spectacles that accompanied, even headlined, many of the venues and shows where jazz bands performed in the 1920s, 1930s, 1940s, and beyond. Floor shows included chorus lines, exotic dancers, strippers, comedians, and male and female impersonators. At some moments gender/sex impersonation seems to indicate sub-cultural transgression, in others, mainstream fun, and others are, well, difficult to read. This is an exciting field with many projects and sites yet untapped. I hope that as scholars continue to study sex/gender fluidity in jazz scenes and spaces, that they will analyze the ways that such performances may have extended, as well as queered, the straight lines of their times.



In a 1940s film of a performance of Red Calhoun’s Royal Swing Band in a Dallas club called the Rose Room, an announcer steps to the microphone and prepares the audience for the next act to perform with the band. In this all African-American variety show, we have already seen a blues singer, exotic dancers, and a blackface comedy act:



If you’re a person that likes the unusual, you’re bound to like this next act, because the performer’s an unusual person, and he’s going to do a number an unusual way, but you’re going to like it, Jack, because now, comes Jean LeRue, our female impersonator, and we’re going to knock you out!. It’s yours, Jeannie! (“Woman’s a Fool”)



The tall African American female impersonator takes center stage in his long white gown, as the band plays a riff-based dance number. LaRue’s routine combines Charleston steps with Suzie-Q and other popular moves of the day. Midway through his number he lifts his skirt and shows some leg, slides to the floor in the splits and provocatively bounces up and down to the beat, rises once again and smiles and dances through the end of the tune.



We could read this performance as queer: it certainly queers a straight line that would depend on the hyper-hetero-masculinity of jazz performance and black masculinity, and a division of labor by which men play in the band and women perform their bodies as sexual objects. But the men in the band do not respond to LaRue; indeed they seem quite disconnected from the dancer before them, though not any more disinterested than they seemed when playing the charts of the other dance routines. While surely some audience members found pleasure in the female impersonator’s queering of gender norms, the announcer addresses an audience that “likes the unusual,” rather than an audience of “unusual persons.” Once again, I am drawn to approaches that co-analyze queering and straightening in performances by Jean LaRue, who sang and danced with jazz bands in Texas and California in the 1940s; Gladys Bentley, who performed in male drag at Harry Hansberry’s Clam House during the Harlem Renaissance; Mr. Half and Half, a fascinating performer of the both sides of extreme gender binarism in Kansas City in the 1930s studied by Amber Clifford in her dissertation, Queering the Inferno; and any number of gender impersonators in jazz history. Clifford grapples with the existence and erasure of drag clubs from jazz historiography, but she also considers the conundrum of not actually knowing how a performer like Mr. Half and Half, one of the stars of Dante’s Inferno in the 1930s, identified, or was received, or how subjects were hailed by his performances; if queer subject formation did take place, what does it mean that it took place in a club that had an all-white policy in the midst of the “interzone” jazz district in Kansas City. Clifford writes,



The gender identity of the performers themselves will remain as they must: in the historical archives of anonymity. This is not, however, a reason not to write about identity. As a historian, and a queer scholar, I equate subjectivity and disruption. For me, being ‘out and proud’ is itself a disruptive act, and a worldmaking one. As with [Daphne] Brooks, I will attempt to read the experiences of my subjects as an audience member, whose desires are played out on the bodies of the performer. (19)



Clifford finds a way to “queer the Inferno” without having to prove that the identities of Inferno performers or patrons were queer. Callen wonders whether female impersonator Jean LaRue was gay, but decides against asking living sources, for whom such performances seemed unremarkable. Callen notes that, in fact, performances of “gender fluidity” seem to have been so commonplace for his informants from the Oakland jazz and blues scene, that LaRue’s name came up many times before being identified as a female impersonator (185). Callen struggles with his decision not to ask informants about LaRue’s sexual orientation, but because he “had promised informants to be respectful of their community,” and because his “intuition told [him] that this was not an avenue of investigation they would appreciate,” he decided against asking directly (195).



From my understanding of Ahmed’s concept of queer phenomenology, to determine the sexual orientation of individual performers such as Mr. Half and Half and Jean LaRue, or even Gladys Bentley (who was openly gay through the 1940s) is not necessary. Rather, we might want to look at how their performances operated in relation to the straight lines of their times and places; what kinds of orientations could have been facilitated by their performances? And, are they only important to queer jazz studies if they exhume a queer jazz past? What if they serve to “reorient” subjects to straightness?



In taking the concept of “reorientation” from Maurice Merleau-Ponty’s Phenomenology of Perception, Sara Ahmed contributes a framework for looking at disorientation as an occasion for “straightening.” Merleau-Ponty was interested in what happens to subjects who enter a space that has been “contrived” so that those who enter it are temporarily caught off-balance. Perhaps the pictures are hung at angles. The subject does not, for a moment, “see straight.” Then, “after a few minutes, a sudden change occurs,” and the subject re-orientates her relation to space, “straighten[ing] any queer effects” (Ahmed 65). In other words, the disorientation leads to reorientation as straightening: “The body ‘straightens’ its view in order to extend into space” (66).



According to this “tendency of bodies to straighten queer effects” through perceptual reorientation, a performance by Jean LaRue, or Mr. Half and Half, or Gladys Bentley, may be, in fact, the disorientation that provides the occasion for “straightening up.” “Oh my god, is that a man or a woman, the same body could be either one,” may very well be the set-up to, “Oh, it’s a man performing as a woman!,” in an utterance that performs straight reorientation—I am not “like” the “unusual person,” but the “person who likes the unusual.” For other audience members, disorientation to the straight line is not what one would “aim to overcome.” Even so, in Ahmed’s analysis, a queer orientation is not free of the pull of the line, but aims, repeatedly, to reorientate to the slant. Side by side in the Dallas Rose Room may be one patron grooving to the pleasure of re-orientating to the straight line and another whose enjoyment stems from repeatedly resisting the pull. I see this approach to studying “queering” and “straightening,” or straightening via queering, not as replacement for, but as complementary with queer historical studies such as Garber’s meticulous research on the multi-layered social lives possible for gay and lesbian people in Jazz Age Harlem (Garber). I seek approaches that are able to look at the queering that occurs in performances presumed to be “straight,” and the “straightening” that occurs in performances that are presumed to be “queer.”



Straightening the White Hipster

To continue this twisty tour of sites and sounds that could benefit from approaches that analyze queering and straightening as relational, historically contingent, and intersected with and co-constitutive of other categories such as race, let’s revisit the classic white hipster debate between Norman Mailer and James Baldwin. While scholars have attended to the unconscious racism of the white hipster’s use of blackness and some have identified the homoerotic move involved in this hipster’s white male gaze when it is fixed upon black men,9 Ahmed’s queer phenomenology opens up new ways for me to think about this debate along the lines of queering and straightening as relational.



In 1957, Norman Mailer released his essay, “The White Negro,” in which he identified a new, more expressive, more alive kind of white masculinity that could be achieved through engagement with black models of masculinity and culture, particularly jazz. In veering away from the straight line of a dominant version of postwar American white manhood, Mailer’s “White Negro” orientates himself toward his understanding of black masculinity, and becomes another kind of white man, one who can feel more, live more, and express more freely than the dreaded man in a gray flannel suit. In this sense, we can say that he reorients himself at a slant to the straight line, that he twists from it, or adopts a “queer” relationship to it. Part of this reorientation is achieved through listening to jazz, which Mailer equates with “orgasm”—a connection he explains through the music’s origins in “the Negro” who, because he



could rarely afford the sophisticated inhibitions of civilization [. . .] kept for his survival the art of the primitive [. . .] liv[ing] in the enormous present, he subsisted for his Saturday night kicks, relinquishing the pleasures of the mind for the more obligatory pleasures of the body, and in his music he gave voice to the character and quality of his existence, to his range and the infinite variations of joy, lust, languor, growl, cramp, pinch, scream and despair of his orgasm. (340-41)



So what is so “straight” about Mailer’s eroticism of black masculinity? Even Mailer’s essay states that “many hipsters are bisexual” (351). Ahmed reminds us that the root of “orientation” is “Orient,” the object constructed by the west to define itself as the center that faces the other. By facing the other, the self doesn’t just define the center, but extends its reach: “The otherness of things is what allows me to do things with them. What is other than me is also what allows me to extend the reach of my body” (Ahmed 113-14). Through a particular orientation achieved partially through jazz-love, then, the white hipster extends his reach by “looking at” the black man, and the black man who is “looked at” is fixed as an object and blocked as a subject in relation to this line.10 As Gerald Early puts it, “Mailer expresses a very simple and very old idea here, namely, that the black male is metaphorically the white male’s unconsciousness personified” (138).



James Baldwin’s open letter to Norman Mailer, first published in Esquire Magazine in 1961, calls attention to the effects of the white hipster’s gaze on actual black men. In “The Black Boy Looks at the White Boy,” Baldwin re-claims a subject position by doing the “looking.” He critiques Mailer’s presumption of black men’s consent to functioning as the intentional “object” that facilitates the construction of the white hipster:



I think I know something about American masculinity which most men of my generation do not know because they have not been menaced by it in the way that I have been. It is still true, alas, that to be an American Negro male is also to be a kind of walking phallic symbol: which means that one pays, in one’s own personality, for the sexual insecurity of others. (172)



Like the 1920s white modernist, the “White Negro” veers off the beaten path without losing his way. Queering and straightening are operating at once, and not because one man identifies himself as heterosexual and the other as gay, but because the “White Negro” travels the well-worn path of primitivism—a straight line of whiteness, and, indeed, a sexual orientation that constructs a pleasurable self through fantasy projected on the bodies of an Other.11 Appearing in the same 1959 collection as “The White Negro” reprint is Mailer’s scathing essay on writers, in which he evaluates Baldwin as “too charming a writer to be major,” adding that “even the best of his paragraphs are sprayed with perfume” (Mailer, “Evaluations” 471), language that suggests his critique extends beyond a “straight” literary analysis. He disqualifies Baldwin not only from his idea of “major” writers, but from his definition of authentic “black masculinity.”



In the white hipster debates, then, straightness and queerness are operative: homoeroticism, homophobia, orientation, reorientation, and disorientation occur at once, and on fields of intersecting lines that facilitate different extensions and blockages for different bodies. The hipster’s improvisation on race, sexuality, gender, class, and nation transforms some structures in liberating ways, but does so by repeating patterns so pleasurable and commonplace as to pass unnoticed by the players who inherit them and by objectifying their beloved models of resistance.



Straight Talk in the Eighties and Nineties

The first college course I ever took that dealt with jazz history—and I was a jazz fan, very much identified through my love for jazz as a model for resistance—was taught by Grover Sales, author of Jazz: America’s Classical Music. Usually that large survey course consisted of lectures about the historical progression of styles and periods, punctuated by “drop the needle” tests in which we identified important recordings and occasional piano demonstrations of musical form such as blues scales. But one day Sales delivered a pronouncement about sexuality and jazz that struck me as off-topic. Unlike rock, he told us, jazz has no homosexuals. When jazzmen hug, it is about the love for music. “But what about Bessie Smith?”, I wondered. Chris Albertson’s book, Bessie, after all, not only made the point that Bessie Smith was bisexual, but that gay sex was considered rather unremarkable in many jazz cultural spaces. Anticipating this challenge, Sales reminded us: Bessie Smith is blues. In his lecture, he had already established that blues is gay. Rock is gay. But not jazz. So what about Cecil Taylor? I thought I had him there, but my professor was unflappable. Cecil Taylor is not a real jazz musician. Musical classification, it turns out, doubled as sexual classification, and vice versa.



Later when I had occasion to read Sales’ writing, I learned that for him, the heterosexuality of jazz was not just an incidental, or a personal observation, but crucial to his understanding of “America’s classical music.” The canon—for Sales, and for many other adherents to the dominant jazz discourse—is a straight line. In one chapter, entitled, “The Nature of Jazz,” Sales claimed that



Jazzmen have long been preoccupied with sexual conquest of women, many of whom find the jazz musician irresistible. In any cosmopolitan city you could always find the most exotic and uninhibited women where jazzmen performed. [. . .] Given such a macho environment, it should be no surprise that of all the arts, performing or otherwise, jazz is unique for its remarkable absence of male homosexuality. (42)



In Jazz Letter the same year, Sales contributed a treatise on “Why is Jazz not Gay Music?” Based on informal polling of jazz musicians during his years as a theatrical publicist (science, in other words), he was convinced that, “Plenty of chick singers are bi, but gay men usually go for Broadway show tunes, not jazz” (qtd. in Lees 233-34).



Although Sales is unusual in his candid remarks about sexual orientation and jazz, I have come to see his belief in this classification system not only as wonky, but pervasive; indeed, the fact that it is incorrect is not nearly as interesting as the extent to which it withstands correction. It is propelled and extended by “common sense.”



In her study of jazz in Norway in the 1990s, Trine Annfelt, a researcher at the Centre for Feminist and Gender Studies and professor of Interdisciplinary Cultural Studies in Norway, provides a fascinating analysis of the construction of jazz as a hegemonic, and therefore straight, masculine discourse. As a rare place where men can express homosocial intimacy and emotion, without breaking the “prohibition against homosexuality,” jazz is protected by romantic myths of the “jazz musician” as



the outsider with a life in debauch and an insatiable appetite for women (Monson 1995). At the same time homosexual men have been represented as lacking the ability to understand, let alone play, jazz. (Gill 1995). And this might be where the punishment lies, namely the threat of ‘losing’ one’s talent, that is to say, ‘become’ like homosexual men if one breaks the cultural taboo and desires men. To put it differently, the myths produce narratives about homosexuality which in turn can contribute to maintaining the hegemony of heterosexual men in the arenas of jazz. (Annfelt)



For Annfelt, jazz improvisation is a space for straight male homosocial intimacy that must be produced as straight. By protecting a space for men’s intimacy among men, a space that resists the strict coding of straight masculinity, jazz discourse must be fiercely protected by its myths as a hyper-hetero-masculine space, discouraging female and gay male players.



Fighting Homophobia, 2001: Straight Odyssey

At several historical moments, people have spoken out about jazz as a homophobic workplace—and, of course, I agree that it is important to expose and fight homophobia wherever it exists. 2001-2002 were landmark years for proclamations of jazz not only as one homophobic sphere among others in a homophobic culture, but as especially homophobic. See, for instance, the April 2001 panel “Destination Out” moderated by Frances Davis (Davis, “Destination”), followed by his New York Times article based on the panel (Davis, “Music”). In December 2001, JazzTimes published James Gavin’s article on homophobia in jazz in its “Family Life & Sex” issue. These are all fascinating sites for further analysis, but I would like to quickly discuss the JazzTimes issue for my next example of what we miss if we divide evidence into straight jazz and queer jazz.



If I am a researcher who is primarily interested in studying homophobia in jazz, or in identifying the gay and lesbian musicians in jazz, I might reach for the Gavin’s article in JazzTimes, overlooking its position within the layout of the “Family Life & Sex” issue. But if I am interested in orientation, queering, and straightening, I may find it worthwhile to study the ways in which the issue represents “family” as straight and how uncomfortably the presentation of jazz musicians as people with families sits in jazz discourse. I might also notice the comparative ease with which jazz discourse within this issue accommodates the lone gay jazz individual, bravely improvising against the odds in an especially heteromasculine enterprise.



In the “Family Life and Sex” issue, “family life” means straight families. “Sex” means homosexuality (represented almost entirely by men), sexy women on the covers of jazz records, and the way Lavay Smith sells a song. The articles themselves are more nuanced than the layout. Gavin’s article, plugged as “Gay & Unhappy” on the cover, is entitled within the magazine as “The Most Democratic Music? Homophobia in Jazz,” and is largely drawn from interviews with gay musicians who have “come out” in the business and who do not represent themselves as entirely “unhappy.” In fact, National Public Radio is represented in this article, and in others, as a “safe space” for gay jazz musicians to “come out.” But the placement and presentation of the article within the issue relies on the old object function of the lone, misunderstood jazz outlaw. “Gay & Unhappy” is illustrated with an artists’ lurid purple and black rendering of an African American man wearing a suit and hat and carrying a saxophone peering furtively out of a closet door (Gavin 67). The following article on the economic struggles of straight musicians, “Family Jazz” by Bill Milkowski, is illustrated with warm indoor family portraits and bright outdoor photos of happy heterosexual jazz musicians with their spouses and children. The juxtaposition implies that gay jazz musicians are not hampered by the banality of bills or loved ones, but serve as symbols of the rights of the individual as a liberal subject—something very NPR-ish about that could benefit from scholarly attention. The sense of loss of the authentic jazz subject is actually more palpable, in my reading, in the domestication of the figure of the “jazz man” as “homeward bound” (as the teaser title on the cover indicates). The illustration of “Gay and Unhappy” restores the fictive jazzman to his “outlaw” status (there are no illustrations of jazz lesbians), while “Family Jazz” presents the jazz musician as middle-class, with mortgage concerns and a lawn. One photograph actually displays the body of drummer Billy Drummond as “bound” by a child’s nylon crawl-through tunnel standing on end, as though a captive of domesticity (Milkowski 72-73). Within this picture, a woman jazz musician does appear—pianist Renee Rosnes crouches beside her husband (Drummond) with a toy lawn mower, while their son Dylan motors out of the page on a toy tractor. I see the “Family Jazz” representation as more disruptive of the historical representation of the “jazz man” than “Gay and Unhappy.” While hyper-hetero-masculinity has been privileged in jazz discourse, it has not been heteronormativity that has been celebrated by the mainstream, but its “outsider” status: racialized, sexualized, romanticized. The “real” iconic jazzman is far too hyper-hetero-masculine to peer out the top of a nylon tunnel, in the midst of a toy-strewn lawn, in broad daylight, beside his equally accomplished jazz instrumentalist wife and toddler son, right?



Jazz Goes Straight, 2008

One of the most insidious performances of straightness in jazz continues to circulate in the normative division of labor by which men play instruments and women sing—the roles paired in such a way as to suggest complementary romantic or sexual union. Oh, come on, you might say, surely this isn’t still with us. Well, actually, I do have a pretty recent example: On March 26, 2008, vocalist Keely Smith, most famous for her work in the 1950s with trumpeter/band leader Louis Prima (to whom she was married), appeared at a posh hotel gig in San Francisco—but not before firing Bay Area trumpet player Ellen Seeling from the band that had been assembled for her visit.



Seeling was not fired for her playing. Her abilities were not questioned, nor were her credentials; a jazz degree from Indiana and a resume that includes Machito, Thad Jones/Mel Lewis Big Band, Diva, Slide Hampton, Maiden Voyage, (the list goes on). The grounds for her dismissal, as explained by Smith’s manager, were straight forward: Smith’s act “plays off that sexual energy of men” (Garchik). Seeling replied that this was fine, but couldn’t Smith just ignore her on the bandstand? But this wasn’t an option. Smith would not go onstage with a woman in the trumpet section.



Sexism does not fully explain this scenario, although women instrumentalists continue to experience a great deal of gender-bias in jazz employment, particularly those who play instruments associated with men. And sexual orientation of individuals is not the root of the heterosexism that caused Smith’s manager to scour the Bay Area for another qualified (male) trumpet player while Seeling unknowingly spent the day in rehearsal for a gig she would lose. How would Smith or her manager know whether all of the men in the band were heterosexual, or if they had her “consent” to use their “sexual energy”? They, like Seeling, were hired to play a gig, not to sexually inspire the headliner, right? Yet, Smith did not invent the heterosexual norm of male instrumentalists and female vocalists, or the sexual orientation of bands in which the vocalist is not presumed to be just another player, but a sexual object. In claiming her sexual subjectivity, Smith queers the line that objectified her as a 1950s “girl” singer. This is her gig and she calls the shots. But the straight line that she travels to get there requires the sexual complicity of an all-male band. To share the stage with a woman horn player would queer the performance in a different direction.



On this straight line, men play instruments, women sing. Women instrumentalists are often thought to be lesbians, men singers are often thought to be gay—and we could argue, well, sometimes they are. And sometimes men instrumentalists and women vocalists are queer. But when women instrumentalists come out as queer they are seen as proving the norm and when men instrumentalists don’t come out they are presumed straight. These assumptions follow a straight line—and extend the reach of some bodies and block others whether anybody comes out or not. Rather than focusing on the individual sexual identities of Smith, or Seeling, or other band members, I am interested in the construction of a tradition of the band and band singer as a heterosexual couple, the lasting normativity of this arrangement and the lasting anxieties that linger when the integrity of this tradition is compromised.



But of course, this line doesn’t originate with Keely Smith; in fact, she is produced by it. Her career is shaped and made possible by the construction of the female band singer, not as a musical collaborator, but as a lover/sex object to the band. Jazz singers have a long history of being constructed as sexual, and white women singers as exciting transgressors, modern and sexy through associations with racialized hyper-hetero, non-normative, female sexuality at that. Perhaps the most blatant of the many examples I could list is Will Friedwald’s positive assessment of Connee Boswell’s voice as a “sensual, more genuinely vaginal instrument. Something else she picked up from New Orleans” (80). And in case we missed the point, he concludes, “That ain’t fur on her voice, honeychile, that’s pubic hair” (80).



Queering the lines, locating breaks in the discourse through historical and cross-cultural evidence of gender and sex fluidity in bands, different organizations of gender and sexuality and race, and other ways in which musical performance stimulated and channeled desire are all important to critical work that might help to transform these routines. But so is naming the normativity, as did Seeling when she relayed the story to the San Francisco Chronicle. Perhaps audiences who read the column noticed normativity as queer; perhaps more people viewed the performance of heteronormativity from a critical slant.



Conclusion

Is there such a thing as unoccupied musical territory, with no previous pathways cut through it to pull at us? Drawing from Sara Ahmed, I would have to say, probably not. But there are different alignments we can take, individually, and collectively, to the lines we inherit, in how we turn when we feel the pull of the lines, and what we hear and play and write when we do.



If queer means taking nothing to be natural or normal, then to queer jazz history would not only be to identify the queer individuals, moments, and performances, but to analyze and historicize the straight lines in specific jazz contexts. There are, then, many answers to the question, “When did jazz go straight,” because straightening and queering happen over and over. As jazz scholars, we may be more attracted to paths that direct us to the “outside,” the “outlaw,” the “out.” At the same time, we need to question the inside, the unnamed, the unremarkable, and figure out how it got that way; we must remember to notice when jazz goes straight.





Acknowledgements



I’d like to thank Julie Smith and Kevin McNeilly for the occasion and the opportunity to embark on the questions and engage in stimulating and helpful dialogue at the Comin’ Out Swingin’ Conference, November 16, 2007. I am also grateful to Krin Gabbard, E. Ann Kaplan, and the Brilliant Corners: Jazz And Its Cultures conference at the Humanities Institute at Stony Brook (April 5, 2008) and Nadine Hubbs and the Institute for Research on Gender and Women in Ann Arbor (September 25, 2008), for further opportunities and dialogues that helped me to continue to develop my thoughts on straightening and queering in jazz studies.

Notes



1 “Straighten Up and Fly Right,” by Nat King Cole and Irving C. Mills, is just one of many jazz standards using the word “straight.” In jazz discourse, “straight” can mean everything from without vibrato, without swing, law abiding, sober, not watered down, authentic, and corny.



2 See, for example, “Homosexuality in Jazz” (French), “Music: In the Macho World of Jazz, Don’t Ask, Don’t Tell” (Davis), “Destination Out” (Davis), and the “Family Life and Sex Special Issue” of JazzTimes.



3 Thanks to Ben Piekut for sharing French’s column with me.



4 This is not the first time I have refused to “out” people in a jazz studies paper about sexuality, and I have to say that this is a difficult topic for me. I don’t want to “in” people, either. See Tucker.



5 “Public and Private Discourses and the Black Female Subject: Gayl Jones’ ‘Eva’s Man’” (Basu), “Textual Healing: Claiming Black Women’s Bodies, the Erotic and Resistance in Contemporary Novels of Slavery” (Griffin).



6 Illustrating this claim with a telling progression of dictionary definitions, Katz cites the Webster’s Dictionary of 1909 as defining “homosexuality” as “morbid sexual passion for one of the same sex” and there was no entry for heterosexuality. But in 1923, “heterosexuality” enters Webster’s as “morbid passion for one of the opposite sex.” By 1934, we get the modern definition of heterosexuality, as “a manifestation of sexual passion for one of the opposite sex; normal sexuality” (Katz 82).



7 See the articles in Hirsch and Logsdon.



8 See, for example, “Gender Crossings: A Neglected History in African American Music” (Callen ); “Sliding Scales: Notes on Storme Delarverie and the Jewel Box Revue, the Cross-Dressed Woman on the Contemporary Stage and the Invert” (Drorbaugh); “A Spectacle in Color: The Lesbian and Gay Subculture of Jazz Age Harlem” (Garber); “Harlem’s Queer Dandy: African-American Modernism and the Artifice of Blackness” (Glick); Claude Mckay, Code Name Sasha: Queer Black Marxism and the Harlem Renaissance (Holcomb); Gay New York: Gender, Urban Culture, and the Makings of the Gay Male World, 1890-1940 (Chauncey).



9 See Melnick and Lott.



10 For more on this debate, see Early, and also, Squaring Off: Mailer Vs Baldwin (Weatherby); Talking at the Gates : A Life of James Baldwin (Campbell); “‘I Only Like It Better When Pain Comes’: More Notes toward a Cultural Definition of Prizefighting” (Early); “White Fantasies of Desire: Baldwin and the Racial Identities of Sexuality” (Ross). Gennari reminds us that Mailer’s White Negro was critiqued in its day by Nat Hentoff, who charged the essay with “betraying an ignorance of jazz music, for propagating a fallacious image of the jazz musician, and for trafficking in racial stereotype” (Gennari 179-80).



11 Again, I am not advocating that we replace looking at queerness in jazz studies with looking at straightness, only that we do both. For a fascinating and beautifully written analysis of James Baldwin as a listener of jazz and blues, and of his listening as “a way of confronting, voicing, and grappling with his sexual and racial identities: namely the identificatory crossings of his queerness and his blackness,” see Kun.





Works Cited



Ahmed, Sara. Queer Phenomenology: Orientations, Objects, Others. Durham, N.C.: Duke UP, 2006.



Annfelt, Trine. “Jazz as Masculine Space.” Kilden Information Centre for Gender Research in Norway. http://eng.kilden.forskningsradet.no/c52778/nyhet/vis.html?tid=53517.



Baldwin, James. “The Black Boy Looks at the White Boy.” Nobody Knows My Name: More Notes of a Native Son. New York: Dell Press, 1963. 171-90.



Barber, Patricia. “Interview with a Bitch.” http://www.patriciabarber.com/press/sdgaylesbiantimes.htm.



Barg, Lisa. “Strayhorn’s Queer Music” Comin’ Out Swingin’: Sexualities in Improvisation conference. St. John’s College, University of British Columbia, Vancouver: Coastal Jazz and Blues Society 16 Nov. 2007.



Basu, Biman. “Public and Private Discourses and the Black Female Subject: Gayl Jones’ ‘Eva’s Man.’” Callaloo 19.1 (1996): 193-208.



Callen, Jeffrey. “Gender Crossings: A Neglected History in African American Music.” Queering the Popular Pitch. Ed. Sheila Whiteley and Jennifer Rycenga. New York: Routledge, 2006. 185-198.



Campbell, James. Talking at the Gates: A Life of James Baldwin. New York: Viking, 1991.



Carter, Julian. The Heart of Whiteness: Normal Sexuality and Race in America, 1880-1940. Durham: Duke UP, 2007.



Chauncey, George. Gay New York: Gender, Urban Culture, and the Makings of the Gay Male World, 1890-1940. New York: Basic Books, 1994.



Clifford, Amber. “Queering the Inferno: Space, Identity, and Kansas City’s Jazz Scene.” Diss. University of Kansas, 2007.



Cohen, Cathy. “Punks, Bulldaggers, and Wellfare Queens: The Radical Potential of Queer Politics.” Black Queer Studies: A Critical Anthology. Ed. E. Patrick Johnson and Mae Henderson. Durham, NC: Duke UP, 2005. 21-51.



Collins, Patricia Hill. Black Sexual Politics: African Americans, Gender, and the New Racism. New York: Routledge, 2004.



Coyle, Katy, and Nadiene Van Dyke. “Sex, Smashing, and Storyville in Turn-of-the-Century New Orleans: Reexamining the Continuum of Lesbian Sexuality.” Carryin’ on in the Lesbian and Gay South. Ed. John Howard. New York: New York UP, 1997. 54-72.



Davis, Frances, moderator. “Destination Out.” Talking Jazz: Three Conversations. Panelists Gary Burton, Andy Bey, Fred Hersch, Charlie Kohlhase, Grover Sales. National Arts Journalism Program. Village Vanguard, New York, 26 April 2001. http://www.najp.org/events/talkingjazz/transcript1.html.



---. “Music: In the Macho World of Jazz, Don’t Ask, Don’t Tell.” New York Times September 1 2002. http://www.nytimes.com/2002/09/01/arts/music-in-the-macho-world-of-jazz-don-t-ask-don-t-tell.html.



Drorbaugh, Elizabeth. “Sliding Scales: Notes on Storme Delarverie and the Jewel Box Revue, the Cross-Dressed Woman on the Contemporary Stage and the Invert.” Crossing the Stage: Controversies on Cross-Dressing. Ed. Lesley Ferris. New York: Routledge, 1993. 120-43.



Early, Gerald Lyn. “‘I Only Like It Better When Pain Comes’: More Notes toward a Cultural Definition of Prizefighting.” Tuxedo Junction: Essays on American Culture. New York: Ecco Press, 1989. 130-49.



“Family Life and Sex Special Issue.” JazzTimes Dec. 2001.



French, Jean. “Homosexuality in Jazz.” Sounds & Fury (Sept. - Oct. 1965): 52-53.



Friedwald, Will. Jazz Singing : America’s Great Voices from Bessie Smith to Bebop and Beyond. New York: Quartet, 1991.



Garber, Eric. “A Spectacle in Color: The Lesbian and Gay Subculture of Jazz Age Harlem.” Hidden from History: Reclaiming the Gay and Lesbian Past. Ed. Martin B. Duberman, Martha Vicinus and George Chauncey. New York: New American Library, 1989. 318-31.



Garchik, Leah. “Psst, Gotta Sec? It’s God.” San Francisco Chronicle 26 Mar. 2008: E2.



Gavin, James. “Gay & Unhappy.” JazzTimes Dec. 2001: 66-70.



Gennari, John. Blowin’ Hot and Cool: Jazz and Its Critics. Chicago: U Chicago P, 2006.



Gill, John. Queer Noises: Male and Female Homosexuality in Twentieth Century Music. Minneapolis: U Minnesota P, 1995.



Glick, Elissa F. “Harlem’s Queer Dandy: African-American Modernism and the Artifice of Blackness.” Modern Fiction Studies 49.3 (2003): 414-42.



Griffin, Farah Jasmine. “Textual Healing: Claiming Black Women’s Bodies, the Erotic and Resistance in Contemporary Novels of Slavery.” Callaloo 19.2 (1996): 519-36.



Hajdu, David. Lush Life: A Biography of Billy Strayhorn. New York: Farrar, Straus, Giroux, 1996.



Herring, Scott. Queering the Underworld: Slumming, Literature, and the Undoing of Lesbian and Gay History. Chicago: U Chicago P, 2007.



Hill Collins, Patricia. Black Sexual Politics: African Americans, Gender, and the New Racism. New York: Routledge, 2004.



Hirsch, Arnold R. and Joseph Logsdon. Creole New Orleans: Race and Americanization. Baton Rouge, LA: Louisiana State UP, 1992.



Holcomb, Gary Edward. Claude McKay, Code Name Sasha: Queer Black Marxism and the Harlem Renaissance. Gainesville, FL: University Press of Florida, 2007.



Katz, Jonathan Ned. The Invention of Heterosexuality. New York: Dutton, 1995.



Kelley, Robin D. G. “New Monastery: Monk and the Jazz Avant-Garde.” Black Music Research Journal 19.2 (1999): 135-68.



Kun, Josh. “Life According to the Beat: James Baldwin, Bessie Smith, and the Perilous Sounds of Love.” James Baldwin Now. Ed. Dwight A. McBride. New York: New York UP, 1999. 307-28.



Lees, Gene. Friends Along the Way: A Journey through Jazz. New Haven, CT: Yale UP, 2003.



“Loneliest Number.” The L Word. Writ. Lara Spotts. Dir. Rose Troche. Prod. Eileen Chaiken. Showtime Entertainment, 2004.



Long, Alecia P. The Great Southern Babylon: Sex, Race, and Respectability in New Orleans, 1865-1920. Baton Rouge, LA: Louisiana State UP, 2004.



Lott, Eric. Love and Theft: Blackface Minstrelsy and the American Working Class, Race and American Culture. New York: Oxford UP, 1995.



Mailer, Norman. “Evaluations—Quick and Expensive Comments on the Talent in the Room.” Advertisements for Myself. New York: Putnam, 1959. 463-73.



---. “The White Negro: Superficial Reflections on the Hipster.” Advertisements for Myself. New York: Putnam, 1959. 337-58.



McNeilly, Kevin. “Preamble.” Comin’ Out Swingin’: Sexualities in Improvisation conference. St. John’s College, University of British Columbia, Vancouver: Coastal Jazz and Blues Society 17 Nov. 2007.



Melnick, Jeffrey. “Some Notes on the Erotics of ‘Black-Jewish Relations.’” Shofar: An Interdisciplinary Journal of Jewish Studies 23.4 (2005): 9-25.



Milkowski, Bill. “Family Jazz.” JazzTimes Dec. 2001: 72-79.



Ross, Marlon B. “White Fantasies of Desire: Baldwin and the Racial Identities of Sexuality.” James Baldwin Now. Ed. Dwight A. McBride. New York: New York UP, 1999. 13-55.



Sales, Grover. Jazz: America’s Classical Music. Englewood Cliffs, N.J.: Prentice-Hall, 1984.



Seeling, Ellen. Personal email correspondence. 29 March 2008.



Somerville, Siobhan B. Queering the Color Line: Race and the Invention of Homosexuality in American Culture. Durham, NC: Duke UP, 2000.



Tucker, Sherrie. “When Subjects Don’t Come Out.” Queer Episodes in Music and Modern Identity. Ed. Lloyd Whitesell and Sophie Fuller. Urbana: Illinois UP, 2002. 293-310.



Weatherby, William J. Squaring Off: Mailer Vs Baldwin. New York: Mason/Charter, 1977.



“Woman’s a Fool to Think Her Man Is All Her Own.” Nationwide Production, 1947. Black Film Shorts 5. http://www.acinemaapart.com.


Critical Studies in Improvisation. ISSN: 1712-0624

Book Review



Big Ears: Listening for Gender in Jazz Studies



Nichole T. Rustin and Sherrie Tucker, Editors

Durham, NC: Duke UP, 2008

ISBN-10: 0-822-34320-7

ISBN-13: 978-0-822-34320-2

472 pages



Reviewed by Kara A. Attrep



In recent years the work on jazz historiography and criticism has included more and more productive reevaluations of standard historical narratives. Big Ears: Listening for Gender in Jazz Studies represents a very necessary addition to this ever expanding scholarship. Central to the importance of this work is the emphasis that editors Nichole T. Rustin and Sherrie Tucker place on not only the role of women in jazz and the uncovering of women's histories in jazz, but also a much needed critical approach to gender issues in jazz. In other words, this collection of essays is not essentially about finding and recuperating women's presence in jazz (although this is a worthy and necessary part of jazz studies). Instead, as the subtitle suggests, Big Ears is a (re)examination of the socially and culturally constructed and embedded aspects of gender in jazz. Rustin and Tucker express this distinction in the introduction:



Although this is not intended as a women-and-jazz anthology, our focus on gender analysis yields a proliferation of works concerned with women as jazz subjects. It is important to note that we allow this imbalance not in an attempt to “add women” into existing scholarship, but because of the ways these studies demonstrate how gender analysis helps to “listen differently” to areas of jazz culture that are otherwise too easily dismissed as “outside.” (2)



Such “listening differently to jazz culture” can be read (and heard) throughout the essays within Big Ears, as the contributing authors provide widely differing approaches—methodologically, historically, theoretically, and musically—to listening for gender in jazz. This diversity of approaches adds to the significance and importance of this volume.



The collection opens with an introduction by the co-editors that situates the essays within the cultural and historical context of jazz studies, and provides an in-depth and engaging literature review focused around women and gender studies in jazz. Rustin and Tucker recap a number of important moments in jazz-gender historiography, including: 1) the emphasis on origins that has been a major focus of jazz historiography, and how gender is included or excluded within jazz origin narratives; 2) an emphasis on the “recovery” of women's voices within jazz (especially in the work of feminist scholars in the 1970s and 1980s including Dahl, Placksin, and Handy, among others); 3) the impact of Susan McClary's work on music scholarship in general, and on jazz studies in particular; 4) a growing interest in masculinity studies and jazz (this includes the work of Kelley, Monson, and Gray); and 5) the interconnection of jazz, race, and modernism.



In compiling Big Ears the editors have accomplished something I find lacking in some edited volumes of scholarly research: a cohesive and thoughtful organization to the essays. Because of this, the essays that come earlier in the book seem to anticipate the later chapters in a logical manner. The entire book thus feels more coherent and structured as a result.



The essays are organized into three sections. “Part I: Rooting Gender in Jazz History” focuses on contextualizing gender within jazz historiography. Methodologically, this section ranges from examinations of the historical record (Pellegrinelli), to a close musical analysis of piano accompaniment by two female jazz pianists, Lil Hardin Armstrong and Lovie Austin (Taylor), to a reassessment of World War II and post-WWII era jazz and its connection to gender and nationalism in Britain (Baade), to the cultural “replay” involved in contemporary re-enactment concerts of the Glenn Miller Orchestra (McMullen), to Popular Front politics and the music of Hazel Scott and Mary Lou Williams (Hariston). “Part II: Improvising Gender: Embodiment and Performance” examines how gender is embodied through musical performance and dance. The essays in this section employ a wide range of methodologies from a boldly theoretical exploration of black female dancers as flaneurs (Brown), to a nuanced examination of the gendered aspects of George Russell's Lydian Chromatic Concept (Porter), to the ethnographically rich and focused reading (and listening) of one all-female improvising group (Smith), to the final two informative essays offering reflexive examinations about being a scholar of jazz and focusing on gender (Tucker and Monson). The final section, “Part III: Reimagining Jazz Representations,” tackles aspects of gender in jazz largely outside of the arena of performance or composition. The chapters in this section provide a careful examination of women jazz collectors in post- World War II Germany (Schlict), a highly detailed music ethnography of Leimart Park in South Central Los Angeles (Vargas), excellent close readings of short stories by Sherley Ann Williams and Toni Cade Bambara depicting women in relationships with jazz musicians (Griffin), an extensive examination of masculinity in the film and novel A Young Man with a Horn (Rustin), and a valuable and informed look at “soundie” films—prototypical music videos—by black film directors that included all-women bands, such as the International Sweethearts of Rhythm (McGee).



I will now briefly examine several representative essays that can help us utilize “big ears” for listening to gender in jazz. I focus on the following essays because they reveal the potential methodological avenues available to researchers examining gender in jazz (and music more broadly). How do different methodologies open up new questions? What are the limitations of such methodologies and how can we learn by using multiple methods? These are questions I am examining in my own research and the essays in this volume provide wonderful examples for gender-focused studies that rely on varying methodologies.



The opening essay of the collection, Lara Pellegrinelli's “Separated at 'Birth': Singing and the History of Jazz,” provides an excellent reexamination of jazz historiography. Pellegrinelli argues that singing, although present in the origin stories of jazz, has been ignored within jazz scholarship more generally. As Pellegrinelli suggests, “Despite its symbolic and practical importance in jazz's parentage, singing is dropped from historical narratives soon after the music's birth” (32). She goes on to explain, “To present jazz as 'art music,' many authors attempted to divorce it from low culture and the entertainment contexts with which singing was associated, thereby containing sexuality and the female body. Instead, they focused their attention on horns that sound like voices, an elevation of 'raw' musical materials” (44). Although at first read Pellegrinelli's reexamination of the origins of jazz seems deceptively simple, her argument calls for a complete reevaluation of what jazz is and how jazz sounds. Bringing singing back into the chronology of jazz means not only expanding jazz history but also pulling women back in from the historical margins of jazz.



Of all of the essays in the collection, Jeffery Taylor's, “With Lovie and Lil: Rediscovering Two Chicago Pianists of the 1920s,” is the only piece dealing directly with music theory. Taylor's chapter provides a solid discussion of musical accompanists in jazz and their neglect in a history of jazz that tends to focus on soloists. Taylor's essay reveals the lack of research on accompanists in jazz (male or female) and also provides a clear musical analysis of two prominent female jazz pianists of the 1920s, Lil Hardin Armstrong and Lovie Huston. In terms of methodology, Taylor demonstrates that musical analysis is an important and useful component to studying gender in music.



Sherrie Tucker’s essay “'But this Music is Mine Already!': 'White Woman' as Jazz Collector in the Film New Orleans (1947)” provides a strong model for both reflexive research and jazz film historiography. Starting with the premise of “how white womanhood has shaped [her] own pathway of identification as a jazz fan,” Tucker provides an examination of the white female jazz fan character in the film New Orleans (239). Tucker reworks Krin Gabbard's analysis of the “Jazz Nerd” (a white male jazz record collector and rabid jazz fan) into what she calls the “Jazz Virgin”:



a white woman character who is stirred by what she hears in black music—which in this film is construed as sexuality, authenticity, emotion, newness, Americanness, and modernity—while other characters serve as her anxious protectors. (241)



Tucker then discusses the main “Jazz Virgin” in the film, Miralee, by providing a close reading of the film and its plot. Tucker also discusses the historical context in which the film was made (in the era of red-baiting) and details some of the possible real-life connections between an actual woman named Marili Morden and the film's protagonist. Connecting Morden's life to the film, Tucker shows how close readings, historical analysis, careful theoretical engagement, and reflexive writing can provide a strong model for listening for gender in jazz.



Julie Dawn Smith, in her article “Perverse Hystrices: The Noise Cri of Les Diaboliques, provides a close ethnographic examination of the all-female improvising trio from Europe, Les Diaboliques. Interspersing both theory on hysteria and detailed descriptions of one of Les Diaboliques’ performances, Smith provides a solid example of ethnographic methodology on contemporary subjects.



Another essay that provides a valuable example of ethnography and jazz studies is João H. Costa Vargas' “Exclusion, Openness, and Utopia in Black Male Performance at the World Stage Jazz Jam Sessions.” Vargas provides thick descriptions of the musical and social surroundings of the World Stage Jam Sessions in Leimart Park in Los Angeles. His work is based on 26 months of ethnography in and around the jam sessions. Vargas explains that while the World Stage Jam Sessions are often exclusionary to women and non-blacks, they also provide a potential utopian space because of their connection to improvised black music. Vargas' work demonstrates the wealth of knowledge to be gained from extensive ethnographic research. The only drawback of his study, however, is that the information is over ten years old. This is not to say that his findings are invalid, but a return to Leimart Park may have added to the already impressive study.



Nichole T. Rustin's article “‘Blow, Man, Blow!’: Representing Gender, White Primitives, and Jazz Melodrama Through A Young Man with a Horn” explores both the novel (1938) and the film (1950) of the same name. Rustin reveals that “Young Man with a Horn negotiate[s] contemporary discourses about race, artistry, and masculinity within jazz culture, and each version represents the contradictions inherent in representations of such discourses” (363). Rustin's approach skillfully combines historical methodologies with race and gender theory.



Given the wide range of methodologies presented in Big Ears, the collection provides a variety of important approaches towards research in gender and jazz studies too numerous to discuss in this review. But the lack of review of the remaining essays is not an indication of their quality. Nevertheless, I have several critiques that warrant some attention here. Big Ears provides wonderful research in terms of North American and European jazz in relation to gender. However, and this is perhaps less a critique of the book than a call for further research, there is a need for gender studies scholarship in jazz outside of North America and Europe—particularly in western and southern Africa, Central and South America, Asia, and transnational considerations of jazz (such as Hugh Masekela's decision to play the trumpet after seeing Young Man with a Horn, for example). Finally, while several of the essays discuss the sound of jazz in relation to gender (Smith, Taylor, and Vargas, for example), more attention to the actual sound of the music is needed. I am not suggesting a McClaryian style analysis of chord progressions or similar studies, but more attention to the musical—combined with the social—elements of jazz will make the study of gender in jazz that much more powerful.



As historian George Lipsitz says in Footsteps in the Dark: The Hidden Histories of Popular Music,



the purpose of studying history is to train ourselves to look for its fetch, to realize that things that appear suddenly in our lives have a past, and to appreciate that part of what things are is how they came to be. Historical knowledge reveals that events that we perceive as immediate and proximate have causes and consequences that span great distances. (viii)



This is the work I see Big Ears: Listening for Gender in Jazz as doing. It evaluates the long fetch of history that is jazz, and by contemplating and calling into question where that history came from, it helps us understand the past, present, and future of jazz more clearly.





Works Cited



Dahl, Linda. Stormy Weather: The Music and Lives of a Century of Jazzwomen. New York: Limelight, 1984.



Gray, Herman. “Black Masculinity and Visual Culture.” Callaloo 18.2 (1995): 401-405.



Handy, D. Antionette. Black Women in American Bands and Orchestras, 2nd edition. Metuchen, NJ: Scarecrow, 1981.



Kelley, Robin D.G. “‘We Are Not What We Seem’: Rethinking Black Working-class Opposition in the Jim Crow South.” Journal of American History 80.1 (1993): 75-112.



Lipsitz, George. Footsteps in the Dark: The Hidden Histories of Popular Music. Minneapolis, MN: U of Minnesota P, 2007.



Monson, Ingrid. “The Problem with White Hipness: Race, Gender, and Cultural Conceptions in Jazz Historical Discourse.” Journal of the American Musicological Society 48.3 (1995): 396-422.



Placksin, Sally. American Women in Jazz, 1900 to the Present: Their Words, Lives, and Music. New York: Wildeview, 1982.

END