Call for Chapters: Yet With a Steady Beat: Historically Black Colleges and Universities Marching Bands Memoirs

INFORMATION AGE PUBLISHING CALL FOR CHAPTERS BOOK TITLE YET WITH A STEADY BEAT: HISTORICALLY BLACK COLLEGES AND UNIVERSITIES BANDS MEMOIRS Guest Editors Dr. Antonio L. Ellis, College of Charleston Dr. Janeula M. Burt, Bowie State University Series Editor Dr. Chance Lewis, University of North Carolina at Charlotte Introduction The Higher Education Act of 1965, as amended defines an HBCU as “any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans, and that is accredited by a nationally recognized accrediting agency or association” (Diamond, 2003). Following the establishment of the first HBCUs (from 1854 – 1890s), music programs became an intricate part of the curriculums and marching bands became a vital part of the HBCU culture. Originally HBCU marching bands stuck to the marching style of military bands. However, it wasn’t until 1946 when Dr. William P. Foster begun incorporating the high stepping marching style, which included dance steps at Florida Agricultural and Mechanical University (FAMU), that the precision of marching combined with contemporary music and dance became the HBCU marching band standard (Owens, 2011). Arguably, Dr. Foster changed not only the style, but also the paradigm of half-time shows by including mid-century musical genres such as ragtime and jazz. Originated in the African American community, jazz and ragtime music reflected the passionate and tragi-comic hope of the Black freedom struggle (Owens, 2011). Dr. Foster’s transformation of HBCU bands revolutionized the look and appeal of marching band performances, again reflecting and amplifying the Black experience. His groundbreaking vision made it equally as pleasant to be in the audience, as it is to be in the band. And nearly 70 years later, HBCU band performances during football games have arguably become the “5 th Quarter,” with performances that are often be more important than the final score of the game. The history, impact, and legacy of the marching bands at Historically Black Colleges and Universities (HBCUs) is infinite and immeasurable for not only the members, but also for the students, faculty, administrators, staff, family, and community members. At the member level, HBCU Marching Bands can be a “home away from home,” providing structure, routine, and discipline. At the fan level, for HBCU students, alumni, community members and others, HBCU marching bands and traditions also can provide the social and emotional bonding, as well as financial support to the institution that may span for multiple generations. In this edited volume we will capture the rich history and legacy of HBCU marching band from former members and affiliates. While this book will reveal triumphant stories, it will also provide counter-narratives to debunk the myth that HBCU marching bands are inherently negative, as in the case of recently reported hazing incidents. We openly acknowledge, and do not seek to dismiss or minimize the tragedies of these isolated cases. However, we would like to highlight HBCU Marching Bands as organizations that are not defined by these extremely unfortunate, embarrassing, and tragic moments, but rather as critical to the support and expression of our HBCU communities and culture. Objectives Our core objective is to develop an authoritative volume of scholarship through storytelling on HBCU marching bands for a diverse readership. Our intended audience are composed of prospective HBCU students, non-marching band students, marching band students, colleges and universities faculty, staff, administrators, and alumni. Readers of this volume will be educated on HBCU marching band experiences, and the lifelong commitment that the majority of its former members have for their perspective band. This volume also can be used by student personnel administrators, student retention coordinators, and alumni/pre-alumni development administrators to help to understand the importance of HBCU affinity groups, such as the band, help to recruit, retain, matriculate, and maintain alumni connection to the institution. INFORMATION AGE PUBLISHING         Target Audience Music history, theory, and performance faculty and students Graduate student thesis and dissertation research on aspects of HBCUs or MSIs Current and former HBCU Marching Band members HBCU Alumni Organizations HBCU Alumni and Development Administrators HBCU Admissions and Enrollment Management Administrators HBCU Freshman Experience/Orientation Administrators/Faculty HBCU Student Affairs Administrators Recommended Topics PART1 – Pre-collegiate HBCU Marching Band Experiences. HBCU marching band alumni will discuss their preHBCU experiences that influenced and encouraged them to try-out for a coveted spot in the marching band (e.g. flags, dancers, drum major, drum section, trumpet, saxophone, batons, etc.). Band members who participated in HBCU band camps, affiliate or junior HBCU members, etc. PART 2 – Historically Black Colleges and Universities Marching Band Experience: HBCU marching band alumni will write autoethnography chapters in this part of the volume. This section also will critique, as well as shed light on, their personal experiences and pycho-social development during their undergraduate years in the band. PART 3 – This section will highlight the hierarchies, sub-affiliations, personalities, and identities of band sections (e.g., flute, sousaphone, drum, trombone, dancers, flag, drum major, etc.). Chapters will highlight the relationship building, pride, tribulations, and misfortunes associated with being a member of the marching band. False perceptions of HBCU marching band alumni also will be included to share and compare their past experiences to the constant negative stereotypes and misperceptions that have been reported about these organizations. PART 4 – Post Marching Band Years: HBCU marching band alumni will describe how their experiences as a band student currently influences their decision making throughout life. Submission Procedure Content: Chapter title that reflects the book’s overall focus, methodology, and significance (actual or anticipated), and from 4–12 references Important Dates Proposals are due on or before June 1, 2015. Completed chapters will be due on or before September 1, 2015. We anticipate high interest in this book and encourage early submissions to increase your chances of acceptance. Proposal Text: 300-400 words excluding references Full Chapters: 4,000 – 5,000 words essays, excluding references and photos References: Please follow APA guidelines Presentation: 1” margins, Times New Roman 10 pts., 1.5 spacing, left justified Author Bio(s): 300 words per author, to be included at the end of the proposal. Proposal Evaluation: This is a complicated challenge but we will attempt to review all proposals within 48 hours of receipt. You could greatly simplify the process if you would please structure your proposal with the following information: Proposal Title (max. 12 words) Author First Name and Last Name Complete Institutional Affiliation, City, State, Country Email address Proposal Text References Author Bio(s) Inquiries Please direct all questions to Dr. Antonio Ellis or Dr. Janeula Burt at hbcubandexperience@gmail.com.