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Say
It Loud!:
A Celebration Of Black Music In America
Lessons for High School Music and Social Studies Classes
Episode 2: Pursuing The Dream
Lesson 5 of 5
Louis Armstrong
Part 1: New Orleans Beginnings
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Objectives
• Students will identify general business terms such as entrepreneur,
corporation, marketing, demographic, promotion, distribution etc.
• Students will identify many careers within the music industry
such as producer, A&R representative, recording studio engineer,
etc.
• Students will connect achievements of noted artists with their
roles in the music industry
• Students will identify many Black music industry leaders and
their contributions
National Standards for Music Education
6. Listening to, analyzing, and describing music
9. Understanding music in relation to history and culture
Materials
• VHS VCR player
• Television
• CD player
• Paper and pencil
• Videotape of Say It Loud! A Celebration Of Black Music In America,
Episode 1: Express Yourself and/or Episode 2 Pursuing The Dream
• CD recording of “When The Saints Go Marching In” (The
Rebirth Marching Jazz Band, New Orleans Brass Bands: Down Yonder; Rounder
CD 11562 (Rounder Records Corp. One Camp Street Cambridge, MA 02140)
• CD recording of Louis Armstrong’s “Heebie-Jeebies”,
from Louis Armstrong : Hot Fives, JAZZTERDAYS
The following lesson can take place
over more than one class period
Procedures
1. Play a selection of New Orleans street band music (See Materials
list for examples) as students enter the classroom and get settled.
Tell students they are listening to an example of early jazz music from
New Orleans.
2. Explain that the Jazz form emerged in the early 1900’s and
became popular in New Orleans at a time in American History when: (Music
and History Teachers may use this as an opportunity to integrate curriculum)
• Period of Prosperity
• First Railroads Being Constructed
• Automobile Becoming Popular
• Spanish American War Recently Over
• Women’s Suffrage Movement Gaining Momentum
• In 1919 the Volstead Act prohibited the sale and distribution
of alcohol
3. Lead a discussion about what it might have been like growing up
in New Orleans during this time period. Were people in good spirits?
Or was it a time of despair?
4. Explain that Louis Armstrong, one of the most important and influential
musicians in history was born in New Orleans on August 4, 1901.
5. Play "Heebie-Jeebies" by Louis Armstrong.
6. Explain that this was one of the first "scat" singing
examples in jazz. Discuss "scat" singing (vocal improvisation)
examples found in today's music.
You may refer to the following in information about jazz:
Jazz contains many basic musical characteristics:
• Melody: often called “head,” “riff,” or
“lick” (See example below)
• Harmony: often called chord “changes” (See example
below)
• Rhythm: syncopation; stop time (See example below)
• Form/Structure: i.e. 12-bar blues, 32-bar song form (See example
below)
• Tone/Timbre: i.e. use of vibrato
• Tempo: i.e. half-time; double-time
Jazz also contains special elements:
• Improvisation
• Syncopation:
• Call & Response
• Swing feel (See 12 Bar Blues above)
7. Play the portion of Say It Loud!: Express Yourself that refers to
Louis Armstrong.
8. Ask students “Why might jazz have become popular during the
early 1900’s?” Remind students of the social and historical
climate at this time. Lead students in discovering that jazz fosters
an individual’s ability to express his/herself. Each time a piece
is performed it is different.
Other Information about Jazz :
• Jazz is A National American Treasure
On September 23, 1987, the birthday of saxophone legend John Coltrane,
the U.S. House of Representatives passed Concurrent Resolution 57
designating jazz a national American treasure. The U.S. Senate approved
it on December 4, 1987.
Article 2: Jazz is a unifying force, bridging cultural, religious,
ethnic and age differences in our diverse society
• Theories about the origin of the term “Jazz”
a. The word is somehow related to an itinerant musician named Jazbo
Brown who was well known in the Mississippi River Valley country.
When Brown played in the honky-tonk cafes, the patrons would shout
‘More, Jazbo! More Jaz, more!’
b. The word can be traced to an unknown sign painter in Chicago who,
about 1910, produced a sign for the musician, Boisey James stating
that “Music will be furnished by Jas.’ Band.” James
became known as “Old Jas,” and the music he played, “Jas’s
Music.”
c. DZEZO , a West African term which means, "to run through
fire"
d. It is widely believed that “Jazz” originated in the
city of New Orleans and the first groups to formally introduce jazz
to the public were dance orchestras called “Jass” bands.
(Southern, The Music of Black Americans)
4. Explain that the city of New Orleans is generally considered as
the “Birthplace of Jazz”. New Orleans is a fascinating city
due, in part, to its unique history. Here is some information:
New Orleans Facts
– 1718-1764: French rule
– 1764-1800: Spanish rule
– 1800-1803: French rule
– April, 1803: U.S. “Louisiana Purchase": influx of Anglo-Americans
– Pre-Civil War (1861): influx of German and Irish immigrants
– Post-Civil War (1865): influx of Italian immigrants
Fluid cultural boundaries occurred among:
– African, Anglo-American, Canadian, Caribbean, French, German,
Italian, Mexican, Native American, Spanish citizens
During the late 1700s, an open field became known as Place de Negres
and was later called Place Congo or Congo Square where African dancing,
drumming, and music-making could occur openly
Storyville District (1898-1917)
Alderman Sidney Story designated a 38-block section of downtown New
Orleans as the recreational center for Naval officers. This area became
the “red-light” district which housed “parlors”
that featured piano “professors” and early ensembles. The
street bands featured early brass and marching groups with cornets,
clarinet/saxophones “tailgate” trombones, tubas, bass &
snare drums, and banjos.
Part 2: 1920s and Beyond
• Play a selection of Louis Armstrong's music (See www.louisarmstrong.org
for a discography of Louis Armstrong recordings) as students enter the
classroom and get settled. Tell students that they are hearing an example
of music heard in Chicago in the early 1900’s. You may refer to
the following information about the period during which Jazz became
popular:
• In 1917, the Navy closed Storyville in New Orleans
• Many musicians and others moved northward from Louisiana to Illinois
• Chicago became a major industrial center
• Jobs in the stockyards and mills and on the railroads became
available
• In 1919 the Volstead Act prohibited the sale and distribution
of alcohol
• Dance crazes such as the "Charleston" were introduced
• The "Jazz Age" was referenced by F. Scott Fitzgerald
• In 1928, the 1st "talkie" was produced: The Jazz Singer,
starring Al Jolson
• The new "Jazz Craze" provided jobs for musicians
• Write the following examples of 1920s "slang" expressions
on the chalkboard. Ask the students to translate each one:
- You're the "big cheese" (the one who's in charge)
- That's a lot of "bunk" (nonsense)
- You're the "cat's pajamas" (best)
- Everything's "copacetic" (fine)
- She's "carying a torch" (in love with someone)
- She's got "a crush" on you (in love with you)
- My "dogs are barking" (feet hurt)
- That "gets my goat" (bothers me)
- You're a "hoofer" (dancer)
- Everything's "hotsy-totsy" (okay)
- Get in a "pinch" (a difficult situation)
- Who's the "real McCoy" (genuine)
- Let's go to a "ritzy" place (fancy/upscale)
- Make it "snappy" (hurry)
- You look "spiffy" (great)
- I’m giving you the "once over" (stare up and down)
- Don't take any "wooden nickels" (cheated)
Ask students to discuss slang expressions that are used today. What
is the purpose of a slang expression? What about nicknames? Explain
how Louis Armstrong might have received his nicknames:
• As a child, everyone referred to the size of his mouth as
"Gatemouth," "Dippermouth" and "Satchelmouth"
• During a visit to Great Britain, a journalist thought he was
called "Satchmo" (he was called "Satchelmouth")
and the nickname stuck
9. Play an excerpt of the program, Say It Loud! A Celebration Of Black
Music In America, 1:Express Yourself focusing on Louis Armstrong.
10. Explain that Louis Armstrong moved to Chicago in 1922 to play in
Joe "King" Oliver's band. Important facts about Louis Armstrong:
• Established the trumpet as the first popular jazz ensemble
lead instrument
• Recorded with his Hot Five and Hot Seven bands
• Visited Europe and played for the King of England (1932)
• Starred in MGM musical "High Society" (1956)
• Visited Ghana, West Africa as a US Ambassador and was hailed
(1956)
• Recorded #1 hit of 1964: "Hello Dolly"
• Died in New York City in 1971
EXTENTION:
Lead a discussion about the quest for freedom in early jazz
This lesson was developed by Dee Spencer,
professor of music at San Francisco State University and Willie Hill,
president-elect of MENC: The National Association for Music Education
and director of the University Fine Arts Center at University of Massachusetts-Amherst
in collaboration with
and
MENC: The National Association for Music Education
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