ACTIVITIES:

1.     Remind students of the previous lesson on Bamboula, and of the fact that Bamboula was written in the mid-1880’s while the other selections were written later. Tell them to keep in mind the interaction between African, American, and European musical styles and instruments in the creation of Bamboula and that the same interaction was key in the development of jazz.

2.     Give them the Background Reading. They should read it in any way you wish. Whole Class, Groups, or Individually. There is no particular written assignment designed to go with the reading, but the background information is useful. Alternatively, it could be distributed the day before as a homework reading.

3.     Play all selections in this order

·        BAMBOULA (disc1, #3)

·        CASCADES (disc 1 #8)

·        I HATE A MAN LIKE YOU (disc 1 # 14)

·        JUST A CLOSER WALK WITH THEE (disc 1, #6)

·        BRASS BAND MEDLEY (disc 1, #7)

·        MAMA INEZ (disc 1, # 18)

4.     While the songs are playing, project or write the questions for each selection on the board. The questions are below under SELECTION QUESTIONS. Ask students to write down a few words in response, but remind them that their chief task is to listen to and try to understand the music.

5.     GROUP DISCUSSION (This portion can be eliminated if the teacher wishes. In that case, move straight to Whole Class Discussion or Written Response.)

·        Students are placed in groups

·        Their task is to be sure that they have a response for each question.

·        Tell students that they will be called upon to contribute to the discussion.

·        One method is to assign two songs to each group and require them to post their responses. In this way there will be differing responses to compare.

·        Give students sufficient time, perhaps twenty minutes, to share answers and be sure that everyone has an answer written down for each question.

 

 

 

 

6.     Whole Class Discussion

·        Ask students to share their responses from the selections. If students first discussed their responses in groups, each group could be asked to report.

·        To focus discussion, responses could be typed into a computer document and projected on the board.

·        It can also be useful to replay those selections that students found most appealing or interesting.

·        You might also explore the differing responses of students with musical training from those with none, or students whose ethnicity ties them more closely to the Mama Inez selection.