Ethics in SongEthics in Song:Becoming Kama‘āinain Hapa-Haole Music 1state of mind while participating in thedestruction of a host people in a Nativeplace (1999, 137). Her essay hammers outhard statistics of material conditions thatsupport her condemnation of tourism as“the major cause of environmental degradation, low wages, land dispossession,and the highest cost of living in the United States” (1999, 144).It is no accident that Trask borrowsher essay’s title, “Lovely Hula Hands,”from the name of the hit song written byR. Alex Anderson in 1940 about a beautiful, graceful hula dancer. For Trask, thissong signifies not only the feminizedand sexualized stereotypes of Hawai‘ithat were promulgated and are perpetuated by U.S. popular culture, but alsothese stereotypes’ power in the Americanimagination. As documented in work byElizabeth Tatar, Adria Imada, and CharlesHiroshi Garrett,2 among others, Hawaiianmusic, via sheet music, the new technologies of records and radio, and live travelling performances, was a driving forcefor the “Hawaii Craze,” that besotted theU.S. during the first half of the 20th century.3 A new musical genre also grew out ofthis period—“hapa-haole” music (“halfforeign”)—a hybrid genre that mixedAmerican jazz and dance rhythms (swingand foxtrot), Hawaiian instrumentation(such as the steel guitar and ‘ukulele),and lyrics in both English and Hawaiianlanguages. Through national (U.S.) songhits like “Lovely Hula Hands,” “My LittleGrass Shack,” “Hawaiian War Chant,”and “Sweet Leilani,” hapa-haole musicsolidified and perpetuated U.S. mainlandcaricatures of Hawai‘i as a place of grassshacks,white sandy beaches, lovely hulamaidens, and happy dancing natives.Aiko YamashiroUniversity of Hawai‘i-MānoaUSAJust five hours away by plane from California, Hawai‘i is a thousand light years awayin fantasy. Mostly a state of mind, Hawai‘iis the image of escape from the rawness andviolence of daily American life. Hawai‘i—the word, the vision, the sound in themind—is the fragrance and feel of soft kindness. Above all, Hawai‘i is “she,” the Western image of the Native “female” in hermagical allure. And if luck prevails, someof “her” will rub off on you, the visitor.(Trask 1999, 136-7)In “‘Lovely Hula Hands’: CorporateTourism and the Prostitution of Hawaiian Culture,” Native Hawaiianactivist, poet, and scholar Haunani-KayTrask critiques mass, corporate tourismas “cultural prostitution,” an exploitation that depends on figuring Hawai‘i asa complicit, inviting, exotic female. Traskunderscores the power of popular cultureto perpetuate these debilitating stereotypes and argues that these representations lead to real and devastating effects.In her cutting words, the “attraction ofHawai‘i is stimulated by slick Hollywoodmovies, saccharine Andy Williams music . . . . Tourists flock to my Native landfor escape, but they are escaping into aCultural Analysis 8 (2009): 1-23 2009 by The University of California.All rights reserved1
Aiko YamashiroI argue that these sweet and tantalizing songs also played a significantrole as reassuring and enabling texts inthe larger project of settler colonialism,through their appropriation and breezytranslation of the Hawaiian concept“kama‘āina.” Kama‘āina is often translated literally as “child of the land” andcan also mean local, native, “old-timer,”or host. Its linguistic counterpart is “malihini,” a foreigner or newcomer, a guest,or a “tenderfoot.” Today, kama‘āina is aHawai’ian term valued by businesses asan easy way to advertise local-ness, familiarity, and belonging. For example,many businesses employ kama‘āina intheir names to show a connection to thecommunity (Kama‘āina Pest Control,Kama‘āina Kids Day Dare, Kama‘āinaPizza Hut, etc.). The term is also commonly used to label a type of monetarydiscount (e.g., the admission price toa theme park may have a “kama‘āinadiscount”for people who can prove,through a Hawai‘ian driver’s license forexample, that they live here.) Historically,this value placed on belonging—of beingkama‘āina—has also been a cornerstoneof settler colonialism in Hawai‘i. Settlercolonialism has drastically refigured theconcept of kama‘āina in various popularcultural texts, hapa-haole music beingone of many examples, putting focus onthe idea of becoming kama‘āina as an easily attainable possibility. This paper willtrace some of the history of how the termkama‘āina has been transformed in theservice of settler colonialism. I will alsoexplore some musical examples that argue that outsiders can become kama‘āina,and consider the unique ethical problems of posing this argument throughmusic: the embodied experience of musi-cal structure and the disruptive potentialof a performer’s ethos. Ultimately, I aimto demonstrate that in the case of music,settler texts are entirely captivating yetnot static; and that through performancethey can be directed and re-directed foroverlapping and conflicting purposes.The use of music can raise some unsettling questions about what we may call“settler texts.”Kama‘āina and the ethics of settler colonialism theorySettler colonialism theory often dependson a hard-and-fast distinction betweenNative/indigenous and non-Native/settler. This distinction is designed to dothe ethical work of undermining settlerclaims and recognizing and restoring indigenous peoples’ unique rights to land.Kama‘āina and malihini have often beendefined along this binary by supportiveHawai‘i scholars4. For example, in his1999 book Displacing Natives: The Rhetorical Production of Hawai‘i, Houston Woodargues that kama‘āina in the Hawaiianlanguage originally meant “Native-born”or indigenous Hawaiian and that thismeaning changed over the early 1900sinto “island-born” or “well-acquainted”with Hawai‘i. He uses Mary LouisePratt’s idea of “anti-conquest rhetoric”to explain that a kama‘āina identity wastaken up by white missionaries’ children(who were born in Hawai‘i, as opposedto their parents who came to Hawai‘ifrom New England) to do the “dualwork of asserting innocence while securing hegemony” (1999, 40). Tracing thetransformation of the word, Wood surveys the popular tourist and white settler publication Paradise of the Pacific from1909 to 1910, concluding that quite liter-2
Ethics in Songbefore legendary battles in deciding whowas to strike the first blow” (Pukui 1983,124). It is unlikely that the malihini in thecontext of “legendary battles” referred tonon-Native foreigners, and very likelythat it referred to a person from anotherisland or another part of the same island.In addition, Hawaiian-language songslike “Wai Punalau” (1897) and “AkakaFalls” (1934) use the word malihini ina non-ethnic, non-nationalistic way tosimply describe unfamiliarity with a particular place in Hawai‘i (the waters ofPunalau and Akaka Falls, respectively).These kinds of sources assume that aperson is kama‘āina or malihini by theirknowledge and relationship to place. Akama‘āina has specific knowledge abouta specific place that a malihini does not.Along with this knowledge requirement, the possibility of becoming kama‘āinais already culturally inherent to the concept. The saying “E ho‘okama‘āina!Make yourself at home (said to strangers)” (Pukui 1983, 124) suggests that,even if meant figuratively, kama‘āina canbecome a verb and an imperative in thecontext of hospitality8. Strangers are welcomed into this identity, but the welcomeis bound by responsibility. For example,the ‘ōlelo no‘eau “Ho‘okāhi no [sic] lā oka malihini” is translated as “A strangeronly for a day” and explained, “Afterthe first day as a guest, one must helpwith the work” (Pukui 1983, 115). Basedon this Hawaiian cultural knowledge, amore difficult ethic emerges in which itis not only possible to become kama‘āina;further, one ought to. In contrast to thelimiting settler colonial model of ethicsdiscussed earlier (bound by impossibility), this ethical model defines its limits interms of responsibility and care betweenally, kama‘āina had gradually come to replace the words “white” and “foreigner”(1999, 41): “By the 1930s, at least for themostly Euroamerican writers in the pages of Paradise of the Pacific, kama‘āina referred to Caucasians who had lived longin the islands, or who claimed to knowmuch about ‘island ways’” (1999, 41).Linking the processes of colonialism andtourism, Wood’s argument identifies thewhite settler’s/visitor’s very real desireto become kama‘āina as a colonial desireand appropriation of indigenous identity.5 His reassertion of kama‘āina as Native (indigenous) thus attempts to undocolonial claims and lead to an ethical formulation based on recognizing impossibility: If you are not Native, you cannot become Native, and can therefore never have thesame claims to land.An ethics based on thispolar understanding between kama‘āinaand malihini relies on responsibly recognizing impossibility.6Yet this irrevocable distinction between Native and non-Native contradicts what is found in cultural materialin other Hawaiian-language folkloresources, namely ‘ōlelo no‘eau (wise/poetical sayings or proverbs) and Hawaiian-language songs that use the wordskama‘āina and malihini.7 Although malihini was used to refer to white foreigners and newcomers to Hawai‘i, the wordwas not exclusively reserved for non-Natives. In the standard Pukui and ElbertHawaiian-English Dictionary, malihini ismore broadly defined as a “stranger, foreigner, newcomer,” “one unfamiliar witha place or custom” (Pukui and Elbert1957, 233). One ‘ōlelo no‘eau reads “Mamua ke kama‘āina, mahope ka malihini,first the native-born, then the stranger”and explained as something “often said3
Aiko Yamashirothe land, host, and guest. I say “more difficult ethic” because the translation ofthis model out of the Hawaiian languageand cultural context and into a tourismdiscourse can and has offered a dangerous opening to making colonial claims toa kama‘āina identity. To qualify Wood’sargument, we can understand the colonial appropriation of kama‘āina as something the term had been vulnerable to allalong.We can look at Jack London’s desireto be kama‘āina as a brief example ofthe way kama‘āina was used as a tourist and settler strategy to soothe possibleunease about identity and imperialism.In a chapter titled “Becoming Hawaiian: Jack London, Cultural Tourism, andthe Myth of Hawaiian Exceptionalism,”John Eperjesi identifies London’s desireto be kama‘āina as a desire to move from“same to other, from us to them from malihini to kamaaiana [sic]” (2005, 127). Thetransformation is effected through theLondons’ participation in Hawaiian cultural activities like surfing and attendinglū‘au. These kinds of “adventures” (2005,113) helped distance the Londons fromthe “run-of-the-mill tourists” (2005, 114)and their white American identities, ultimately “[giving] the Londons the confidence to extract themselves from complicity with the project of imperialism”(2005, 127). In other words, the “fantasyof becoming kamaaiana [sic] . . . enabled[the Londons] to believe that they haddistanced themselves from their Americanness. According to Lili‘uokalani, thisfantasy, which was becoming quite popular amongst white settlers around theturn of the century, was one of the mostinsidious weapons for annexation” (2005,106-7). London is happy to be distancinghimself from the “run-of-the-mill tourist” but, as Dean MacCannell elaboratesin The Tourist, this very renunciation ofthe tourist category is essential to tourism. As MacCannell put it, tourists aremotivated by a desire “to go beyond theother ‘mere’ tourists to a more profoundappreciation of society and culture”(1976, 10). In other words, the ability andpossibility of becoming kama‘āina is anecessary dimension of mass tourism.London’s story demonstrates the intimate link between tourist pleasures andsettler colonial desire.At the same time, we must not forgetabout the resonance kama‘āina still holdsin Native Hawaiian epistemology. Howcan the invitation to become kama‘āina simultaneously sustain settler colonialism,tourism, and Native Hawaiian culture?These kinds of paradoxes are unavoidable in a colonized place like Hawai‘i,layered with a conflicted history, and callinto question the possibility of decolonizing such fraught concepts. For example,Keiko Ohnuma’s work on “aloha spirit”traces how the Hawaiian cultural conceptof aloha has been taken up and alteredby Christianity, tourism, and the multicultural Democratic State of Hawai‘i.9Ohnuma concludes that aloha’s complicated genealogy renders it difficult toreclaim by Hawaiian nationalist groups,for “the term’s history already containswithin it competing markers of nationhood” (2008, 380).10 Instead of dismissing the concept of kama‘āina, I wouldlike to keep its contested meanings atthe forefront of this paper., The concept’sconflicted malleability is both restrictedand augmented by hapa-haole music, agenre that wields a unique transformative power. The rest of this paper will fo-4
Ethics in Songcus on the multiple processes and strategies by which settler colonial claims fora more local identity can be issued andmade persuasive, looking in particular atthe rhetorical force of music.ried away” (2004, 79).11 The subject (thelistener or viewer) falls away from grappling with reality and falls into passivesensation and imagination (2004, 80-81).This formulation suggests that the experience of music itself can effect a subjective transformation. A musical structurecan make a certain argument work bycarrying listeners along with it. Whetheror not they want to, they must experiencethe highs and lows of a song, the changesin rhythm and stress, and all these techniques have (at least subconscious) effects.In thinking about settler colonialism,Theodor Adorno’s argument about thepower of music as “social cement” (2002“Popular,” 460) takes on new relevance.In his elaboration of mass listening habitsin “On Popular Music,” Adorno stresses the importance of recognition (2002“Popular,” 452). The average listenergains pleasure out of listening to popularmusic because of its familiarity (it soundslike all the other songs) which in turnis created through mind-numbing repetition (of themes, notes, melodies, etc.).Music—and in this case he specificallymentions Tin Pan Alley as an example ofstandardized, mass-produced music—needs to be easy and predictable.12 Thisstandardization creates a parallel effect inthe listener: “popular music divests thelistener of his spontaneity and promotesconditioned reflexes.” It is “predigested”(2002 “Popular,” 442-3). Popular music,as mass entertainment and part of theculture industry, thus works to subdueindividuality into an obedient collectiveof workers. To keep people contentedlyworking at industrialized drudgery, leisure time must provide relief through“effortless sensation” (2002 “Popular,”“I’m Just A Kamaaina Now”:musical stories and transformationsBecause the English language is stresstimed rather than syllable-timed, words’meanings often depend on the particularstress and rhythm of spoken delivery.When words are set to music, certainstresses are made mandatory by the melody itself, which in turn create dominantunderstandings of the words’ meanings.As musical rhetorician Simon Frith explains, the spoken phrase “she lovesyou” “shifts its narrative meaning (if notits semantic sense) according to whetherthe emphasis is placed on the ‘she’ (ratherthan someone else), ‘loves’ (rather thanhates), or ‘you’ (rather than me or him).In setting the words to music, the Beatleshad to choose one stress, one dominantimplication. The song becomes the preferred reading of the words.” (1996, 181).My close analysis of the music in thissection will focus on the interaction between melodic stress and meaning whilealso questioning the dominance of thesecreated meanings.Several theorists have pointed to theways in which music’s it’s use of rhythmand ability to invoke strong feeling, posesa unique ethical situation. For example,in “Reality and Its Shadow,” EmmanuelLévinas explores the danger of rhythm(in music specifically but also in poetryand visual art) as “the unique situationwhere we cannot speak of consent, assumption, initiative or liberty, becausethe subject is seized by rhythm and car-5
Aiko Yamashirolihini Anymore” and “Kamaaina,” bothcopyrighted in 1935 by Johnny Nobleand published in a collection titled JohnnyNoble’s Book of Famous Hawaiian Melodies;Including Hulas and Popular Standards thatwas distributed out of the large MillerMusic Company in New York.14 Thoughneither of these songs appear to havebeen popular successes at the time theywere written,15 their step-by-step explanations of the transformation from malihini to kama‘āina are blatantly pertinentto questions of settler colonial strategies,and well worth thinking about theoretically.The first song, “I’m Not a MalihiniAnymore,” tells the story of a wanderingmalihini who arrives in Hawai‘i and decides to settle there. Narrated in first person and addressed to Hawai‘i generallyor someone representative of Hawai‘i,the malihini describes his transformationthrough pleasant Hawaiian cultural, nowturned tourist activities such as learninghow to “eat fish and poi,” “swim like areal beach boy,” how to do the “hula huladance,” and “the meaning of Aloha too.”The ease and fun of this education is asserted, as the lyric’s passive verbs implythat all of these things were learned whilethe malihini “lingered long on [Hawai‘i’s]shore.” These verbs also subtly establishthe malihini character as an innocent receiver of Hawai‘i’s “songs and leis.” Heis clearly not forcing any Natives to doanything they don’t want to do.Musically, we can feel and experience the tragedy of the wandering malihini character in the long and deliberate notes of the introduction, the storyof the voyage. After a pensive minorchord rising proclamation under “nomore will I roam,” the answer appears459), fun that requires no work at all.From Adorno’s analysis, we see that music has the potential to provide, withoutany effort of thought by the individual, asense of community and engender a feeling of recognition. How might it host atransformation into kama‘āina (joining alocal community) and allay outsider anxieties about being strangers in a strangeland?Both Lévinas and Adorno were severely mistrustful of music as an obstacleto accountability, control, and thought.They were also both writing nearly contemporaneously with the worldwidepopularity of hapa-haole music, whichmakes their thoughts on this particular genre especially relevant, as long aswe keep in mind certain qualifications.To counter Adorno’s cultural and classbased elitist dismissal of popular cultureand its revolutionary potential, I wouldlike to also work with Gayatri Spivak’sdiscussion of the ethical in fiction (whichI am here applying to narrative and story more generally) as an “interruption”(2002, 17). Spivak argues that literaturecan give “rhetorical signals to the reader,which can lead to activating the readerlyimagination.”13 For example, charactersthat are denied focalization in a story canprovoke a reader to “counterfocalize”(2002, 22). The act of imagining somethingdifficult and unverifiable is itself an ethical act; it is the practice of “imagin[ing]the other who does not resemble the self”(2002, 23). Can settler texts also stage responsible understandings across culturaldifference? In this section, I will explorethe ethical ramifications of the interplaybetween narrative interruption and musical coercion in two songs explicitly aboutbecoming kama‘āina: “I’m Not A Ma-6
Ethics in Songto lie in the line “I’m going to make Hawaii my home.” I say “appears,” becausethe word “home” is sung over a seventhchord, which, in Western ballad music, isproblematic to finish on because a melody is not resolved until the seventh chordmoves into its major chord. The placement of the seventh chord under the lyric“home,” necessitates that we (as listeners) continue into the malihini’s rationaleof rebirth. The subsequent phrases (eacha bullet point in a list of tourist activities)also resist musical resolution, requiringthe song to continue to march forward.Moreover, the rhythm under “malihini”is repeated under “kamaaina,” musicallylinking the terms together and subtlypreparing us for the replacement of oneThe song ends confidently with the assertion “I’m not a malihini any more I’mtelling you/I’m just a Kamaaina now.”Musically, the song’s ending pounds outthis emphatic claim, the chords changing quickly with each word of “moreI’m telling you,” and the melody drivingexcitedly upward into one of the highestnotes of the song. Only in the final word,“now,” does the song finally resolve intoan ending major chord. This resultingstress on the word “now” emphasizesthe immediate presence of the new stateof being as kama‘āina and suggests thatthe transformation described also transpired within the song itself. Melodic convention forces us to this reading, leavingno other option.Fig. 1. Johnny Noble,“I’m Not A Malihini Anymore,” mm. 55-68.Published by Miller Music (1935).with the otherby way of their similarity.The triumph of kama‘āina feels inevitable, as its final two syllables are givenlong, weighty notes that deliver us intothe ending, as opposed to the notes of thefinal syllables of malihini, which quicklydance away.Yet there is an anxiety about this malihini’s story, a characteristic, according toStephen Turner, that marks it as a settlernarrative. This unease speaks to Turner’s description of the internal, inescapable “self-contradiction of the settler” he7
Aiko Yamashiroterms “colonial being—a mode of being ina place which is discontinuous with itspast (the past of place)” (2002, 40). Settlernarratives—whether “historical and/or fictional and/or personal”—try tocover this up, they “provide an illusorycontinuity, a more or less seamless senseof place and history” (2002, 59), but thenarratives themselves are unsettled andcannot suppress the sometimes brief appearances of anxiety or indignation. Inhis essay on settler colonial texts in aNew Zealand/Aotearoa context, “BeingColonial/Colonial Being,” Turner identifies the main purpose of settler narrativesas having to “settle the settler” (2002,55). Some telling trademarks includebursts of indignation, proclamations ofdecency, grand expressions of genuinefeeling, and general anxiety, discomfort,and contradiction. These are all signs ofhow “the anxiety of colonial being, andthe indignation associated with it, infectsstories of place” (2002, 50). In the song“I’m Not a Malihini Anymore,” it is significant that the malihini is all alone inhis story of becoming kama‘āina. Gapingabsences are left by the malihini’s obsessive repetition of I, I, I in this uneasyautobiography. Both the land and otherkama‘āina characters seem to be pointedly left out. Perhaps the extremely confident and self-assertive ending acts as anoverblown overcompensation in the faceof this outsider’s unspoken concerns. Asettler penchant for self-determination,via claiming a kama‘āina identity, alsosurfaces in other kinds of Hawai‘i popular culture texts. For example, a Paradiseof the Pacific article from 1917 describesa Honolulu candidate for mayor as follows: “Joel C. Cohen, widely and heartily known as just ‘Joe’, is in every senseof the Hawaiian word a kamaaina, whichmeans not only an old timer, but an oldtimer who belongs because he wants tobelong” (“Everybody Knows” 15). InHawai‘i settler rhetoric, being kama‘āinahas often been justified through mere reassertion and self-reassurance.Another characteristic of settler narrative, according to Turner, is a rationale ofaffection and emotion in which the settler’s “real feeling for the place and indigenous peoples entitles him to claimthat he is indigenous” (2002, 50).16 Thisrhetoric sets up our second song, “Kamaaina.” Again narrated in the first person, this time by a self-proclaimed “malihini haole boy,” the song begins withswooning declarations of love for “DearHonolulu,” a “wond’rous paradise.” Hewants “to do like the natives do.” andprove that “I can be a KAMAAINA too.”This song is even more conscious of thepower of music than “I’m Not a MalihiniAnymore”—the Natives seem largelypreoccupied with song and dance—theychant, croon, and hula. After learningthese music-based skills, the malihiniproudly concludes, “So Honolulu, I canalways say/I’m a KAMAAINA to younow.” Much like the first song, this ending statement is showily adorned withrapid chord changes over every syllableof “a KAMAAINA to you now,” and the“now” is also aligned with the necessaryconcluding major chord.Because this song is in cut time, alsonotated as 2/2 and indicating doublespeed, the main stress falls on the firstand third beats of each measure (if weread each measure as having four beats,as each would in 4/4 time). This rhythmunderscores a subtle shift in the stressbetween the phrase “I can be a KAMA-8
Ethics in SongAINA too” in the middle of the song and“I’m a KAMAAINA to you now” at theend of the song. In the first phrase, thefirst and third beats fall under the “I”(referring to the malihini) and the “ka”of kama‘āina, thus linking the two termsand foreshadowing the I’s adoption ofthis identity. By the end, however, the I ispushed back to the fourth beat, shiftingthe emphasis to the “ka” (and thereforekama‘āina) and “now” (the first beat ofthe next measure). Again, the relationbetween the rhythm and the melody ofthe song argues for the transformativepotential of music itself in the story ofbecoming kama‘āina.This second song, “Kamaaina,” differsfrom the first in one important way—theaddition of Native characters as both acolluding and countering voice in thetext. The malihini names the existenceof “natives” and “tropical hula maidens” who are “happy all day long” andthen quotes them: “‘Aloha mai’ they allsay to me ‘E komo mai’/They’re invitingme.” These quotations are set off melodically from the rest of the song, given aunique rhythm not repeated anywhereelse. Although the decriptions of theseother characters as warm and welcomingdefinitely creates a settling effect for themalihini, I think there is also somethingcompelling and mysterious about theirpresence that the narrative cannot quiteexplain. For example, when the tropicalhula maidens are first introduced, they“seem to dance and croon to a native tune”[emphasis mine]. There is something unknowable about them, something againgestured at in the description of hula as“move and sway in that funny way” [emphasis mine].This Native presence comes closestto the surface in a highly ambiguousmoment that happens over the longestHawaiian-language phrase in the song:“He inu i ka okolehao, malama pono oeahahana ehehene.” Roughly translated,this sentence would be “drink the okolehao [a drink akin to moonshine], takecare la la la la.”17 There are many possible explanations as to why the wordsbreak down into sounds at this point. Fortrue malihini unfamiliar with Hawaiian,this section could serve as the obligatorynonsense syllables that made Hawaiianmusic enjoyable and playful for outsiders.18 For Hawaiian speakers (and we canassume a fair amount of Native Hawaiians did still understand the language atthis point, although this population ofspeakers was steadily decreasing), thispart of the text could speak directly andspecifically to them, a small inside jokethat not just anyone could access. Boththese interpretations are supported bythe fun surprise of the melodic jumpfrom middle F to high F between “ahahana” and “ehehene.” It is no coincidencethat these two words approach typicalEnglish laughter sounds, and hard to sayif everyone is laughing together or themalihini is being laughed at. In eithercase, this moment of incoherence invitesspeculation and imaginative action onthe part of the listener/reader, and harking back to Spivak’s work, a potentialopening for an ethics of interruption.In the larger context of its performance,hapa-haole music as popular dance music had particular force in both settlingthe malihini as well as making (more)kinesthetic the possibility of transformation into kama‘āina. During the early 1900s, hapa-haole music was often9
Aiko YamashiroFig. 2. Sol Bright and Johnny Noble,“Kamaaina,” mm. 39-47.Published by Miller Music (1935).For an example of dance music’s powerto derail settler insecurity, I want to quotea passage at length from the biographyof Johnny Noble (1948) titled Hula Blues.This largely celebratory biography wasauthorized by Noble’s estate, written byGurre Ploner Noble20—herself a self-proclaimed (haole) kama‘āina—and printedby a small, private press in 1945. Basedlargely on Johnny Noble’s own notesfor a book about Hawai‘i’s music, HulaBlues seeks to teach malihini audiences,as suggested by its appendix’s explanatory notes on “ancient Hawaiian instruments” and Hawaiian poetry and language. The following passage describesa musical performance at the Moana Pierby the Waikīkī Beach Boys on a “typical”Sunday night in the 1920s:played as dance music performed by alive band at hotels and country clubs.19This was the way musicians made money and achieved popularity. These dancescenes were also where tourists and natives/locals came into regular contactwith each other and formed relationships. Frith explains that “dance matters not just as a way of expressing music but as a way of listening to it, a wayinto the music in its unfolding—whichis why dancing to music is both a wayof losing oneself in it, physically, and away of thinking about it, hearing it witha degree of concentration that is clearlynot ‘brainless’” (1996, 142). It is throughdance “that we most easily participate ina piece of music” (1996, 142). This kindof bodily connection with dancing musichas the potential to amplify the transformative experience of music discussedearlier. American tourists, already familiar with the popular entertainment ofdance halls back home, could easily understand, interpret, and interact with thehybrid, danceable hapa-hao
kama‘āina—has also been a cornerstone of settler colonialism in Hawai‘i. Settler colonialism has drastically refigured the concept of kama‘āina in various popular cultural texts, hapa-haole music being one of many examples, putting focus on the idea of becoming kama‘āina as an eas-ily attainable possibility. This paper will
Big Day Wedding Songs 41 Song One 41 Song Two 42 Song Three 42 Song Four 42 Hadda N'Ayt Hssain, O, Bride: Berber Wedding Song 42 Women Writing Africa: West Africa and the Sahel 44 Béatrice Djedja, Maĩéto, or the Battle of the Sexes 46 Song One 46 Song Two 46 Song Three 46 Communal, The Plump Woman's Song 48
10 Speaking and Writing Song 9 61 1:14 11 Walk and Ride Song 10 68 2:00 12 The Subjects Song 11 74 2:09 13 Celebratio Song 12 81 1:42 14 Rex and Regina Song 14 101 1:00 15 The Mighty Miles Song 15 106 0:54 16 Porto-Amo Song 16 111 1:25 17 Bonus Chant: Being Chant 16 112 0:49 18 Cito-Lente Song 17117 1:08 19 Forte Song 18 122 1:08 20 The .
Sampling for the Ethics in Social Research study The Ethics in Social Research ﬁeldwork 1.3 Structure of the report 2. TALKING ABOUT ETHICS 14 2.1 The approach taken in the study 2.2 Participants' early thoughts about ethics 2.2.1 Initial deﬁnitions of ethics 2.2.2 Ethics as applied to research 2.3 Mapping ethics through experiences of .
lugha ya Kimunakiiya buutsa (kuchukua) na karibu kama TS katika neno la Kiingereza cats (paka); Ĝ hutamkwa kama J katika lugha ya Kigogo: -inji (ingi), lakini bila sauti ya N; basi hutamkwa kama J ya Kiswahili katika neno njaa, bila sauti ya n. Angalia pia kwamba sauti hiyo ni tofauti sana na sau
iPod blueprint (class) state: current song volume battery life behavior: power on/off change station/song change volume choose random song iPod (variable) #1 state: song "1,000,000 Miles" volume 17 battery life 2.5 hrs behavior: power on/off change station/song change volume choose random song iPod (variable) #2 state: song "Letting You .
6 -7 Song writing (Part 1) The Basics to composing a song and lyrics creation 8-9 Song writing (Part 2) Writing the melody and accompaniment for the song 10 Song writing (Part 3) Group rehearsals and compositions TERM 4 1-2 Song writing (Part 3) Group rehearsals and compositions 3-4 Graded Assessment: Song writing Group Performance 5 – 6
the lyrics of Ruth B’s title song, Dandelions, from her album, “Safe Haven.” I will do this through summarizing the song, providing a mood for the song, identify the intended audience for the song, highlight the purpose of the song, focus on the theme of the song and give my honest review on the song.
GHAMI Asia HARRIS GHAVIMI HARTLEYClarita GIL Maria GIRMA Turufat GOMES Marcio GOMEZ Luis GOMEZ Jessica GOMEZ Marie GOTTARDI Giannino GORDON Natasha GREAVES Cynthia GREENWOOD Peter GRIFFIN Daniel HABIB Assema Kedir HABIB Fatuma Kedir HABIB Jemal Kedir HABIB Merema Kedir HABIB Mehammed Kedir HABIB Mojda HABIB Shemsu Kedir HADDADI Rkia HADGAY Ismal HAKIM Hamid HAKIM Mohamed HAMDAN Rkia HAMDAN .