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      Barry Harris, Pianist and Devoted Scholar of Bebop, Dies at 91

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      For decades, he performed, taught and toured with unflagging devotion. He also helped to lay the foundation for the widespread academic study of jazz.Barry Harris, a pianist and educator who was the resident scholar of the bebop movement — and ultimately, one of its last original ambassadors — died on Wednesday in North Bergen, N.J. He was 91.His death, in a hospital, was caused by complications of the coronavirus, which exacerbated a number of underlying health problems, said Howard Rees, his longtime business partner and collaborator.[Those We’ve Lost: Read about other people who have died in the coronavirus pandemic here.]Starting in his teens and continuing beyond his 90th year, Mr. Harris performed, taught and toured with unflagging devotion, evangelizing for bebop’s stature as a form of high American modernism and helping to lay the foundation for the widespread academic study of jazz. Yet throughout his career he remained an independent educator: He never joined the faculty of a major institution, instead choosing to embed himself within New York’s music community, reaching students of all ages.For almost half a century, Mr. Harris led a weekly series of low-cost classes in the city, while also playing at prominent clubs around town and jetting off to perform and teach overseas. He was known for his acerbic tongue and his demanding nature, evidence of his passion for teaching.Writing in 1986, the New York Times critic Robert Palmer described Mr. Harris as a “one-man jazz academy.”He came up in the late 1940s and ’50s in Detroit, where a thriving scene fostered some of the greatest improvisers in jazz. Many of the hometown musicians he grew up around — the vibraphonist Milt Jackson; the guitarist Kenny Burrell; the Jones brothers (the drummer Elvin, the pianist Hank and the trumpeter Thad); the saxophonist Yusef Lateef; the pianist Tommy Flanagan — would soon become leading figures, and their contributions would help define the hard-bop sound: a sizzling, blues-drenched style that boiled down some of bebop’s scattered intensity.But Mr. Harris never eschewed bebop’s high temperatures, clattering rhythms and dashing melodies. He remained an evangelist for what he considered the apex of American music making.“We believe in Bird, Diz, Bud. We believe in Art Tatum. We believe in Cole Hawkins,” Mr. Harris told his students later in life, name-checking bebop’s founding fathers. “These are the people we believe in. Nothing has swayed us.”Mr. Harris was named a National Endowment for the Arts Jazz Master in 1989. He received multiple honorary doctorates, and was often referred to by friends and students as “doctor.”Mr. Harris in performance in San Francisco in the early 1980s.Tom Copi/Michael Ochs Archives, via Getty ImagesHe recorded more than two dozen albums, including a string of celebrated releases in the 1960s for the Prestige and Riverside labels. All those LPs featured him either in small ensembles or alone at the piano, demonstrating his wily, wandering harmonic sense and his unshakable feel for bebop rhythm.A stroke in 1993 slightly limited his mobility at the keyboard, but it did little to slow him down. As he aged, he developed a stooped posture, but when he sat at the piano, bent lovingly over the keys with a look of enamored study, his hunch became impossible to notice.He is survived by a daughter, Carol Geyer.Barry Doyle Harris was born on Dec. 15, 1929, in Detroit, the fourth of Melvin and Bessie Harris’s five children. His mother was the pianist at their Baptist church, and when he was 4, she began teaching him to play.As an adolescent, he set himself up at the elbow of some of the more experienced pianists around town. Almost immediately upon learning the fundamentals of bebop, he became a kind of junior scholar of the movement, building a pedagogy around the music that Dizzy Gillespie, Charlie Parker, Thelonious Monk, Bud Powell and their comrades had invented together in Harlem just a few years earlier.He started hosting informal lessons at his mother’s house, and musicians with considerably more experience often sought out his off-the-cuff symposiums, hoping to seep up what he called his “rules”: exercises and frameworks that could help them unpack the complex — but often unwritten — structures of bebop.“Trane took all my rules,” he told The Daily News of New York in 2012, referring to John Coltrane. “I made up rules for cats to practice.”His process as an instructor was just as improvisational as his performances. “To watch him in action is to witness the oral tradition at its most profound,” the critic Mark Stryker wrote of Mr. Harris in his book “Jazz From Detroit.”In demand as both a bandleader and a side musician throughout the 1950s, Mr. Harris backed some of the era’s leading musicians when they performed in Detroit, including Miles Davis. He sometimes sat in with Parker, bebop’s leading man, when he was in town.Mr. Harris went on tour with the pioneering drummer Max Roach in 1956, and began traveling to New York frequently to record with the likes of Thad Jones, the saxophonist Hank Mobley and the trumpeter Art Farmer. But he had started a family in Detroit and was happily ensconced as a pillar of the scene there.In 1960, at 30, he was finally persuaded by the saxophonist Cannonball Adderley to join the tide of Detroit musicians who had moved to New York. He continued living in the metropolitan area for the rest of his life, teaching and performing almost nonstop and appearing on albums like the trumpeter Lee Morgan’s 1964 hit “The Sidewinder.”Not long after arriving, he became friends with Pannonica de Koenigswarter, the heiress and musicians’ advocate known as the jazz baroness, and she invited him to take up residence at her sprawling home in Weehawken, N.J., overlooking Manhattan and teeming with scores of cats. (Ms. de Koenigswarter arranged for Mr. Harris to stay in the house after she died; he continued living there for the rest of his life.)In 1972, Thelonious Monk moved in, and he stayed until his death 10 years later. So Mr. Harris carried on at the elbow of a fellow master, trading information and further soaking up his language. The Monk songbook remained a pillar of Mr. Harris’s repertoire throughout his life; perhaps thanks in part to his time spent living with Monk, his playing grew both more lyrical and more tautly rhythmic as he got older.Starting in 1974, Mr. Harris held intensive weekly workshops in New York, open to adult students of all ages for a relatively low fee. Students could buy single-evening passes or pay for an entire year. He never stopped teaching the classes, continuing until the pandemic shut things down in March 2020, and then conducting them via Zoom into this year.Mr. Harris teaching a class in Midtown Manhattan in 2020. He held intensive weekly workshops from 1974 until the pandemic shut things down, then continued to teach via Zoom.Jonno Rattman for The New York TimesIn 1982, Mr. Harris opened the Jazz Cultural Theater, a multipurpose space in the Chelsea neighborhood of Manhattan, where he taught classes seven days a week and hosted performances at night. At some of those performances, he featured a choir made up of children from the neighborhood.Ms. de Koenigswarter helped to finance the establishment, but Mr. Harris declined to sell liquor, favoring a community orientation that would allow for children to be there at all times. As a result, he didn’t turn a steady profit.The theater closed after five years when the rent jumped, but Mr. Harris just moved his operation elsewhere and kept on teaching: at public schools, community centers and abroad.He never really stopped performing either, gigging regularly at venues around New York into his 90s, including a more-or-less annual run at the Village Vanguard.His last performance was in November, in a concert featuring recipients of the Jazz Masters award. He did not play the piano, but he sang a rendition of his own ballad, “The Bird of Red and Gold,” a tale of inspiration and triumph he had first recorded, in a rare vocal performance, in 1979.Over time, Mr. Harris’s students fanned back out across the globe and committed to carrying on his work. With his blessing, one former student set up a venue in Spain called the Jazz Cultural Theater of Bilbao.Interviewed by The Times shortly before the pandemic, Mr. Harris had lost none of his passion for teaching. Contemplating the experience of hearing a student improve, he said, “It’s the most beautiful thing you want to hear in your life.” More

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      Musicians Flee Afghanistan, Fearing Taliban Rule

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      Dozens of artists and teachers from a prominent music school that promoted girls’ education left the country, but more remain behind. “The mission is not complete,” its founder said.More than 100 young artists, teachers and their relatives affiliated with the Afghanistan National Institute of Music, a celebrated school that became a target of the Taliban in part for its efforts to promote the education of girls, fled the country on Sunday, the school’s leaders said.The musicians, many of whom have been trying to leave for more than a month, boarded a flight from Kabul’s main airport and arrived in Doha, the capital of Qatar, around midday Eastern time, according to Ahmad Naser Sarmast, the head of the school, who is currently in Australia. In the coming days, they plan to resettle in Portugal, where the government has agreed to grant them visas.“It’s already a big step and a very, very big achievement on the way of rescuing Afghan musicians from the cruelty of the Taliban,” Mr. Sarmast, who opened the school in 2010, said in a statement. “You cannot imagine how happy I am.”The musicians join a growing number of Afghans who have fled the country since August, when the Taliban consolidated their control of the country amid the withdrawal of American forces. Among figures in the arts and sports worlds who have escaped are members of a female soccer team who resettled in Portugal and Italy.Still, hundreds of the school’s students, staff and alumni remain in Afghanistan and face an uncertain future amid signs that the Taliban will move to restrict nonreligious music, which they banned outright when they previously led Afghanistan, from 1996 to 2001.The school’s supporters, a global network of artists, philanthropists, politicians and educators, plan to continue to work to get the remaining musicians out of Afghanistan. “The mission is not complete,” said Mr. Sarmast, an Afghan music scholar. “It just began.”A girl practiced at the music institute in 2013. Hundreds of the school’s students, staff and alumni remain in Afghanistan and face an uncertain future under the Taliban.Musadeq Sadeq/Associated PressYo-Yo Ma, the renowned cellist, helped raise awareness about the plight of the musicians among politicians and other artists. He said he was “shaking with excitement” by the news that some of them had escaped.“It would be a terrible tragedy to lose this essential group of people who are so deeply motivated to have a living tradition be part of the world tradition,” Mr. Ma said in a telephone interview.Of the musicians who remain stuck in the country, he said, “I am thinking about them every single hour of the day.”The Afghanistan National Institute of Music was a rarity: a coeducational institution devoted to teaching music from both Afghanistan and the West, primarily to students from impoverished backgrounds. The school became known for supporting the education of girls, who make up about a third of the student body. The school’s all-female orchestra, Zohra, toured the world and earned wide acclaim, and became a symbol of Afghanistan’s changing identity.The school has faced threats from the Taliban for years, and in 2014 Mr. Sarmast was wounded by a Taliban suicide bomber.Since the Taliban returned to power, the school has come under renewed scrutiny. Mr. Sarmast and the school’s supporters have worked for weeks to help get students, alumni, staff and their relatives out of the country, fearing for their safety. The government of Qatar helped arrange safe passage for the musicians to Doha, and played a key role in negotiating with the Taliban.An empty room at the Afghanistan National Institute of Music last month. The musicians plan to resettle in Portugal, where the government has agreed to grant them visas.Wakil Kohsar/Agence France-Presse — Getty ImagesSeveral students and young artists affiliated with the music institute said in interviews with The Times in recent weeks that they had been staying inside their homes, for fear of being attacked or punished by the Taliban. Many stopped playing music, hid their instruments and tried to conceal their affiliation with the school. They requested anonymity to make comments because of the fear of retribution.In the final days of the American war in Afghanistan, the school’s supporters led a frantic and ultimately unsuccessful attempt to evacuate nearly 300 students, teachers and staff affiliated with the school, along with their relatives. The operation was backed by prominent politicians and security officials in the United States. At one point, the musicians sat in seven buses near an airport gate for 17 hours, hoping to get on a waiting plane. But the plan fell apart at the last minute when the musicians were not able to obtain entry to the airport and as fears of a possible terrorist attack escalated.The Taliban have tried to promote an image of tolerance and moderation since returning to power, vowing not to carry out reprisals against their former enemies and saying that women would be allowed to work and study “within the bounds of Islamic law.”But they have sent signals that they will impose some harsh policies, including on culture. A Taliban spokesman recently said that music would not be allowed in public.“Music is forbidden in Islam,” the spokesman, Zabihullah Mujahid, said in an interview with The Times in August. “But we’re hoping that we can persuade people not to do such things, instead of pressuring them.”John Baily, an ethnomusicologist at the University of London who has studied cultural life in Afghanistan, said it would be difficult for the Taliban to eradicate music in the country entirely, after years in which the arts have been allowed to flourish.“You have got literally thousands of young people who have grown up with music,” he said, “and they’re not going to be just kind of switched off like that.” More

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      Black Student Expelled After Mother Complains About 'Fences'

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      #masthead-section-label, #masthead-bar-one { display: none }Race and PolicingFacts on Walter Wallace Jr. CaseFacts on Breonna Taylor CaseFacts on Daniel Prude CaseFacts on George Floyd CaseAdvertisementContinue reading the main storySupported byContinue reading the main storyA Black Student’s Mother Complained About ‘Fences.’ He Was Expelled.A dispute about the reading of August Wilson’s Pulitzer Prize-winning play in an English class escalated at the mostly white Providence Day School in Charlotte, N.C.Faith Fox and her son Jamel.Credit…Travis Dove for The New York TimesDec. 15, 2020, 5:30 a.m. ETWhen the mother of a Black ninth grader at a private school in Charlotte, N.C., learned last month that his English class was going to be studying August Wilson’s “Fences,” an acclaimed play examining racism in 1950s America, she complained to the school.The drama, which won a Pulitzer Prize in 1987 and was adapted into a critically praised film starring Denzel Washington in 2016, is about a Black family and is peppered with racial slurs from the first page.Faith Fox, a lawyer and single mother, said in an interview that she imagined her son’s mostly white class at the Providence Day School reading the dialogue out loud. She said her main concern was that the themes were too mature for the group and would foster stereotypes about Black families.After a round of emails and a meeting with Ms. Fox, the school agreed to an alternate lesson for her son, Jamel, 14. The school also discussed complaints with the parents of four other students. Ms. Fox’s disagreement escalated. She took it to a parents’ Facebook group, and later fired off an email that school officials said was a personal attack on a faculty member.On the day after Thanksgiving, the school notified Ms. Fox that Jamel would no longer be attending the school, the only one he had ever known.His mother called it an expulsion. The school referred to it as “a termination of enrollment” that had to do with the parent, not the student. Either way, what was meant to be a literary lesson in diversity and inclusion had somehow cost a Black 14-year-old his place in an elite private high school.Jamel had recently made the school basketball team and said in an interview that he hoped to graduate as a Providence Day lifer. “I was completely crushed,” he said. “There was no, ‘Please don’t kick me out, I won’t say this, I won’t say that, my mom won’t say this, my mom won’t say that.’” He is making plans to attend public school in January.This year has brought a reckoning with race at many American institutions, including schools. When widespread street protests erupted after the death of George Floyd at the hands of Minneapolis police officers, young people across the country used social media to expose racism at their schools. At Providence Day School, Black students shared stories of discrimination and insensitivity on Instagram, and the school was among many that released statements against racism.“For the Black members of our community, we see you, we hear you and we will act,” the statement said. The school also revised its bias complaint process and created alumni, faculty and student diversity groups.But Ms. Fox said, she felt the school’s treatment of her son proved this was all just lip service.“You can have the important conversations about race and segregation without destroying the confidence and self-esteem of your Black students and the Black population,” Ms. Fox said in an interview. Just over 7 percent of the school’s 1,780 students are Black, about 70 percent are white, and the rest identify as members of other minority groups.A spokeswoman for the school, Leigh Dyer, said last week that officials were “saddened” that Jamel had to leave.“As a school community, we value a diversity of thought and teach students to engage in civil discourse around topics that they might not necessarily agree on,” Ms. Dyer said. “We have the same expectation for the adults in our community.”The Nov. 27 termination letter cited “bullying, harassment and racially discriminatory actions” and “slanderous accusations towards the school itself” by Jamel’s mother.Ms. Dyer provided a statement that said Ms. Fox had made “multiple personal attacks against a person of color in our school administration, causing that person to feel bullied, harassed and unsafe” in the discussions about “Fences.” It also said Ms. Fox had a history of making “toxic” statements about the faculty and others at the school, but did not provide examples.Ms. Fox denied this. “Instead of addressing the issue they’re trying to make me seem like an angry, ranting Black woman,” she said.The New York Times reviewed emails and Facebook messages that Ms. Fox provided and also interviewed two other Providence Day parents who said they had similar concerns about the play and about a video the school used to facilitate conversations about the racial slur. They spoke on condition of anonymity to protect their children.The school had notified parents in early November about the lesson plan in an email. Noting the frequent appearance of the slur in dialogue, it said that students would say “N-word” instead when reading aloud. It said time would be “devoted to considering the word itself and some of its more nuanced aspects of meaning.”The email included a link to a PBS NewsHour interview with Randall Kennedy, a Black professor at Harvard, discussing the history of the slur while using it repeatedly.“It wasn’t something that I thought was appropriate for a roomful of elite, affluent white children,” Ms. Fox said.Her son was also dreading the lesson, which he would have attended via video because of the coronavirus pandemic. “It’s really awkward being in a classroom of majority white students when those words come up,” Jamel said, “because they just look at you and laugh at you, talk about you as soon as you leave class. I can’t really do anything because I’m usually the only Black person there.”Ms. Dyer, the spokeswoman, said the school had introduced the study of “Fences” in 2017 in response to Black parents who wanted more lessons addressing race. In past years, there had been only one complaint about the play, she said.After her son was offered an alternative assignment, Ms. Fox posted about “Fences” to the Facebook group. Other parents said they too had concerns about the play and the PBS video. One comment directed her to an online essay by a student from a prior year who described the “dagger” she felt “cutting deeper and deeper” with each mention of the slur in the video.That’s when Ms. Fox sent an email to the school’s director of equity and inclusion, calling her a “disgrace to the Black community.” Ten days later, Jamel was kicked out of the school. Ms. Fox said that she was surprised but that she does not regret sending the email in the heat of the moment.After Jamel’s expulsion, a letter signed by “concerned Black faculty members” was sent to parents of the four other students who had complained, arguing the literary merits of “Fences.” It said great African-American writers do not create perfect Black characters when they are trying to show the “damaging legacy of racism.”That is a view held by many critics and academics. Sandra G. Shannon, a professor of African-American literature at Howard University and founder of the August Wilson Society, said schools should not shy away from the “harsh realities of the past.”Katie Rieser, a professor at Harvard Graduate School of Education, said “Fences” is taught widely in middle school and high school, but she also urged that it be done so with care.“It’s telling a story about a Black family that, if it’s the only text or it’s one of only a few texts about Black people that students read, might give white students in particular a sense that Black families are all like this Black family,” she said.Ms. Fox said the fight to be heard as a Black parent at a predominantly white private institution had been “exhausting.”She recalled when Jamel came home upset in elementary school after a field trip to a former slave plantation. After she complained, the school ended the annual trips, she said.The other day, she said her son told her he finally understood “why Black Lives Matter is so important and is not just about George Floyd and all of these people dying in the streets, but it also has to do with how we’re treated everywhere else.”AdvertisementContinue reading the main story More