Lesson 1 - Prehistory of the Blues - 40 min
The first lesson will be a teacher led discussion of african-american history and music, since there is a fair bit to cover and it allows us to model what we expect of the students in the remaining lessons. We will start by explaining the layout and major expectations of the unit.
The Blues can trace their roots back to West Africa. There was a fellow called a Griot, who was a traveling minstrel, historian, and wise man. He played an instrument that resembled a modern banjo, and was revered for his talent and wisdom. In modern Africa, there are still a few rich families who have their own Griots. During slavery, many Griots were brought over to the Americas, where they sang songs that reflected their fear, misery and longing for their homeland.
Play for the Students some examples of Griot music: African Griots Live http://www.youtube.com/watch?v=zQMFN-whbEU Kora music from West African Griot http://www.youtube.com/watch?v=JNl8kIwj1_k
Discuss the features of the music. Point out the call and response structure of this music. This is a pattern that was brought over from Sub-Saharan Africa where it's used in public gatherings, the discussion of civic affairs, religious rituals, as well as music.
Discuss with the students the experience of the slaves during slavery.
The slaves' traditional religions were suppressed and replaced by christianity. Christianities promise of a heavenly reward in the afterlife for the suffering of this world must have held a great appeal for the slaves. Negro spirituals were a way for them to express their hopes.
Play for the Students some Negro Sprituals: Soon I will be done http://www.youtube.com/watch?v=vKUMvRt4Uag and Amazing Grace http://www.youtube.com/watch?v=ZJg5Op5W7yw
Teach the children to sing "Sing Low, Sweet Chariot"
Discuss how in spite of the Civil war and emancipation, life for African-Americans did not improve.
Ragtime is another form of music that developed in this period. It developed during emancipation where self-taught negro musician learned to play European dance and march tunes, and added a distictly African influence with the addition of polyrhythms and syncopation.
Have the students clap out a 2-3 polyrhythm as an example. Play an excerpt from "The Sting" as an example of ragtime, or The Wagon http://www.loc.gov/folklife/Gordon/sideBbandB4.html this recording made in 1925 is the first ragtime ever recorded.
Assessment
Have the students start building a word wall to chart what they've learned of history and the music of the times. They will start writing their listening log where they will map the the influences and structure of the music. They will be assessed on participation and the ability to sing together and in tune for the singing portion.
Historical Background
1619 - 1861 Slavery
1861 - 1865 The Civil War
1865 - 1877 Reconstruction
1865 - 13th Amendment abolished slavery
1868 - 14th Amendment granted equal rights under the law
1870 - 15ht Amendment prohibited states from preventing citizens from voting
rise of white southern paramilitary organizations the opposed these measures using terror and murder - slaves were a significant portion of population of the south, so granting them the right to vote means a major power shift.
1877 - 1900 The Gilded Age
Share cropping, Ku Klux Klan, 1896 supreme court reversed 14th & 15th amendment, rising industrial power.
It is thought that the an early form of the blues came into being during this era with the rise of individualism. It carried forward the call and response pattern with the response being taken up by guitar or harmonica. The earliest forms were thought to be one line repeated 4 times. This gave over to the now standard one line repeated once, followed by a concluding line.
Resources
www.wikipedia.com
www.youtube.com
http://www.livinblues.com/roots.asp