Course Information

• COM 455 OL1, 10256, MWF 1:25 – 2:15, via Zoom
• Class Zoom Meeting Space: See Readings and Texts page for the link
• Office: Bronstein Annex 202 (not in my office at all this semester)
• Office Hours: Thursday, 1:00 – 3:00 and by appointment, via Zoom
• Email: wwolff [at] sju [dot] edu
• Pronouns: He/Him/His
• https://williamwolff.orgcourses/pmpsj-spring-2021/

Course Description

“The civil rights movement would not have succeeded if it hadn’t been for all those songs. No one can prove anything, but of course if I didn’t believe it had some kind of power, I wouldn’t be trying to do it.” – Pete Seeger

Popular musicians use their platform to release songs, videos, and statements that reveal, condemn, and inspire action in response to perceived social, political, and military injustices. Songs educate in ways classrooms cannot. Songs amplify the voices of those who have been silenced. Songs unite people around a common cause. Their words become collective cries expressing anger, despair, hope, and a desire for change. Think “We Shall Overcome.” Woody Guthrie’s “This Land is Your Land.” Billie Holiday’s “Strange Fruit.” Sam Cooke’s “A Change is Gonna Come.” Beyonce’s “Formation.”

Protest songs and songs about social justice issue exist within a complex system of power, cultures, values, politics, entertainment, music, and texts. In this course, we will consider that complex system by analyzing protest and social justice songs that cover important issues, including race, civil rights, gender, war, labor, and immigration, from Slave Spirituals to the Civil Rights Movement; the ethics of the practice of recording southern black blues artists in the early 1900s; the folk movement of the 1930s through the 60s and again in the 90s; punk in the late 1970s and Riot Grrrl zines in 1990s through Pussy Riot in the 2000s; rap and hip-hop in the late 80s and early 90s; to the present moment with extended analyses of Kendrick Lamar’s To Pimp a Butterfly and Beyonce’s Lemonade, followed by additional contemporary artists. In doing so, we will see how protest music works within social movements, fights power, encourages activism, and, perhaps, affects change.

The Spring 2021 section will meet via Zoom (see Readings and Texts page for the link). Classes will consist of blend of full-class, small-group, and one individual conference with Bill.

This semester WXPN Morning Show host, Kristen Kurtis, will be joining us during week 3 to discuss playlist curation as social justice work. Her visit will help inform a Playlist Curation project we’ll be completing modeled on Bruce Springsteen’s From My Home to Yours series, to air on 1851 Radio during the Day of Dialogue.

Students will complete one semester-long project, an individually-produced Protest Anthem Podcast (to be aired on 1851 Radio) modeled on NPR’s American Anthem series and Studio 360’s American Icon series, which will include a Listening Journal, Background Research, a Transcript, a Timeline and rough and final drafts of your Podcast. Students will also complete Reading Responses and take one short Harmonics Quiz where students analyze the harmonics of one protest song. There will be at least 1 required conference.

Please be aware ahead of time that this is an extremely rigorous 400-level course, with many complex readings that demand your full attention and will lead to nuanced in-class conversations. Expect to be taken out of your comfort zone through the subjects of the songs and the readings. If you have any hesitation about the course, please see me immediately so we can discuss your concerns before the add/drop period ends.

Should any aspect of class confuse/concern/trouble you, or if you have questions about any of the assignments, readings, or anything else, please do not hesitate to contact me.  There is no shame in seeking extra help; it will only benefit your overall experience in the class. It is very easy to get behind if you miss classes. Please be present and ready to contribute.

Practicing Self Care

Please take care of yourself.  College is about more than classes and homework. Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep, and taking some time to relax away from work. These choices have the potential to help you achieve your goals and cope with stress.

As a college student, you may sometimes experience problems with your mental health that interfere with academic experiences and negatively impact daily life. Too often there is a negative stigma associated with experiencing distress and seeking assistance. That should not be the case. All of us benefit from support during times of struggle. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is almost always helpful.

If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CAPS) is here to help: call 610-660-1090 and/or visit their website at https://sites.sju.edu/counseling/. Consider reaching out to a friend, faculty, or family member you trust for help getting connected to the support that can help.

If you or someone you know is feeling suicidal or in danger of self-harm, call someone immediately, day or night:

• CAPS: 610-660-1090
• National Suicide Prevention Lifeline: 1-800-273-TALK (8255)
• Crisis Text Line: Text HELLO to 741741

And if the situation is life threatening, call the police:

• SJU Police: 610-660-1111
• Off campus: 911

COVID-19 Statement

Practicing self care is even more important during the COVID-19 pandemic. The university has a detailed COVID-19 website and a Health and Safety Plan (.pdf), which, among other things, details mask wearing, hand washing, and social distancing requirements. Though our class is meeting online, you will be in spaces where wearing masks and social distancing are required. I cannot overstate how important it is to engage in safe social practices during the pandemic. Your health and the health of those with whom you come in contact are at risk if you do not.

Students who are experiencing symptoms of COVID-19 should call the Office of Public Safety and Security at 610-660-1111. This initiates a protocol which will include connection with the Student Health Center, necessary testing and isolation. The University has identified spaces for students who need to isolate or quarantine.

My commitment to you is to be open, flexible, and understanding during these uncertain times, especially as we are all adapting to new and unfamiliar learning spaces, practices, and environments. I ask the same openness, flexibility, and understanding from each of you and with how you treat and interact with one another in and out of classroom spaces. Our shared humanity, caring, and empathy will help us get through this as a community of learners and human beings.

Course Learning Objectives

This course embodies the Saint Joseph’s University mission to “prepare students for personal excellence, professional success, and engaged citizenship” and “model [a] lifelong commitment to thinking critically, making ethical decisions, pursuing social justice.” It is informed by several Core Objectives created by the Communication Studies department, as well as the importance of Reflection advocated by the Office for Mission and Identity.

Objective 1. Communication Technologies
Students will develop and enhance their use of various communication technologies for the purpose of creating media objects with specific rhetorical goals and for specific audiences.

Objective 2. Critical Awareness of the Social Role of Media
Students will understand the history and context of the role that communication media (recording devices, music, lyrics, samples, videos, etc.) has played in social movements. Students will be able to articulate and critique the role media has historically played and currently plays in society.

Objective 3: Effective Communication
Students will understand the principles, practices, and ethics of effective media communication, in particular in terms of how it applies to social movements, society, and protest music.

Objective 4: Reflection
Students will develop their understanding of the important role of reflection during the reading, creation, and communication process.

Objective 5: Risk-taking
Students will know what it feels like to step out of their comfort zones and take risks with their approaches to and understanding of protest and social movements.

Texts, Software, and Materials

Required Texts

• Public Enemy, Fear of a Black Planet (1990), full album (vinyl, CD, or digital)
• Kendrick Lamar, To Pimp a Butterfly (2015), full album (vinyl, CD, or digital)
• Beyonce, Lemonade (2016), full album (vinyl, CD, or digital) including complete movie and booklet

Required Materials

• access to a Netflix account
• access to a Spotify account
• a Kanopy (free) account (Kanopy provides students and public library cardholders with free access to movies)
• an external microphone from the COM Gear Room
• access to audio editing software, Audacity (free) or Adobe Audition (not free)
  • Both applications are available on all COM laptops and computers
• various articles in PDF format and videos (found on the Readings page)

Digital and Zoom Etiquette

Many of the assignments throughout the semester will require participation in online spaces–Zoom, web sites, GoogleDocs, and others. Students should work to preserve the same atmosphere of respect and consideration that occurs in the classroom. Disagreements may arise and consensus is not always possible (indeed disagreements are productive). However, name calling, bullying, harassing, shaming, flaming, trolling, etc. is antithetical to the goals of this course and decent humanity.

We’re all trying to find a way to have the most meaningful online class experience, one that comes as close as possible to replicating the in-class experience. If you have any questions or concerns about the below policy, please contact me immediately so we can discuss.

The following Zoom policy is informed by feedback I have received from the overwhelming majority of students who have been in my online courses:

• Unless you have a specific reason which you have discussed with Bill beforehand, all students are expected to have their cameras ON during full-class and individual Zoom meetings.
• You may use a background if you would like.
• Students are expected to be in a stationary, non-moving space during Zoom discussion.
• Students will also need to be using a device that will allow them to complete work (editing HTML and CSS, for example) while on the Zoom call.

If you are concerned about having a quiet place to attend class online or access to consistent wifi, such as if you live in with multiple roommates who also have online classes at the same time, SJU has set up a web site where you can reserve empty rooms and classroom spaces. I STRONGLY encourage you to take advantage of this service and not to wait to reserve. Spaces will fill quickly.

Again, if you have questions or concerns about this policy, please contact me immediately.

Grading

Grades will be calculated in the following way:

• Reading Responses: 25%
• Social Justice Playlist Curation: 10%
• Protest Anthem Podcast
  • Part 1: Listening Posts: 15%
  • part 2: Background Research: 10%
  • part 3: Final Podcast and Reflection: 25%
• Harmonics Analysis Quiz: 5%
• Class Participation: 10%

A note on in-class discussions: Contribution to in-class discussion is expected in this class. That is, I expect all students in all class meetings to contribute thoughtful insights into the texts and the ideas discussed in class. Each member of our community of learning needs to be actively engaged in the learning process. Each student is here to contribute to the exchange of ideas. Ask questions. Be curious. As a student in this course you will create your own communal context for learning by engaging in conversations with others. As such, being prepared to participate in discussions and activities is paramount. This entails having read, annotated, and thought about the required materials carefully before class starts. The more you as students shape the conversations by engaging with each other, validating each other’s ideas, pushing each other, and asking each other questions without my prompting, the more this class will feel like a community and not just another class. There may be times when the class meets in an online space rather than in the classroom. You’ll be notified ahead of time if this is the case.

A note on collaboration. Though much of our written and podcast work will be completed individually, collaboration will be an important part of the class through class discussion and peer response. We will be leaning on each other throughout for ideas, help, and feedback. I, too, will be learning from you. You are expected to be collegial, professional, thoughtful, mindful, polite, and open-minded in all of your interactions in the course, especially when visiting with clients. Significant moments that show a lack of collegiality, etc., can result the a reduction in your grade.

A note about grades: Grades in the A-range are those that show the student working at levels significantly higher than what is expected. Grades at the B-level are those that show the student working at levels at or just above what is expected. Grades at the C-level and below are those that show the student working at levels below what is expected.

All major assignments (including all responses and all listening journal entries) must be completed to pass the course. It is better to complete an assignment late then not to complete it at all.

A Note on Academic Technology

Because this is an upper-level course, you are expected to be familiar with the department’s approach to using digital technologies: experiment, take risks, and play.

However, as much as technology makes life easier, at times it can also be difficult (computer crashes, deleted work, slow internet connection, etc.). Plan accordingly: “the computer ate my homework” or “the internet was down” are not reasons to forgo doing the assigned work. It is in your best interest to leave extra time, and back up frequently, especially at first to ensure that technology does not get in the way of your work.

That being said, I will never mark down or refuse to accept a project because of difficulty using academic technology. The software and applications we use are a means to complete the work, not the work itself. The software is often new and sometimes still has bugs. I am aware of this and am aware that problems can happen. If you run into trouble, let me know as soon as possible so I can help you work through it. There is no reason to sit for hours getting more and more frustrated. Send me an email with as detailed a description of your problem as possible and we’ll figure out what is going on.

If you are having trouble getting a project completed on time (for whatever reason) please let me know about your delays as soon as possible. It is better to complete an assignment late then to not complete it at all, and I am more than happy to work with you so you can compete the best project you can.

Universal Learning

I am committed to the principle of universal learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to universal learning.

Any student with particular learning needs should contact the Student Success Center at 610-660-1041. The Center is located in Bellarmine Hall. The staff is available to answer questions regarding accommodations or assist you in your pursuit of accommodations. Then you and I can work out the details of any accommodations needed for this course.

Students with Disabilities

Requests for Accommodations: Reasonable academic accommodations may be provided to students who submit appropriate documentation of their disability. Students are encouraged to contact Dr. Christine Mecke in the Office of Student Disability Services, Bellarmine, B-10, at cmecke@sju.edu; or at 610.660.1774 (voice), or 610.660.1620 (TTY), for assistance with this issue. The university also provides an appeal/grievance procedure regarding requested or offered reasonable accommodations through Dr. Mecke’s office. More information: www.sju.edu/sds.

Grievance Procedures for Students with Disabilities, Appeal Process: The Office of Student Disability Services will seek to provide reasonable accommodations to qualified students with disabilities. However, there may be times when a disagreement as to what is considered a reasonable accommodation will occur between the student and the University. The student has a right to file a grievance for complaints regarding a requested or offered reasonable accommodation on the basis of a disability under Section 504 and the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act (ADA) and University policies. If you have any questions regarding the appeals process, please contact Dr. Christine Mecke, Director Student Disability Services – Bellarmine – Room G10 – cmecke@sju.edu.

For further information regarding accommodations, please see: www.sju.edu/int/studentlife/studentresources/thesuccesscenter/ssd.

Attendance

Please arrive in the Zoom meeting at least 5 minutes before class starts—just as you normally would arrive to in-person classes 5 minutes before the start of those classes. Arriving early is especially important if you have slow connection speeds.

Given the unpredictability of the semester and the myriad of personal circumstances, it is inequitable to maintain a conventional attendance policy. I will note who is present during our synchronous and individual meeting sessions, but attendance will not factor into any grade. Rather, at the midterm and at the end of the semester I will ask you to discuss your Engagement and Presence, including any disruption to your attendance. Engagement and presences can refer to but is not limited to:

• Preparation: reviewing readings and material before class
• Focus: avoiding distractions during synchronous and asynchronous activities
• Asking questions: in both synchronous and asynchronous forms
• Specificity: referring to specific ideas from readings and discussions
• Synchronous presence: verbally and nonverbally engaged during synchronous activities

However, as this course is highly interactive with complex coding discussed nearly every meeting, your success is absolutely tethered to your presence and participation. The course will move quickly, and each successive meeting will build upon the concepts of the previous. Missing a class puts you at a serious disadvantage in terms of the larger semester arc. Please come to class prepared, having completed the assigned readings and assignments, and ready to contribute to class discussions, to listen seriously and respectfully to the thoughts of others, and to participate in all in-class activities.

Your primary responsibility is to be in class and fully present, and to contact me if you have or if you will need to miss class.

Please note that if you choose to miss class and/or individual meetings—that is, if there are no extenuating circumstances causing you to miss class—I will not be available outside of office hours and open coding times to re-teach the missed material.

The only exception to this policy is with the required conference: If you miss a required conference with contacting me first, you will have 3 points deducted from your participation grade. That conferences will be rescheduled as time permits.

Portions of this policy are borrowed from Mark Sample.

Resources

Writing center: You will write in this class. If you are particularly concerned about your writing or think you might benefit from extra support, the Saint Joseph’s University Writing Center is free to all members of the SJU community. The undergraduate and graduate student writers who make up the staff can assist you in any stage of the writing process, from brainstorming to organizing and developing your ideas, to citing sources to proofreading. They work with students from across the university on a variety of assignments and individual and group projects: lab reports, business policy papers, poems, essays, research papers, dissertations, resumes, and personal statements for graduate school applications, among many others. You name it; they’ve helped writers write it. Both appointments and drop-in sessions are available. The main Writing Center is located in 162 Merion Hall. The Center also has a satellite location in the Post Learning Commons (room 128). Students enrolled in graduate and PLS courses may take advantage of online tutorials, which are offered any time the Writing Center is open. For more information, including hours of operation and instructions on how to make an appointment, please visit the SJU Writing Center website at sju.edu/writingcenter.

AV Gear Rentals: Students can check out microphones, digital still cameras, video cameras, tripods, and other technology in the in the Communication Studies Gear Room, located on the second floor of Bronstein Hall. See the AV Gear Checkout Policies on the Communication Studies web page.

Academic Honesty: Please familiarize yourself with the University’s Academic Honesty Policy.

Firearms Policy

According to the Human Resources section of the SJU website and the SJU Student Handbook (January 14, 2016),

The carrying, or presence, of a firearm is not permitted on University property, including, but not limited to, one’s vehicle, office, residence or locker, except when the firearm is carried by a deputized law enforcement officer and/or agent who is conducting official business on University property.

The University policy concerning the prohibition against the carrying, and presence, of firearms on campus, is intended to conform to applicable statutes of the Commonwealth of Pennsylvania. Such statutes define firearms as any pistol, revolver, shotgun, or any weapon which is capable of firing a projectile.

Acknowledgement

I am grateful for Harley Ferris, Jon Stone, Kyle Stedman, and Frankie Price, who shared ideas on texts, reading music, as well as other materials, as I was planning this course.