Ethnography
Appreciating the Arts At An Engineering University
ABSTRACT
This paper explores the world of art within a college campus, specifically the Music Department at North Carolina State University, which is known for its engineering and technical emphasis. Through the observations within the Price Music Center, research outside of the classroom, and conversations with members of this community, I was able to develop an idea of what this department is truly about. I chose to observe this department so I could understand what is required of a music student, because I myself have interest and connection to music, and wish to pursue music in the future. My time spent observing this department gave me the sense of community within the members, and the time and effort it takes to be a part of this field. I was also to determine whether or not this department functions as a Discourse community. This ethnography will be an inside view of what truly goes on within the Price Music Center at NC State University.
Keywords: ethnography, Discourse community, Music Department
INTRODUCTION
According to an article regarding Arts & Humanities in Higher Education, the “common perception of a music student’s timetable is often voiced by engineers or medics who feel themselves to be overworked by their long hours in the lecture hall… however, the lecture room walls are highly permeable in a music department, and arguably more learning takes place outside them than within” (Pitts 194-195). This misconception of the work ethic and dedication within arts in higher education takes place at many universities. North Carolina State University is home to more than 600 student organizations, endless amounts of clubs, religious groups, athletic teams, and departments to become involved in. However, as a well-known university of an engineering and technical focus, arts and creative outlets aren’t always seen as the highest priority or regard. As a new student on campus this year, I began the fall of my freshman year with an open mind and no idea of where to begin. Most everyone you speak to will tell you to make the most of your years in college, and to become involved in any way you can. In addition to the organizations I am already a part of, I have planned to become involved further by observing and joining the music community in the future, through the Music Department and ARTS NC State. Within this department there is Center Stage, The Crafts Center, the Dance Program, Gregg Museum of Art & Design, Music Department, and University Theatre. For this ethnography, I chose to concentrate on the music department solely.
HISTORY & MISSION OF MUSIC DEPARTMENT
Established at NC State in 1924, the Music Department’s mission is to “provide educational and performance opportunities for student and community participants through a variety of musical experiences and academic courses” (NCSU). The arts are a vital part of education, and this department is one way on campus to stay involved in this creative outlet. According to the university website, ARTS NC State is “part of a non-profit culture industry that directly contributes to the economic health and quality of life in the Research Triangle and North Carolina.” After researching more about the department itself, I came to realize how overlooked the programs and resources can be. Most art programs receive minimal state appropriated support and rely heavily on ticket revenues and student fees, which is disappointing to me considering the lack of advertisement for these performances. These programs are vital to the campus, and should be supported more heavily both through funding and interest within the student body. Throughout this ethnography, I hoped to experience the culture of those interested in the arts and actively pursue this field.
Stephanie Pitts of the University of Sheffield’s Department of Music wrote an article previously mentioned in this ethnography titled, Would You Credit It? Navigating the Transitions Between Curricular and Extracurricular Learning in University Music Departments, which discusses the threat towards extra-curricular activities and reduction of music in the school curriculum. The article considers the nature of learning music in higher education, and the extent to which students’ engagement in what have traditionally been extra-curricular performance-related activities forms a potentially crucial part of their university life.
Stephanie Pitts states, “Student’s initial impressions of what it means to be a university musician are shaped by the departmental culture…” (196) proving that students will develop appreciation for the arts once they feel a similar appreciation and regard made by the university. Furthering her argument she states,
“as financial pressures and the race for employability make the university experience an increasingly demanding one, music departments need to be able to assert and demonstrate the value of performance-related activities for the enrichment of students’ learning and their immersion in music life” (Pitts 2013).
Pitt’s argument highlights the importance of demonstrating the value within performance-related activities in higher education. If this is demonstrated across university campuses, more students will become involved and continue pursuing their passion for music.
After completing research regarding this academic field at NCSU, I discovered that there is a major available to NC State students in the College of Humanities and Social Sciences called Arts Studies. This major allows students to develop a foundation in one of the arts, (Film Studies, Music, and Visual Arts), and learn the social or technological applications of the arts in a modern world. Within this major, an individual completes twenty-one hours of foundation courses, six hours of production/ studio courses, six hours of linking courses, an advised elective, and a Capstone course. Along with this major, there is an available minor with twenty credit hours and four curricular emphases: performance, composition, history, and liberal arts. A composition emphasis teaches the basics of art music composition and is intended for students interested in composing works that extend the tradition of classical art music. A history emphasis teaches the cultivation of music within the western tradition. The liberal arts emphasis provides greatest latitude for you to follow your own musical interests. Finally, the performance emphasis is for students desiring individualistic instruction by professional artists dedicated to training emerging solo and ensemble musicians. Compared to other majors offered at NC State University, this major and minor focuses heavily on creative thinking processes and reflecting skill gained from experience and composition taught through the department.
My first observation took place at the Music Minor General Student Recital at Price Music Center on Wednesday night, November 11th. I arrived early, and took a seat in the music rehearsal room, room 110, where the recital was to take place. A few students came in after me, and quietly sat down scattered around the room. There was a small crowd, and very few people were sharing conversation or interacting with one another. There were five performances, and each displayed a high level of skill and passion towards the music they selected. Most of the performances were played from memory, illustrating the practice and time spent learning and appreciating the piece.
The first performance consisted of four students playing a piece by Beethoven, Piano Quartet no. 1, WoO. 36. One student played the violin, one played the viola, another played the cello, and the last member played the piano. They each had sheet music in front of them, but still displayed a great amount of skill and prior knowledge of the piece itself. The next performance was solely a piano piece originally by J. Brahms, called Intermezzo in A Major, op. 118, no. 2. This student relied solely on memory, and I was immediately impressed by his ability to memorize such a technical piece. Although he could have messed up in multiple places, I would have never noticed because I was not familiar with the pieces played. The third performance was another piano piece originally by Claude Debussy, Prelude from Pour le piano. This student in particular left an impression on me, for several reasons. The rest of the performers were dressed in more professional attire, either a dress shirt and pants or something similar. However, when it was his turn to take his place by the piano, he emerged from the crowd in a simple pair of jeans and shirt. My natural instinct was to believe that he wasn’t going to take his performance as seriously, but I was wrong. He sat down in front of the piano, took one moment to gather himself, and began to play the piano in a way I had never witnessed myself before. His hands flew across the keys in such a graceful and intentional way, and he didn’t hesitate or slip up once. I turned to my roommate who came with me and we both mouthed, “wow”. I realized then that I was wrong to prematurely judge this student based on what he decided to wear, because the talent he displayed instantly made those details irrelevant.
The fourth performance was another piano piece, and the only female performer of the night. She also played a classical piano piece originally by Fryderyk Chopin, and had no sheet music in front of her to reference to. Similarly to the previous performances, she demonstrated a great amount of skill, poise, and confidence within her piece that I was amazed by. I have come to realize is how hard it can be to successfully describe music and musicians, and how much easier it would be to simply record a video to give an accurate visualization of the performances. This being said, I wish I could have recorded pieces of the performances so the reader can have a true representation of the skill and talent I witnessed. One problem I discovered during this observation was that I felt unable to fully connect to the classical music pieces to the extent of the rest of the audience, especially the professors who attended and demonstrated their involvement within the music department. I could sense the connection between those in the music community, and they all seemed to appreciate the concert and understand the music in a deeper way.
My next observation took place in the MUS 320 course, called Music in the 20th Century. This class, held in Price Music Center by Dr. Askim, was both what I sort of anticipated and completely outside of my expectations. When I walked into the room, there were only about ten students, and only one or two came late. Throughout the lecture, Dr. Askim played several pieces of various types of music, ranging from “clapping music” to a piece of overlapping music performed by Steve Reich and David Cossin. The students in the class followed along without hesitation, taking notes and interacting with the professor and the music, indicating a level of understanding that I lacked. Although I can read music to an extent, I had very little experience interpreting music to the level in which this class could. One behavior I noticed within several students was their ability to mimic playing the piano notes on their desk that they were hearing within the piece being played aloud. Several students also tapped their feet to the tempo of the pieces. The lecture itself was very laid back, with the professor making jokes and encouraging the students to participate in various ways throughout the music. I could sense a feeling of community and understanding within this small group of people, and also those spread throughout the building all seemed to know each other.
Along with attending a student concert and lecture, I spent time sitting in the lobby area of the Price Music Center, listening and observing. One afternoon there was a group of five students sitting at a table, and I decided to ask them questions to further my study. All five of them were members of the marching band, and had majors and many priorities outside of the music department. Their majors ranged from Art Studies and English, human biology, animal science, and biological and agricultural engineering. They stated that they spend on average fifteen to twenty hours dedicated to the music department per week through marching band practice, courses, etc., and are in the Price Music Center everyday. Like most other students on campus, these students confirmed the amount of stress and time management involved with maintaining marching band commitments along with daily responsibilities and studying. However, one student of the group named Jason stated that being a part of the marching band is in many ways “an escape” and “a way to relieve stress within my daily life” (J. Looney, personal communication, November 16, 2015). Despite the hectic schedule, they all confirmed that they wouldn’t have it any other way; the marching band is a community that they love and feel apart of.
As James Gee explains in "Literacy, Discourse, and Linguistics", a Discourse is a sort of 'identity kit' that "comes complete with the appropriate costume and instructions on how to act, talk, and often write, so as to take on a particular role that others will recognize.” These Discourse communities act as a way to define yourself and where you fit into society. Interacting within society allows for individuals to identify with Discourses around them, often times simply seeing the same qualities within themselves that were already there.
Primary Discourses are how we make sense of the world and how we interact with others, whereas a non-dominant Discourse involves the acquisition of social “goods” such as money, prestige, status, etc. With these characteristics in mind, I began to examine whether or not the music department functions as this type of community. In my opinion, it could be viewed as both a primary and non-dominant Discourse, depending upon the person. Some people view music and creating music and art as their way of feeling understood by others, and also making sense of the people and world around them. Most every major and discipline being studied in college is chosen to continue to identify with, and hopefully use to develop a career out of. Also, for some, music and studying within this discipline is the way they will make income eventually, if they aren’t already using it to. Although many view musicians as a struggling individual monetarily, there are tons of successful artists and musicians who have made a career out of their craft and skill. One characteristic of musicians that I admire personally is the dedication and hard work they place into a profession that may not always guarantee a high income, but they choose to pursue something they are passionate about anyway. Musicians have a way of communicating through their music and craft, in a way that other musicians and artists appreciate and understand. Knowing firsthand the amount of time and effort it took to learn and master a piece is what gives musicians this common understanding between one another.
In Swales’ “The Concept of Discourse Community,” he goes into depth about the specific characteristics sufficient for identifying the group as a discourse community. Several of these characteristics were very applicable to the music department. First, he states that a discourse community has a broadly agreed set of common goals. Next, that a discourse community has mechanisms of intercommunication among its members. Further, that these communities have acquired some specific lexis and terminology that the members of the community use and understand. The members of the music department all share the same common goals of improving their skills as a musician and composer, along with getting to continue practicing something they are all passionate about. I was able to speak casually to several members of the department of the lobby area in the Price Music Center, and they were very open about the way they choose to communicate within the department. The members of marching band often maintain group messages on their phones to communicate when to meet to rehearse and ask any questions regarding the daily tasks of being a member. Simply by being an outsider within this department, I could easily notice the terminology and communication frequently used by the students that I couldn’t understand. Dr. Askim used music terms I had never heard of before, and the students followed along effortlessly. This further proved the characteristics of a Discourse community are relevant within this department.
CONCLUSION
The Music Department at North Carolina State University is a vital part of education, and should receive more appreciation by the campus as a whole. The mission and common goal of the Music Department at NC State University is to “provide educational and performance opportunities for student and community participants through a variety of musical experiences and academic courses” (NCSU). Before completing this study, I was unaware of the opportunities provided within this department, and the extent of time and effort it takes to be a member of this community. This ethnography allowed me to see firsthand what the lectures, concerts, and students of this community are like, and the way in which they interact with each other. I decided that the Music Department functions as a Discourse community in many ways, and the members all share common goals, communication, and understanding. Dr. Askim’s lecture was another way in which I was able to witness firsthand what the courses within this department are like.
Unlike the courses I have taken at NC State University thus far, the courses within the music department consist of a few students, and the students focus more on truly interpreting the music the professor plays and absorbing the techniques, rather than jotting down notes and memorizing content. Ultimately, this ethnography gave me the chance to explore a field of study that has always interested me, and shows the academic aspect of the music major. It gave me the opportunity also to learn more about the requirements to begin minoring in this department, and the work ethic and time required to make it happen. Overall, the music department has proved to be a place of community and support of the arts and those who pursue it, and deserves credit in providing students with the tools to expand their skill and talent.