Saying More

Posted July 26, 2016 @ 2:20pm | by Tripp

Slipping back into old habits is so damned easy. I’m sitting here with a cold cup of coffee, my second cup of the day, and I have not yet eaten. E.P. awoke shortly before three o’clock this morning for about an hour because he wanted to play in the living room. This is the second time this week that he’s done this. Old habits and new are very hard to break. 

So, sleep deprivation of a strange sort has me by the beard and is pulling me around. I need to get some stuff done today while the babysitter is here. To that end, I’m purging some of my thoughts, sharing them here on the blog so that I can move on. I’ve been blogging longer than the babysitter has been alive. That’s a terrifying thought. 

Yes, my blog is that old. No, the babysitter is not nine or five years old. She is fifteen. My blog is old enough to vote.

So, yeah. #FeelTheBlog.

I need to clean up the c.v. and send it into a couple of job searches. I’m not sure they are the right opportunities or not, but it’s good practice. Related to that, I need to work on my teaching statement. This is a document that still eludes me to some degree. It’s the “Why Bother” or “So What” statement that explains why it is that I do what I do. It’s not meant to be an overt expression of emotionality, but neither is it intended to be a technical essay on contemporary pedagogical methods. 

I study the so-called intersection of popular culture and liturgy, specifically through music making. Liturgical expression is an intersectional spiritual practice reflecting the various social spaces embodied in those who participate in any way. Music making as a practice is a fruitful subject by which to understand this dynamic. 

The liturgical event is not a closed or “pure” social space. The liturgizing community is not a closed or cloistered society. Thus, the methods for studying the practice of  music making within and as liturgy must be manifold. Issues of global and regional marketplaces, technological innovation, and aesthetics, are central to my scholarship.

Similarly, the classroom is not a closed pedagogical space. The issues listed above are alive within the classroom as well as the sanctuary. As a teacher, I believe it is my responsibility to navigate these complex intersections in a way that exemplifies for the student how they might come to understand religious practice as a social one, rich in variety and significance for practitioners of every variety. The practices are alive, fraught with complexity. 

This is where I am at present with all of this. It needs work. 

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