Jazz Italian Style 42 government to assist in the effi cient transport of American aid. In addition to 60 trucks, 30 cars, 360 ambulances and 30 motorcycles with side cars, the Americans arrived with enough musical instruments and sheet music to outfi t three ensembles: two pit bands linked to the Kernell-Fechheimer shows GoodBye Bill and Let's Go , and a smaller group referred to in military documents as the "American Jazz Band , " also nicknamed Hamp's Jazz Band, aft er their bandleader, Charles W. Hamp , who played both piano and saxophone. 7 Th e USAAS had been sent to assist the 332nd Regiment, the only US forces stationed in Italy during World War I. Th e regiment's principal mission was to build up Italian morale by showing that Americans had arrived and were fi nally engaged in protecting Italy's interests. Since the troops sent to Italy were far fewer in number than those delegated to France, they were advised to make themselves noticeable so that they might appear more numerous than they were. Th e USAAS bands, whose core duty was "propaganda and morale building, " played a key role in creating this impression. Travel was encouraged, and the American Jazz Band , in particular, moved up and down the peninsula, from one locale to the next, performing "distinct American music" in public venues open to soldiers and Italian citizens alike. 8 In his study of USAAS activities during World War I , military historian John R. Smucker, Jr. included detailed descriptions of the American Jazz Band's six months of active service. 9 Aft er the Armistice, the band's duties continued, and as one band member noted in a letter home, the YMCA took over management of the ensemble: Th e problem of fi nances arose-who was going to foot the bill? Th is was solved in Treviso where. .. we met a YMCA secretary named Pepin from Detroit. Pepin called his headquarters in Paris, France, and secured permission to spend 20,000 Lire for our expenses. 10
This chapter outlines the value of music as a humanities discipline and presents an overview of the structure and central themes of Music and Human Flourishing. Participating in music, either as a performer, listener, and/or composer has long been accepted as an activity that can contribute to human flourishing. This chapter describes a fourth musical activity, the act of music scholarship, and reveals how engagement with the cultural, social, and political practices surrounding music contributes to human flourishing in a way that listening, performing, and even composing alone cannot. Using the concepts of contemplation, critique, and communication, the author explores the various ways that music scholarship can serve as a tool for instilling a sense of social justice and cultural understanding. Music scholarship helps listeners understand and better communicate the emotional and psychological characteristics associated with music. It opens minds, which in turn can contribute to human flourishing.
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