1 Wofford College Digital Wofford Arthur Vining Davis High Impact Fellows Projects High Impact Curriculum Fellows We ve Got the Blues Deno P. Trakas Wofford College, Sue Shuping Byrnes High School Kameron Union Wofford College Follow this and additional works at: Part of the Literature in English, North America Commons Recommended Citation Trakas, Deno P.; Shuping, Sue; and Union, Kameron, "We ve Got the Blues" (2014). Arthur Vining Davis High Impact Fellows Projects. Paper This Article is brought to you for free and open access by the High Impact Curriculum Fellows at Digital Wofford. It has been accepted for inclusion in Arthur Vining Davis High Impact Fellows Projects by an authorized administrator of Digital Wofford. For more information, please contact
2 If you don't know the blues... there's no point in picking up the guitar and playing rock and roll or any other form of popular music. --Keith Richards, one of the original members of The Rolling Stones Project: We ve Got the Blues Byrnes Faculty Mentor: Ms. Sue Shuping Wofford College Student Fellow: Kameron Union Wofford College Faculty Mentor: Deno Trakas Overview: At the Byrnes Freshman Academy, English 2 Honors students are the top students. They attend English class for one semester, 90 minutes a day, and enjoy in-depth understanding of different cultures. They have the ability to analyze and evaluate new material and use it to further expand their knowledge and create original and unique projects.
3 We ve Got the Blues provides a unit of study for English 2 Honors that encourages students to develop an understanding of the blues and how it applies to literature. The unit enables students to gain an appreciation of the blues while understanding its historical significance. We study To Kill a Mockingbird, A Raisin in the Sun, and poems and essays by other authors influenced by the blues. Additionally, we introduce students to famous twentieth century artists and musicians known for their blues pieces as well as contemporary musicians and artists. Teachers should feel free to pick and choose from the lessons and activities in this unit. Goals: Students will gain a deeper understanding and appreciation of the blues and its influence on literature, art, contemporary music, and contemporary art. In addition to reading the novel and play mentioned above, students will study poems by Langston Hughes, Etheridge Knight, and Terrance Hayes, and works of art by artists such as Picasso, Aaron Douglas, and Augusta Savage. They ll also listen to musical selections such as William Grant Still's Suite for Violin and Piano, inspired by Savage s bust Gamin, as well as selections by artists such as Billie Holiday, B.B. King, Chuck Berry, Muddy Waters, Bessie Smith, Madeleine Peyroux, Seth Walker, Gary Clark Jr., Ray Lamontagne, Bob Dylan, Janis Joplin, Adele, Little Richard, and James Brown. Students will complete several activities to demonstrate an understanding of the blues and its influence, including finding blues music, identifying the blues in poetry, identifying the blues in art, and creating their own blues art. Students will also learn more about literature (such as the use of repetition, rhyme, and rhythm in poetry) through their studies of the blues. Students will read and analyze both To Kill a Mockingbird and A Raisin in the Sun. Students will learn a definition of the blues and will be able to find elements of the blues in this novel and play. They will also learn a definition of blues poetry and apply it to several poems. Additionally, students will learn to look beyond cultural stereotypes when identifying the blues in music, literature, and art. Common Core Standards: The following Common Core Standards are integrated into these lessons: Reading Standards for Literature 1, 2 (Key Ideas and Details) Reading Standards for Literature 4 (Craft and Structure) Reading Standards for Literature 10 (Range of Reading and Level of Text Complexity) Writing Standards 3 (Text Types and Purposes) Writing Standards 4, 5 (Production and Distribution of Writing) Writing Standards 7, 8 (Research to Build and Present Knowledge) Speaking and Listening Standards 1, 2 (Comprehension and Collaboration) Speaking and Listening Standards 4, 5, 6 (Presentation of Knowledge and Ideas) Language Standards 5, 6 (Vocabulary Acquisition and Use)
4 Assessment: Assessment of student learning will be through writings and other activities. Before initiating the project, students will write down everything they know about the blues as a means of establishing a baseline. Students will complete at least three activities throughout the project, including: Researching the Harlem Renaissance and the lives of writers from the time period Finding modern music with characteristics of the blues Creating their own artistic piece (art, music, dance, drama) with characteristics of the Blues Creating their own blues poems or music Creating a Blues soundtrack for A Raisin in the Sun Writing assignment Unit and timeline: Give pre-test. Name: Pre-Test: The Blues Date: 1. The blues and characteristics of the blues are sometimes used in literature. List what you know about the characteristics of the blues used in literature. 2. The blues and characteristics of the blues are sometimes used in art and music. List what you know about the characteristics of the blues used in art, older music, and contemporary music. 3. List what you know about the Harlem Renaissance. 4. The producers and writers of movies have a reason for the soundtracks they select. If you were creating a blues soundtrack for A Raisin in the Sun what songs would you include?
5 Lessons for To Kill A Mockingbird. Students read To Kill A Mockingbird as a lead-in to the unit on the blues. The following lesson is taken directly from The Blues Classroom: <www-tc.pbs.org/theblues/classroom/downloads/teacher_guide.pdf> Identity, Oppression, and Protest: To Kill a Mockingbird and the Blues OVERVIEW African American history during the Jim Crow era includes encounters with poverty, racism, disrespect, and protest. Harper Lee develops all four of these themes in her famous 1960 novel To Kill a Mockingbird. To help students understand these ideas, this lesson incorporates the blues and other literature of the time. Ultimately, students will be asked to consider both African American oppression and activism through a variety of lenses. STANDARDS Addresses the following National Curriculum Standards for the English Language Arts Primary: 1, 2 Secondary: 6, 9 INTERPRETIVE LESSONS: What Are the Meanings of the Blues? Blues in Society RESOURCES NEEDED Music The Blues Teacher s Guide CD Readings Harper Lee, To Kill a Mockingbird Richard Wright, The Man Who Was Almost a Man Web Sites LEARNING OBJECTIVES By completing this lesson, the student will be able to: Explore life for African Americans during the Jim Crow era. Consider terms of respect and disrespect. Analyze the effectiveness of different forms of cultural protest. The Blues Teacher s Guide 27 VIEWING GUIDE Visit for index of film segment start times and lengths.
6 INTRODUCTORY EXERCISE Considering the notion of manhood provides one way to compare the blues to literature about the African American experience. This exercise explores the notion of manhood and what it takes to become a man, using Harper Lee s novel To Kill a Mockingbird, Richard Wright s story The Man Who Was Almost a Man, and two blues songs Big Bill Broonzy s When Will I Get to Be Called a Man and Muddy Waters Mannish Boy as examples. Divide the class into six groups, with each group being responsible for one person s definition of manhood. The six people to consider are: Atticus Finch, To Kill a Mockingbird Jem Finch, To Kill a Mockingbird Tom Robinson, To Kill a Mockingbird Dave, The Man Who Was Almost a Man Big Bill Broonzy, When Will I Get to Be Called a Man Muddy Waters, Mannish Boy [For detailed talking points related to each individual, read the online version of this lesson at Once student groups have identified their character s or individual s definition of man and found quotations to support their assertions, the class should have a discussion of manhood. Students speak in the voices of the characters they have studied. Ask the following questions and remind students to remain in character as they answer: How do you define manhood? What does it take to become a man? How does your society define manhood? Does the definition vary by the color of a man s skin? Explain. Does society have its definitions right? Why or why not? What would you like to see changed in the way society regards manhood? How are women involved in or impacted by your definition of what it takes to be a real man? This exercise can be concluded by asking students to speak to these questions as themselves, broadening the term manhood to adulthood. As part of this discussion, consider how society s definitions may have changed and whether or not race still plays a factor. [Prior to starting this exercise, make sure students are familiar with all materials to be studied. Wright s story is in the Norton Anthology of American Literature. The two blues songs are on the accompanying CD. Lyrics to Waters song can be found at while Broonzy s are available at INTERPRETIVE LESSONS: What Are the Meanings of the Blues? Blues in Society FILM TIE-INS Blues Music as Protest The Soul of a Man (second segment on J.B. Lenoir) The Blues Teacher s Guide Identity, Oppression, and Protest 28
7 Visit for index of film segment start times and lengths. FOCUS EXERCISE Despite the racist society in which they lived, many African Americans in the first half of the 20 th century fought against the established norms, asserting themselves even as white society failed to give them respect. This exercise explores examples of such self-assertion. Start by reading the quotation from Chapter 24 of To Kill a Mockingbird in which Atticus states, I guess Tom was tired of white men s chances and preferred to take his own. Discuss the meaning of this quotation with students. What does white men s chances refer to? Why might Tom have given up on such chances? What do you think about Tom trying to escape? When a society is unjust, is it okay for a person to break the law and take justice into his or her own hands? [If students have not previously studied African American history, it would be worth reviewing what life was like for many blacks during the Jim Crow era (late 1800s mid-1900s) at this point in the lesson.] Suggest that many blacks, like Tom, chose to assert themselves rather than to endure racism, oppression, and poverty quietly. Start by asking students to identify other examples of such assertion in the novel. Then, suggest that the blues provided a way for African American musicians to speak out against the conditions in which they lived. To introduce this idea, show the second J.B. Lenoir segment from the film The Soul of a Man. Subsequently, ask students to consider why music provided a good outlet for African Americans to express their frustrations. As a class, listen to three blues songs from different time periods to illustrate this point: John Henry (early 1900s), Hard Time Killin Floor Blues (1930), and Shot on James Meredith (1966). Ask students how each song illustrates African American unwillingness to accept the conditions in which they found themselves. Finally, consider African American activists who took a stand against oppression. Martin Luther King Jr. s Letter From Birmingham Jail would be a good document to consider. Compare the letter, blues songs, and fictional literature as means of protest. Which form do students think would have most inspired African Americans? Which would have had the biggest impact on whites and on the country s leaders in particular? Which appeals to them most today as a forum for expressing discontent? King s letter can be found at Lessons for A Raisin in the Sun. Following the example of the lessons on To Kill A Mockingbird, students will continue to examine and discuss the lives of African Americans, although the setting has changed from a small town in the South in the thirties to Chicago in the fifties. Students will look for elements of the blues in the play, and they ll consider again some of the themes discussed earlier, such as racism, oppression, and poverty. Students will complete the following project: Name: Project: Injustices Within Communities Date:
8 Directions: 1. Select a partner to help you complete this project. 2. You and your partner will have (a total of) 2 or 3 days in the computer lab to research the topic, organize your ideas, and complete the PowerPoint presentation. 3. You and your partner are the experts on this topic and, therefore, will educate your classmates. 4. After gathering and analyzing your research, complete a PowerPoint presentation that contains the following slides: - Title slide: must contain title of subject, date, and names of researchers - Body slides: 5 10 slides with important information (at least 8-10 facts total) - Final slide: Works Cited (documentation) of all information and pictures using MLA format (use easybib.com); remember, this page should be double-spaced and alphabetized 5. With the exception of occasional words (or small groups of words), the slides should be written in your own words. Be sure to properly document any paraphrases or summaries. 6. Appropriate pictures should accompany each slide. Pictures should help to convey information or add to the information being presented. Topics: NAACP (history behind the organization, pivotal events, leaders, etc.) Separate but equal schools (the reality vs. the myth, Brown vs. the Board of Education) Malcolm X (who he is, his beliefs, how he gained followers, pivotal events in his life, how he changed, etc.) Robert Kennedy (who he is, his beliefs, pivotal events in his life, his participation in the Civil Rights Movement) Scottsboro Boys (who they are, what they are accused of, the outcomes of the trials) Freedom Riders (who they are, their importance to the Civil Rights Movement, dangers faced) Censorship of To Kill a Mockingbird and The Adventures of Huck Finn (definition, examples of novels that have been removed from libraries and schools, arguments used by individuals for and against censorship) Women s rights in the 1930 s (what rights did women have in the 1930 s, authors who discussed women s rights in their writings and what those writings were about, important leaders in the movement for equal rights for women and what they did) Chaney, Goodman, and Schwerner (who they are, what they were doing, where they were, what happened to them) Representative John Lewis (his speech on the 50 th anniversary of the 1963 March on Washington, his involvement in the March on Washington, pivotal events in his life)
9 Rubric: 10 points appropriate use of time 10 points following directions 10 points - title slide contains catchy and appropriate title, name, and date 50 points body (informational slides) research and analysis are detailed and informative 10 points Works Cited (documentation) slide information and pictures are documented using correct MLA format (determined by easybib.com) 10 points - class presentation students play the role of expert and present the material in a professional manner TOTAL SCORE: LESSONS ON THE BLUES After these projects have been finished and presented, we ll begin to focus more sharply on the blues. Students will read a selection of an essay from Blues Poems by Kevin Young (in the textbook Literature, published by McDougal Littell, 2009, also in the book Blues Poems, edited by Kevin Young), Ballad by Gabriela Mistral, and watch Midwinter Blues by Langston Hughes. (Copies of all the poems mentioned can be found at the end of this document.) (See Ballad and YouTube link for Midwinter Blues below.) Show PowerPoint We ve Got the Blues. Also show the Prezi that contains a brief history of the blues, a link to Langston Hughes reading his "Weary Blues," and an explanation of the three different types of blues.
10 Show Langston Hughes reading The Weary Blues (YouTube) and discuss it. Questions to ask after reading: What are the blues? What did you think about the poem and his reading of it accompanied by the blues? What emotions did it bring out in you? What specific words emphasize the blues? What are the blues all about? Discuss the three types of blues: City Blues Country Blues Urban Blues While listening to the blues music, students write down words and phrases that contribute to a blues feeling. What emotions and feelings do the songs bring out? What differences do the students notice between the three types of blues? Students suggest contemporary musicians whose songs demonstrate characteristics of the blues. (See PowerPoint.) Students have 10 minutes to write a "Classroom Blues" or "Teacher Blues and/or students create a blues poem from the viewpoint of a character from A Raisin in the Sun.
11 ORIGINAL BLUES POEM Name: Date: Original Blues Poem Directions: 1. Select a character from A Raisin in the Sun or Everyday Use or Everything That Rises Must Converge. 2. Using class discussions about the characteristics of the blues as a starting point, write a blues poem of 20 or more lines. 3. Remember that you are expressing the despair of the character. 4. Remember that the piece itself is a means to overcome the despair. 5. This is a QUIZ GRADE and will be presented ORALLY. 6. The blues poem may be spoken or sung or accompanied by music. Rubric: 10 points - piece is appropriately written (accurately expresses the thoughts of the character) 10 points - poem contains at least 20 lines 15 points - expresses depths of despair 15 points - conveys the triumph of despair (through words, music, lyrical quality, or tone) 10 points - personal catastrophe is expressed lyrically 10 points - subject (topic) is heartbreak and suffering 10 points - speaker uses strong (emotional) language 10 points - speaker uses appropriate voice and tone sounds impassioned 10 points - presentation is done without giggling or silliness
12 Alternate project: students create a soundtrack for A Raisin in the Sun. BLUES SOUNDTRACK While watching A Raisin in the Sun, create a blues soundtrack. Select ten key passages in the play. Think about the emotions expressed by the characters in those scenes. The soundtrack should contain at least ten songs with blues characteristics spread throughout the entire play. This must be done in PowerPoint format. Each slide should have an appropriate picture, at least three lines of appropriate lyrics from the song, and either 20 seconds from the song or a link to the song. This will be presented to the class; you must explain where the songs would be used in the movie, how the songs display characteristics of the blues, and why the songs are significant for those particular scenes. Soundtrack Rubric: 10 points - PowerPoint contains ten appropriate songs that demonstrate characteristics of the blues 10 points - the songs are spread throughout the entire play 10 points - each slide contains an appropriate picture 10 points - each slide contains a minimum of three lines of lyrics 10 points - each slide contains 20 seconds of song or working links to the songs 20 points - explanation clearly states where the song will be used in the movie... and why 20 points - explanation clearly explains the characteristics of the blues presented in each song 10 points - presentation is done without giggling or silliness
13 FINAL PROJECT: THE BLUES Name: Blues Project Due date: This is a creative project. You are being given a week to complete this project, and it counts as a test grade. Therefore, the final project should reflect that you have spent an appropriate amount of time creating it. This is a TEST GRADE. Select one of the following projects: Write a meant-to-be-sung blues song from the point of view of one of the characters from A Raisin in the Sun. Using the blues chart completed during class and our discussion about the blues as a guide, write a blues song of 30 or more lines. Remember that you are expressing the despair of the character. Remember that the piece itself is a means to overcome the despair. This will be presented ORALLY. (You must complete the project both lyrics and tune by yourself, but you may have classmates help you present the song.) Write a blues instrumental from the point of view of one of the characters from A Raisin in the Sun. Using the blues chart completed during class and our discussion about the blues as a guide, write a blues instrumental of two or more minutes. Remember that you are expressing the despair of the character. Remember that the piece itself is a means to overcome the despair. This will be presented. (You must complete the project by yourself, but you may have classmates help you present the instrumental.) Create a complex drawing, painting, or sculpture that displays elements of the blues. This must be done from the viewpoint of one of the characters from A Raisin in the Sun. This will be presented to the class; you must explain both how the piece displays characteristics of the blues and why it would have been designed by that particular character. Stage a dance from the point of view of one of the characters from A Raisin in the Sun. Using the blues chart completed during class and our discussion about the blues as a guide, create a dance of two or more minutes. Remember that you are expressing the despair of the character. Remember that the piece itself is a means to overcome the despair. This will be presented. (You must complete the project by yourself, but you may have classmates help you perform the dance.) Song Rubric: 10 points - piece is appropriately written (accurately expresses the thoughts of the character) 10 points - poem /song contains at least 30 lines 15 points - expresses depths of despair 15 points - conveys the triumph of despair (through words, music, lyrical quality, or tone) 10 points - personal catastrophe is expressed lyrically
14 10 points - subject (topic) is heartbreak and suffering 10 points - speaker uses strong (emotional) language 10 points - speaker uses appropriate voice and tone sounds impassioned 10 points - presentation is done without giggling or silliness Instrumental Rubric: 10 points - piece is appropriately written (accurately expresses the mood of the character) 10 points - instrumental is two minutes or longer 15 points - expresses depths of despair 15 points - conveys the triumph of despair (through music, lyrical quality, or tone) 10 points - personal catastrophe is expressed through the melody 10 points - reminds listener of mood during heartbreak and suffering 10 points - composer obviously took his/her time and worked hard on composing the piece 10 points - instrumental sounds impassioned 10 points - presentation is done without giggling or silliness Art Rubric: 10 points - piece expresses the feelings and emotions of the character 10 points - piece displays characteristics of the blues 15 points - expresses depths of despair 15 points - conveys the triumph of despair (through color, a design feature, etc.) 10 points - subject (topic) is heartbreak and suffering 10 points - explanation of the piece is appropriate and clear to the class 10 points - piece is done neatly and with effort 10 points - piece is visually appealing 10 points - presentation is done without giggling or silliness Dance Rubric: 10 points - dance is appropriately staged (accurately expresses the mood of the character) 10 points - dance is two minutes or longer 15 points - expresses depths of despair 15 points - conveys the triumph of despair (through movement) 10 points - personal catastrophe is expressed through the movement 10 points - reminds listener of mood during heartbreak and suffering 10 points - choreographer obviously took his/her time and worked hard on creating the dance 10 points - dance shows character s passion 10 points - presentation is done without giggling or silliness
15 Post test Name: Post-Test: The Blues Date: 1. The blues and characteristics of the blues are sometimes used in literature. List what you know about the characteristics of the blues used in literature. 2. The blues and characteristics of the blues are sometimes used in art and music. List what you know about the characteristics of the blues used in art, older music, and contemporary music. 3. List what you know about the Harlem Renaissance. 4. The producers and writers of movies have a reason for the soundtracks they select. If you were creating a blues soundtrack for A Raisin in the Sun what songs would you include? Useful Materials/Budget: $86.49 (Amazon) - 7-DVD set of Martin Scorsese Presents the Blues $ shipping (Amazon) - Billie Holiday Quote Music Poster $ shipping (Amazon) - (Langston Hughes) Reach Up Your Hand Poster $ shipping (Amazon) - The Harlem Renaissance Poster $11.95 (Amazon) To Kill a Mockingbird DVD $9.99 (Amazon) A Raisin in the Sun DVD $13.04 (Amazon) Blues Poems, edited by Kevin Young
16 Resources: One of the best resources for a teacher (grades 9-12) of the blues is the PBS website: It includes a teacher s guide and downloadable lesson plans. For use in conjunction with The Blues Classroom there is a seven-part exploration of the blues produced for PBS by Martin Scorsese and six other directors who present the blues from their own perspectives (available on DVD). The series includes rich historical background, archival footage of past and present blues musicians, and a wide range of blues information. The seven films are: Feel Like Going Home by Martin Scorsese The Soul of a Man by Wim Wenders The Road to Memphis by Richard Pearce Warming by the Devil's Fire by Charles Burnett Godfathers and Sons by Marc Levin Red, White & Blues by Mike Figgis Piano Blues by Clint Eastwood Another helpful site for the study of jazz: The following Prezi contains a brief history of the blues, a link to Langston Hughes reading his "Weary Blues," and an explanation of the three different types of blues. Midwinter Blues performed by an English teacher: An excellent source for blues poems: Blues Poems, edited by Kevin Young (available on amazon.com)
17 Mother to Son BY LANGSTON HUGHES Well, son, I ll tell you: Life for me ain t been no crystal stair. It s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor Bare. But all the time I se been a-climbin on, And reachin landin s, And turnin corners, And sometimes goin in the dark Where there ain t been no light. So boy, don t you turn back. Don t you set down on the steps Cause you finds it s kinder hard. Don t you fall now For I se still goin, honey, I se still climbin, And life for me ain t been no crystal stair.
18 Ballad of a Landlord By Langston Hughes Landlord, landlord, My roof has sprung a leak. Don't you 'member I told you about it Way last week? Landlord, landlord, These steps is broken down. When you come up yourself It's a wonder you don't fall down. Ten Bucks you say I owe you? Ten Bucks you say is due? Well, that's Ten Bucks more'n I'l pay you Till you fix this house up new. What? You gonna get eviction orders? You gonna cut off my heat? You gonna take my furniture and Throw it in the street? Um-huh! You talking high and mighty. Talk on-till you get through. You ain't gonna be able to say a word If I land my fist on you. Police! Police! Come and get this man! He's trying to ruin the government And overturn the land! Copper's whistle! Patrol bell! Arrest. Precinct Station. Iron cell. Headlines in press: MAN THREATENS LANDLORD TENANT HELD NO BAIL JUDGE GIVES NEGRO 90 DAYS IN COUNTY JAIL!
19 Harlem BY LANGSTON HUGHES What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore And then run? Does it stink like rotten meat? Or crust and sugar over like a syrupy sweet? Maybe it just sags like a heavy load.
20 Dreams by Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.
21 Ballad By Gabriela Mistral He passed by with another; I saw him pass by. The wind ever sweet and the path full of peace. And these eyes of mine, wretched, saw him pass by! He goes loving another over the earth in bloom. The hawthorn is flowering and a song wafts by. He goes loving another over the earth in bloom! He kissed the other by the shores of the sea. The orange-blossom moon skimmed over the waves. And my heart's blood did not taint the expanse of the sea! He will go with another through eternity. Sweet skies will shine. (God wills to keep silent). And he will go with another through eternity!
22 The Weary Blues BY LANGSTON HUGHES Droning a drowsy syncopated tune, Rocking back and forth to a mellow croon, I heard a Negro play. Down on Lenox Avenue the other night By the pale dull pallor of an old gas light He did a lazy sway.... He did a lazy sway.... To the tune o those Weary Blues. With his ebony hands on each ivory key He made that poor piano moan with melody. O Blues! Swaying to and fro on his rickety stool He played that sad raggy tune like a musical fool. Sweet Blues! Coming from a black man s soul. O Blues! In a deep song voice with a melancholy tone I heard that Negro sing, that old piano moan Ain t got nobody in all this world, Ain t got nobody but ma self. I s gwine to quit ma frownin And put ma troubles on the shelf. Thump, thump, thump, went his foot on the floor. He played a few chords then he sang some more I got the Weary Blues And I can t be satisfied. Got the Weary Blues And can t be satisfied I ain t happy no mo And I wish that I had died. And far into the night he crooned that tune. The stars went out and so did the moon. The singer stopped playing and went to bed While the Weary Blues echoed through his head. He slept like a rock or a man that s dead.
23 The Blue Terrance By Terrance Hayes (a contemporary African American poet born in Columbia, SC) If you subtract the minor losses, you can return to your childhood too: the blackboard chalked with crosses, the math teacher s toe ring. You can be the black boy not even the buck- toothed girls took a liking to: this match box, these bones in their funk machine, this thumb worn smooth as the belly of a shovel. Thump. Thump. Thump. Everything I hold takes root. I remember what the world was like before I heard the tide humping the shore smooth, and the lyrics asking: How long has your door been closed? I remember a garter belt wrung like a snake around a thigh in the shadows of a wedding gown before it was flung out into the bluest part of the night. Suppose you were nothing but a song
24 in a busted speaker? Suppose you had to wipe sweat from the brow of a righteous woman, but all you owned was a dirty rag? That s why the blues will never go out of fashion: their half rotten aroma, their bloodshot octaves of consequence; that s why when they call, Boy, you re in trouble. Especially if you love as I love falling to the earth. Especially if you re a little bit high strung and a little bit gutted balloon. I love watching the sky regret nothing but its self, though only my lover knows it to be so, and only after watching me sit and stare off past Heaven. I love the word No for its prudence, but I love the romantic who submits finally to sex in a burning row- house more. That s why nothing s more romantic than working your teeth through the muscle. Nothing s more romantic than the way good love can take leave of you. That s why I m so doggone lonesome, Baby, yes, I m lonesome and I m blue.
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Freedom Song Classroom Connections Teacher Resources by K. Strong Music and Lyrics by Various Writers and Composers In the Classroom For Teachers & Students Grades 3-12 Freedom Song and the Classroom Connections
Dear Rising Sophomores, Before entering school in August, every Pre-IB 10 student will read two books and prepare two required assignments over the summer. Your assignment will be due on the second day
Middle School General Music Unit Plan Overview Name: _Will Karsten Unit Topic/Title: _Blues and Jazz Detailed Unit Description: Louis Armstrong said, "Jazz is music that's never played the same way once."
The Impact of Motown (High School) Rationale This 50- minute lesson is intended to help students identify the impact that Motown music and its artists had on the 20 th century as well as today s popular
Definition: reference to another piece of literature, the Bible, mythology, history, art, or music In the sample, the author includes references to Prince Hamlet, which are allusions to Shakespeare s play,
STUDY GUIDE History Through the Eyes of Black Music Music has been a part of our lives since the dawn of time. It is often referred to as the universal language, and spans through all walks of life. But
The Sound of Change Examining Social Movements Through Music Tai M. Basurto Focus/Summary Students will become historians and use their literary analysis skills to uncover the voices of the labor movement,
Module Title: COLLECTION 2 THE STRUGGLE FOR FREEDOM Grade / Subject: English 9 Timeline: 6-8 weeks Houghton Mifflin Harcourt Collections Thematic Overview: In this collection, students will explore the
OVERVIEW ESSENTIAL QUESTION How does the song Blowin in the Wind use poetic devices to communicate an open-ended yet powerful message about the human condition, without ever losing its historical specificity?
The Impact of Motown (Middle School) Rationale This 50- minute lesson is intended to help students identify the impact that Motown music and its artists had on the 20 th century as well as today s popular
School of Professional Studies Course No. & Title: MUSC 121 IDDL1, Music Appreciation-Western Semester and Term: FALL 2017 Day and Dates: August 28 October 21, 2017 Time: online Campus Location: Distant
AP Language + Composition Summer Assignment 2018 Greetings, Old Sports! You have decided to take AP Language + Composition next year. This must mean that you are really intelligent and hardworking, and
Poetry Introduction Poetry.. 1. Rhymes 2. Is boring and difficult 3. Is musical 4. Can be powerfully emotional 5. Is whatever you want it to be 6. Is a picture painted with words 7. Should be performed
Overall Organization of Unit UNIT COVER PAGE Unit Title: The American Musical Grade Level: 7 th Subject/Topic Area(s): General Music Designed By: Erin C. Layton, Georgia State University Unit Duration:
SENTENCE WRITING FROM DESCRIPTION TO INTERPRETATION TO ANALYSIS TO SYNTHESIS From Cambridge Checkpoints HSC English by Dixon and Simpson, p.8. Analysis is not the same as description. It requires a much
AP Lit POETRY TERMS Sound Devices Alliteration: Repetition of similar or identical initial consonant sounds: the giggling girl gave me gum. Assonance: Repetition of similar or identical vowel sounds: The
1969 Vocabulary Matching Match the words on the left to their definitions on the right. 1 admire... a not behaving or working normally 2 anti-war... b a movie genre set in the American Old West 3 apocalypse...
Wild Swans at Coole W. B. Yeats Background Published in 1918 Coole Park was a retreat for Yeats. It was a property owned by the Gregory family and had been in that family for 200 years. Yeats said it was
Music 801-History of Rock and Roll T/Th 11:00am-12:20pm, 240 Biddle Hall Prof. Jeffrey L. Webb/Fall 2018 Office Hours: MWF 9-10am, TTh 10-11am Office Phone and Address: 269-7155, 233A Biddle Hall e-mail:
Grades 6-9: Unique Voices with Singer/Songwriter David Sereda Aim: This session will give students the opportunity to participate in a live broadcast with professional musician David Sereda. Grades 6-9
Be our guest Be our guest, be our guest Put our service to the test Tie your napkin 'round your neck, Cherie And we'll provide the rest Soup du jour, hot hors d'oeuvres Why, we only live to serve Try the
What (is) The Blues Akram Najjar But first of all... Thanks go to our Friends What (is) the Blues? 2/ 33 Blues and the Evolution of Early Jazz and Pop Rhythm and Blues 30s Boogie Woogie 50s Rock n Roll
OVERVIEW ESSENTIAL QUESTION Why is Chuck Berry often considered the most important of the early Rock and Rollers? OVERVIEW If you tried to give Rock and Roll another name, you might call it Chuck Berry.
Movin Original Music by Hap Palmer Hap-Pal Music and Educational Activities www.happalmer.com This is a richly produced collection of original instrumental music written especially for movement exploration
OVERVIEW ESSENTIAL QUESTION What is the Surf sound and where did it come from? OVERVIEW The Surf sound of the early 1960s was built on the interplay of different musical traditions that came together to
Writing to Inform and Explain Developing a Research Paper Why Write? Every time an author writes he or she has a purpose Express and Reflect Inform and Explain Evaluate and Judge Inquire and Explore Analyze
The Adventures of Huckleberry Finn by Mark Twain 2 nd Quarter Novel Unit AP English Language & Composition The Adventures of Huckleberry Finn is considered one of the first significant and truly American
English Language Arts Summer Reading 2018-2019 Grade 7: Summer Reading BOOK REVIEW Read one fiction book at your reading level or above. In grade 7 students will learn the importance of identifying main
Vocabulary incentive horizons recreation unfettered Finish each sentence using the vocabulary word provided. 1. (unfettered) I let my dog out of its cage. 2. (incentive) My mother said she would take me
Unit Plan The Struggle for Civil Rights By: Jason Bell Target Group: Tenth Grade United States History Theme: The struggle for civil rights has been a fight that has been raging throughout history. During
NINTH GRADE CURRICULUM OVERVIEW Ninth grade English Language Arts continues to build on what students have already learned and to develop new knowledge and understanding. Ninth grade, as a bridge between
CW7 p606 Vocab Harlem Renaissance Black artists, writers, and musicians made important contributions before the Harlem Renaissance. An unprecedented gathering of talent occurred in Harlem, NY and did much
It s My Life, Bon Jovi Soundtrack of Your Life Presentation Mrs. Calvert Major Life Moments Song Choice Make a list of 6 major moments in your life that have contributed to who you are today. Examples:
Music and Song for Language and Culture Learning JASEC Twenty-Sixth Annual Convention, October 14, 2017 at Kinki University By J. Poulshock, PhD, Professor, Senshu University, Faculty of Economics Introduction
The Memoir Medley: Where Common Core Standards Concept: Metaphor in The 5 th Inning Primary Subject Area: English Secondary Subject Areas: N/A Common Core Standards Addressed: Grades 11-12 Craft & Structure
ENGL 387: DRAMA AND SOCIETY: African American Drama Professor Melanie Blood MW 11:30-12:45 Office: Welles 217 Welles 216 Office hours: MW 10-11:20 Email: blood@, x5840 STUDENT LEARNING OUTCOMES: The successful
Course Title: Fifth Grade Music Content Area: Music Grade Level(s): Fifth Course Description: This course develops the following skills: singing, listening, reading and writing music, and playing classroom
American Romanticism HONORS AMERICAN LITERATURE 2014 MRS. N. FITZGERALD UNIT 3 At the end of this unit, the student will be able to: 1. Read, comprehend, interpret, and respond to short stories and poetry
R12: Rhetorical devices Analyse and discuss the use made of rhetorical devices in a text About this objective Pupils need to know a range of rhetorical devices which can be used in both speech and writing
A-G/CP English 11 Gorman Learning Center (052344) Basic Course Information Title: A-G/CP English 11 Transcript abbreviations: A-G/CP Eng 11a / A-G/CP Eng 11b Length of course: Full Year Subject area: English
Grades 3-5: Unique Voices with Singer/Songwriter David Sereda Aim: This session will give students the opportunity to participate in a live broadcast with professional musician David Sereda. Grades 3-5
The Blues Framing the Marketing Story August 26, 2003 BACKGROUND INFO Description of Project Elements (Spokespeople: A. Gibney, M. Bodde, A. Zeiser, B. Benjamin-Phariss) The Blues is a comprehensive, multi-media
Humanities Poetry Exam /100 10 5 Standards for this exam. Literary Response & Analysis 3.7 - I can recognize and understand the significance of various literary devices, including figurative language and
GRADE 9 UNIT 1 Texts: Emily Dickinson poem If I can stop one heart from breaking Langston Hughes short story Thank You, Ma am Notes to Teachers: o This assessment has the following format: o For EACH text:
WRITING STATIONS Use this folder and your notes as guides to SUCCESS! Task #1: Rate Your Essay - Take a moment and silently rate your essay. - This document can be found on my Website. Task #2: Writing
To Kill a Mockingbird Databases and Catalogs JHS Library Catalog WRL Website World Book Online E-Library Source Link Description Gale Virtual Reference Go to Catalog, then to Webpath Express to find websites
Grade 7: Summer Reading BOOK REVIEW Read one fiction book. In grade 7 students will learn the importance of identifying main ideas in a text. This skill is built upon in the following grades and is a basis
Page 1 of 5 THE CASE OF MY FAVORITE BOOK Creating a reading class skit The act of drama in the classroom provides a stage where all can shine, even the weakest reader. Encourage the students to memorize
2018-19 CURRICULUM CATALOG Table of Contents COURSE OVERVIEW... 1 UNIT 1: SHORT STORY... 2 UNIT 2: POETRY... 2 UNIT 3: EPIC POETRY... 2 UNIT 4: SEMESTER EXAM... 3 UNIT 5: NOVEL... 3 UNIT 6: LITERARY NONFICTION...
2018-19 CURRICULUM CATALOG English III (01003) WA Table of Contents ENGLISH III (01003) WA COURSE OVERVIEW... 1 UNIT 1: INTERSECTION IN THE NEW WORLD... 1 UNIT 2: BECOMING A NATION... 2 UNIT 3: AMERICAN
What Makes a Hero? Self, Society, and Rising to the Occasion Supplemental Activities The following titles and related activities were selected by Jennifer Mann, Teen Librarian for the Ypsilanti District
Alternative No: Index No: 0 1 0 1 0 Supervising Examiner's/Invigilator's initial: English Paper II Writing Time: 3 Hours Reading and Literature Total Marks : 80 READ THE FOLLOWING DIRECTIONS CAREFULLY:
2015-2016 Ninth Grade Language Arts Learning Sequence Ninth Grade students use the Springboard Program. The following sequence provides extra calendar time which allows teachers to innovate and differentiate
Counting to None Author: Wendy Ulmer Illustrator: Laura Knorr Guide written by Jillian Hume This guide may be reproduced for use with this express written consent of Sleeping Bear Press Published by Sleeping
The New Vocabulary Levels Test This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold. Example question see: They saw it. a. cut b. waited for
#1 ACT NATURALLY They re gonna put me in movies They re gonna make a big star out of me We ll make a film about a man that s dad and lonely and all I gotta do is act naturally Well, I ll bet you I m gonna
10th fofm Music Makes Our Life Brighter and Happier Шинкарук Л.В., учитель англійської мови Рівненської загальноосвітньої школи І-ІІІ ст. 27 Рівненської міської ради 10th fofm Music Makes Our Life Brighter
Unit VI: Remembrance and the Creation of Memory Grade Levels: 9-12 Time: 1-3 class periods Lesson HVI-19: Music as an Instrument of Memory Objectives: Students will be able to analyze the lyrics and patterns
Exploring the Language of Poetry: Structure Ms. McPeak Poem Structure: The Line is A Building Block The basic building-block of prose (writing that isn't poetry) is the sentence. But poetry has something