This course addresses one of the greatest rhetorical inventions in the contemporary world: the story of America. Drawing on methods and theories from Black Studies, dramaturgy, and musicology, the class critically examines the US’ foundational myths, social struggles, and cultural values as portrayed in classic and contemporary musicals.
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Course Description
This interdisciplinary course invites students on a journey through the chronology of the United States’ political origins and musical creations through the lens of Black Studies.
For Black America, musical theatre has been a double-edged sword: It has served as an opportunity for talented artists to rise to prominence, and has at times called attention to issues in racialised systems. But more frequently, it has under- or misrepresented people of the global majority, furthering stereotypes and causing additional harm...even though musical theatre is indebted to Black creative influence over both form and sound.
Theatre, like all art, both reflects and reproduces society. Musicals are a sort of collective ‘diary’, made up of stories we as a society tell about ourselves. Examining how the story of America is told on stage – and how marginalised groups are depicted – encourages us to reconsider several fundamental claims about the United States. Too, different musical stylings have been used throughout history to reinforce certain themes; tracing America’s history as told through Broadway shows thus involves tracing musical histories as well.
Learning Objectives
After taking this course, students will be able to:
Understand the importance of rhetorical myth in contemporary state-building;
Distinguish different styles of music used in theatrical settings to critique or reinforce societal norms, and to celebrate or challenge historical moments;
Analyse social and political issues through an intersectional Black Studies lens;
Interpret the cultural significance of musicals about the United States; and
Demonstrate a proficiency in musical performance and/or communication skills by creating an original work critiquing myths important to contemporary America.
Teaching Team
Shannon Navarro is a singer, actor, writer, and arts administrator who holds degrees from the University of Tampa (Performing Arts) and the Royal Central School for Speech and Drama (Music Theatre). She served as Company Manager for the National Theatre Arts Company and National Philharmonic Orchestra in her native Trinidad and Tobago before leaving to pursue her PhD. Shannon’s practice seeks to enhance minority representation in the cultural and political sectors; her research is focused on African-Caribbean representation in musical theatre, looking specifically at identity, stereotyping, representation, and Otherness. At Syracuse London, Shannon teaches CRS300 “London’s Creative Industries”, DRA451 “The Modern Stage”, and DRA362 “Musical Theater Scene Study”. Shannon is also a Visiting Lecturer and Tutor at the Royal Central School of Speech and Drama and Mountview Academy of Theatre Arts.
Dr Becca Farnum, LLM is an activist-academic who focuses on global politics and environmental justice. Her work examines interactions between environmental, economic, social, and political forces; the intersectionality between oppression and agency for those with marginalised identities; and the interplay between localised movements and transnational discourses. Past projects have involved managing the UK tour and a West End concert for the Jerusalem Youth Chorus (who were recently featured on America’s Got Talent); drafting legal policy for the United Nations; community organising around fair housing, workplace discrimination, and environmental rights; and serving a stint in the Obama White House. Becca’s teaching focuses on transformative learning, partnering with students to understand and purposefully impact global change in pursuit of sustainable justice. Recent courses include NAT300 “Climates of Resistance: Environmental Racism and Collective Action”, GEO304 “Sustainability on Trial: Environmental Justice in Northern Europe”, and PSC300 “Green Britain? Science, Devolution, and Climate Controversies in the UK”.
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