Kansas African American Museum [KS]

Description

The Kansas African American Museum is dedicated towards preserving the regional culture and lives of the African American population of Kansas. The museum was first created in 1974, and was put on the National Register of Historic Places in 1993. Now, the museum boasts a "varied collection of multi-media presentations, rare artifacts, African Art, original sculptures, paintings, musical scores, musical recordings and history of local musicians."

The museum offers exhibits. The website offers information about current exhibits, an online museum store, and information about upcoming events.

B.B. King Museum and Delta Interpretative Center [MS]

Description

The B.B. King Museum and Delta Interpretive Center will take visitors back to the place where B.B. King grew up and lived the blues long before he learned to make the music that would change his life. Proposed educational, cultural, and character development programming will take the form of classes, mentoring, and interactive exhibits. In addition, the stories of the Delta, from its history to its music, social mores, race relations, literature and legends, and adversities and successes will be examined in one interpretive setting.

Please note: The museum will open Sept. 13, 2008.

The museum will offer exhibits, tours, and educational and recreational events and programs.

Take Me Out To The Ball Game: 100 Years of Musical History

Description

This Electronic Field Trip takes a look at the song, "Take Me Out to the Ball Game," written by Jack Norworth and Albert Von Tilzer a century ago. Today, "Take Me Out to the Ball Game" is synonymous with a baseball game's seventh-inning stretch, but the song was originally written to be performed on home pianos and the vaudeville stage.

Broadcast from Brooklyn, NY, this presentation explores not only the history of "Take Me Out to the Ball Game", but also the influence of various musical styles of the past 100 years from vaudeville and swing to rock and hip hop.

Unpublished, as the page no longer exists.

A-mouldering in the Grave

Quiz Webform ID
22413
date_published
Teaser

"John Brown's Body" keeps reappearing. What do you know about the song?

quiz_instructions

March is Music in Our Schools Month! Have you considered using historical tunes in your classroom? Here’s one possibility—the 19th-century popular song “John Brown’s Body.” Answer these questions about the song’s history.

Quiz Answer

1. When was the music for "John Brown's Body" first printed?

c. 1858

The tune that would later become "John Brown's Body" developed in the religious camp meetings of the Second Great Awakening (a period of widespread evangelical religious revival, from the early to mid-1800s). Though it existed in various forms for at least several years beforehand, the music first appeared in print in choral books in 1858. Religious lyrics accompanied these versions—and included the "glory, glory, hallelujah" chorus that would remain in "John Brown's Body."

2. Which of the following lines was not in the early versions of "John Brown's Body?"

d. But tho' he lost his life in struggling for the slave

According to the most common "origin story," the tune to "John Brown's Body" gained its most famous lyrics—"John Brown's body lies a-mouldering in the grave"—in 1859, some time after the execution of John Brown, the abolitionist who led an antislavery raid on Harper's Ferry, VA, and was subsequently hanged. However, these lyrics were not, originally, about that John Brown. Instead, they referred to a Massachusetts Union soldier, whose fellow soldiers improvised the song from the original camp-meeting tune and religious lyrics to tease him. The song gained verses and lyrics and spread, to be heard by others who assumed "John Brown" was John Brown the abolitionist. Later lyrics, like (d) above, worked from this assumption.

3. In 1861, William Weston Patton published a version of the song in which John Brown was whom?

d. A radical abolitionist executed in 1859

William Weston Patton (pictured here), abolitionist and president of Howard University, heard the song "John Brown's Body" in one of its early versions and wrote a more polished, elaborate set of lyrics for the tune. These lyrics changed the song from being about a John Brown (sometimes the abolitionist and sometimes not) to the John Brown, explicitly telling the story of Brown's execution and memorializing him as a martyr to the abolitionist cause.

4. Julia Ward Howe wrote the lyrics to the "Battle Hymn of the Republic" (which shares a tune with "John Brown's Body") after hearing "John Brown's Body" sung by whom?

c. A battalion of soldiers in Washington, DC

Abolitionist Julia Ward Howe (pictured here) first heard "John Brown's Body" sung by soldiers during an 1861 troop review in Washington, DC. The tune struck her, but the lyrics, in one of their early forms referring to John Brown of the Massachusetts militia, did not. Shortly afterwards, she woke in a DC hotel and composed the words of a poem set to the tune of "John Brown's Body" while lying in bed. In 1862, the Atlantic Monthly published her new lyrics—a paean to the Union Army—to be sung along with the music that had inspired her to write it.

For more information

johnbrown-ctlm.jpg Foundations of U.S. History: Virginia History as U.S. History, a Teaching American History Grant project, offers a two-day 4th-grade lesson plan on the history of "John Brown's Body" and contemporary popular opinion on abolitionist John Brown's raid and execution. The lesson includes a historical overview; a collection of primary sources, including photographs, letters, articles, and the lyrics to several versions of the song; and links to resources on both John Brown and "John Brown's Body." The site also hosts video of teacher Heather Coffey discussing the lesson and implementing it in a classroom.

For the Clearinghouse's summary and review of this lesson plan, check out this entry in Examples of Teaching.

Foundations of U.S. History also features a 45-min. Primary Source Activity contrasting the lyrics to two versions of the song. Also check out the Primary Source Activity that compares the 1859 and 1861 lyrics of another song: "Dixie."

For higher grades, a NHEC blog entry covers a project at Harpers Ferry Middle School in which 70 students worked to create their own mini-documentaries on John Brown and the events at Harper's Ferry.

PBS' website John Brown's Holy War, designed to complement the American Experience documentary of the same name, includes primary sources, a timeline, and maps, as well as a short history of "John Brown's Body," with audio clips.

The University of Virginia's John Brown and the Valley of the Shadow archive uses contemporary accounts to link the story of John Brown's raid on Harper's Ferry into the area's local history.

A podcast from Backstory reviews the history of the song in under eight minutes, if you're in a hurry.

And for more on teaching with music, check out "Making Sense of Popular Song", written by historians Ronald G. Walters and John Spitzer.

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Theatre of the People

Quiz Webform ID
22410
date_published
Teaser

Through performing art, U.S. minorities assert their identities. Answer these questions on multicultural music and theatre.

quiz_instructions

Arriving in the U.S. by choice or against their will, minority groups sought ways to express their uniqueness and maintain a sense of community. How better to come together than as an audience—or as a group of performers? Answer the following questions on multicultural performing arts in the U.S.

Quiz Answer

1. During World War I, New York City audiences (if they knew the language of the performance) could attend patriotic musicals with titles like ____ War Brides and ____ Martyrs of America. What ethnic group fills in the blanks?

a. Jewish

From the late 1880s to around 1940, Yiddish-language theatre found a home in New York City—as did the wave of Jewish immigrants who brought the performance form to the U.S. Fleeing persecution in Russia, these immigrants, whether they chose to be performing artists or audience members, developed a unique theatre culture. Unlike the short variety acts of contemporary vaudeville, Yiddish theatre presented full-evening-length plays, accompanied by music or broken up with song-and-dance numbers. Plays adapted popular works by authors like Shakespeare and Anton Chekhov, drew from folklore and folk customs, and/or commented on recent events in the U.S. and abroad. Some addressed issues of assimilation, such as intermarriage and generational gaps, while others praised the virtues of the immigrants' adopted country—as did the musicals mentioned above.

2. In 1852, a 42-member opera troupe arrived in the U.S. After giving successful performances to immigrants from its country of origin, it traveled to New York City, where non-immigrants panned its performances. Where did the troupe come from?

d. China

In 1852, the Tong Hook Tong Dramatic Company arrived in California, following the stream of Chinese immigrants who had come to the state with the 1848 gold rush. Greeted warmly by immigrant audiences, they accepted a contract to perform in New York City. In New York, they discovered the contract was a scam, and secured their own theatre space, performing for New Yorkers independently. Chinese opera bears little resemblance to European opera, and even less to the "Oriental" image of China then popular on the mainstream stage. Confused by what they were seeing, New Yorkers rejected genuine Chinese theatre that did not match up with contemporary media stereotypes.

3. In the 1960s and 1970s, a grassroots theatre movement, beginning in efforts to educate migrant farmers and encourage them to form unions, took off, spreading across the United States. Which minority group did this movement represent?

c. Chicanos

In 1965, Luis Valdez, the son of Chicano migrant farm workers, founded the theatrical company El Teatro Campesino. El Teatro Campesino took theatrical performances—often without props, sets, or written scripts—directly to the camps of migrant farm workers. In its performances, the company sought to inspire farm workers to form a farm workers' union, but it also performed pieces based on Mexican popular theatre: corridas (dramatized ballads), peladitos (comic skits with an underdog protagonist), and religious pageants.

El Teatro Campesino's success led to the growth of a national Chicano theatre movement, which peaked in the 1970s.

4. In the late 1910s and the 1920s, record companies including Okeh, Paramount, Vocalion, and Columbia began releasing records by performers from which minority group?

c. African Americans

Prior to the Great Migration of the early 20th century, when African Americans came north in search of a better life, major record companies released African American music, but only as performed by white performers. Sensing the potential for a new market, the companies began to record African American performers and release their music on special labels targeted at African American audiences. Called "race records," these records were later marketed to white audiences as well. African Americans also established their own companies to distribute records—the first African American owned label, Black Swan, was established in 1921. Many styles of music associated with race records would later be recategorized as "rhythm and blues."

For more information

The Library of Congress's American Variety Stage: Vaudeville and Popular Entertainment, 1870-1920 includes a subsection just for Yiddish-language playscripts. It encompasses 77 unpublished manuscripts, as well as an essay on Yiddish theatre. Brown University Library has digitized a collection of sheet music covers, including many songs from Yiddish musicals.

Today, only one professional Yiddish theater remains in the U.S.—the Folksbiene Yiddish Theatre, in New York City. Founded in 1915, the company now promotes the preservation of the Yiddish language and theatre traditions.

Also from the Library of Congress, The Chinese in California, 1850-1925 archives approximately 8,000 primary source images and documents on Chinese immigrant life in California from the gold rush years through the early 20th century. Try searching by keyword "theater" or "theatre" to find images of theatrical (though not operatic) productions. For other resources on Chinese immigrants, enter "Chinese" as a keyword in NHEC's History in Multimedia search for online lectures, podcasts, and other presentations or in the Website Reviews search for websites with valuable primary sources.

For more on the influx of Chicano migrant workers in the mid-20th century, refer to NHEC's blog post on teaching Mexican American history with the Bracero Program (the Bracero Program was the largest guest worker program in U.S. history). Also look at PBS' The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle, made to accompany the documentary of the same name, for information on Cesar Chavez, Mexican American labor activist. Luis Valdez established El Teatro Campesino to support and further Chavez's goals.

PBS' Jazz: A Film by Ken Burns, also designed to accompany a documentary, features an article on race records. NPR offers a short audio presentation on the first recorded blues song sung by an African American artist—"Crazy Blues," sung by Mamie Smith—one of the first steps in the establishment of the race records market.

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American Myths: Popular Music

date_published
Teaser

Each song has a story. What inspired it? When was it made? By whom?

quiz_instructions

Match the song title with the story of its composition or use.

Options:
Battle Hymn of the Republic
Taps
Home Sweet Home
Dixie
Star Spangled Banner
Take Me Out to the Ball Game

Quiz Answer

1. This was a popular Civil War song sung by Union and Confederate soldiers. Regimental bands typically ended evening camp concerts by playing this song and bands of opposing armies sometimes performed the song together across battle lines:

Home Sweet Home. John Howard Payne, a traveling actor who wrote the lyrics, lived his entire life in hotel rooms and boarding houses, never having an actual home.

2. After battle, while preparing casualties from the opposing army for burial, a captain discovered his own son among the dead soldiers. On his son’s body, he found the music for this song written on a scrap of paper:

Taps. Captain Robert Ellicombe asked his company bugler to play the music at his son's burial. The next day, Division Commander Gen. Daniel Butterfield, asked his bugler, Oliver Morton, to arrange the piece for a new bugle call, which was soon played throughout the entire Union Army.

3. The melody to this song was originally a popular drinking tune:

Star Spangled Banner. John Stafford Smith composed the melody for a London social club in the late 1700s, and the music was used for a religious hymn and later for a popular drinking song in London and America.

4. Originally a religious song, this music, with new lyrics, became a famous marching song:

Battle Hymn of the Republic. Southerner William Steffe composed the music for a religious hymn, and Union soldiers marched to the song, singing the words of "John Brown's Body." When Julia Ward Howe saw troops marching to the tune, she was so inspired by its pageantry that the words to "Battle Hymn" came to her in the middle of the night.

5. A man from Ohio wrote this song while sitting in a New York City hotel room:

Dixie. Northerner Dan D. Emett did not write the song with personal memories of old cotton fields back home. The song became a popular tune before the Civil War, and Confederate soldiers soon adopted it as their own. Ironically, the song was a favorite of Abraham Lincoln.

6. The author of this song never witnessed a battle or a baseball game before writing this piece:

Take Me Out to the Ball Game. Albert von Tilzer performed this song on vaudeville stages twenty years before he actually saw his first baseball game.

Sources
  • Thomas Ayres, That's Not in My American History Book: A Compilation of Little-Known Events and Forgotten Heroes (New York: Taylor Trade Publishing, 2000).
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Pre-Modern Pop Music

date_published
Teaser

The song is ended, but the melody lingers. Before the music that we hear on the radio, that we dubbed "pop" reigned supreme, different genres, such as jazz and ragtime amassed great public popularity.

quiz_instructions

Before Beyonce, before Elvis, and yes, even before Frank, tunes filled the air. Test your knowledge of early American pop music by answering the following questions.

Quiz Answer

1. The first financially successful African American songwriter in America:

A. Scott Joplin, composer of "Maple Leaf Rag" and "The Entertainer."
B. W. C. Handy, composer of "Memphis Blues" and "St. Louis Blues."
C. James A. Bland, composer of "Carry Me Back to Old Virginny" and "O Dem Golden Slippers."

2. Elvis Presley's hit "Love Me Tender" was sung to a melody first made popular under what title?

A. "How Fair the Morning Star," by Joseph Willig.
B. "The Maiden's Plaintive Prayer," by Charles Everest.
C. "Aura Lee; or the Maid with the Golden Hair," by W. W. Fosdick and George Poulton.

3. The first American popular songwriter to support himself with his composing:

A. Irving Berlin.
B. Stephen Foster.
C. George M. Cohan.

4. The first singing group to make ballads serve the purpose of political protest:

A. The Mass Choir of the International Workers of the World (I.W.W.).
B. The Hutchinson Family Singers.
C. The Weavers.

5. The original title of the song "Turkey in the Straw":

A. "Old Zip Coon," by George W. Dixon.
B. "Steamboat Bill," by Ub Iwerks.
C. "High Tuckahoe," by an unknown composer.

6. The first American to compose secular songs for voice and keyboard:

A. Benjamin Franklin, patriot, inventor, and publisher of Poor Richard's Almanac.
B. Jane Merwin, wife of the owner of the New Vauxhall Gardens in pre-Revolutionary New York City.
C. Francis Hopkinson, New Jersey delegate to the Continental Congress and signer of the Declaration of Independence.

7. The first song to sell a million copies of sheet music in America:

A. "Oh! Susanna," by Stephen Foster.
B. "'Tis the Last Rose of Summer," by Thomas Moore.
C. "Alexander's Ragtime Band," by George M. Cohan.

8. The most popular song in America during the 19th century:

A. "Home, Sweet Home" by Henry Bishop and John Howard Payne.
B. "In Dixie's Land," that is, "Dixie," by Daniel Decatur Emmett.
C."Flow Gently, Sweet Afton," by Robert Burns and J. E. Spilman.

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Dvorak in America

Description

From the Pittsburgh Symphony Orchestra website:

"A butcher's son, an instinctive democrat, the composer Antonin Dvořák was self-made. No other European musician of comparable eminence so dedicated himself to finding 'America.' Dvořák’s quest was both concentrated and varied. And Dvořák's embrace was warm: he loved folk music, popular dance and song. He thrilled to Manhattan's polyglot population and in Iowa equally savored what Willa Cather called 'the sadness of all flat lands.'

Jeannette Thurber, a visionary educator, had lured Dvořák from Bohemia to direct her National Conservator of Music. And she handed him a mandate: to help New World composers create a concert idiom Americans would recognize as their own. Dvořák—the proud member of a Hapsburg minority subject to prejudice and discrimination—was galvanized by African-Americans and Native Americas. 'It is to the poor that I turn for musical greatness,' he told a New York reporter. 'The poor work hard; they study seriously.' And Dvořák predicted—his most famous, most controversial, most prophetic utterance—that the future music of the US would be based upon its 'Negro melodies.' In New York—then, as now, a city of immigrants—Dvořák's counsel was taken to heart. But in Brahmin Boston, Dvořák's view that black and 'red' Americans were representative was considered naive at best; Philip Hale, Boston's leading music critic, denounced him as a 'negrophile.'

There was a time when introducing young Americans to 'great music' meant venerating a pantheon of dead and distant Europeans. This is no longer done—but nothing has taken its place. The story of Dvořák's American sojourn, a vital and timely alternative, furnishes the subject matter for the Pittsburgh Symphony's NEH Summer Institute . . .

The instructors are nationally known scholars and educators. The schedule includes field trips and concerts, and culminating curricular projects. The curriculum ranges far afield from music to deal with such subjects as Buffalo Bill, immigration, the slave trade, The Song of Hiawatha, and Yellow Journalism. The core topic is the quest for American identity at the turn of the twentieth century."

Contact name
Nicole Longevin-Burroughs
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Pittsburgh Symphony Orchestra
Phone number
4123928991
Target Audience
Middle and high school
Start Date
Cost
Free; $2700 stipend
Course Credit
"All institute participants will receive a letter explaining the activities of the institute in some detail, and approximating the number of educational hours the institute represents."
Contact Title
Manager of Education and Community Programs
Duration
Three weeks
End Date

The Harlem Renaissance

Description

From 1919 to 1929, Langston Hughes noted, "Harlem was in vogue." Black painters and sculptors joined writers and musicians in an artistic outpouring that established Harlem as the international capital of African American culture. Participants will study the evolution of the Harlem Renaissance through the music of Duke Ellington and Ethel Waters, the art of painter Archibald Motley and sculptor Augusta Savage, and the literary works of Hughes, Zora Neale Hurston, and Jean Toomer, among others.

Contact email
Sponsoring Organization
Newberry Library
Phone number
312-255-3700
Start Date
Cost
$180
Duration
Seven weeks
End Date