Black Music is American Music: Learning Underrepresented Aspects of Black History in College through Critical Race Media Literacy

Abstract

The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge. HBCU and PWI students experienced disparate emotional responses to the material. Overall, both HBCU and PWI students’ knowledge increased on this topic following the study as the content is underrepresented in education and popular culture.

Bridging the Gap: The Impact of Jazz Education on Music and Academics

“…In the realm of jazz education within primary white institution universities (PWIs), a series of misconceptions have emerged, hindering its recognition as a "classical" art form that enriches music programs (Patterson & McWhorter, 2020). These misunderstandings often stem from a lack of awareness regarding the rich history of jazz and the value it brings to American musical culture.…”

“…Unfortunately, PWIs tend to prioritize "western art music," which originates outside the United States, and this sometimes leads to an oversight of jazz, an indigenous American creation (Patterson & McWhorter, 2020). From its inception, jazz has held a prominent position as one of the earliest and most influential music genres in America, permeating every corner of North American musical expression.…”

“…From its inception, jazz has held a prominent position as one of the earliest and most influential music genres in America, permeating every corner of North American musical expression. Furthermore, a regrettable misconception arises due to jazz's African American origins, leading to its perceived dismissal as a true art form (Patterson & McWhorter, 2020). Some faculty members, lacking familiarity with jazz, may hastily dismiss it as less substantial, failing to acknowledge its historical significance and artistic merits (West & Titlebaum, 2019).…”

RBG Set the Record Straight, Our Curriculum Should Too

“…As educators and teacher educators, how are we making room in our classrooms to explore the complexities of intersectionality? In my research on teacher education, I have found a nuanced understanding of privilege and racism is vitally important to examining and recognizing systems of power (Mitchell-Patterson & Mcwhorter, 2020). However, teachers need the space and skills to engage in that work.…”