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Record W2077601907 · doi:10.1353/not.2011.0172

I Don't Sound Like Nobody: Remaking Music in 1950s America (review)

2011· article· en· W2077601907 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueNotes · 2011
Typearticle
Languageen
FieldArts and Humanities
TopicMusic History and Culture
Canadian institutionsnot available
Fundersnot available
KeywordsnobodyPortraitMusicalPopular musicHarpsichordArt historyHistoryArtFunkWhite (mutation)Performance artPianoVisual artsLiterature

Abstract

fetched live from OpenAlex

POPULAR, AND PEOPLES I Don't Sound Like Nobody: Remaking Music in 1950s America. By Albin J. Zak III. (Tracking Pop, no. 3.) Ann Arbor: University of Michigan Press, 2010. [308 p. ISBN 9780472116379. $29.95.] Bio - graphical references, index, discography. In I Don't Sound Like Nobody, Albin Zak adroitly synthesizes the way in which various strands of music combined to become what is known today as rock and roll. Popular music in America underwent dramatic upheaval in the 1950s as disparate types of music were combined in unusual ways. For example, see Rosemary Clooney's 1951 hit Come On-A My House, which occupied the #1 spot for eight weeks. Featuring wonderfully anachronistic boogie-woogie harpsichord accompaniment, this record is one of hundreds that Zak discusses in his book. He provides musical descriptions born from keen ear and includes portraits of important performers, producers, and disc jockeys both well known and obscure in the industry. But perhaps his most important contributions are the interesting and evocative episodes that illustrate the transition from swing to the rock era. In his first chapters, Zak details number of technological changes that laid the foundation for music's evolution. Local radio stations expanded their signals, thereby eroding what were often rigid social and regional musical divisions. Powerful stations in Chicago beamed black music (originally termed race records) into the homes of white America, while Nashville's stations introduced country and western music to listeners from New Orleans to Detroit. Yet the most radical changes occurred during the production of the records themselves. Arrangers and producers manipulated recorded sounds in more extravagant ways, enabling less-polished performers and novelty acts to achieve successes normally restricted to mainstream artists. Making hits was all that mattered, which meant listeners' responses were record man's chief guide (p. 83). Even as established producers and executives expressed ambivalence about the new aesthetics dominating the marketplace, they nonetheless felt the need to provide the latest hit record. Zak brightens his narrative in the third chapter, Hustlers and Amateurs, by introducing an assortment of colorful characters. These men populated series of small, independent record companies outside the main centers of record production, namely New York and Los Angeles. Despite their small size, these so-called indies were heavy players in the marketplace and introduced singer's emotion or feel as newly prized element in hit record. Various producers, writers, and engineers make appearances in this chapter: in Clovis, New Mexico, Norman Petty inspired Buddy Knox, Roy Orbison and Buddy Holly; in Chicago, the Chess brothers produced pivotal artists including Muddy Waters and Chuck Berry. But it was Sam Phillips in Memphis, Tennessee, who discovered Elvis Presley, an artist who synthesized and transformed the traditions of blues, pop, and country. In other words, Phillips discovered new way to stimulate the marketplace. In chapter 4, Zak details how the pop market became saturated with elements from various distinct strands of music (country and western, rhythm and blues, gospel, jazz, etc). The technique of covering instigated this process. By tracing the development of song from one style to more polished cover, Zak reveals complex relationships between the different versions of single song. For example, see Zak's discussion of the song Sh-Boom: originally in 1954 by the Chords, quintet of black men born in the Bronx, Sh-Boom was punctuated by extended phrases of non-sense syllables. And its music, though somehow infectious, was repetitive nearly to the point of minimalism (p. 128). Soon thereafter, the Crew Cuts, group of white men born in Canada, produced version that was a stylized declamation rendering the song but not the attitude of the original recording (p. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.948
Threshold uncertainty score0.958

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0430.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.108
GPT teacher head0.237
Teacher spread0.129 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it