Music Goes to War: How Britain, Germany and the USA used Jazz as Propaganda in World War II
Bibliographic record
Abstract
The thesis will demonstrate that the various uses of jazz music as propaganda in World War II were determined by an evolving relationship between Axis and Allied policies and projects. The limited previous scholarship in the area, however, has been restricted to ‘single-country studies’ which present only national perspectives with little reference to the broader international context. Within a comparative framework, the thesis will trace and contextualise the international development of ‘propaganda jazz’, from early isolated broadcasts to consolidation in the form of regular programming and dedicated musical ensembles. A wide range of English- and German-language sources including Mass Observation, oral history, trade magazines and archive material from Britain, Germany, the USA and Canada will be utilised and cross-referenced to provide an unprecedented perspective on wartime uses of broadcast propaganda. Although a significant number of British and German documents relating to propaganda were destroyed during and after the war, the breadth of the research will allow reconstruction and analysis of various propaganda programmes from a multitude of standpoints. The thesis will also explore contemporary cultural, social and political considerations in Britain, Germany and the USA, thus not only increasing the scope and perspective of the discourse, but also reflecting the diversity of the interrelated factors which influenced wartime popular culture and propaganda. The thesis will make a number of significant contributions to the historiography of the field. Analyses of previously overlooked Allied and Axis propaganda projects will highlight the diversity of the methodologies regarding the use of music for propaganda purposes. Moreover, the international scope will facilitate an imperative reappraisal of British ‘black’ propaganda radio stations of Sefton Delmer and the Political Warfare Executive (PWE), which were hugely successful and yet have been unjustifiably neglected by prior historiography. The popularity and psychological adroitness of PWE’s broadcasts will be juxtaposed with the demonstrably inferior quality and effectiveness of German ‘black’ programming for Britain and the USA, which exposed considerable limitations to Joseph Goebbels’ abilities. The thesis will also explore Goebbels’ attempts to nurture an ‘indigenous’ New German Entertainment Music, and demonstrate that the Propaganda Minister’s inability to come to terms with jazz, both for German audiences and as a tool for propaganda broadcasts to the enemy, ceded an extremely important advantage to the Allies. A radical revision of the character and work of Hans Hinkel, an influential figure in the Nazi cultural apparatus who has nonetheless been the subject of very little scholarly attention, will also be provided. While a central component of the thesis is the assertion that Goebbels was far less pragmatic than has been acknowledged by prior historiography, Hinkel’s reputation as an ideologically rigid reactionary will be challenged by cross-referencing oral history sources and documentary evidence. Furthermore, the comparative framework will be used to show conclusively that the problems of appropriate musical programming for the Forces, which fell within Hinkel’s remit, were not restricted to Germany but were part of a broader international discourse regarding music’s role in the maintenance of morale. It will facilitate a wide-ranging exploration of the uses of music and broadcasting to manipulate Forces and civilian morale for both benevolent and malevolent purposes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".