How this originated, and others

Saturday, January 12, 2013

Some personal reflections on how I keep on doing Western classical music (as an Asian)

  Although this essay is doomed to essentialism (that is, in this case, attributing certain characteristics to a group of people, in the process doing unjustice to some members in the group), I decide to write this up as a personal reflection as an East Asian living in America myself. As one of those who take pride in doing Western classical music, I believe there are a few things that need to be sort out.

1a. Western classical music gives me a set of goals to achieve. I have a list of piano repertoire, ranging from J. S. Bach to Eliott Carter, that I want to finish in my life. On top of this, as an aspiring musicologist, my ultimate goal is to master critical theory and finesse with it. My tactic is to work on the commedia dell'arte character of Pierrot in the classical music tradition. It is through "overcoming" Western classical music - employing this familiar language - that I find self satisfaction. But why classical music, not... Chinese calligraphy?

1b. A scholarly account by Grace Wang (2009)* suggests that Asian moms in the States send kids to learn classical music to improve their social status. In a similar sense, it may be said that in Asia, moms do the same thing to kids, albeit in a somewhat different context (e.g. to choose between erhu and violin, they won't choose the former due to its association with beggars, although situation may have changed in the recent 10 years). However, these account may not be comprehensive. An argument about social structure (as shown above) may be supplemented by material availability. I remember faintly that in the social center I went to when I was 5, activities were limited to drawing, maths class, and piano lessons. I took all, did terribly in drawing, and remained in maths and piano. There were Chinese calligraphy class elsewhere, but I didn't take those. And there was no Chinese calligraphy competition at my primary school, but we do have piano and other musical competitions. I did well in those, and this explains why I continued my relationship with Western classical music. (I gave up maths as calculus comes.) Those who didn't do well there drop out and turn to other interests.

2.  As a classically trained musician, I used to forget or overlook the existence of other musics that can be taken seriously. I listen to pop music in my 21 years in Hong Kong and 2 years at Eastman (USA), but didn't think about it with a scholarly or sympathetic mind. I was a consumer.  Not until I arrived in San Diego 1.5 years ago did I start to pay attention to popular music, rock music, and local music scenes. At UCSD, I realized how conservative scholarship is at CUHK and Eastman. As I visited Hong Kong in December 2012 and early Jan 2013, I played a classical recital, but also re-connected with an old friend from middle school, and attended an Indie band performance by his band Match-box. It is amazing how I, as a classical musician, fail to identify or counter-identify with non-classical musics. It may be a conservatory symptom, but I worked on W. classical music real hard.

3. Western classical music is not solely Western, which also means that the name of the genre "Western classical music" is reductive in its surface meaning. It has an old tradition in the West, but in fact not a short tradition in the East either: it's been more than a century since Japan adopted this genre of music and did mass education on this. In China, people have done so in a variety of ways for almost exactly a century. In a sense, we have naturalized classical music, more widely in Hong Kong and more recently in Mainland China. Look at Chen Kexin's movie. It is an integral part of our culture, and we should not be threatened to reject or evade it by its apparent title of "Western" classical music.


* Wang, Grace. 2009. “Interlopers in the Realm of High Culture: “Music Moms” and the             Performance of Asian and Asian American Identities.” American Quarterly. Vol. 61 (4,             December): 881-903. 

Ref:
http://www.u-gakugei.ac.jp/~takeshik/mused1868j.html

Tuesday, December 4, 2012

Ethno paper abstract!


Chinese Non-Identified: a case study of Chinese overseas undergraduate students' engagement with national signs in Chinese popular music

If cultural identity is a matter of “becoming,” as Stuart Hall contends, and national identity is (still) an integral part therein, then Chinese overseas undergraduate students nowadays may have little or no national identity in general. They are neither sojourners who long to return to their homeland, as their predecessors once did, nor intended American immigrant who might become part of the diasporic community. This essay examines the engagement with signs of nationhood and statehood in Chinese popular music within an exclusively overseas Chinese student community at University of California, San Diego.

40 questionnaires, five panel interviews, and participation in karaoke events have pointed me to certain popular music videos and their cover versions in the popular singing contest The Voice of China. I focus on Mainland Chinese rock musician Wang Feng, whose style ranges from patriotic pop rock to soft rock with controlled screaming that signals lamentation. Interviewees expressed their sympathy with poor migrant workers after singing or watching Wang’s “Beijing, Beijing,” but none paid attention to signs of statehood that appear as two-second snapshots in the music/karaoke video 13 times. The students’ selective assimilation of texts, images, and sound texture with national signs, I argue, exhibits what ethnomusicologist Christopher Tonelli calls non-identification, encounters with signs that we neither identify nor counter-identify. My study grounds nomad adolescence, previously overlooked, in musical-cultural discourse, and also sheds light on the politics of non-identification that, in this case, prevents progressive possibilities in challenging the national-cultural power of the Chinese statehood. 

Monday, October 29, 2012

My introduction to Postmodernism, 1 of 4

For Julie Perret,
after Mark Dresser's wonderful double bass concert at UCSD

(Just to clarify, the picture below is the Halloween Spooktacular at Cleveland. I don't have picture of Mark's concert...)


What is postmodernism? Can you give a short introduction to the idea and its relationship with music?

Okay. Let me try this in a series of 4 to 5 blog entries. The first one (this one) will be an intro, some blabbing... real stuff starts from the second.
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My mom calls something "postmodern" when she faces something abstract and cannot come to terms about it. Let's face it: "postmodern" is not a term that will proliferate in society. Few people, save for literary enthusiasts and serious academic humanitarians, will ever need to use the term postmodern to denote something in their lives. In contrast, the word "modern" is much more common and easy to comprehend: the iPad is modern; your fashionable clothes are modern; the corrupted cadres in China build a 6-story office with the most cliche architectural design and that is also modern. (Ask me why if you don't understand this.) But I don't mean that the word postmodern is useless. We (I) use the term because the word modern is not sufficent in denoting current conditions. The earliest history of the term is in the 1940s and 50s (see Calinescu p.265-9) but I won't state it here because that is in a large part irrelevant to our discussion. The terms' revival in lit theory in 1970-80s, mostly to describe the tumults in the 1960s, contributes largely to our understanding and usage of the term. Jonathan Kramer gives a great introduction to musical postmodernism in his article (2002), which includes a list of postmodern musical features. In contrary, I attempt to introduce postmodernism by how the term can be meaningfully used in at least three inter-connected contexts. See "Tentative plans for the next couple of posts" below.

A piece of bad news for young scholars, perhaps, is that postmodernism is already an old idea in academia (however new, or "mom-ly postmodern" it sounds like). The early readings include Lyotard (1979) and Foucault (1975/77), but a perhaps lesser known philosophical gem would be Gianni Vattimo's The Transparent Society (1989/92). I also enjoyed Baudrillard, Hal Foster, and Agamben, all of which I only read a little. Fredric Jameson's Postmodernism, or the Cultural Logic of Late Capitalism was first published in Chinese in China in 1986 (26 years ago), followed by the English version. (Good food for thoughts: why did he do that?) In music, my advisor Jann Pasler published one of the first musicological articles on postmodernism in 1993. There's a boom in the musical scholarly literature on this issue before and around 2000. Now, if one puts the keyword "postmodern/ postmodernism" on a title or abstract, I would have less curiosity than expectation on the paper. (Consider that none of the papers in the upcoming AMS/SEM/SMT conference has the word "postmodern" in its title.) I do not think that the idea of postmodernism is exhaustable, but given the huge amount of literature, it is hard to conclude the somewhat hermetic and convoluted term and then build upon it/ criticize it in a short paper. But that is a good piece of challenge... and until today it is still a useful term to look into various social and cultural phenomenons and problems, as I will show in the upcoming blogs.

-------------------------------------------------------
Tentative plans for the next couple of posts:

How is the term "postmodernism" used?
1. Postmodernism denotes a key change in the attitude toward time and history; some composers no longer
Challenge A. Historical Performance Movement
Challenge B. Performers and Audience vis-a-vis Postmodernism

2. Postmodernism starts with the cultural movement in the 1960s, and decisively shapes the world nowadays with the closely related ideas of post-colonialism, racial equality, etc.

3. Postmodernism is an academic (and to some extent a cultural) trend in which "meta-narratives" are exposed; absolute truths are exposed and challenged in an unprecedented manner, which leads to, as I see, two kinds of truth-discourses.

Have we entered the age of postmodernity?/ What goes after it? (Or are these the right questions?)

Modernist composers are self-consciously modern. They use the term/ idea modern themselves. Do the "postmodernist composers" work in a similar way? (Or are there flaws in this question in itself?)

Conclusion
Key idea:  Although the word postmodern is meaningless to the general public (including many musicians), I believe that the intellectual, the policy makers, and people who tie themselves closely with public interests need to

P. S. The proliferation of terms in academic studies
Key ideas: New perspectives, New... meanings... new... survival kit?

Monday, October 1, 2012

Dreams and Goals

"let him to introspect, retrospect, find out what is important in his life, what is the purpose of his life"
What a great quote from a conversation with an old friend.

What is important in a person's life?
That really changes from time to time.

Before I got into college, music in general. After I got into college, performance. After I got into grad school, musicology and career as a professor. After I got into one musicology program, a girl on the other coast in the United States. Oh yes, my future family.

For me, that's what I call my dream.

The thing is, I dared to dream and went ahead. I persuaded myself that it is right and even if it is wrong the wrong path has to be take anyways.

If you are wondering why I'm typing this, it's really not that I'm boasting my life events so far. It is a bunch of things that is happening to one important person around me.

And if I have to say something to him: don't take anything for granted, or you will regret when you lose it.
When people feel you take him/her for granted (and that person is not your mom/dad), then you're dead.

Enough lecturing.

Friday, September 14, 2012

Ethno project proposal: Chinese pop between Hong Kongers and Mainland Chinese in UCSD


Siu Hei Lee
Preliminary Proposal for MUS 251 (Ethnomusicology seminar), Fall 2012

         15 years into the handover of Hong Kong to the People’s Republic of China (PRC) in 1997, Hong Kongers and Mainland Chinese still arguably hold distinct cultural and ethnic identities.[1] How does this distinction manifest among students in University of California San Diego?[2] I attempt to answer this question by investigating their engagement with Chinese popular music, by which I mean all kinds of popular songs produced by Hong Kong, Taiwan, and Mainland China-based musicians.[3] My goal is to identify habits of popular music consumption within the two communities, and to see how Chinese popular music serves as a common ground and identity marker between the two ethnicities.
         A quick search on popular music consumption in young diasporic communities yields no result. However, two research tracks shall be very useful for my project. Firstly, among other authors, Nimrod Baranovitch has written extensively on the politics within Chinese popular music. Of particular interest to my project is the feminization of Hong Kong identity in a PRC-controlled popular music video around 1997.[4] It would be interesting to see if overseas Mainland Chinese students of this generation “feminize” Hong Kong in a similar way, through their attitude and consumption of Chinese pop music. Much literature on Chinese popular music is devoted to the rock genre; however, with the exception of Taiwanese rock bands, I do not see overseas Hong Kong and Chinese students as rock aficionados.[5] Secondly, there is much research on the use of music by diasporic communities. Vol. 16, issue 1 of Ethnomusicology Forum is devoted to “Musical Performance in the Diaspora,” and there are also separate studies on popular music consumption in diasporic communities, such as the Minang community in Indonesia.[6] I may look into the methodologies employed in these research projects.
         For my project, I am intending to focus on undergraduate students at UCSD between the age of 17 and 24. I can collect information from Hong Kong and Mainland Chinese students during the activities of the Hong Kong Student Union (HKSU) and the Chinese Union (CU), two large student organizations on campus. The following demographic variety will be noted, for they affect the informants’ engagement with Chinese pop music: 1) Length of time that they have stayed overseas 2) Location of their family members 3) Hometown (for the Mainland Chinese students) 4) Level of education attained in their hometown/ country. I shall conduct questionnaire research before the orientation evenings of the clubs (both on October 2, Tuesday). With the help with a couple of colleagues, I expect to successfully finish 20 to 30 questionnaires for each club orientation. Afterward, I will send out online questionnaire through Facebook in attempt to further enlarge the pool of informants, and to ask new questions that evolve from the physical questionnaire interviews. I will then select about 5 students from those I met at the orientation evenings, and conduct individual interviews with them.
       What kind of questions am I going to ask? A detailed draft of the questionnaires shall be submitted by the first week of class. To investigate habits of pop music consumptions, I may draw a list of Chinese pop hits by year, and see what year range does their listening repertoire cover.  I may also draw a list by genre, such as sentimental pop, political pop, rock, hip-hop, and see what they listen to. Some other questions may be:
·      Can you quickly name 5 Mainland Chinese/ Hong Kong/ Taiwanese singers? (I am interested in who they are going to mention. Which generation are the singers from?)
·      What is the one (or two) song that means the most to you? Why?
·      Who is your favorite singer? Why?
·      Do you pay attention to pop song composers and lyricists?
·      How do you access music? Have you ever purchased popular music?
To probe the common grounds and identity markers, I may ask questions like:
·      What are some Chinese popular songs that you would share with a new friend from Hong Kong/ Mainland China in a friendly environment?
·      Are there pop songs that you consider as representative of Hong Kong or Chinese identity (Mainland Chinese students, to my knowledge, usually consider themselves as Chinese, not as “Mainland” Chinese)
·      What are some Chinese popular songs that you would introduce to a new friend from Hong Kong/ Mainland China, if you are to promote Hong Kong/ Chinese culture to them?
·      What is your impression on the Hong Kong and Mainland Chinese popular music scenes? What are their differences?
I do have some expected results in my mind. (Here we go, my biases.) I expect the common ground between Hong Kong and Mainland Chinese students to be Taiwanese Mandopop, the pop rock of Mayday in particular. I guess that most Hong Kong students will not be able to name 5 Mainland China-based singers, and that Mainland Chinese students will name Hong Kong singers who are popular in the 90s (not 2000s). Mainland Chinese students may not be able to name a pop song that introduces Chinese culture, whereas Hong Kong students will have trouble deciding which song they want to introduce to their Mainland Chinese friends.
My conclusion will discuss the extent by which Chinese popular music serve as an emblem of identity between overseas Hong Kong and Mainland Chinese youth in a college where Asians are not a minority. Will the research results be a reflection of the inter-ethnic conflicts/ ambivalence in Hong Kong and Mainland China? Or, does diaspora integrate Hong Kong and Mainland Chinese youngsters? I will be very eager to know.



[1] This may be ascribed to differences in language, political system, education, lifestyle, etc. One may consult the very rich postcolonial scholarship about Hong Kong. The public opinion program at the University of Hong Kong constantly conducts surveys on issues of ethnic identity in Hong Kong. At no instance in these 15 years do more than 40% of Hong Kongers see themselves as “Chinese citizens.” The latest figure, collected in June 2012, is less than 20%. See http://hkupop.hku.hk/english/popexpress/ethnic/eidentity/poll/chart/eIdentity_chicitizen.gif and http://hkupop.hku.hk/english/popexpress/ethnic/index.html. I have not come across any similar research conducted in Mainland China.
[2] The research results at the UCSD campus cannot be accounted for American college campuses in general. Here, Asians are the majority in terms of race, and the total number of international students from Hong Kong and Mainland China (not counting those who hold American passport) exceeds 400.
[3] My original idea is to include the Taiwanese community as well. But I would rather narrow my focus at the moment.
[4] See Nimrod Baranovitch, China’s New Voices, p. 200.
[5] Baranovitch have speculated the decline of rock music in China in the 1990s, and Jeroen de Kloet shows the blurry boundary between rock and pop in Chinese audiences’ minds. Yiu Wai Chu states that “rock is seen as non-mainstream music” in Hong Kong. See de Kloet, “ ‘Let Him Fucking See the Green Smoke Beneath My Groin’: The Mythology of Chinese Rock” in Postmodernism and China, and Chu, “Before and after the Fall: Mapping Hong Kong Cantopop in the Global Era,” working paper of the David C. Lam Institute for East-West Studies, at http://eprints.hkbu.edu.hk/74/1/63_Stephen_Chu.pdf.
[6] The reference/ bibliography of the opening essay of the “Musical performance in the Diaspora” issue may be very useful. See Tina K. Ramnarine, “Musical Performance in the Diaspora: Introduction” Ethnomusicology Forum 16, no. 1 (June 2007): 1-17. Bart Barendret, “The Sound of 'Longing for Home': Redefining a Sense of Community through Minang Popular Music” Bijdragen tot de Taal-, Land- en Volkenkunde 158, no. 3 (2002): 411-50.

Sunday, August 19, 2012

Discipline vs. Fun

A friend of mine asked me, how can he play the piano better?
He's an amateur pianist who plays mostly Chinese pop music.

The immediate thing that comes up to my mind is technique, but then that sounds so boring!
I decided to answer,
"If you could play your piece as touchingly and beautifully in half the tempo, probably you can play the piece in regular tempo really well."

What I mean is that notes and even and tone are elegant even when speed halves. It's hard for me, and hard for everyone. But if you want to pursue perfection (knowing that you can't achieve it), then go ahead! It's the right way!

Friday, March 16, 2012

Review... 3 years ago

My homework for fall 2008, intro to ethno in CUHK~ (Thanks Prof Olson!)
It's a little naive but I like that~

Name: Lee Siu Hei
SID: 0550xxxx
Course Code and Title: MUS 3243 Introduction to Musicology
Subject: Book Review

Unfinished Music. By Richard Kramer. Oxford and New York: Oxford University Press, 2008. xiii, 405 pp.

It has never been easy to write, understand or even read on a topic like this one- Unfinished Music- not on the music as sound and nuances, but as a deep parsing about its reasoning and philosophy. After his Kinkeldey Award winning monograph Distant Cycles: Schubert and the Conceiving of Song (1995), Richard Kramer engaged another comprehensive and fruitful discussion, with equally significant footings on both music and philosophy, from C. P. E. Bach to Schubert. He established a complex network between the Classical figures including Forkel, Lessing, Herder, Schlegel, Diderot and Kundera, and various features in the selected works, which include the improvisatory style of Bach, the nostalgic and postmodern evocations of Beethoven and the fragments of Schubert. With different types or embodiments of unfinished music presented and criticized, the author addresses his findings and interpretations on the histories of art and wrote on the challenges of doing criticism (p.379). While “learning to live with the pleasurable discomforts of these paradoxes [in brief, the finishedness and unfinishedness of music] is the modest resolve of this book” (ix), it shows no reticence in contributing to actual performances, which successfully extends the power of the insights of the book.

The intended audience of this book is advanced specialists in the field of philosophy, aesthetic theory, musicology and performing musicians. Performing musicians could be irked by the elaborate philosophical conversations and analogies; however, indicative meanings in the pertinent works are clearly explicated, and are extremely useful. Non-specialists (undergraduate students) and non-English native speakers could be deterred by the tortuously poetic language, some peculiar vocabularies and foreign (especially the extensively utilized German) terms.

Instead of saying that the book “draws its inspiration from the riddling aphorism by Walter Benjamin” (official description of the book), I would also suggest the possibility that Kramer handpicked Benjamin’s words in skewering his examples and arguments, for the axiom fits the epicenter of the book – the Death Mask- so perfectly. The 3-page preface serves an effective and irreplaceable role of defining the question: when the music is “fixed” and thus “dead”. The first chapter sets the tone for the rest of the book in relating music to language and poetry, and anticipates the upcoming chapters by relatively short and introductory discussions on “a rhetoric of sonata”, “sketches and the improvisatory”, “fragments” and “patrimonies”. The author clarifies what music and musical ideas are: “Sprache der Empfinungen” and “Empfindung” (p. 10) and leads into the scrutiny on C. P. E. Bach, whom he considers as a father, a patricide and a master of idiosyncrasy and empfindung.

Five chapters devoted to C. P. E. Bach in Part II (Emanuel Bach and the Allure of the Irrational) portray the composer as an avant-garde, a person who had originality and who gave his answer to unfinished music- the importance of improvisation of the performing artist. In chapter 2, “Carl Philipp Emanuel Bach and the Aesthetics of Patricide”, he demythologizes the intellectual patricide of Bach toward the great Bach. He suggests that the selling of the Art of Fugue implies the ambivalence on the values of music: Emanuel Bach did not seek superior control of musical forces, but expressivity. Improvisation is a style as well as a technique of expressing, and chapters 3 and 4, “The Ends of Veraenderung” and “Late Works”, demonstrate how Bach imagine an improvisation could be (not should be), and the Veraenderung is no mere embellishment (p. 62). Pieces of music are taken mostly in chronological order of composition align with the development of Bach in unfolding the unfinished characters of various pieces. To further justify his claims, Chapter 5 and 6, “Probestueck” and “Diderot’s Paradoxe and C. P. E. Bach’s Empfindungen”, are from the perspectives of music analysis (especially for the former) and philosophy. Kramer uses a quasi-Schenkerian analysis to synopsize the Probestuecken (test-pieces) and explicate the “skeleton” of music. “Music as a language of feeling” (p. 134) is debated by summation of commentaries of contemporary artists, theorists and thinkers, and strengthened by musical examples. The ample discussion is rounded off epigrammatically by the author’s expectations towards the performer for the ideal of unfinished music which he took pains to convince us of.

The fatherhood of Emanuel Bach from Mozart and Beethoven are outlined in Part III and IV, “Between Enlightenment and Romance” and “Beethoven: Confronting the Past”. Another image of unfinished music is featured in these chapters, and the sketchbook is, akin to mainstream trends, revisited, yet yields extraordinary results: the intimate history of the work reveals how and to what Benjamin’s death mask applied (p. 207-8). Pitch and intervallic importance are featured by music analysis and comparisons. Examples from Beethoven’s op. 109 and op. 110 decipher his internal renewable resources (unfinished music), and op. 90 externally searched for Emanuel Bach. All these sum up as a full picture of the Romantic elements of unfinished music.

Kramer then took great shouldering and vigil in attempt to summarize “fragments” in 2 chapters. He retreats to an aim of “coming closer to the disorderly notion of fragment” (p. 311) at the beginning of chapter 13, “Toward an Epistemology of Fragment”. He takes Mozart and Schubert as examples, with emphasis on the point where music stopped. He continues by returning to his expertise- Schubert- and investigates on the Reliquie (unfinished) Sonata, with constant reference to Schlegel’s understanding on fragment. One could write a book on that, thus the author humbly settles for a philosophical (instead of practical in the sense of performance) conclusion.

The final chapter is further philosophical conversations and the returning of Benjamin’s aphorism, which is of no surprise comparing to the exceptional perceptions of the previous parts. Except for the causal explanation of the use of German terms instead of English translations at an impromptu (or absurd) place (p. 136, in the middle of chapter 6), the book achieved an overall coherence and is, at a more sublime level, an excellent provocative in the lifelong search of the meaning of music.