We Shall Overcome:We Shall Overcome:The Music of the Civil The Music of the Civil

Rights MovementRights Movement

Jason DanielsonJason Danielson

Hoover High SchoolHoover High Schooljason.danielson@dmps.k12.ia.us

PART IPART I

Studying Music & Artistic Studying Music & Artistic HistoryHistory

Art as a primary sourceArt as a primary source

Challenge: be an “English teacher”Challenge: be an “English teacher”Symbolism & meaningSymbolism & meaning““Subjective” points of viewSubjective” points of view

Rewards: varying perspectives, Rewards: varying perspectives, interesting sources, and c’mon, it’s interesting sources, and c’mon, it’s fun!fun!

Art reveals historyArt reveals history

Negro SpiritualsNegro Spirituals No personal items No personal items

(musical (musical instruments)instruments)

Protestant churches Protestant churches (gospel songs)(gospel songs)

American white American white music (brass bands, music (brass bands, marching bands)marching bands)

Result: “Black Result: “Black music” in U.S.music” in U.S.

““Latin” musicLatin” music Kept some cultural Kept some cultural

artifacts (percussion)artifacts (percussion) Mostly Catholic Mostly Catholic

(didn’t connect to (didn’t connect to music)music)

Europeans & natives Europeans & natives mixed cultures mixed cultures (strings, percussion)(strings, percussion)

Result: “salsa” in Result: “salsa” in Caribbean, samba in Caribbean, samba in BrazilBrazil

PART IIPART II

The Evolution of Black The Evolution of Black (Protest) Music in the United (Protest) Music in the United

StatesStates

Spirituals & Church SongsSpirituals & Church Songs

African influence: strong rhythms, African influence: strong rhythms, simple harmoniessimple harmonies

Call-and-response from black Call-and-response from black preachingpreaching

Double meaning: spiritual & practical Double meaning: spiritual & practical (Black Liberation Theology: “God helps (Black Liberation Theology: “God helps those who help themselves”)those who help themselves”)

Spirituals & Church Songs: Spirituals & Church Songs: examplesexamples

Spiritual: Wade in the WaterSpiritual: Wade in the WaterChurch Song: This Little Light of MineChurch Song: This Little Light of MineCivil Rights Protest Song: Woke Up Civil Rights Protest Song: Woke Up

This Mornin’ with My Mind (Stayed on This Mornin’ with My Mind (Stayed on Jesus/Freedom)Jesus/Freedom)

Civil Rights Theme Song: We Shall Civil Rights Theme Song: We Shall OvercomeOvercome

Blues & JazzBlues & Jazz

European influence: sophisticated European influence: sophisticated harmonies added to rhythmsharmonies added to rhythms

Entertainment purposes & freedom Entertainment purposes & freedom from slavery- added more instrumentsfrom slavery- added more instruments

Ragtime: Scott Joplin, The EntertainerRagtime: Scott Joplin, The EntertainerBlues: W.C. Handy, St. Louis BluesBlues: W.C. Handy, St. Louis Blues““Rhythm Section:” piano, guitar (banjo), Rhythm Section:” piano, guitar (banjo),

bass (tuba), drums, percussionbass (tuba), drums, percussionHorns: trumpet, trombone, sax Horns: trumpet, trombone, sax

(clarinet)(clarinet)

Blues & Jazz: examplesBlues & Jazz: examples

Big Band ComparisonBig Band ComparisonDance: Count Basie, One o’clock JumpDance: Count Basie, One o’clock JumpPerformance: Duke Ellington, CaravanPerformance: Duke Ellington, Caravan

Jazz & Civil RightsJazz & Civil RightsBillie Holiday, Strange FruitBillie Holiday, Strange FruitCharles Mingus, Fables of FaubusCharles Mingus, Fables of FaubusNina Simone, Mississippi GoddamNina Simone, Mississippi GoddamJohn Coltrane, AlabamaJohn Coltrane, Alabama

Rhythm & Blues, Rock & RollRhythm & Blues, Rock & Roll

11stst time since 1930s black music was time since 1930s black music was popular musicpopular music

Fueled by popularity of Chuck Berry Fueled by popularity of Chuck Berry & Elvis Presley& Elvis Presley

Like jazz before it: considered risqué Like jazz before it: considered risqué by “proper” white society (code for by “proper” white society (code for “too black”)“too black”)

Rhythm & Blues, Rock & Roll: Rhythm & Blues, Rock & Roll: examplesexamples

Chuck Berry, No Particular Place to Chuck Berry, No Particular Place to GoGo

Hound Dog as black & white case Hound Dog as black & white case studystudyBig Mama ThorntonBig Mama ThorntonElvis PresleyElvis Presley

White person had to do black music before it White person had to do black music before it would be popular with a mass white would be popular with a mass white audience.audience.

Soul & Funk: Popular Music of Soul & Funk: Popular Music of the Movementthe Movement

MotownMotown ““Gentrified” soulGentrified” soul

Gentle rhythmsGentle rhythmsString arrangementsString arrangementsSmooth singersSmooth singers

Mixed audienceMixed audienceSymbolism/allegorySymbolism/allegory

StaxStax ““Pure black” soulPure black” soul

Driving rhythmsDriving rhythmsRhythm/horn-drivenRhythm/horn-drivenAggressive singersAggressive singers

Mostly black Mostly black audienceaudience

Outright protestOutright protest

Soul & Funk: examplesSoul & Funk: examples

MotownMotown Smokey Robinson, Smokey Robinson,

Tears of a ClownTears of a Clown Marvin Gaye, Marvin Gaye,

What’s Goin’ On What’s Goin’ On (connects civil (connects civil rights & Vietnam)rights & Vietnam)

StaxStax Sam & Dave, Hold Sam & Dave, Hold

On I’m Comin’On I’m Comin’ Isaac Hayes, Isaac Hayes,

SoulsvilleSoulsville Sam Cook, A Sam Cook, A

Change is Gonna Change is Gonna ComeCome

More Soul & FunkMore Soul & Funk

James Brown, Say it Loud (I’m Black James Brown, Say it Loud (I’m Black and I’m Proud)and I’m Proud)

Stevie Wonder, Livin’ for the CityStevie Wonder, Livin’ for the City

Gil Scott Heron, The Revolution Will Gil Scott Heron, The Revolution Will Not Be TelevisedNot Be Televised

Hip-Hop & RapHip-Hop & Rap

African tradition of spoken word musicAfrican tradition of spoken word musicBlack tradition of improvisationBlack tradition of improvisation Irony: Became very popular among Irony: Became very popular among

white suburban teens (remember white suburban teens (remember exotic/”naughty” equated with exotic/”naughty” equated with “blackness?”)- created urban “ghetto” “blackness?”)- created urban “ghetto” image (gangs, strippers, etc.)- led to image (gangs, strippers, etc.)- led to market for popularizing this rather than market for popularizing this rather than promoting social justicepromoting social justice

Hip-Hop & Rap: exampleHip-Hop & Rap: example

Public Enemy, Fight the PowerPublic Enemy, Fight the Power

PART IIIPART III

Application of Concepts in the Application of Concepts in the ClassroomClassroom

Introductory/Closing ActivityIntroductory/Closing Activity

Begin class hearing music, looking at Begin class hearing music, looking at art, or reading excerpt from art, or reading excerpt from literature, write short reflectionliterature, write short reflection

Wrap up class hearing/viewing Wrap up class hearing/viewing something artistic from the time something artistic from the time period, discuss/write relating it to period, discuss/write relating it to what they’ve studiedwhat they’ve studied

Student or Group ProjectStudent or Group Project

Album/song/portfolio/book reviewAlbum/song/portfolio/book reviewPresentation examining different art Presentation examining different art

forms during specific times in history forms during specific times in history or connecting artistic development or connecting artistic development across timeacross time

Study popular culture today and Study popular culture today and compare/contrast with past popular compare/contrast with past popular and artistic endeavorsand artistic endeavors

Primary Document WorkshopPrimary Document Workshop

National Archives document analysis National Archives document analysis worksheets (sound recording, cartoon, worksheets (sound recording, cartoon, motion picture, photograph, poster)motion picture, photograph, poster)

Put artistic interpretations in same Put artistic interpretations in same framework as government documents, framework as government documents, journals, newspapers, etc.journals, newspapers, etc.

Multiple perspectives, student Multiple perspectives, student engagement, compare/contrast with engagement, compare/contrast with more “objective” documentsmore “objective” documents