AlexanderLloydBlake

Thank you @ThorntonAlumni for the support!https://twitter.com/ThorntonAlumni/status/1204506456881614851 …

Thanks @USCThornton !!https://twitter.com/USCThornton/status/1202325602155393024 …

Honored to be along the Top 30 “Movers and Shakers” of 2019! Thanks @MusicalAmerica !https://twitter.com/MusicalAmerica/status/1201890228845326338 …

Thank you for listening.

At the very least, if in your well intentions, you want to expand the POC student voices in the classroom, set them up for success. SEND A DAMN EMAIL PLEASE.

What to do? Don’t expect your students to be a blackopedia in the moment. Perhaps you can help educate all students as to the importance of these composers. And educate yourself in the process!

The message comes across that only certain works are even worthy of research and attention, and the other music MIGHT be worthy IF there is someone in the room who might have a connection to the music past an educational interest.

Something also to consider... If a professor can inform us of the angle the sun hit the table during the composing of Bach’s Magnificat, then SURELY one can look up the meaning of civil rights songs or explain the background of an Indian composer.

AND consider that as one of the only students of color/ethnic background, there is the internal (and external) pressure to prove that they are POC enough because of their choice to get involved in the art in the first place.

And many in this position are also aware that the questions are rarely considered when it comes to non-European music, so being put on the spot further compounds the need to get the answers right.

You might mean well, but this is embarrassing to students who might not have the answer to your question. They are already well aware that they are the only one or one of few in the room.

Well-intentioned ways of “othering” your students in class... asking Black/Hispanic/Indian/POC students to give information about music from their culture, WITHOUT warning.