Interpreting Uncomfortable History at the Scott Joplin House State Historic Site in St. Louis, Missouri

Baumann, Timothy E.; Hurley, Andrew; Altizer, Valerie; Love, Victoria

doi:10.1525/tph.2011.33.2.37

Cited by 7 publications

(5 citation statements)

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“…Of more than 400 articles reviewed, surprisingly only six articles directly identified a link between these topics. Another seven articles rigorously drew links between the topics as secondary conclusions to their primary focus (i.e., O'Carroll and Silverman 1994 ;Brown 2005;Medina 2009;Bach-Faig et al 2011;Baumann et al 2011;Ekerdt, Addington, and Hayter 2011;Goth and Småland 2014). Fatorić and Seekamp (2017) note public health issues could be interrelated with preservation work and climate change but offer no specifics.…”

Section: Discussionmentioning

confidence: 99%

“…Two further examples in the social justice literature link heritage and health. Baumann et al (2011) discuss social justice and public health issues related to interpreting a state historic site. The site's interpretation required balancing civil rights, historically stigmatised behaviours and health issues, and ongoing economic disparity.…”

Section: Social Justicementioning

confidence: 99%

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Linking public health and heritage work

Orthel

2021

International Journal of Heritage Studies

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This article reports a cross-disciplinary literature review focused to identify if and how history and heritage have been linked with public health. Widely varied opinions suggest history, heritage, and historic places are valuable assets for improving the human condition. Yet, evidence for how history and heritage improve human lives is mostly indirect or anecdotal. What connections exist between individuals' knowledge of their history and measures of public health? Do the choices individuals make to retain and protect tangible and intangible things benefit their health? And, ultimately, how might heritage work strengthen individual and public health? The existing literature on history, heritage, and health suggests the topics might relate but more research is needed to make meaningful claims. Heritage professionals should support interdisciplinary efforts to understand how their goals may align with other disciplines and practices.

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Section: Discussionmentioning

confidence: 99%

Section: Social Justicementioning

confidence: 99%

Linking public health and heritage work

Orthel

2021

International Journal of Heritage Studies

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“…the comfortable myths to any upsetting new versions of the ragtime story" (Berlin, 2016b). Baumann et al (2011) note that Joplin's biography is often a "celebratory" narrative of a societal outcast writing joyful, toe-tapping music for the masses. However, historical artifacts and archaeological evidence collected at the Scott Joplin House State Historic Site in St. Louis demand that the record now mention overlooked details of Joplin's daily struggles with racism, poverty, and segregated housing policiesaccepted elements of early 20th-century urban life that modern audiences find "uncomfortable" to examine today.…”

Section: Biographical Context In Educationmentioning

confidence: 99%

Scott Joplin: A Guide for Music Educators PART I—A Ragtime Life

Friar

2021

General Music Today

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Scott Joplin (1868-1917) was an African American composer and pianist of singular merit and influence. Academic interest in Joplin has increased in recent years, leading to new discoveries about the composer’s activities, yet teaching materials have not been updated at the same pace as 21st-century findings. Joplin was an entrepreneur, a performer, and a philanthropist, yet his biography is often reduced to a “celebratory” narrative of a composer creating toe-tapping music for the masses. Ragtime Lives, the first in a three-part series, presents a modern understanding of the biographical context, which shaped Scott Joplin’s music thought and practice and provides suggested classroom activities for exploring Joplin’s life and works written in accordance with NAfME’s 2014 National Music Standards.

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“…[It] was run in a very orderly fashion, and drunks were not welcome. (Karp, 2016, p. 42) Ragtime spaces catered to newly mobile masses of business owners, European immigrants, and fortune seekers, a suspicious mix of clientele that (1) challenged Victorian-era social norms and (2) diversified local economies (Baumann et al, 2011;Carney, 2003). Traditional society depended on an ability to ignore the personal demoralization that existed among persons denied economic and political power.…”

Section: Modernism and Ragtimementioning

confidence: 99%

Scott Joplin: A Guide for Music Educators Part III—Ragtime Spaces

Friar

2021

Journal of General Music Education

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Scott Joplin was an African American composer and pianist of singular merit and influence. This article is the final entry in a three-part series considering the biographical, artistic, and cultural contexts of Joplin’s life and work and their use in K–12 general music education. “Ragtime Spaces” focuses on cultural globalization and the modernist entertainment aesthetic which supported Joplin’s work. Scott Joplin’s creative and entrepreneurial activities embodied humanism, racial uplift, and craftsmanship at a time when society became increasingly racially segregated and dehumanized. The discussion is followed by suggested student activities written in accordance with National Association for Music Education’s 2014 National Music Standards.

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Interpreting Uncomfortable History at the Scott Joplin House State Historic Site in St. Louis, Missouri

Cited by 7 publications

References 0 publications

Linking public health and heritage work

Linking public health and heritage work

Scott Joplin: A Guide for Music Educators PART I—A Ragtime Life

Scott Joplin: A Guide for Music Educators Part III—Ragtime Spaces

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