Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz

Transcription

1 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz Since its emergence around 1900 in New Orleans, the jazz idiom has continually embraced new musical influences while retaining its essential identity and stylistic diversity. By its very nature, jazz remains a growing and vibrant musical genre that evolves with the times and is a synergy of other musical influences. Through a threestep process of imitation, assimilation and innovation jazz artists have maintained historical continuity while simultaneously expanding the music to include elements of funk, classical, and World music among others. Title: It Happened on Cooper Street Original Music and Ensemble Conductor: Steve Wiest Target: High School General Music SUPPORT FROM: DeAtley Family Foundation The A. Paul Jones Charitable Trust John & Carolyn Peterson Charitable Foundation Pleasant T. Rowland Foundation Margaret Winston National Endowment for the Arts Friends of Wisconsin Public Television The performance used as the basis of this activity guide was recorded as part of the 2013 WSMA State Honors Music Project Concerts. The High School Honors Jazz Ensemble is made up entirely of high school aged students from around Wisconsin. Students selected for the WSMA State Honors Music Project participate in an intensive four-day summer camp in June and then perform in Madison during October as part of the Wisconsin State Music Project. The Project is nationally recognized as one of the finest opportunities for young musicians. OUTCOMES After studying this material, students will be able to: Describe how the elements of music are used in It Happened on Cooper Street, Funky Drummer and Cold Sweat Describe the nature of improvisation in jazz, funk and hip-hop Appreciate the contribution to funk, hip-hop and jazz through the music of James Brown by Clyde Stubblefield, Wisconsin native and drummer Compare and contrast the elements of jazz versus funk Define terms common in jazz, funk and other forms of contemporary music Identify elements used in a jazz ensemble arrangement that pays homage to the original music WISCONSIN S MODEL ACADEMIC STANDARDS FOR MUSIC This curriculum guide corresponds with the following Model Academic Standards for Music: 1 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz wisconsinperforms.org

2 Music Performance: Singing A.8.1-4; A Instrumental B.8.1-4; B Music Creativity: Improvisation - C.8.1, C.8.3; C.12.1, C.12.3 Composition - D.8.1-3; D Music Literacy: Reading and Notating - E.8.1-4, E Music Response: Analysis - F.8.1-7; F Evaluation - G.8.1-4; G Music Connections: The Arts - H.8.1-3; H History and Culture - I.8.1-3; I BACKGROUND: It Happened on Cooper Street is based on the up-tempo version of The Funky Drummer groove by Wisconsin native Clyde Stubblefield. At this fast speed, Stubblefield s rhythm becomes something popularly known as break beat or drums and bass groove and has spawned an entire genre of dance music. Along with musical lines that go with this drums and bass pattern, there is a chorale that acts as a counterweight and contrast to the piece that shows up first as the intro and then is woven throughout the composition. It Happened on Cooper Street was commissioned by The University of Texas at Arlington by Director of Jazz Studies Tim Ishii. GETTING STARTED: The comparing and contrasting of any musical genre requires careful listening. This is especially important in jazz as composers, arrangers and musicians have the added layering of improvisation and the rich environment of contemporary music. The first step is to become familiar with the Student Listening Guide for Jazz. This guide will provide students a structure for listening and allow for purposeful material for comparing and contrasting different jazz performances. I. Building a Strong Foundation: In order to build a strong foundation to understand and appreciate the aesthetics of jazz, the role of composers/performers as well as differences between the jazz and funk styles, students should view the 2013 WSMA Honors Jazz Ensemble performing It Happened on Cooper Street. Other resources include the interview with conductor/composer Steve Wiest, the award ceremony honoring the contributions of Clyde Stubblefield and Jabbo Starks and a recording of Cold Sweat by James Brown. Use the Student Listening Guide for Jazz as a foundation builder to discuss the predominant elements of the music as well as to compare and contrast the two performances. A. Discuss the musical elements as listed: 1. Melody: Describe characteristics and structure. 2. Harmony: Describe attributes and progression. 3. Rhythm: Describe choices made by the arranger and the effect. 4. Tone Color: Describe the tone colors used and purpose. 5. Form: Describe the structure purpose. 6. Expression: Describe elements used. B. Identify the following elements as they relate to this performance: 1. Artist: Name of the performers along with instruments played. 2 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz wisconsinperforms.org

3 2. Recording Label: Company that produced the recording. 3. Leader(s): Main performers, bandleader or front man. 4. Side Players: Additional players performing on the recording. 5. Recording Date(s): Discuss original recording date with newer releases. 6. Live/Studio Recording: Discern if the recording is a live or studio performance. C. Identify the instruments that you hear in the performance: 1. Brass: What/how many of each type of brass instruments are included? 2. Woodwind: What/how many of each type of woodwind instruments are included? 3. String/Piano: What string instruments are included? Is there a piano? 4. Percussion: What percussion instruments are used? 5. Other: Are there any other instruments that cannot be categorized? D. Explore the overall effect of the performance by discussing the following: 1. In what way(s) does the soloist use phrasing and space? 2. What is the overall shape of the solo(s)? Are there multiple climaxes? 3. How would you describe this piece to someone? 4. How does the piece make your feel? 5. Does the piece sound like anything you have heard before? 6. What is the emotional impact of the improvisation? 7. Does the soloist(s) make a connection with the listener? II. Drummers Take Over the World A. Stomp and clap (or listen to) a conventional rock pattern while counting the beat B. Stomp and clap (or listen to) a conventional swing pattern while counting the beat C. Compare the two considering what beat has the emphasis D. Identify the two-bar rhythmic pattern used in Cold Sweat as played by Clyde Stubblefield E. Compare that to the pattern used in It Happened on Cooper Street F. Stomp and clap Stubblefield s groove while counting G. Define the term syncopation and compare that definition to the rock and jazz beat. H. Discuss the concept of syncopation and its use in music beyond the jazz idiomw III. The Heart of Music Is In The Beat: Explore the similarities and differences of swing vs. funk through the role of the rhythm section A. Listen to the performers rhythmic approach and how it provides the funk style to Cold Sweat B. Listen to the performers rhythmic approach and how it provides the jazz style to One O Clock Jump by Count Basie C. Discuss similarities and differences between the two styles D. Perform a rhythmic ostinato under each recording. Consider the rhythmic feel created 3 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz wisconsinperforms.org

4 E. Next perform the funk ostinato with the jazz recording and the jazz ostinato with the funk recording F. Compare and contrast the results G. Explore this concept using other styles of music such as rock, marching band music, hip-hop, ragtime, classical, baroque, romantic, etc. GOING DEEPER: Using information gathered from previous activities it is possible to synthesize choices made by the arranger and look more deeply into the music. IV. The New and Old of Improvisation A. Provide a favorite recording that incorporates improvisation. B. Listen to the pertinent part of the recording that utilizes improvisation C. Research the use of improvisation in Baroque, Jazz, Rock, Funk, Hip-Hop and Rap music D. Compare and contrast the similarities and differences E. Compose and perform an easy variation based on a simple melody using the concepts learned from the other styles of music F. Discuss the nature of the improvised sections with respect to It Happened on Cooper Street and Cold Sweat G. Compare and contrast the two based on the discussion V. Imitation is the Sincerest Form of Flattery A. Listen to a recording and/or watch a performance of Sing, Sing, Sing by Benny Goodman B. Compare and contrast what is similar to It Happened on Cooper Street and Cold Sweat C. Compare and contrast what is different to It Happened on Cooper Street and Cold Sweat D. Discuss the role and approach of the drummer in the three examples E. Explore other jazz ensemble arrangements that have roots in contemporary popular music such as rock, hip-hop, rap, etc. VI. Taking Something Used and Making It New A. Watch the Award Ceremony honoring Clyde Stubblefield and Jabbo Starks and discuss it B. Go to the DRUMMERWORLD website at drummerworld.com and watch the interview of Clyde Stubblefield com/watch?v=_55a_sje0ly C. Listen to the following recordings and explore how they are connected to the original Funky Drummer groove: 1. Fight the Power (Public Enemy) 2. Pump up the Bass (DJ Jazzy Jeff and the Fresh Prince) 3. I Am Stretched On Your Grave (Sinead O Connor) 4. Waiting for That Day (George Michael) 5. It Happened on Cooper Street (Steve Wiest) 6. Cold Sweat (James Brown) D. Explore other musical styles that incorporate samples from Funky Drummer that are found in Hip-Hop and Rap VII. The Language of Jazz A. Research and Define the Following Jazz Terms 4 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz wisconsinperforms.org

5 1. Riff 2. Blue Notes 3. Song Form 4. Shout Chorus 5. Boogie Woogie 6. Syncopation 7. Be-Bop 8. Improvisation 9. Big Band 10. Related to rhythm: Straight and Swing B. Research the term Acid Jazz. How does it relate to the following: 1. Funk 2. Jazz 3. Pop Culture 4. Globalization 5. The Club Scene MAKING CONNECTIONS CROSS-CURRICULAR ACTIVITIES: Music is often a reflection of the times and the region of origin. The following activities are intended to make connections with other curricular areas and broaden the understanding of the life and times of the people that created it. VIII. History/Social Studies A. What were the major events occurring in the United States and in the world when Cold Sweat was recorded? B. In what ways are Cold Sweat and It Happened on Cooper Street expressions of African American cultural heritage? C. In what ways are they expressions of Western European cultural heritage? D. Compare and Contrast the historical and cultural issues and how music was a reflection of those issues. E. Explore the connection between the funk style and hip-hop and its connection to the Funky Drummer F. Why might the sound of hip-hop resonate so strongly with the sound of the Funky Drummer? IX. Economics/Government/Law A. Research the following terms 1. Copyright 2. Mechanical Royalties 3. Synchronization Royalties B. What is the purpose of copyright as it relates to music and recordings? C. When and who are entitled to royalties? D. Who is not entitled to royalties? E. Is the payment of royalties required when audio from a preexisting recording or performance is sampled and used in a new musical recording? If so, who receives the royalties? F. What are the ramifications for not providing royalties to performers, composers and arranger? G. Describe the difference of securing a copyright for a song vs. selling the rights to a recording company. H. What are the ramifications for selling a recording of a performance that contains copyrighted music? X. Art/Aesthetics A. Research and define the term pastiche 5 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz wisconsinperforms.org

6 B. Describe the historical precedence and use of pastiche in art and literature C. Compare and Contrast the similarities and differences of pastiche in art and literature to sampling in music D. Create arguments for and against pastiche and sampling as a compositional or artistic device E. Consider the ramifications of this in consideration of copyright ASSESSMENT OPTIONS: This listing provides several possible assessment tools although others are also possible and equally effective. XI. Exams and Questioning A. Utilize traditional exams and quizzes B. Engage in knowledge-based games C. Engage in teacher/student discussion D. Utilize aural exams designed to discern musical and stylistic differences XII. Writing Exercises A. Write a story describing what happened on Cooper Street. B. Complete answer based essays C. Write an essay describing the story of Stubblefield s groove. Trace its path from inception to its incorporation into the composition It Happened on Cooper Street D. Engage in a written dialogue with the composer E. Write a biography based on Steve Wiest and/or Clyde Stubblefield XIII. Performance Activities A. Stage an in-class dance contest recognizing the best James Brown imitation B. Discuss the evolution of Funk to Hip-Hop to beat boxing by performing in a beat box ensemble XIV. Project/Products A. Create a poster, video, presentation or cartoon describing what happened on Cooper Street B. Create a comparison chart of the similarities and differences between funk and jazz C. Create a comparison chart of the similarities and differences between two Steve Wiest compositions and/or two James Brown performances VIDEO RESOURCES 2013 WSMA State Honors Music Project Jazz Ensemble James Brown performing Cold Sweat with Clyde Stubblefield youtube.com/watch?v=8bzte5ibqoo James Brown performing Funky Drummer watch?v=dnp8tbdmzne Interview with Steve Wiest, composer, arranger and conductor of the 2013 WSMA High School Honors Jazz Ensemble Award presentation honoring drummers Clyde Stubblefield and Jabbo Starks 6 Making of a Musical Gumbo: The Essential Ingredients and Stylistic Diversity in Contemporary Jazz wisconsinperforms.org