No respect aesthetically, or had you discussed his politics and so on?Dr. Medulla wrote: ↑19 Jan 2023, 10:24pmI respectfully withheld personal assessment. I think it’s healthy for students to dismiss it and move on by their own experience.Flex wrote: ↑19 Jan 2023, 10:17pmYou mean how great it is?Dr. Medulla wrote: ↑19 Jan 2023, 7:08pmHa! That actually came up and I gave a very quick description of it.Kory wrote: ↑19 Jan 2023, 6:56pmHave you taught them about Oi yet?Dr. Medulla wrote: ↑19 Jan 2023, 6:17pmI told the student that I passed her description onto some friends and she got suitably embarrassed. But I assured her, she’s not wrong in describing a certain meathead variety of punk fan.
I did play some DK while making a larger point about aesthetics—it was a set up for something else; DK was not my core point—and, damn, the younger generation got no respect for Jello. I was on the verge of taking things personallly.
Punk … for credit
Re: Punk … for credit
"Suck our Earth dick, Martians!" —Doc
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Re: Punk … for credit
It was touched on, but that wasn't the point. I played a concert clip of "Police Truck" and asked them to identify what made it punk, in their view, and then I played Drug Store Romeos' "Frame of Reference" to ask whether that could be considered punk and why. The goal was to kick at the stereotypical aesthetics of punk as loud, fast, kinda violent and shift to ideas of simplicity and deconstruction of celebrity and artifice. But along the way, no, not a whole lot of love for DK. Which is neither here nor there to me as I'm more interested in encouraging them to think more expansively about punk more as practice than results.Kory wrote: ↑20 Jan 2023, 4:03pmNo respect aesthetically, or had you discussed his politics and so on?Dr. Medulla wrote: ↑19 Jan 2023, 10:24pmI respectfully withheld personal assessment. I think it’s healthy for students to dismiss it and move on by their own experience.
I did play some DK while making a larger point about aesthetics—it was a set up for something else; DK was not my core point—and, damn, the younger generation got no respect for Jello. I was on the verge of taking things personallly.
"Grab some wood, bub.'" - Richard Nixon, Checkers Speech, abandoned early draft
Re: Punk … for credit
I think not liking DK is pretty punk.Dr. Medulla wrote: ↑20 Jan 2023, 4:22pmIt was touched on, but that wasn't the point. I played a concert clip of "Police Truck" and asked them to identify what made it punk, in their view, and then I played Drug Store Romeos' "Frame of Reference" to ask whether that could be considered punk and why. The goal was to kick at the stereotypical aesthetics of punk as loud, fast, kinda violent and shift to ideas of simplicity and deconstruction of celebrity and artifice. But along the way, no, not a whole lot of love for DK. Which is neither here nor there to me as I'm more interested in encouraging them to think more expansively about punk more as practice than results.Kory wrote: ↑20 Jan 2023, 4:03pmNo respect aesthetically, or had you discussed his politics and so on?Dr. Medulla wrote: ↑19 Jan 2023, 10:24pmI respectfully withheld personal assessment. I think it’s healthy for students to dismiss it and move on by their own experience.Flex wrote: ↑19 Jan 2023, 10:17pmYou mean how great it is?Dr. Medulla wrote: ↑19 Jan 2023, 7:08pm
Ha! That actually came up and I gave a very quick description of it.
I did play some DK while making a larger point about aesthetics—it was a set up for something else; DK was not my core point—and, damn, the younger generation got no respect for Jello. I was on the verge of taking things personallly.
"Suck our Earth dick, Martians!" —Doc
Re: Punk … for credit
Doc's class is just a bunch of Swifties.Kory wrote: ↑20 Jan 2023, 4:29pmI think not liking DK is pretty punk.Dr. Medulla wrote: ↑20 Jan 2023, 4:22pmIt was touched on, but that wasn't the point. I played a concert clip of "Police Truck" and asked them to identify what made it punk, in their view, and then I played Drug Store Romeos' "Frame of Reference" to ask whether that could be considered punk and why. The goal was to kick at the stereotypical aesthetics of punk as loud, fast, kinda violent and shift to ideas of simplicity and deconstruction of celebrity and artifice. But along the way, no, not a whole lot of love for DK. Which is neither here nor there to me as I'm more interested in encouraging them to think more expansively about punk more as practice than results.Kory wrote: ↑20 Jan 2023, 4:03pmNo respect aesthetically, or had you discussed his politics and so on?Dr. Medulla wrote: ↑19 Jan 2023, 10:24pmI respectfully withheld personal assessment. I think it’s healthy for students to dismiss it and move on by their own experience.
I did play some DK while making a larger point about aesthetics—it was a set up for something else; DK was not my core point—and, damn, the younger generation got no respect for Jello. I was on the verge of taking things personallly.
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Re: Punk … for credit
As has been standard for all three years, no actual punk fans in the class. So I'm not dealing with people who think they know everything. Instead, it's working from stereotypes and encouraging a more nuanced view. After the first class, people are already seeing a more complex and contradictory picture. As I always say, confusion is a good thing.revbob wrote: ↑20 Jan 2023, 4:32pmDoc's class is just a bunch of Swifties.Kory wrote: ↑20 Jan 2023, 4:29pmI think not liking DK is pretty punk.Dr. Medulla wrote: ↑20 Jan 2023, 4:22pmIt was touched on, but that wasn't the point. I played a concert clip of "Police Truck" and asked them to identify what made it punk, in their view, and then I played Drug Store Romeos' "Frame of Reference" to ask whether that could be considered punk and why. The goal was to kick at the stereotypical aesthetics of punk as loud, fast, kinda violent and shift to ideas of simplicity and deconstruction of celebrity and artifice. But along the way, no, not a whole lot of love for DK. Which is neither here nor there to me as I'm more interested in encouraging them to think more expansively about punk more as practice than results.Kory wrote: ↑20 Jan 2023, 4:03pmNo respect aesthetically, or had you discussed his politics and so on?Dr. Medulla wrote: ↑19 Jan 2023, 10:24pm
I respectfully withheld personal assessment. I think it’s healthy for students to dismiss it and move on by their own experience.
I did play some DK while making a larger point about aesthetics—it was a set up for something else; DK was not my core point—and, damn, the younger generation got no respect for Jello. I was on the verge of taking things personallly.
"Grab some wood, bub.'" - Richard Nixon, Checkers Speech, abandoned early draft
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Re: Punk … for credit
While searching for some stuff by a scholar named Alastair Gordon, I found a couple collections of essays (scholarly) on punk, esp. anarcho-punk, free to download:
https://www.academia.edu/4128948/The_Ae ... tics_Music
https://www.researchgate.net/profile/To ... Mexico.pdf
https://www.academia.edu/4128948/The_Ae ... tics_Music
https://www.researchgate.net/profile/To ... Mexico.pdf
"Grab some wood, bub.'" - Richard Nixon, Checkers Speech, abandoned early draft
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Re: Punk … for credit
One of my students went for a walk by the river with her mom, who saw some hooded mergansers and said, "Those look like punk ducks!"
You know those assholes like The Exploited.
You know those assholes like The Exploited.
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Re: Punk … for credit
Or Rancid.Dr. Medulla wrote: ↑24 Mar 2023, 8:39amOne of my students went for a walk by the river with her mom, who saw some hooded mergansers and said, "Those look like punk ducks!"
You know those assholes like The Exploited.
Forces have been looting
My humanity
Curfews have been curbing
The end of liberty
We're the flowers in the dustbin...
No fuchsias for you.
"Without the common people you're nothing"
Nos Sumus Una Familia
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Re: Punk … for credit
Hell yeah!Dr. Medulla wrote: ↑24 Mar 2023, 8:39amOne of my students went for a walk by the river with her mom, who saw some hooded mergansers and said, "Those look like punk ducks!"
https://www.allaboutbirds.org/guide/ass ... 1200px.jpg
You know those assholes like The Exploited.
Wiggle, wiggle, wiggle like a bowl of soup
Wiggle, wiggle, wiggle like a rolling hoop
Wiggle, wiggle, wiggle like a ton of lead
Wiggle - you can raise the dead
Pex Lives!
Wiggle, wiggle, wiggle like a rolling hoop
Wiggle, wiggle, wiggle like a ton of lead
Wiggle - you can raise the dead
Pex Lives!
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Re: Punk … for credit
Actually those two are Plasmatics fans.
Forces have been looting
My humanity
Curfews have been curbing
The end of liberty
We're the flowers in the dustbin...
No fuchsias for you.
"Without the common people you're nothing"
Nos Sumus Una Familia
- Flex
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Re: Punk … for credit
No doubt how doc's students view the subject matter:
Wiggle, wiggle, wiggle like a bowl of soup
Wiggle, wiggle, wiggle like a rolling hoop
Wiggle, wiggle, wiggle like a ton of lead
Wiggle - you can raise the dead
Pex Lives!
Wiggle, wiggle, wiggle like a rolling hoop
Wiggle, wiggle, wiggle like a ton of lead
Wiggle - you can raise the dead
Pex Lives!
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Re: Punk … for credit
Only when I mention a band that they've never heard of from The Ancient Times.
"Grab some wood, bub.'" - Richard Nixon, Checkers Speech, abandoned early draft
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Re: Punk … for credit
Been to those shows, catching the first wave while we can. A bit of an honour to have the chance, really.
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Re: Punk … for credit
While looking at some late submissions for the course and reflecting a bit on the conversations about straight edge—the current class and previous ones—I'm a bit surprised how harsh people are towards it. That is, they focus on all taboos and the rigidity, but not the positives of inner discipline and an explicitly critical stance toward modern life. I don't disagree much with the criticisms of sXe that students raise, but there is some appeal to the structures and purposes behind it. It seems to me the difficulty in social change, esp. when talking about privileged groups, is that no one likes to think about what they'd have to give up to generate meaningful equality and fairness. Somehow our advantages and their effects can be maintained even as others gain. Anyway, an observation.
"Grab some wood, bub.'" - Richard Nixon, Checkers Speech, abandoned early draft
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Re: Punk … for credit
Interesting. As I think I've said here, although I'm no longer straight edge (and as the lifers would say, "if you aren't now, then you never were"), i thought it was a really positive force in my life when I was into it. Gave a sense of community and purpose that felt more self-improving than self-destructive. I think people really, really resent ever hearing that something they do might bad for them personally or to, like, civilization or the planet. People really want to be able to save themselves and the world just by using the "correct" credit card.Dr. Medulla wrote: ↑20 Apr 2023, 1:19pmWhile looking at some late submissions for the course and reflecting a bit on the conversations about straight edge—the current class and previous ones—I'm a bit surprised how harsh people are towards it. That is, they focus on all taboos and the rigidity, but not the positives of inner discipline and an explicitly critical stance toward modern life. I don't disagree much with the criticisms of sXe that students raise, but there is some appeal to the structures and purposes behind it. It seems to me the difficulty in social change, esp. when talking about privileged groups, is that no one likes to think about what they'd have to give up to generate meaningful equality and fairness. Somehow our advantages and their effects can be maintained even as others gain. Anyway, an observation.
Wiggle, wiggle, wiggle like a bowl of soup
Wiggle, wiggle, wiggle like a rolling hoop
Wiggle, wiggle, wiggle like a ton of lead
Wiggle - you can raise the dead
Pex Lives!
Wiggle, wiggle, wiggle like a rolling hoop
Wiggle, wiggle, wiggle like a ton of lead
Wiggle - you can raise the dead
Pex Lives!