Say It Loud!: A Celebration Of Black Music In America Lessons for High School Music and Social Studies Classes Episode 3: Can I Get A Witness Lesson 2of 3 Spirituality In Music

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Objectives


• Students will identify many genres of music that influenced gospel
• Students will identify Black music as a reflection of the culture
• Students will identify various musical characteristics of gospel
• Students will identify many examples of Black music
• Students will identify many historically influential Black music artistsNational Standards for Music

Education

1. Singing, alone and with others, a varied repertoire of music
2. Improvising melodies, variations, and accompaniments
3. Composing and arranging music within specified guidelines
6. Listening to, analyzing, and describing music
9. Understanding music in relation to history and culture

Required Materials

• VHS VCR player
• Television
• CD player
• Paper and pencil
• Videotape of Say It Loud! A Celebration Of Black Music In America, Episode 3: Can I Get A Witness

Recommended Materials

• CD recording example of baroque chorus, “My heart is inditing”, anthem for 2 sopranos, altos, tenors, basses, double chorus, strings & continuo, Z. 30 Composer from, Famous Baroque Choruses, WEA/ATLANTIC/TELDEC ,#97992 , Henry Purcel ,conductor, Gustav Leonhardt Ensemble, Leonhardt-Consort

• CD recording of The Freedom Singers’ “This Little Light of Mine”, from Gospel At Newport-Newport Folk Festival, VANGUARD

• CD recording of Ray Charles’ “This Little Girl of Mine” from Ray Charles:
Best Of The Atlantic Years, WEA/RHINO

• CD recording of Curtis Mayfield and the Impressions “Amen” from The Impressions: Keep On Pushing/People Get Ready, KENT (UK)

Procedures

1. If possible, play selections of early secular Baroque vocal ensemble music as students enter the classroom and get settled. Have students describe the music and in what setting might they imagine it being performed? Offer the following information:
According the Donald Grout, author of A History of Western Music, singers who sang non-religious or secular songs during the 1600-1700s were known as troubadours and trouvers and were forced to travel from village to village. These nomads lives were often threatened because they sang songs that contained non-religious subjects. Emphasize the point that secular music is performed in different settings than sacred music and that those who cross over from sacred to secular often have to face disapproval from their communities.

2. Write the word “spiritual” on the chalkboard. Ask the students to give words that they associate with “spirituality.” (Accept words like “religious,” “church,” “prayer,” “God”, “holy,” “heaven,” “hell,” etc.)

3. Ask students to write down their favorite style or form of music. Ask a few to read their choices. Write the responses on the chalkboard.

4. Tell students that they are going to view Say it Loud! A Celebration Of Black Music In America, Episode 3, Can I Get A Witness. Instruct students to take notes about the way artists expressed spirituality in music as well as noting the particular artists and music styles mentioned in the videotape. Tell students that an interactive discussion will occur following the presentation, and that they will be asked to describe the various kinds of music performed in the video.
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5. Play program (Teacher may stop program at key parts, providing students with guidance in uncovering the way artists expressed spirituality in music as well as the musical styles covered.)

6. Ask the students to name several styles of music that were presented in the program. (Accept gospel, blues, rhythm & blues, soul, pop, hip-hop, Motown and others.) Discuss these genres with the students. Explain that all musical styles contain specific characteristics.

7. Discuss with the students the characteristics of gospel music. Explain that elements such as rhythmic syncopation, vocal improvisation, and call & response as present. For additional information, refer to VHI Music Studio Lesson Plan: The White House Millennium Evening: Jazz, An Expression of Democracy Lessons for Music and Social Studies Classes, Middle School and High School, Jazz: An Expression of Democracy, Lesson 1 of 4

8. Illustrate call and response by playing an excerpt of “Amen” by Curtis Mayfield and the Impressions. Explain that gospel music is sacred and is usually performed with sincerity, dignity, and passion with vocal improvisation.

9. Perform an impromptu, improvised ‘call & response’ with volunteer student lead “callers.” A student will verbally call: “Hi Everybody!” and the group will repeat the call. Another student will verbally call: “How are you!” and the group will repeat this call. Another student will verbally call: “Hope you’re fine!” and the group will repeat this call. Encourage an improvised call from volunteers.

10. Discuss with students the artists who were mentioned in the program who experienced disapproval when they performed non-sacred music. (Accept Sam Cooke, Ray Charles, Al Green, Marvin Gaye, Toni Braxton, and others.)

11. Play a CD excerpt of The Freedom Singers’ “This Little Light of Mine.” Then play a CD excerpt of Ray Charles’ “This Little Girl of Mine.” Listen for similarites. Explain that both songs are sung with rhythmic emphasis with call and response elements.

“THIS LITTLE LIGHT OF MINE” 1
“THIS LITTLE LIGHT OF MINE” 2
“THIS LITTLE LIGHT OF MINE” 3

Audio: THIS LITTLE LIGHT OF MINE

“THIS LITTLE GIRL OF MINE”

Audio: “THIS LITTLE GIRL OF MINE”

12. Distribute music and lyrics of “This Little Girl of Mine,” and “This Little Light of Mine.”

13. Discuss the characteristics of each example with the students. Compare and contrast the repeated refrain lyric content of each example. Ask the students to recall one of the conclusions presented in the videotape. Emphasize the point that many artists have spiritual connections that may be present in their music.

14. Ask the closing question: Can non-sacred music such as blues, rhythm & blues, soul, pop, hip-hop, Motown, and others express spiritual themes? Discuss examples presented in the program.

Extension

• Plan a field trip to a live gospel concert in your community. Contact the presenting organization or church and request complimentary passes or a group discount for all students, friends, and parents. As an application exercise, note examples of call and response, vocal improvisation, rhythmic syncopation, and other musical elements of gospel in the live performance. If possible, invite a gospel performer to explain and demonstrate these elements in a classroom presentation.

Resources

For further lessons on Black music, see VH1 Legends: Aretha http://www.vh1musicstudio.com/specials.html.

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