Punk … for credit

[Kory]

I 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.

Have you taught them about Oi yet?

Ha! That actually came up and I gave a very quick description of it.

You mean how great it is?

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.

No respect aesthetically, or had you discussed his politics and so on?

[Dr. Medulla]

Have you taught them about Oi yet?

Ha! That actually came up and I gave a very quick description of it.

You mean how great it is?

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.

No respect aesthetically, or had you discussed his politics and so on?

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]

Ha! That actually came up and I gave a very quick description of it.

You mean how great it is?

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.

No respect aesthetically, or had you discussed his politics and so on?

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.

I think not liking DK is pretty punk.

[revbob]

You mean how great it is?

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.

No respect aesthetically, or had you discussed his politics and so on?

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.

I think not liking DK is pretty punk.

Doc's class is just a bunch of Swifties.

[Dr. Medulla]

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.

No respect aesthetically, or had you discussed his politics and so on?

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.

I think not liking DK is pretty punk.

Doc's class is just a bunch of Swifties.

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.

[Dr. Medulla]

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

[Dr. Medulla]

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.

[Marky Dread]

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.

Or Rancid.

[Flex]

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!"
https://www.allaboutbirds.org/guide/ass ... 1200px.jpg

You know those assholes like The Exploited.

Hell yeah!

[Marky Dread]

Actually those two are Plasmatics fans.

[Flex]

No doubt how doc's students view the subject matter:

[Dr. Medulla]

No doubt how doc's students view the subject matter:

Only when I mention a band that they've never heard of from The Ancient Times.

[Silent Majority]

No doubt how doc's students view the subject matter:

Been to those shows, catching the first wave while we can. A bit of an honour to have the chance, really.