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?

StoryCorps

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Photo, Bob Heft, Designer of  the 50 star flag, StoryCorps
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StoryCorps is a nonprofit organization dedicated to collecting and preserving the stories of people across the U.S. Founded in 2003, it has collected more than 15,000 stories from people in all walks of life—immigrants, veterans, those that suffer from debilitating diseases, lovers, September 11th survivors, and many more. Each recorded conversation includes two or three people, often grandchildren interviewing grandparents, old friends interviewing each other, or children remembering their parents. Clips, usually between two and five minutes, from hundreds of these stories are available.

The clips are keyword searchable and browseable by category: Angels & Mentors, Discovery, Friendship, Griot, Growing Up, Hurricane Katrina, Identity, Romance, September 11, Struggle, Witness, Wisdom, and Work. Many people discuss their involvement in World War II or the Vietnam War, and many more talk about how they met their spouses or coped with segregation. Always thought-provoking, and often moving, these clips can expose the more human side of major 20th-century events.

Mass Moments

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Engraving, Filling Cartridges, Brooklyn Museum, Gift of Harvey Isbitts
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On May 15, 1602, English explorer Bartholomew Gosnold dropped anchor off the Massachusetts coast, and due to the abundance of cod fish in the waters surrounding his ship, named the location Cape Cod. This is the first of 365 moments in Massachusetts history presented at this website.

The majority of moments cluster in the 19th and 20th centuries, and include events of relevance to political, economic, social, and cultural history, including the incorporation of the town of Natick in 1781, the opening of Boston's African Meeting House in 1806, and the release of the movie Good Will Hunting in 1997.

Each moment is described in roughly 750 words, and is accompanied by an excerpt from a primary source. The text is also available in audio format. The moments are keyword searchable, as well as browseable through the website's Timeline and Map features.

Elementary, middle, and high school teachers will find the Teachers' Features section especially useful, as it includes several comprehensive lesson plans, on labor, women's rights, the African American experience in Massachusetts, and early contact between settlers and indigenous peoples in Plymouth.

Korea + 50: No Longer Forgotten

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Photo, "A South Korean soldier comforts a wounded buddy" Department of Defense
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A collection of more than 200 official documents, nine oral histories, and more than 70 photographs pertaining to the pursuance of the Korean War by the administrations of Presidents Harry S. Truman and Dwight D. Eisenhower. Provides day-by-day access covering June 24-September 14, 1950—and more sporadic contributions during subsequent periods—to diplomatic and military documents and accounts by administration officials, including correspondence, speeches, memos, reports, and briefing papers. A special section covers the historic Wake Island meeting in October 1950 between Truman and General Douglas MacArthur, with excerpted documents, reminiscences by participants and observers, and photographs. Also includes an audio recording of Truman discussing the firing of MacArthur in 1951; an extensive "Korean War Teacher Activity" from a high school in Independence, MO, including assignments geared to official documents and oral histories; guides to archival materials in the Truman and Eisenhower presidential libraries; information on relevant exhibitions in the libraries; and links to five related sites. Valuable for students to learn to evaluate historical narratives composed of materials from diverse sources.

The Album in the Age of Photography

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Video background from The Library of Congress Webcasts site:

"As photography became an increasingly accessible medium in the 20th century, the popularity of the photographic album exploded, yielding a wonderful range of objects made for varying purposes—to memorialize, document (officially or unofficially), promote or educate and sometimes simply to channel creative energy. Verna Posever Curtis traces the rise of the album from the turn of the last century to the present day."

Central High Crisis: Little Rock, 1957

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Image for Central High Crisis: Little Rock, 1957
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This collection of newspaper articles and photographs from two Arkansas newspapers explores the 1957 crisis in the city of Little Rock. National attention focused on the city when Governor Orval Faubus refused to allow nine African American students to desegregate the city's all-white Central High School, despite federal court rulings to the contrary. In response, President Dwight D. Eisenhower reluctantly became the first president since Reconstruction to send federal troops to protect the rights of African Americans.

Materials include news articles and editorials from each day of the month-long crisis, articles on the anniversaries from 1997 to 2000, and 16 photographs. In addition, material on the 40th anniversary of the crisis is provided: 19 op-ed pieces, speeches, an interview with President Clinton, timelines, and a 1991 defense by Faubus of his actions.

Black Campus Movement

Description

Background from Library of Congress Webcasts site:

"Hundreds of thousands of black students, aided on some campuses by white and Latino students, demanded and protested for a relevant learning experience. At upwards of 1,000 traditionally white and historically black colleges and universities in the United States, black campus activists initiated a range of campus reforms, including the addition of more black students, faculty, administrators, and coaches, and the establishment of black cultural centers and Black Studies courses and programs. Their ultimate aim was to diversify and thus transform higher education. This Black Campus Movement of the late 1960s and early 1970s is the subject of this presentation."

Chicago Victory Gardens: Yesterday and Tomorrow

Description

Video background from The Library of Congress Webcasts site:

"During World War II, Chicago led the nation in urban food production with its Victory Gardens program of 1,500 community gardens and more than 250,000 home gardens. The city's North Park neighborhood was also home to the largest Victory Garden in the United States. In fact, the Victory Gardens campaign in Chicago was so successful that it was emulated across the country. Seventy years later, Chicago continues this tradition with an estimated 700 community gardens. In 2010, LaManda Joy launched the Peterson Garden Project, on land that was part of an original World War II Victory Garden from 1942-1945. The Peterson Garden is Chicago's largest community-allotment vegetable garden, with 157 plots tended by community members growing only organic vegetables. Volunteers and students also tend several garden plots and donate their produce to local food pantries and homeless shelters."

Center for the Study of Upper Midwestern Culture

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Detail, home page
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This website is the virtual home of the Center for the Study of Upper Midwestern Culture, devoted to preserving the languages and cultural traditions of this region, roughly defined as Minnesota, Wisconsin, and Michigan's Upper Peninsula. While originally home to Woodland and Plains American Indians, and then a varied population of European American populations, this region more recently has welcomed increasing numbers of African, Asian, and Hispanic immigrants.

A glimpse at some of the materials the Center has gathered is available through six virtual exhibits accessible through the website. These exhibits include one devoted to Heikki Lunta, a folk legend born during the reawakening of Finnish ethnic consciousness on Michigan's Upper Peninsula in the 1970s; another on bread-making traditions in Wisconsin, including several images from German American cookbooks; and another including images depicting European American ethnic life on the South Shore of Lake Superior; other exhibits feature German American folk music in Wisconsin, some of which dates to the 1930s.

The website also features 20 video podcasts on aspects of community life in southwestern Wisconsin, as well as extensive guides to archival collections on Upper Midwestern life at physical archives at the University of Wisconsin and throughout the region.

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.