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| Courtesy of MeMA |
Growing up in the 60s
and 70s, music was a fixture of the American household – the lyrical vein of
social gatherings, promoting stimulating conversations; and if drowned out by
human engagement, its voice would suddenly rise in silence, by which its depth
of composition would be heard.
These were the times
when music appreciation started in the home with meaningful lyrics, conveying messages
of self-respect, civil liberties, love, peace, and compassion for mankind.
As the concept of
musically inclined homes from “the parents’” generation has decreased, today’s
youth are being deprived of a comprehensive musical experience with historical weight.
This cultural deficit
makes another argument for music in the schools and has inspired me to invite
Jeanne Warsaw-Gazga, Founder of the non-profit mission MeMA (Motivate and
Encourage Music Appreciation), as lead guest for my 2017 Female Interview
Series on Interiors.
Interiors of Man: Let’s start by
discussing the music curriculum you have brought to the Chicago Public Schools through
MeMA, and the music deprivation you’ve witnessed with students being unaware of
the music you’re exposing them to.
Jeanne Warsaw-Gazga: The MeMA-Music curriculum exposes
students to many of the legendary folk, rock, R&B and gospel/spiritual
songs during the 60s-70s, that were instrumental in making a social revolution
and changing public opinion against the Vietnam War. Our curriculum also features a brief history
of Hip-Hop from its inception in the late 70s to today, and current pop music
with socio-political messages. Many
students are completely unaware of this music, and in particular, African American
students are unaware of the (importance of) staple songs from their own culture
during the Civil Rights Movement and during the 70s. In addition, students from all cultures and
backgrounds know very little about the difference between Hip-Hop as a
“culture” and rapping having its own category. I think the uniqueness of our program is how
we integrate current event issues and satirical/infotainment video clips into
the curriculum that students really enjoy, and they love diving deeper into
discussions with their peers.
IOM: And not to mention the importance of students listening to songs beyond their traditions – whites listening to
Marvin Gaye’s concept album and blacks listening to John Lennon.
JWG: The MeMA program also features socially conscious music
from other ethnic groups such as Latin, Ethiopian, Muslim and really any other
age-appropriate music I find from around the world. This makes the program more inclusive with
schools that have a broader demographic, and at the same time, students become
aware of issues in other countries and they can compare and contrast to the
current issues we face in the U.S.
IOM: As a veteran music promoter,
with over 20 years in the music business, what lasting impressions, moving moments
or experiences have conscience-minded recording artists left on you?
JWG: As a young girl, I was very much into
music, and so ending up in the music business gave me the opportunity to meet
many interesting artists who were writing great lyrics. Having discussions with these artists about
their music and lyrics always inspired me.
At concerts, I would look around at the people attending the show and
get the chills over how the music affected them and brought people together
from all different cultures. A great
example is Janet Jackson’s concerts.
I’ve never seen so many different types of people gathered in one big
space, getting along and enjoying themselves.
IOM: There’s a famous poet who
once intimated that great music is just as important as great literature,
pointing out the enrichment it can provide in childrearing … reading to the
child at bedtime and filling the home with quality-inspired music.
JWG: I solely agree. I think with music, the song lyrics as
literature is more impactful and better remembered when backed with a song;
especially with tone and instruments taking on emotional sounds.
IOM: Do you think we have abandoned
music that demands an emotional investment?
For instance, Kevin Ross’s “Long Song Away” is refreshing and fearfully
nostalgic as we have become homesick for music that puts us in touch with our
hearts.
JWG: Well ... I think us
older folks feel this way, however, I’m not too sure about the younger
generation. Although, I do think young girls
pick up on the emotion in songs more than young boys do. Nothing better than an awesome, nostalgic
R&B tune with great lyrics, unless you’re a 15-yr-old white or black kid
into Too$hort or Migos. I think there
are songs out there that demand an emotional investment, however, you have to
look for them or hear about them from a friend.
IOM: Anything else you’d like to
tell us about yourself and the program?
JWG: I never realized how
much emotionally the MeMA program would affect me. I see so many kids open up who have never
raised their hand or spoken in the classroom, and suddenly they’re involved in
discussions and, will come up to me after class and recommend a song or talk
about a social issue. Teens, I think,
want to talk about things that are going on in their lives and with our program;
they feel safe about having discussions which can sometimes be difficult at
home, or non-existent. I’ve had parents
personally thank me for “helping bring out their child’s feelings” in creating
their culminating social justice projects.
Some kids stay in touch with me too.
I want to follow each and every student throughout their lives, but I
know that’s not possible. I do know that I’ve introduced most of these kids to
music they’ve never heard before and some kids research the artist or google more
music from the era on their own.
For more on MeMA and
Jeanne Warsaw-Gazga, visit the following:
