Film Review: Ken Burns's Jazz

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Photo, Herbert Bernett plays jazz..., Mobile, Alabama, 2010, Carol M. Highsmith
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This is the second in a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features. Look for one each month!

Jazz, the much-heralded 10-part PBS video series, is an American historical event in itself. The broadcast programs and their ancillary documents—a boxed set of 10 videocassettes, a book, a boxed five-CD set of music, a single CD personally selected by Burns, 22 jazz albums devoted to individual artists featured in the documentary, and more—is the most publicized and widely promoted presentation this music has received in its hundred-year history. The magnitude, scope, and all-embracing exploitation of musical, visual, and verbal elements might favorably be compared to Richard Wagner's vision of a Gesamtkunstwerk that, for him, resulted in a four-opera Ring Cycle, a theater specially built for the production at Bayreuth, disciples, detractors, enormous expense, and long-lasting consequences. Although we await the consequences, and regardless of criticism pro and con, Ken Burns's Jazz is a significant undertaking of great magnitude and serious purpose that will be remembered as an influential advocate for America's native art music, jazz.

The series should be considered from at least four points of view, for it succeeds in one, is less successful in two, and fails in the fourth.

The series should be considered from at least four points of view, for it succeeds in one, is less successful in two, and fails in the fourth. As an example of the documentary filmmaker's art, the craftsmanship is superb, and the series earns high marks. As a social history of jazz in the 20th century, the narrative is interesting and sometimes compelling, but the story is incomplete and exclusive. As a musical history of jazz, it fails miserably. And, finally, as the third large episode in the Ken Burns trilogy on race relations in America—The Civil War (1990), Baseball (1994), and Jazz—the three together and individually present a dramatic personal view of black and white tensions in America viewed from different vantage points and experienced in widely contrasting locales, environments, and time frames. The trilogy stands as a landmark historical presentation of one man's view of America's struggle for racial equality, and Burns has crafted his presentation so that it might be palatable and understandable to a worldwide lay audience. Of the three, Jazz has stirred the most interest throughout the world and the most diverse and fervid critical and popular reaction. Even before the series completed its public debut, an event stretching out over four weeks of prime-time television, the film impacted the art form itself, stirred artists, critics, and laymen into serious contemplative activity, stimulated the sales of jazz books, records, and concerts, and brought an unprecedented awareness of jazz and its heroes to a mushrooming audience.

After Nick LaRocca's claim that jazz was invented by the white musicians of New Orleans, the ever-ebullient Wynton Marsalis's stunned silence and loss for words is drama at its best.

As an example of the filmmaker's art, Jazz is stunning. Miles of footage and thousands of photographs and recordings demonstrating jazz performances, musical venues, and contemporary events and places have been recovered and discovered, cleaned up, selected, and sequenced to fit seamlessly in a tight narrative. Some of the images have not been published before, and all have been meticulously polished with the latest technical wizardry. Even long-familiar movie excerpts are presented better here than elsewhere. They are sharper, brighter, and fitted with a high-quality music track. The experts who appear as talking heads, most notably Wynton Marsalis, Stanley Crouch, Albert Murray, and Gary Giddens, are convincing and articulate individuals, and their insertion in the overall narrative is never superfluous or gratuitous. After Nick LaRocca's claim that jazz was invented by the white musicians of New Orleans, the ever-ebullient Wynton Marsalis's stunned silence and loss for words is drama at its best. Burns's camera captures every subtle inflection of eye movement, smile, shock, and grimace. Further, some of the interviews of living jazz musicians are truly poignant. When tears well up in the eyes of Dave Brubeck as he relates an incident in which his father showed him a cattle brand burned on the chest of a black neighbor, there is no escaping the gripping pathos of the moment. These videocassettes are of such high quality in both dramatic content and technical virtuosity that they will be used in schools for many years to help explain and promote this music.

As a social history of jazz in the 20th century, the film documentary is good but flawed. Its coverage of selected musicians, selected locales, and a 60-year time frame, 1900 to 1960, is excellent. Better to follow the lives and work of some great figures in depth than to create a superficial, all-inclusive list of players and tunes that everyone will forget. We can all quibble about whether it was better to spend more time on Coleman Hawkins but little or none on Art Tatum, Bix Beiderbecke, Bill Evans, or Benny Carter, but Burns's method of making a selection of key figures and dealing with each expansively keeps the series from being, as one critic aptly put it, balanced into blandness.

In taking the Great Man approach to history, Burns has adopted a 19th-century system of viewing events rather than a late-20th-century methodology for explaining our past.

He should not have pretended to deal with the last 40 years of the century, for episode 10 is totally inadequate and poorly done. Also, historians should be reminded that, in taking the Great Man approach to history, Burns has adopted a 19th-century system of viewing events rather than a late-20th-century methodology for explaining our past. Further, he accepts the medieval premise of speculum musicae, music as the mirror of reality. He states over and over that jazz reflects, at every stage of its development, the social, cultural, and political circumstances that surround it. This premise would be impossible to defend critically. There are times when this is true, and there are times when jazz is blissfully unaware of its surroundings. He gives, as one example, Louis Armstrong's "West End Blues" as "a reflection of the country in the moments before the Great Depression." I cannot see how he can support this statement. What is it reflecting? The African Americans in Harlem, the Wall Street entrepreneurs, or the white middle-class farmers in Kansas and Iowa? This is bull-session history. Gunther Schuller says in Early Jazz (1968).

Louis's "West End Blues" . . . startles us with the powerful thrust and punch of its first four notes. We are immediately aware of their terrific swing, despite the fact that these four notes occur on the beat . . . The four notes should be heard by all people who do not understand the difference between jazz and other music.

I understand what Schuller means and can check his words against the music itself. Also, in a different time frame, one can build a case for "Free Jazz" as antiestablishment music of the 1960s and view Max Roach's Freedom Now suite as an overt political statement, but the filmmaker's interest peaks out long before his cursory and superficial presentation of Ornette Coleman, Charles Mingus, John Coltrane, and their followers.

Jazz, the series, presents a tale of black musicians striving for equality, artistic recognition, and some of the regular entitlements of white, middle-class Americans, such as financial security, health care, freedom to travel, and so on, in a bigoted and essentially racist society. In doing so, Burns and his advisers ignore Latino contributions and circumstances, minimize the quality and magnitude of white contributors, and are seemingly unaware of jazz in Europe and Asia. Most important, in focusing on the first six decades of the century, they ignore the fact that American society has changed dramatically since 1960, and jazz was a part of that change. Black Is Beautiful, Black Power, the Nation of Islam, and the martyrdom of Dr. Martin Luther King Jr. (and the jazz stemming from these realities) all take place after the real end of his story. Episode 10, 1960 to the present, is clearly the weakest link in the series.

Musically, and as a musical history of jazz, the series is just short of a disaster. Tragically, laymen will never know the difference. In nearly every instance, even when a work is touted as a masterpiece, it is treated as elevator and restaurant music, something to be talked over and relegated to some level of subliminal perception. The height of disrespect and lack of awareness occurs when the narrator cites a performance as a defining work of art and then the director allows the sound engineer to change the music to fit the demands of the script.

The height of disrespect and lack of awareness occurs when the narrator cites a performance as a defining work of art and then the director allows the sound engineer to change the music to fit the demands of the script.

This happens many times throughout the series, often enough to convince this reviewer that, regardless of what the narrator says about the intrinsic value of the music, it rates no better treatment than timely background music for a movie. Charlie Parker's "KoKo" is a perfect example. "KoKo" is not movie music to be altered by deleting a few seconds here and adding a few seconds there, but Burns allows this to happen with the seamless virtuosity of digital technology. It is unthinkable that any literate spokesman for the arts would change 50 measures of Ludwig van Beethoven's Opus 127 string quartet immediately after declaring it to be a masterpiece of the genius's late period. Can anyone imagine Leonardo da Vinci's Last Supper being moved to a larger hall and having three disciples on the left copied and inserted into the frame on the right to fill the available space, making what might then be called Leonardo's Jesus and the Fifteen Disciples? Burns effects exactly this kind of sleight-of-hand with "KoKo" and other masterpieces by other great artists as well. Near the end of episode 7, after a showing of the dramatic atom bomb explosion on Hiroshima and after a few introductory words from the jazz altoist Jackie McLean, the narrator says.

On November 26th, 1945, 11 weeks after the surrender of Japan, Charlie Parker finally made his first recording under his own name for the independent label, Savoy Records. . . . Four sides were cut that day: "Billie's Bounce," "Thriving from a Riff," "Now's the Time," and a new tune, built on the chord changes of "Cherokee," called "KoKo."

The music begins, and, toward the end of the piece's musical introduction, the narrator adds his encomium: "'KoKo' is one of the most extraordinary recordings in jazz history. There is no doubt about it." "KoKo," by Charlie Parker, is a masterpiece of jazz art that lasts 2 minutes and 51 seconds beginning to end. There are no wasted notes, the phrases fall one after another in logical sequence, in a breathless drive toward a musical goal that can only be described as brilliant. The "KoKo" Ken Burns offers his listeners lasts approximately 4 minutes and 10 seconds, a hodgepodge of snippets glued together by digital splicing. It becomes a destroyed masterwork stretched for the convenience of a narration and for a closing quotation from Ralph Ellison, in which a reader states the episode's theme: "Usually, music gives resonance to memory. But not the music then in the making. Its rhythms were out of stride and seemingly arbitrary, its drummers frozenfaced introverts dedicated to chaos." Bebop was not dedicated to chaos! Ken Burns's recreation of "KoKo" is chaotic, for it destroys the symmetry, the syntax, and the grammar of a jazz classic. Ken Burns is no jazz musician, and I suspect he is not much of a musician at all. What he has fed us in four weeks of listening is a fascinating personal vision of race in America during the first six decades of the 20th century. Jazz, to him, is background music for his tale.

Strangely, that vitriolic critique is not the real bottom line of this review. This morning I ate breakfast in a blue-collar café and heard Bird and Diz playing "Salt Peanuts" on the piped-in local radio station. I have not heard real jazz on a pop music station since the 1950s, and I have Ken Burns to thank for that.

Bibliography

This review was first published in the Journal of American History, Vol. 88, No. 3, 1195-1198, 2001. Reprinted with permission from the Organization of American Historians (OAH).

For more information

Looking for more resources on jazz? We have links out to more than 15 websites on jazz and jazz history, including the website that accompanied Ken Burns's documentary. The Library of Congress's new National Jukebox is also a fantastic place to go for music history from 1901–1925. Browse by genre, and choose "Popular music," and then "Ragtime, jazz, and more," or search by artist name or title.

If you've only got a few minutes to spare, how about learning about women in jazz and blues with our archived weekly quiz?

Guampedia

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Illustration, Landing Place at Guam, Jan-July 1863, T. Coghlan, Flickr Commons
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Don't let Guam be forgotten in your classroom! After all, it is one of only 16 non-self-governing territories worldwide that are recognized by the UN. As such, leaving Guam out of history is to ignore a rather remarkable political exception.

Guampedia offers a range of short articles on everything from architecture to World War II. These pages also feature relevant photographs and further resource listings. Additional sections offer basic facts on Guam (motto, population, etc.) and its major villages. Be sure to check out the history lesson plans to see if there's any ready-made content appropriate for you to introduce to your classroom.

Additional ways to explore include a selection of media collections including photographs, illustrations, soundbites, and video; MARC Publications, including issues of the Guam Recorder, lectures, and additional e-publications on topics such as archaeology and stonework; and traditional recipes.

Making Personal Connections to the Past by Finding Historians

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Photograph, Man at Telephone I, 1920-50, Theodor Horydczak, LOC
Question

Is there a historian that would be willing to Skype a 4th -grade classroom on the American Revolution?

Answer

At a National Archives lecture historian David McCullough once made a startling but quite obvious assertion. "Each of us has," he reminded the audience, "at our disposal the world's greatest research device: the telephone." Times have changed since that 1993 lecture I attended and so too has technology, but McCullough's message still serves us well almost two decades later. If you want to find something—or in the case of this article, someone—you have to reach out.

It matters not what grade level you teach. If you are interested in hooking up with historians . . . you must be the one to make the leap.

It matters not what grade level you teach. If you are interested in hooking up with historians to help you enliven your curriculum or fuel your own intellectual yearnings, you must be the one to make the leap. I have been literally connecting historians with my Applied History class at West Springfield High School since 1992, when we held a long-distance phone conference with filmmaker Ken Burns. Since then students have connected with many historians by speaker phone including Edward Linenthal, Louis Masur, Robert Utley, Nicholas Lemann, and the late Walter Lord, among others.

Since the inception of the collaborative Teaching American History Grants I believe that historians, more than ever, are willing to talk with you and your students. So how do you get started and once you have the process in place what do you do?

Say you are studying the American Revolution and George Washington and you want your students to interact with a Revolutionary War era historian or biographer. Start with where George lived, his home in Mount Vernon, VA. Most top-drawer historic sites have a direct pipeline or e-connection to historians who are working in the site-specific subject matter. Chances are these sites have educational curators or specialists on staff that can help you find someone who can speak articulately to the topic at hand.

Plan Carefully

What is essential is that once the process gets underway you and your students do their homework. Like any research project you and your students must invest the necessary time to make it successful and meaningful. Planning is essential. You need to consider how far out into your curriculum you want to hold such a conference. We all have busy schedules and it is imperative that you be flexible with the person to whom you are connecting. I generally plan for two months out or longer when I make my first pitch. Your students need to prepare, too. If you are connecting with an author you must ensure that your students read the author's work beforehand; otherwise, there will be awkward pauses.

Point out that "how" questions and "why" questions will elicit more of the historian's expertise than factual ones that can be answered by consulting a textbook or encyclopedia.

What I do is have students submit to me, several days before the scheduled conference, an index card with a question that they are posing for the author. I read through the cards and select the best questions. Before I make the phone call I pass out the cards to the students and then bring them up to the speakerphone one by one. A brief introduction is made and then the question is posed. What generally evolves is a conversation between the students and the historians with me facilitating the call, but staying in the background. These are moments for the students.

For elementary students, you may need to do even more preparation. Make sure students have studied the topic recently and are familiar with what historians do. While they may not have the reading skills to read the historian's text, you can still introduce his or her area of expertise, the subject matter that she or he studies, and some age-appropriate texts. Introduce the kinds of questions that may be appropriate for the conference, for example, pointing out that "how" questions and "why" questions will elicit more of the historian's expertise than factual ones that can be answered by consulting a textbook or encyclopedia. This is an opportunity for students to also ask questions that get at what is exciting, puzzling, or ambiguous about the historical topic. And they can find out more about why a person would become an historian, the day-to-day aspects of research, and the ways historians work to decipher history through investigating pieces of the past. In any case, you may need to devote some lessons to effectively preparing your young students for a productive conversation.

Look for Local Resources

Consider also working with your local university history departments. With collaboration being the operative word in education these days, make it real. You might even be able to get the person to come and visit your classes, taking the whole process to a very different level. Also, for information on museums and historic locations in your area, check out the Museums and Historic Sites section of our website.

Ambling down this path may at first seem risky, and it is. I was very nervous when I contacted Ken Burns's studio in 1992 to ascertain the possibility of such a conference call. What I have discovered since then is, if you are genuinely sincere about your motives on behalf of your students then you and they will discover the power of making just such a connection. And I honestly believe that the person on the other end of the line from you and your students actually enjoys the outcome, too. I have never received an answer of "no" from anyone of whom I have made the request. And that I think speaks volumes.

Making the Best of a Great Situation

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Photo, "confab.yahoo. . . , (nz)dave, December 13, 2006, Flickr
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Directing my first Teaching American History (TAH) grant in 2003, I had three years to spend nearly a million dollars providing professional development to teachers of American history. What could go wrong?

Plenty, of course. Organizational issues aside, the project faced two challenges. First, given the dollars and the time we had to spend, we simply could not get enough teachers to fill the seats. I have heard over the years TAH grant directors complain about recruitment. "We offer these fabulous programs," they sigh, "but people don’t come."

Expanding Program Horizons

Program quality could never overcome the structural issue: the teachers in our service area could not consume all the professional development we offer. We had a serious problem of oversupply.

. . . the teachers in our service area could not consume all the professional development we offer.

None of the obvious solutions made much sense. We couldn't provide less professional development than the grant proposal promised, or serve fewer teachers. We had to expand our pool of teachers, and expand it quickly.

In New England, with its many districts in a small geographical area, the solution was simple if politically tenuous: invite other districts into a consortium to expand the market for our offerings. We maintained our relationship with our primary partner by providing them with preferred service: guaranteed spots, special privileges, and direct curricular support. Our pool of available teachers tripled, and we seldom had any recruitment issues.

Districts more geographically distributed could achieve the same result through distance learning options. Most higher education partners have that capability already; why not use it?

Deciding What to Offer

The second problem had to do with the offerings themselves. The proposal I had been brought in to manage promised a smorgasbord of professional development: institutes, lectures, seminars, and graduate-level courses. We could mix and match as the talents and availability of our historians dictated.

The menu of potential professional development is limited. We asked teachers what they wanted and districts what they would support, and rounded up the usual suspects. But the offerings sometimes sputtered. We filled the seats, and people liked what we gave them, but the self-reported impact on students never satisfied us.

We hit on two solutions, one that any existing grant holder can replicate, and another that has to grow organically out of a proposal from the start.

The organic solution proposes a three-year project that intends to create a specific change in a region. Instead of planning to offer the usual types of professional development organized around a unifying theme, look at what your districts need to organically change the way they teach history.

The first TAH grant I wrote sponsored school-based teams of elementary teachers working together for a year to add flesh to the statewide standards. By the time we finished, a third of the region's elementary schools had gone through the process, and another third had heard detailed reports about the changes.

The second grant supported a research-based induction program for new teachers of American history. Few districts could afford a state-of-the-art induction program, but the TAH grant, coming just as history faculty turned over through retirement, filled that need.

[Ask,]"What do the teachers and districts need to improve history instruction?" rather than "What professional development can we provide teachers and districts?"

These proposals (and more I have written and received) started from the question, "What do the teachers and districts need to improve history instruction?" rather than "What professional development can we provide teachers and districts?" Districts gladly bought in to these organically conceived proposals. We could explain the grant in a sentence, a sentence that spoke to pressing educational needs.

Production as Professional Development

The other program came almost as an afterthought, when the first grant had an unspent balance. We brought together a group of teachers who had worked with us for years. We asked them to assemble booklets of primary sources that they thought could amplify the richness and meaning of some key documents in American history.

We ended up publishing five booklets—on the Declaration, the Constitution, the Bill of Rights, the Gettysburg Address and "I Have a Dream"—each containing 60 or more primary sources. We distributed them for free to every history teacher in the region. The booklets attracted more money and support, and have been distributed across the state.

The teachers who created the booklets described the work as the best professional development they ever experienced, transformative personally and professionally. And the booklets are used, bringing students closer to primary sources, some obvious and some arcane, than ever before.

TAH grants can provide immense service to students and their teachers. A little creativity makes a world of difference in their success.

Making Sense of American Popular Songs

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Tunes, lyrics, recordings, sheet music—all are components of popular songs, and all can serve as evidence of peoples, places, and attitudes of the past. Written by Ronald J. Walters and John Spitzer, the guide "Making Sense of American Popular Song" provides a place for students and teachers to begin working with songs as a way of understanding the past.

Interactivity

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This classroom tool—one of several history “interactives” on the Annenberg Media website—focuses on what a primary source is. Designed for students to work through either individually or in groups, this online resource is designed to help students read different kinds of primary sources for clues about their historical context. Using newspapers, journals, letters, and speeches, the site challenges students to test their document-reading abilities in an online game.

Teaching the Homebound or Hospitalized

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Illustration, Harrison Weir, From The adventures of a dog. . . , 1857, NYPL
Question

Any good advice for a certified history educator who will possibly become a homebound/hospitalized teacher for children who are too ill to go to school? Thanks.

Answer

It can be a challenge to provide homebound and hospitalized students with the sort of interaction that other students receive each day in the classroom. Fortunately, the web puts numerous highly interactive activities within reach.

You'll find links to online resources throughout the Clearinghouse website, but here are a few that we think would work well for homebound students:
A number of museums have built excellent interactive history activities. The British Museum maintains a set of sites on ancient civilizations, and the Smithsonian's National Museum of American History has a collection of activities for kids to do at home. The Center for History and New Media recently partnered with the Smithsonian to create The Object of History, a site where visitors can manipulate artifacts, listen to curators talk about their role in history, submit questions, and curate a virtual exhibit of their own.

Many smaller museums offer more focused tools. For example, try the Plimouth Plantation's investigation into the first Thanksgiving.

The Monterey Institute has created a comprehensive online course in U.S. History that combines text and multimedia content delivery with interactive activities. You'll find it online at the HippoCampus website where you can set up a space for your own students, hide topics you don't want to cover, and bookmark ones you do.

You can also use the internet to give homebound students opportunities for social interaction. If you have multiple students covering the same material, try giving assignments that let them collaborate virtually. You could provide discussion prompts or projects that they would complete using email, instant messaging, or a discussion board.

Ask a school technology coordinator to help you install Course Management Software, or use one of the many collaborative web tools that have been developed in the last few years. Google Documents is good for collaborative writing, or you can register for a private wiki at WikiSpaces.com. They're flexible, easy to use, and free for teachers.

If you're really feeling adventurous (and if your students have access to fast Internet connections), think about using Skype voice chat or videoconferencing.

Data on Students' Knowledge of American History

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Print, Group of students--Atlanta Baptist Seminary: rising young men of educatio
Question

I am trying to find current, national data on students' level of understanding and knowledge of American history. Any suggestions or studies that would help me find such data?

Answer

Good question! Unfortunately, there are not many sources for this kind of data. The best I know is the National Assessment of Educational Progress in American History. NAEP, referred to as the Nation's Report Card, is administered by an arm of the U.S. Department of Education and periodically assesses what students know and can do in various subject areas.

In U.S. history, fourth, eighth, and 11th graders across the nation take a test that includes multiple-choice and constructed-response questions. Here is the latest report on students' U.S. history knowledge and skills. This downloadable report presents the extensive data gathered by NAEP in easy-to-read formats. To learn more about the assessment and resulting data, see the varied links on the U.S. History home page. Scroll down and try the NAEP Data Explorer tool if you wish to explore and tailor the data available.