21M.S53 | Spring 2014 | Undergraduate

Chinese Popular Musics in Dialogue

Reading, Viewing, and Listening

The required supplemental reading, viewing, and listening assignments are summarized in the table below:

[Jones Music] = Jones, Andrew. Yellow Music: Media Culture and Colonial Modernity in the Chinese Jazz Age. Duke University Press, 2001. [Preview with Google Books]

[Jones Ideology] = ———. Like a Knife: Ideology and Genre in Contemporary Chinese Popular Music. Cornell University, 1992. ISBN: 9780939657575.

[Lum Karaoke] = Lum, Casey Man Kong. In Search of a Voice: Karaoke and the Construction of Identity in Chinese America. Routledge, 1996. ISBN: 9780805819113. [Preview with Google Books]

SES # TOPICS READING VIEWING AND LISTENING
1 Introduction to the course N/A
Unit 1: Cosmopolitan Shanghai and the Birth of Chinese Popular Music
2 The Bright Lights of Shanghai

Reading

Reading Questions for Session 2

Wong. “The Incantation of Shanghai.” In Global Goes Local: Popular Culture in Asia. Edited by Timothy J. Craig and Richard King. University of Hawaii Press, 2003, pp. 246–64. ISBN: 9780824826116. [Preview with Google Books]

[Jones Music] “Introduction.” pp. 1–20.

Suggested: Lu, Hanchao. “Going to Shanghai.” In Beyond the Neon Lights: Everyday Shanghai in the Early Twentieth Century. University of California Press, 2004, pp. 25–66. ISBN: 9780520243781. [Preview with Google Books]

Listening

Zhou Xuan 周璇. “Ye Shanghai” 夜上海 (Night Shanghai)

3 Decadent Sounds

Reading

Reading Questions for Session 3

[Jones Music] Chapters 1 and 2, pp. 21–72.

Suggested: Chen, S-W. “The Rise and Generic Features of Shanghai Popular Songs in the 1930s and 1940s.” Popular Music 24, no. 1 (2005): 107–25.

Listening

Yao Lee 姚莉. “Meigui meigui wo ai ni” 玫瑰玫瑰我愛你 (Rose, Rose I Love You)

Li Xianglan 李香蘭. “Ye laixiang” 夜來香 (Evening Primrose)

Bai Guang 白光. “Dengzhe ni huilai” 等著你回來 (Waiting For Your Return)

4 Li Jinhui, the Stars of Shidaiqu, and Perils of Performance

Reading

Reading Questions for Session 4

[Jones Music] Chapters 3 and 4, pp. 73–136.

Suggested: Steen, A. “Tradition, Politics and Meaning in 20th Century China’s Popular Music: Zhou Xuan—When Will the Gentleman Come Back Again?Chime, no. 14–15 (2000): 125–53.

Suggested: Stock, J. “Reconsidering the Past: Zhou Xuan and the Rehabilitation of Early Twentieth-Century Popular Music.” Asian Music 26, no. 2 (1995): 119–35.

Listening

Zhou Xuan. “Heri jun zailai” 何日君再來 (When Will You Come Back Again?)

5 Interlude: Postwar Changes and the Rise of Gangtai / Lewis Library Tour With Peter Munstedt

Reading

No reading for today. Read ahead if possible!

Listening

No listening for today.

Unit 2: Popular Music and Politics in the People’s Republic
6 The Sounds of Revolution

Reading

Reading Questions for Session 6

Mao, Zedong. “Talks at the Yan’an Conference on Literature and Art.” (full text in English available here.)

Perris, A. “Music as Propaganda: Art at the Command of Doctrine in the People’s Republic of China.” Ethnomusicology 27, no. 1 (1983): 1–28.

Suggested: Tuohy, S. “The Sonic Dimensions of Nationalism in Modern China: Musical Representation and Transformation.” Ethnomusicology 45, no. 1 (2001): 107–31.

Viewing

Excerpts from the Yang Ban Xi: Eight Model Works. Directed by Yan Ting Yuen. Color, 90 min. 2005.

Listening

No listening for today.

7 Political Reform, Gangtai in the PRC, and the Rise of Tongsu

Reading

Reading Questions for Session 7

Baranovitch, Nimrod. Chapter 1 in China’s New Voices: Popular Music, Ethnicity, Gender, and Politics, 1978–1997. University of California Press, 2003, pp. 10–53. ISBN: 9780520234505. [Preview with Google Books]

[Jones Ideology] Chapters 1, 2, and 3, pp. 7–90.

Listening

Deng Lijun 鄧麗君. “Heri jun zailai” 何日君再來 (When Will You Come Back Again?)

———. “Yueliang daibiao wode xin” 月亮代表我的心 (The Moon Represents My Heart)

Liu Huan 刘欢 and Wei Wei 韦唯. “Yazhou xiongfeng” 亚洲雄风 (The Valiant Spirit of Asia) – 5911251chen. “视频:亚洲雄风刘欢,韦唯.” June 18, 2008. YouKu. Accessed June 18, 2015. http://v.youku.com/v_show/id_XMTYxNTA5NDQ=.html

Wang Hong 王虹. “Xieran de fengcai” 血染的风采 (The Bloodstained Spirit) – timoyueo. “王虹-血染的風采.” June 3, 2010. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=nUwzaH2pEyU

8 Nothing To My Name": Forays Into Yaogun

Reading

Reading Questions for Session 8

[Jones Ideology] Chapters 4 and 5, pp. 91–144.

Listening

Cui Jian 崔健. “Yiwusuoyou” 一无所有 (Nothing To My Name)

He Yong 何勇. “Lajichang” 垃圾场 (Garbage Dump) –  unc1e5am. “何勇-垃圾场(Garbage Dump).” June 29, 2008. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=APFfZfb94X0

9 Musicians Respond to the Tiananmen Protests

Reading

de Kloet, Jeroen. “Marx or Market: Chinese Rock and the Sound of Fury.” In Multiple Modernities: Cinemas and Popular Media in Transcultural East Asia. Edited by Jenny Kwok Wah Lau. Temple University Press, 2003, pp. 28–52. ISBN: 9781566399852. [Preview with Google Books]

Brace, Timothy Lane, and Paul Friedlander. “Rock and Roll on the New Long March: Popular Music, Cultural Identity, and Political Opposition in the People’s Republic of China.” In Rockin’ the Boat: Mass Music and Mass Movements. Edited by Rebee Garofalo. South End Press, 1999, pp. 115–27. ISBN: 9780896084278. [Preview with Google Books]

Suggested: Lee, Joanna Ching-Yun. “All for Freedom: The Rise of Patriotic / Pro-Democratic Popular Music in Hong Kong in Response to the Chinese Student Movement.” In Rockin’ the Boat: Mass Music and Mass Movements. Edited by Rebee Garofalo. South End Press, 1999, pp. 129–46. ISBN: 9780896084278. [Preview with Google Books]

Suggested: Liu, Yiran. “Rocking Tiananmen.” In New Ghosts, Old Dreams. Edited by Barme and Jaivin. Crown Publishing Group, 1992, pp. 5–21. ISBN: 9780812919271.

Listening

Cui Jian. “Xiang yiba daozi” 像一把刀子 (Like a Knife)

———. “Yikuai hong bu” 一块红布 (A Piece of Red Cloth)

10 Rocking On the Brink of the New Millennium

Reading

Reading Questions for Session 10

Huang, Hao. “Voices from Chinese Rock, Past and Present Tense: Social Commentary and Construction of Identity in Yaogun Yinyue, from Tiananmen to the Present.” Popular Music and Society 26, no. 2 (2003): 183–202.

De Kloet, Jeroen. “Popular Music and Youth in Urban China: The Dakou Generation.” The China Quarterly 183 (2005): 609–26.

Listening

Selections by Tang Dynasty 唐朝 and Dou Wei 窦唯 – 滾石唱片 Rock Records. “唐朝 Tang Dynasty[夢回唐朝]Official Music Video.” June 15, 2012. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=Ba4jXBnkLvo.

Select an artist from “The Dakou Generation” and explore his or her work online. Be prepared to discuss your findings in class!

11 Interlude: Centers and Peripheries

Reading

Tu, W-M. “Cultural China: The Periphery as the Center.” Daedalus 134, no. 4, 50 Years (2005): 145–67.

Gold, T. B. “Go With Your Feelings: Hong Kong and Taiwan Popular Culture in Greater China.” The China Quarterly 136, Special Issue: Greater China (1993): 907–25.

Suggested: Moskowitz, M. L. “The Tail Wags the Dog: Taiwan’s Musical Counter-Invasion of China.” Chapter 1 in Cries of Joy, Songs of Sorrow: Chinese Pop Music and Its Cultural Connotations. University of Hawaii Press, 2009, pp. 1–15. ISBN: 9780824834227. [Preview with Google Books]

Listening

No listening for today

Unit 3: Performing Taiwaneseness
12 Sounding the Beautiful Island, Overview and Historical Foundations

Reading

Reading Questions for Session 12

Hatfield, D. J. “Taiwan.” In Continuum Encyclopedia of Popular Music of the World. Vol. 5. Edited by John Shepherd, David Horn, and David Laing. Bloomsbury Academic, 2005, pp. 51–54. ISBN: 9780826474360.

Guy, N. “Feeling a Shared History Through Song: ‘A Flower in the Rainy Night’ As a Key Cultural Symbol in Taiwan.” TDR: The Drama Review 52, no. 4 (T 200) (2008): 64–81.

Listening

Chun-chun 純純. “Bāng tshun-hong” 望春風 (Awaiting the Spring Breeze)

———. “Thô-hue khik hiat kì” 桃花泣血記 (Weeping Peach Blossoms) – 曾記錄音室. “桃花泣血記 第一首台灣流行歌曲.mp4.” March 8, 2012. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=qoI57yqOLsw

———. “U-iā-hoe” 雨夜花 (Flower in the Rainy Night)

13 Popular Music and Cultural Politics in Taiwan

Reading

Reading Questions for Session 13

Guy, N. “How Does ‘Made in Taiwan’ Sound? Popular Music and Strategizing the Sounds of a Multicultural Nation.” Perfect Beat 5, no. 3 (2001): 1–17.

Jaivin, L. “Hou Dejian and the Rise of Pop Music in Taiwan in the Seventies.” Journal of the European Foundation for Chinese Music Research, no. 9 (1996): 118–23.

Guy, N. “‘Republic of China National Anthem’ on Taiwan: One Performance, Multiple Realities.” Ethnomusicology 46, no. 1 (2002): 96–119.

Ho, Y. C. “Music and Cultural Politics in Taiwan.” International Journal of Cultural Studies 10, no. 4 (2007): 463–83.

Suggested: Wang, G. “Seeking the Best Integration: Popular Music in Taiwan.” In Whose master’s voice? The Development of Popular Music in Thirteen Cultures. Edited by A. J. Ewbank and F. T. Papageorgiou. Praeger, 1997, pp. 209–20. ISBN: 9780313277726.

Listening

A-mei 阿妹. “Jiemei” 姐妹 (Sisters)

Hou Dejian 侯德健. “Longde chuanren” (Heirs of the Dragon)

New Formosa Ensemble 新寶島康樂隊. “Taiwan zhi” 台灣製 (Made in Taiwan)

Blacklist Workshop 黑名單工作室. “Jichengche” 計程車 (Taxi)

14 The Mandopop Mainstream

Reading

Reading Questions for Session 14

Moskowitz, M. L. “Mandopop Under Siege: Culturally Bound Criticisms of Taiwan’s Pop Music.” Chapter 7 in Cries of Joy, Songs of Sorrow: Chinese Pop Music and Its Cultural Connotations. University of Hawaii Press, 2010, pp. 69–83. ISBN: 9780824833695. [Preview with Google Books]

———. “Message in a Bottle: Lyrical Laments and Emotional Expression in Mandopop.” The China Quarterly 194 (2008): 365–79.

Listening

The online sphere is chock full of Mandopop to explore. Check out

The site of mandopop on last.fm;

This site of intromandopop on Tumblr;

The site of douban.fm; or search Spotify to discover artists. Come to class prepared to discuss your findings!

15 The Indie Underground

Reading

Hsu, W., and C. Sargent. “Rocking Out Between the Local and the Global: Transnational Independent Music Industry in Taiwan.” Amalgam: The Virginia Interdisciplinary Gradudate Review 2, no. 1 (2008): 38–52.

Hagood, M. “Liminal States: Life as an Indie Musician on Taiwan.” Folklore Forum 38, no. 1 (2008): 82–101.

Listening

Check out one of the following sites and pick a song to discuss in class:

The site of Taiwan indie on last.fm

The site of Island of Sound

The site of 12 Music Videos That Struck a Chord in Taiwan in 2013

Viewing

Exclaim! Magazine’s online feature “Garageland: Taiwan,” parts 1–5:

Garageland: Taiwan Part 1 – Sam Sutherland. “Garageland: Taiwan Part 1.” July 24, 2010. Exclaim! Magazine. Accessed June 18, 2015. http://exclaim.ca/Music/article/Garageland_Taiwan_Part_1

Garageland: Taiwan Part 2 – ———. “Garageland: Taiwan Part 2.” July 31, 2010. Exclaim! Magazine. Accessed June 18, 2015. http://exclaim.ca/Music/article/Garageland_Taiwan_Part_2

Garageland: Taiwan Part 3 – ———. “Garageland: Taiwan Part 3.” August 7, 2010. Exclaim! Magazine. Accessed June 18, 2015. http://exclaim.ca/Music/article/Garageland_Taiwan_Part_3

Garageland: Taiwan Part 4 – ———. “Garageland: Taiwan Part 4.” August 14, 2010. Exclaim! Magazine. Accessed June 18, 2015. http://exclaim.ca/Music/article/Garageland_Taiwan_Part_4

Garageland: Taiwan Part 5 – ———. “Garageland: Taiwan Part 5.” August 21, 2010. Exclaim! Magazine. Accessed June 18, 2015. http://exclaim.ca/Music/article/Garageland_Taiwan_Part_5

Unit 4: Language, Identity, and Gender in Hong Kong Cantopop
16 Singing the Fragrant Harbor

Reading

Reading Questions for Session 16

McIntyre, et al. “Cantopop: Voice of Hong Kong.” Journal of Asian Pacific Communication 12, no. 2 (2002): 217–43.

Chow, S. Y.-W. “Before and After the Fall: Mapping Hong Kong Cantopop in the Global Era.” LEWI Working Paper Series, no. 63 (2007): 1–17. [Hong Kong: David C. Lam Institute for East-West Studies.]

Listening

Sam Hui 許冠傑. “Tieta Lingyun.” 鐵塔陵雲 (The Eiffel Tower Reaches the Clouds) – kennyyg. “鐵塔凌雲-許冠傑.” December 26, 2012. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=uVNmwzy8eVk

Locate a song you like by one of the Four Celestial Kings (Jacky Cheung 張學友, Andy Lau 劉德華, Leon Lai 黎明, and Aaron Kwok 郭富城) and prepare to discuss it in class!

17 Gendering Cantopop

Reading

Reading questions for Session 17

Erni, J. N. “Gender and Everyday Evasions: Moving With Cantopop.” Inter-Asia Cultural Studies 8, no. 1 (2007): 86–108.

Fung, A. Y. H. “Rocking Gender Values: Sammi Cheng’s Androgynous Persona.” International Journal of Chinese Culture and Management 2, no. 3 (2009): 235–47.

Fung, A. “Faye and the Fandom of a Chinese Diva.” Popular Communication: The International Journal of Media and Culture 7, no. 4 (2009): 252–66.

Listening

Sammi Cheng 鄭秀文. “Fei nan fei nu” 非男非女 (Non-male, Nonfemale)

Faye Wong 王菲. “Zhi mi bu hui” 執迷不悔 (Stubborn and Regretless) – chickenhead113. “王靖雯/王菲-執迷不悔.” November 4, 2007. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=ibzWGDszyHs

18 Sounds like Hong Kong? Language and Identity in Cantopop, Part 1

Reading

Reading Questions for Session 18

Chu, Y. W. “The Transformation of Local Identity in Hong Kong Cantopop.” Perfect Beat 7, no. 4: 32–51.

Witzleben, J. L. “Cantopop and Mandopop in Pre-Postcolonial Hong Kong: Identity Negotiation in the Performances of Anita Mui Yim - Fong.” Popular Music 18, no. 2 (1999): 241–58.

Listening

Anita Mui 梅艷芳. “Huai nühai” 壞女孩 (Bad Girl) – Emperor Tam. “坏女孩(Wai Nui Hai)-Anita Mui Yim Fong(梅艷芳).” August 30, 2010. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=e2SZpBO2-H0

Sheena Easton, “Strut.”

19 Sounds like Hong Kong? Language and Identity in Cantopop, Part 2

Reading

Reading Questions for Session 19

Mitchell, T. “Tian ci: Faye Wong and English Songs in the Cantopop and Mandapop Repertoire.” Conference paper, available on Local Noise.

Chan, B. H.-S. “English in Hong Kong Cantopop: Language Choice, Code- Switching, and Genre.” World Englishes 28, no. 1 (2009) :107–29.

OR

Chik, A. “Creative Multilingualism in Hong Kong Popular Music.” World Englishes 29, no. 4 (2010): 508–22.

Listening

Faye Wong. “Mengzhongren” 夢中人 (Person in a Dream) – leonleon1222. “王菲 夢中人.” Febuary 28, 2010. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=Z_32fIfqDBE

The Cranberries. “Dreams” – TheCranberriesVEVO. “The Cranberries - Dreams.” June 16, 2009. YouTube. Accessed June 18, 2105. https://www.youtube.com/watch?v=Yam5uK6e-bQ

Unit 5: Globalization, Diaspora, and the Boundaries of “Chinese” Popular Music
20 Hip-hop, Around the World and Back Again 1

Reading

Liu, X. “Across the Borders: Hip Hop’s Influence on Chinese Youth Culture.” Southeast Review of Asian Studies 32 (2010): 146–53.

Viewing

Wang. “Hip-Hop in China: Busting Rhymes in Mandarin.”

Listening

Selections by MC Hotdog 熱狗, Soft Lipa 蛋堡

21 Hip-hop, Around the World and Back Again 2

Reading

Lin, A. “‘Respect for da Chopstick Hip Hop’: The Politics, Poetics, and Pedagogy of Cantonese Verbal Art in Hong Kong.” In Global Linguistic Flows: Hip Hop Cultures, Identities, and the Politics of Language. Edited by H. S. Alim, A. M. Ibrahim, and A. Peenycook. Routledge, 2008, pp.159–77. ISBN: 9780805862836. [Preview with Google Books]

Khiun, L. K. “Xi Ha (Hip Hop) Zones Within Global Noises: Mapping the Geographies and Cultural Politics of Chinese Hip-Hop.” Perfect Beat 7, no. 4 (2006): 52–81.

Listening

Selections by Yin Tsang 隱藏, and LMF. “Respect For Da Chopstick HipHop - L.M.F” – Yat Sun Fong. “Respect For Da Chopstick HipHop - L.M.F.” February 6, 2013. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=gtYVpWsI-AE

22 Transnational Pop Superstars: Jay Chou and Wang Leehom

Reading

Wang, G. “The ABCs of Chinese Pop: Wang Leehom and the Marketing of a Global Chinese Celebrity.” Journal of Transnational American Studies 4, no. 1 (2012): 1–19.

Fung, A. Y. H. “Western Style, Chinese Pop: Jay Chou’s Rap and Hip-Hop in China.” Asian Music 39, no. 1 (2008): 69–80.

Polnop: Chen, B. “The Expression of Chineseness and Americanness in Chinese Popular Music: A Comparison of ABC Pop Stars Wang Leehom and Vanness Wu.” Asian Music 43, no. 2 (2012): 71–87.

Viewing

Wang Leehom. “Address to the Oxford Student Union” – OxfordUnion. “Wang Leehom | Full Address | Oxford Union.” May 10, 2013. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=p6UDLOXwbNk

Also, check out his mixtape – sillellis. “Leehom - Oxford Mixtape.” May 15, 2013. YouTube. Accessed June 18, 2015. https://www.youtube.com/playlist?list=PL1MHwDDTt_Qp0lUeCibLeLesS5zbwY7kK, which includes the following songs:

-月亮代表我的心The Moon Represents My Heart 鄧麗君 Teresa Teng (c. 1973) – qqqqq. “The Moon Represents My Heart - Teresa Teng.” August 7, 2007. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=bv_cEeDlop0

-被遺忘的時光 The Forgotten Time 蔡琴 Tsai Chin (1980) – pcimprezzive. “TSAI CHIN - Forgotten Time - music from INFERNAL AFFAIRS (2002).” November 25, 2010. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=a49mJxl86Ho

-一塊紅布 A Piece of Red Cloth 崔健 Cui Jian (1988) – Mike Aylward Music. “A Piece of Red Cloth Cui Jian English Cover.” May 20, 2009. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=FV-FbIhdiNE

-我願意 I’m Willing 王菲 Faye Wong (1994) – DiDar08. “王菲 Faye Wong - 我願意 I’m Willing (MTV).” April 26, 2008. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=6iL85f4Onno

-靠近 Get Close 庾澄慶 Harlem Yu (1995) – Cold Stone. “靠近 - 庾澄慶.” May 15, 2012. YouTube. Accessed June 18, 2015.  https://www.youtube.com/watch?v=JKGtiTL_LrQ

-Bad Boy 張惠妹 A-Mei (1997) – xxvai. “bad boy - a-mei chang 張惠妹.” July 29, 2011. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=8kk__Wqn4YU

-沙灘 The Beach 陶喆 David Tao (1997) – bawuu369. “David Tao Sha Tan (The Beach).” June 26, 2008. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=I2M6siDUSHY

-東風破 East Wind Breaks 周杰倫 Jay Chou (2003) – dantejay. “Jay Chou - East Wind Breaks (東風破).” June 15, 2006. YouTube. Accessed June 18, 2105. https://www.youtube.com/watch?v=kGbDymJ75PU

-Slide Miss Ko 葛仲珊 (2012) – newbie. “Miss Ko 葛屁 - Slide.” August 26, 2012. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=AEJWRuCAva4

-BB88 方大同 Khalil Fong (2012) – KhalilFongofficial. “方大同 Khalil Fong - BB88 [Official Music Video].” June 11, 2012. YouTube. Accessed June 18, 2015. https://www.youtube.com/watch?v=nvjl90jY278

Listening

Locate one song / video each by Chou and Wang online (and be prepared to discuss it in class!)

23 Karaoke Heroes in “Chinese” America, Part 1

Reading

Reading Questions for Session 23

[Lum Karaoke] Chapters 1–3, pp. 1–53.

Listening

No listening for today

24 Karaoke Heroes in “Chinese” America, Part 2

Reading

Reading Questions for Session 24

[Lum Karaoke] Chapters 4–6, pp. 54–113.

Listening

No listening for today

25 Course wrap-up N/A
26 Final Presentations N/A

Please select 8 of these questions and answer them in a few sentences each.

“Voices from Chinese Rock, Past and Present Tense”

  1. Does Huang’s perspective on yaogun differ from what we’ve read so far?
  2. How does Huang characterize the relationship between yaogun commerce and the Chinese Communist Party?
  3. What kinds of sounds does Huang associate with femininity and masculinity?
  4. This is the third author we’ve read so far that has quoted Vaclav Havel in a discussion of rock music. Who was Havel and why is he relevant to a discussion of yaogun?
  5. How does Huang characterize Tang Dynasty’s music and image?
  6. Huang asks on p. 195 whether a “distinct authentic Chinese rock” is possible. What do you think?
  7. How does Huang characterize rock’s new directions in China? Which bands does he think are important? Briefly describe them.
  1. What does “dakou” mean?
  2. What are the three scenes that De Kloet discusses in his article?
  3. What does De Kloet think of the impact of the growing market economy / commercialism on popular music in China during the mid-to late-1990s.
  4. What conclusions can be drawn from De Kloet’s survey results (p. 614)?
  5. What does De Kloet think are some of the implications of dakou culture? Why is it important or relevant?
  6. How does the article describe the “dakou generation”?
  7. Select one of the bands that De Kloet discusses and describe their background and sound in a few sentences. Next, go online and find a song by them that you like and prepare to discuss it in class.

Please select eight of the following questions to answer and write two of your own!

Hatfield, “Taiwan”

  1. What were the major periods of colonial rule on Taiwan?
  2. How would you characterize popular music during the Japanese colonial period? How did it sound? What kinds of themes did lyrics explore?
  3. During the 1950s and 1960s, how did music respond to political phenomena? How did policies regarding language affect the kinds of music that could be performed and disseminated?
  4. What was the impetus for the New Folk Music Movement?
  5. Who is Ch’en Ming-chang? Look him up online and provide a link to a performance of his that you find interesting.

Guy, “Feeling a Shared History through Song”

  1. What are the lyrics to “A Flower in the Rainy Night” about?
  2. What factors does Guy argue impact listeners’ emotional reactions to the song?
  3. What is a “key cultural symbol”? What kind of symbol does Guy think “A Flower in the Rainy Night” is?
  4. How does Guy characterize the production of Taiwanese popular songs during the years between 1932–1937? How are the themes of “A Flower in the Rainy Night” consistent or inconsistent with other popular music from that period?
  5. How did “A Flower in the Rainy Night” become a part of the soundscape of the 2002 Mayoral Election in Taipei?

Website, “Taiwan Pop Songs History”

  1. Explore the website and pick two tracks that you find particularly interesting, either because you like or dislike them. Prepare to discuss them in class!

Please select eight of the following questions to answer and write two of your own!

Guy, “Made in Taiwan”

  1. What is Guy’s main thesis in this piece?
  2. Who are the “benshengren”? Who are the “waishengren”? How does Guy characterize the Taiwan aborigines?
  3. What changes to popular music transpired after the end of martial law?
  4. What song influenced the creation of Xin Baodao Kangle Dui (New Formosa Band)’s Huanju ge? Google the title of this song and listen to it. How is it similar to “Huanju ge” (one of the listening assignments)? How is it different?
  5. Who is Difang Duana? How and why did he become known in the international community?
  6. Why does Guy think the popular songs of the aboriginal peoples have acquired social and political salience in contemporary Taiwan?

Guy, “Republic of China National Anthem on Taiwan”

  1. Whose inauguration forms the context for this article? When did it take place?
  2. Why does Guy think the national anthem is an interesting genre to explore? What special qualities does it have?
  3. What is Bhaktin’s notion of “dialogic discourse”? Why does Guy find it helpful in exploring the performance of the national anthem?
  4. Who is A-mei? What consequences did she face in mainland China for performing the national anthem at the inauguration? Why?
  5. Why is the national anthem controversial in Taiwan?
  6. Why does Guy think A-mei’s performance of the anthem was meaningful to some listeners?

Please answer each of these questions in a few sentences and generate two additional questions of your own.

“Message in a Bottle”

  1. What is Moskowitz’s thesis in this article?
  2. Why does the author think anomie, loneliness, and alienation are prevalent themes in Mandopop?
  3. What other genres does Moskowitz think have influenced the melancholy qualities of Mandopop? At the same time, how is Mandopop different from these other genres?
  4. Why does the author liken Mandopop songs to messages in bottles?

“Mandopop Under Siege”

  1. What are some of the more common critiques of Mandopop? How do critics view Mandopop in the PRC? How about in Taiwan?
  2. How does Moskowitz characterize critiques of Mandopop by Western academics? What does he think is problematic about these critiques?
  3. What are some of the musical features of Mandopop?
  4. Moskowitz writes of Mandopop that there is “more to the music than meets the ear.” What does he mean by this?

Your Questions

Please answer each of these questions in a few sentences and generate two additional questions of your own.

“Cantopop: The Voice of Hong Kong”

  1. The authors write: “Generally speaking, Asian societies shore up their cultural identities through reaffirmation of local cultural themes and traditions, coupled with crude attempts to shield their populations from Western cultural influences” (218). How does the music we’ve examined so far confirm or complicate this idea?
  2. How do the authors define “Cantopop”? Where does that term originate? What are its basic musical characteristics?
  3. Who is Sam Hui? Does he seem to have an equivalent in any of the other scenes/genres we’ve discussed so far?
  4. Why do the authors think Cantonese theme songs for locally produced television programs from 1975 onwards were so important to the formation of a Hong Kong cultural identity?
  5. Name and briefly describe the periods of Cantopop the authors propose.

“Before and After the Fall: Mapping Hong Kong Cantopop in the Global Era”

  1. What does Chow think has contributed to the decline of Cantopop?
  2. Who are the “Four Heavenly Kings”? How does Chow think they contributed to the decline of Cantopop specifically?
  3. What role has globalization played?
  4. How did the Asian financial crisis affect Cantopop?

Write Your Own Questions!

Please select 8 of these questions to answer in a few sentences and generate two additional questions of your own.

“Gender and Everyday Evasions: Moving with Cantopop”

  1. Why does Erni think it is helpful to emphasize the idea of “ambivalence” in this article?
  2. Summarize, or state in your own words, the following statement: “In a sense then, this paper explores Hong Kong’s changing identity within the sight and sound of popular culture, and along the way, traces some of the significant ways in which gender politics is inscribed, coded, negotiated, performed, or simply flirtingly posed on the surface of popular culture.”
  3. How does Erni describe the gender politics of Sam Hui’s music?
  4. What are some of the ways in which the male dominance of the Cantopop industry is perpetuated over time? In other words, Erni notes that women experience “structural exclusion” from Cantopop production—how?
  5. Who was Anita Mui? How does Erni describe her music and image? How was it different from or similar to other currents in Cantopop?
  6. Why does Erni think political and nationalistic songs are “an exclusive male territory”?

“Faye and the Fandom of a Chinese Diva”

  1. What does Fung think are two reasons that fans are a useful focal point for a discussion about Faye Wong and gender?
  2. How does Wong “model an autonomous lifestyle for her fans,” especially her female fans? What kinds of values and qualities do Wong’s female fans seem to find influential and inspiring?
  3. What does Fung think is the value of Wong’s “distance” and “aloofness” to her fans? What does this distance have to do with gender?
  4. How does Fung think that mainland Chinese and Hong Kong fans differ in their appreciation of Faye Wong?

Write Your Own Questions!

Please select 8 of these questions to answer in a few sentences and generate two additional questions of your own.

“The Transformation of Local Identity in Hong Kong Cantopop”

  1. We listened to “Eiffel Tower Above the Clouds” last week. Why does Chu think it was a landmark recording? What does the song indicate about local Hong Kong identity?
  2. What are the 1967 riots the other is speaking of? What effects did they have on Hong Kong society?
  3. Try and locate one or several of the songs the author mentions online. Where are the limits of his lyrical analyses of these songs? How would discussing musical sound strengthen or weaken his argument?
  4. What does the author mean by “social parodies”?
  5. According to Chu, how did political events shape the development of Cantonese popular music in the 1980s?
  6. How are Hong Kong people’s feelings towards the coming reunification articulated through Cantopop during that period?
  7. What was the “June Fourth Wave”?
  8. Why did labels like Taiwan’s Rock Records eventually pull out of the Hong Kong Cantopop market?
  9. Listen to and watch the video for Andy Lau’s song “Chinese” (http://www.youtube.com/watch?v=dZUVGtSouCc). How is it similar to or different from the look and sound of the tongsu music we listened to earlier in the semester?

“Cantopop and Mandapop in Pre-Postcolonial Hong Kong”

  1. What are some of the definitions of “Cantopop” that Witzleben provides?
  2. How does he describe the sound of Cantopop on p. 245? What are the genre’s most salient qualities?
  3. What is “tian ci”? How is it consistent with traditional ideas of musical performance?
  4. How does Anita Mui both exemplify and transcend the “stereotype of the Hong Kong popular singer as packaged and manipulated by record companies and managers”?
  5. What is the relationship of Mui’s song “Bad Girl” to Sheena Easton’s “Strut”?
  6. How does Witzleben describe the interaction of Mandarin, Cantonese, and English in Cantopop?

Write Your Own Questions!

Please answer all of the following questions and write two of your own!

“Tian ci: Faye Wong and English Songs in the Cantopop and Mandapop Repertoire”

  1. What is the “tian ci” tradition? How is it applicable to a discussion about Cantopop?
  2. What are the main factors driving the importation / appropriation of western, Asian, and Middle Eastern songs by Cantopop artists?
  3. Mitchell asks the question, is Faye Wong a “Copycat or Reinterpreter?” What do you think?

“English in Hong Kong Cantopop: Language Choice, Code-Switching and Genre”

  1. What is “code-switching”?
  2. What do linguists think some of the reasons are that people from Hong Kong in particular engage in Cantonese-English code switching?
  3. What does Chan mean by “the language of Cantopop is characterized by its hybridity”?
  4. What are the various frameworks Chan provides for understanding code-switching in Cantopop, and what does “genre” have to do with it?

Your Questions!

Please be prepared to discuss these questions in class.

1. Based on the readings, how would you characterize Shanghai in the first half of the twentieth century? How do the authors of the readings differ in their descriptions of the city?

2. The readings refer repeatedly to notions of “modernity” and “colonial modernity”—what do you think is meant by those terms?

3. What does Buck Clayton’s account of his experiences tell us about colonial hierarchies of race, nationality, and class in Shanghai?

4. In one or two sentences, how would you describe the music being referred to as “Shanghai jazz” or “shidaiqu” (“songs of the times”)? What kinds of themes do Shanghai jazz songs explore?

Please answer all of the questions below and generate two of your own.

  1. Can you relate to the author’s feelings of nervousness about singing karaoke, as he describes at the start of chapter 1? How did you feel the first time you sang karaoke? How often do you sing karaoke these days? Has the experience changed at all for you over time?
  2. Outline the basic history of karaoke in Japan. What does the term “karaoke” mean? When was the technology for karaoke invented?
  3. What does Lum mean when he writes: “I suggest that we conceptualize those people who participate in karaoke scenes not just as media consumers who read what they buy from the market (karaoke music) but as producers of the indigenized cultural products (their own karaoke episodes and performances) they at the same time consume.” Why might it be important to acknowledge the role that karaoke performers play in producing rather than just consuming music?
  4. Why does karaoke software not allow the performance of bongwong songs?
  5. Why can performing yutkuk with karaoke accompaniment as opposed to live musicians have a negative effect on singers?

Write Your Own Questions!

Please answer the questions below and generate two of your own.

  1. What do you think of Lum’s contention that “karaoke has gone beyond the simple function of entertainment to become an expression of one’s social status” in the upwardly mobile Taiwanese American community in New Jersey? How do the other case studies he presents corroborate or contest this idea?
  2. Lum mentions a number of different song choices made by members of the Cantonese, Taiwanese, and Malaysian interpretive communities under exploration, from opera to Elvis to enka. Are you surprised by any of these? What kinds of song choices do you make in your practice of karaoke?
  3. What kind of connections does Lum make between karaoke and literacy? What might be significant about these?

Write Your Own Questions!

Please be prepared to discuss these questions in class.

Yellow Music, Chapters 1 and 2

  1. What are some differences between European and Chinese musical practices?
  2. What kinds of European music came to China via imperial routes?
  3. Who were the May Fourth reformers? Why were they interested in music and how did they think Chinese music should be “modernized”?
  4. What does Jones find alarming or problematic about Xiao Youmei’s vision of a new “sonic regime” as articulated in his “The Power of Music”?
  5. What kind of music did Xiao Youmei suggest was “good” music"? What was “bad” music?
  6. What were “pocketbook record companies”? What does Jones think was significant about them?
  7. What was the leftist critique of urban media culture in the 1930s?
  1. Briefly, how does Chen describe Shanghai popular songs in terms of a) formal and technical rules, b) semiotic rules, c) behavioral rules, d) social and ideological rules, and e) economical and juridical rules?

Please be prepared to discuss these questions in class.

  1. Who was Li Jinhui? How has his legacy typically been treated by Chinese historians? How does Jones differ in his approach?
  2. What did critics of “yellow music” mean when they characterized the style as “decadent” and “vulgar”?
  3. Who was Nie Er and what was the relationship to Li Jinhui?
  4. What does the term “yellow music” mean?
  5. Why was Li Jinhui’s use of female performers in his song and dance troupe controversial?
  6. How is the notion of “mass ornament” (p. 96) related to later representations of “mobilized masses” (p. 101)?
  7. What is “phonographic realism” and what did it have to do with Nie Er’s political agenda?
  8. Describe in a few sentences how leftist filmmakers and composers appropriated the figure of the “sing-song” girl. What kind of symbolic power did she assume in their work?

Please be prepared to discuss these questions in class.

  1. What did Mao think that the function of literature and art should be?
  2. Whom did he think art and literature should serve?
  3. What do Mao’s ideas about the relationship of art and action have in common with Nie Er’s?
  4. How did Mao define “the masses”?
  5. What did he think specialists in music should do to further revolutionary aims?
  6. What kinds of music-making were forbidden during the Cultural Revolution? Why?
  7. What were the eight “model works”?

Please select 8 of these questions and answer them in a few sentences each.

Like a Knife, Chapter 1

  1. What does Jones mean when he says that popular music, as opposed to regional folk music, is “national” in character?
  2. What is the difference between “popular music” (liuxing yinyue) and “popularized music” (tongsu yinyue)?
  3. What are some of the differences between tongsu yinyue and rock?

Like a Knife, Chapter 2

  1. How does the censorship apparatus in China work?
  2. Summarize the lyrics of “The Valiant Spirit of Asia” (Yazhou xiongfeng). What does Jones think is the song’s significance? What do you think is its significance?
  3. What is the “Northwest Wind” style?
  4. What kinds of changes did government authorities suggest be made to the lyrics to “Going Towards the World” (Zouxiang shiije)?

Like a Knife, Chapter 3

  1. How does the state participate in the production of tongsu music?
  2. Sketch a portrait of the writers of tongsu music. How might they be described demographically, ideologically, and in terms of their musical tastes?
  3. In what ways do tongsu singers describe themselves as self-empowered? In what ways do they seem more constrained by the desires of the government and realities of the economy?
  4. How is tongsu music disseminated? Locate a clip online of a televised singing contest or a festival program (from New Year’s, Spring Festival, or National Day, for example) from China and prepare to share it with us in class.

Please select 8 of these questions and answer them in a few sentences each. In the final two spaces at the bottom of the sheet, write two questions—on any aspect of the text—of your own for us to discuss in class.

Like a Knife, Chapter 4

  1. What does it mean that rock music was “underground” music in late 1980s and early 1990s China?
  2. Who is Cui Jian? What is his background and how is it similar or different from the backgrounds of other composers or performers we’ve discussed so far in this course?
  3. Describe the relationship of the rock scene to the democracy movement. (See also chapter 5 for this!)
  4. What does yaogun yinyue (rock music) sound like? What kinds of backgrounds do its producers have?
  5. How are the themes of yaogun songs different from the themes of tongsu songs?

Like a Knife, Chapter 5

  1. What do you think the difference is between expressing “political opposition” and “cultural opposition” in music?
  2. Jones refers to “feudalism” a lot in this chapter—a term we’ve heard before in this course. What does it mean here? How can music espouse or reflect “feudal” values?
  3. How would you characterize yaogun in terms of gender? How does it compare to tongsu music in this respect?
  4. Listen and read the lyrics to “Yiwusuoyou” (“Nothing to My Name “/” I Have Nothing”) and “Lajichang” (“Garbage Dump”) closely. Pick one of these songs and write a short paragraph describing your personal response to it. Does it move you? Do you like how it sounds?

Your Questions

Course Info

As Taught In
Spring 2014
Learning Resource Types
Written Assignments
Instructor Insights