SOWETO GOSPEL CHOIR
Applause Series Curriculum Guide November 4-5, 2015
GUIDE CONTENTS Dear Teachers, About Des Moines Thank you for joining us for the Performing Arts Applause Series presentation of Page 3 Soweto Gospel Choir. This internationally celebrated choir is Going to the Theater and acclaimed for their soul-stirring Theater Etiquette performances, which reflect the Page 4 rich traditions of South African gospel and indigenous music. Civic Center Field Trip Through their high energy dance Information for Teachers and brilliant vocals, it is our hope Page 5 that students re-discover how music lifts the soul while also Vocabulary gaining a new understanding and Pages 6 appreciation for the rich cultures of South Africa. About the Performance Pages 7-8 We hope that this study guide helps you connect the performance to your in-classroom curriculum in ways that you find valuable. In About Soweto Gospel Choir the following pages, you will find contextual information about the Page 9 performance and related subjects, as well as a variety of discussion questions and activities. Some pages are appropriate A Look at Music in South Africa to reproduce for your students; others are designed more Page 10 specifically with you, their teacher, in mind. As such, we hope that you are able to “pick and choose” material and ideas from the About South Africa study guide to meet your class’s unique needs. Pages 11-12
See you at the theater, Pre-Show Exploration Pages 13-14 Des Moines Performing Arts Education Team Post-Show Discussion and Assessment Activities Pages 15-16
Support for Des Moines Performing Arts education programs and the Applause Series is provided by: Resources and Sources
Alliant Energy, American Enterprise Group, Arts Midwest, Bradford and Page 17 Sally Austin, Bank of America Merrill Lynch, Bravo Greater Des Moines, Casey’s General Stores, DuPont Pioneer, EMC Insurance Companies,, Hy-Vee, John Deere, Richard and Deborah McConnell, Polk County, Principal Financial Group, Sargent Family Foundation, U.S. Bank, Wells Fargo & Co., West Bank, Willis Auto Campus and more than 200 individual donors.
This study guide was compiled and written by Karoline Myers and Janelle Ketcher; edited by Michelle McDonald.
Des Moines Performing Arts Page 2 of 17 Soweto Gospel Choir Curriculum Guide ABOUT DES MOINES PERFORMING ARTS
Des Moines Performing Arts is a private, nonprofit organization and is an DID YOU KNOW? important part of central Iowa’s cultural community. It is recognized nationally for excellence as a performing arts center and is committed to More than 300,000 people visit engaging the Midwest in world-class entertainment, education, and cultural Des Moines Performing Arts activities. venues each year.
Des Moines Performing Arts presents professional touring productions, Des Moines Performing Arts including theater direct from Broadway, world-renowned dance companies, opened in 1979. family programming, comedy, and concerts. Des Moines Performing Arts Education and Community Engagement programs are core to Des Moines has three theater spaces: Performing Arts' mission as a nonprofit performing arts center. Civic Center, 2744 seats Stoner Theater, 200 seats Public education programs allow audience members and local artists to Temple Theater, 299 seats make meaningful and personal connections to the art they experience on (located in the Temple for our stages. Guest lectures and Q&As with company members allow the Performing Arts) audiences to explore the inner workings of the performance. In addition, master classes, workshops, and summer camps taught by visiting No seat is more than 155 feet performers give local actors, dancers, and musicians the chance to from center stage in the Civic increase their skills by working directly with those who know what it takes Center. to succeed on the professional stage. Cowles Commons, situated Through its K-12 School Programs, Des Moines Performing Arts strives just west of the Civic Center, is to ensure that central Iowa students have affordable access to high quality a community gathering space arts experiences as part of their education. More than 50,000 students and that is also part of Des Moines educators attend curriculum-connected school matinee performances Performing Arts. The space through the Applause Series annually. In addition, Des Moines Performing features the Crusoe Umbrella Arts sends teaching artists into the schools to provide hands-on workshops sculpture by artist Claes and residencies in special opportunities that engage students directly in Oldenburg. the creative process. And, through its partnership with the John F. Kennedy Center, Des Moines Performing Arts provides teachers with As a nonprofit organization, in-depth professional development training on how to use the arts in their Des Moines Performing Arts classrooms to better impact student learning. The Iowa High School depends on donor funding to Musical Theater Awards is Des Moines Performing Arts’ newest initiative support facilities, programming, to support the arts in Iowa schools, providing important learning tools and and education programs. public recognition to celebrate the achievements of students involved in their high school theater programs. The Applause Series started in 1996. You are joining us for our 20th season of school performances.
Des Moines Performing Arts Page 3 of 17 Soweto Gospel Choir Curriculum Guide GOING TO THE THEATER . . .
YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow
when you visit the Civic Center: Attending a live performance is a unique and exciting opportunity. Unlike the passive experience of watching a movie, audience members play an Leave all food, drinks, and chewing gum at school important role in every live performance. As they act, or on the bus. sing, dance, or play instruments, the performers on Cameras, recording devices, and personal stage are very aware of the audience’s mood and listening devices are not permitted in the theater. level of engagement. Each performance calls for a different response from audience members. Turn off and put away all cell phones, pagers, and Musicians and dancers may desire the other electronic devices before the performance audience to focus silently on the stage and applaud begins. only during natural breaks in the performance. Do not text during the performance. Audience members can often take cues from performers on how to respond to the performance Respect the theater. Remember to keep your feet appropriately. For example, performers will often off of the seats and avoid bouncing up and down. pause or bow for applause at a specific time. When the house lights dim, the performance is
about to begin. Please stop talking at this time. As you experience the performance, consider the following questions: Talk before and after the performance only. Remember, the theater is designed to What kind of live performance is this (a play, a amplify sound. Other audience members and the dance, a concert, etc.)? performers on stage can hear your voice! What is the mood of the performance? Is the Use the restroom before the performance or wait subject matter serious or lighthearted? until the end. If you must leave the theater during the show, make sure the first set of doors closes What is the mood of the performers? Are they before you open the second — this will keep happy and smiling or somber and reserved? unwanted light from spilling into the theater. Are the performers encouraging the audience to Appropriate responses such as laughing and clap to the music or move to the beat? applauding are appreciated. Pay attention to the Are there natural breaks in the performance artists on stage — they will let you know what is where applause seems appropriate? appropriate.
A SPECIAL EXPERIENCE Open your eyes, ears, mind, and heart to the entire experience. Enjoy yourself! Seeing a live performance is a very special experience. Although it is not required, many people enjoy dressing up when they attend the theater. GOING TO THE THEATER information is adapted from the Ordway Center for the Performing Arts study guide materials.
Des Moines Performing Arts Page 4 of 17 Soweto Gospel Choir Curriculum Guide CIVIC CENTER FIELD TRIP INFORMATION FOR TEACHERS
Thank you for choosing the Applause Series with Des Moines Performing Arts. Below are tips for organizing a safe and successful field trip to the Civic Center.
ORGANIZING YOUR FIELD TRIP ARRIVAL TO THE CIVIC CENTER Please include all students, teachers, and chaperones When arriving at the Civic Center, please have an in your ticket request. adult lead your group for identification and check-in After you submit your ticket request, you will receive a purposes. A Des Moines Performing Arts staff member confirmation e-mail within five business days. Your may be stationed outside the building to direct you to a invoice will be attached to the confirmation e-mail. specific entrance. Payment policies and options are located at the top of Des Moines Performing Arts staff will usher groups into the invoice. Payment (or a purchase order) for your the building as quickly as possible. Once inside, you reservation is due four weeks prior to the date of the will be directed to the check-in area. performance. Applause seating is not ticketed. Ushers will escort The Civic Center reserves the right to cancel unpaid groups to their seats; various seating factors including reservations after the payment due date. group size, grade levels, arrival time, and special Tickets are not printed for Applause Series shows. needs seating requests may be used to assign a Your invoice will serve as the reservation confirmation group’s specific location in the hall. for your group order. We request that an adult lead the group into the Schedule buses to arrive in downtown Des Moines at theater and other adults position themselves least 30 minutes prior to the start of the performance. throughout the group; we request this arrangement This will allow time to park, walk to the Civic Center, for supervision purposes, especially in the event that a and be seated in the theater. group must be seated in multiple rows. Performances are approximately 60 minutes unless Please allow ushers to seat your entire group before otherwise noted on the website and printed materials. rearranging seat locations and taking groups to the restroom. All school groups with reservations to the show will receive an e-mail notification when the study guide is As a reminder, children under the age of three are not posted online. Please note that study guides are only permitted in the theater for Applause performances. printed and mailed upon request. IN THE THEATER DIRECTIONS AND PARKING In case of a medical emergency, please notify the Directions: From I-235, take Exit 8A (Downtown Exits) nearest usher. A medical assistant is on duty for all Civic Center performances. and the ramp toward 3rd Street and 2nd Avenue. Turn onto 3rd Street and head south. We ask that adults handle any disruptive behavior in their groups. If the behavior persists, an usher may Police officers are stationed at the corner of 3rd and request your group to exit the theater. Locust Streets and will direct buses to parking areas with hooded meters near the Civic Center. Groups Following the performance groups may exit the theater traveling in personal vehicles are responsible for and proceed to the their bus(es). locating their own parking in ramps or metered (non- If an item is lost at the Civic Center, please see an hooded) spots downtown. usher or contact us after the performance at Buses will remain parked for the duration of the show. 515.246.2355. At the conclusion, bus drivers must be available to move their bus if necessary, even if their students are staying at the Civic Center to eat lunch or take a tour. QUESTIONS? Buses are not generally permitted to drop off or pick up Please contact the Education department at students near the Civic Center. If a bus must return to [email protected] school during the performance, prior arrangements or 515.246.2355. must be made with Des Moines Performing Arts Thank you! Education staff.
Des Moines Performing Arts Page 5 of 17 Soweto Gospel Choir Curriculum Guide VOCABULARY
CHORAL TERMS tenor: this term is used to CONTEXT TERMS describe the highest natural range chorus: this term is generally of a male voice. Today, tenor is apartheid: a system in place in used to describe a group of one of the most expressive voices South Africa that separated vocalists in which each voice part in a vocal composition. people based on their race and (soprano, alto, tenor, bass) has skin color. Apartheid became law more than one singer. Choral bass: this is the lowest male in 1948, when certain areas were singing is one of the most popular voice part. Basses often sing the declared as white only and other ways to make music. Sometimes, “baseline” of the song, which is areas as black only. White people there are separate choruses for made up of notes that follow the and black people had to live and males and females. Choirs with core of the melody and are work apart from each other. Even both men and women are called fundamental to the structure of the though there were less white mixed choruses. song. people than black people, apartheid laws allowed white soprano: This is the highest ensemble: this refers to the entire people to rule the country and sounding vocal or instrumental group or orchestra that performs a enforce unfair laws. Apartheid part. Usually only young boys and piece. The sopranos, altos, finally came to the end in the early females can reach the notes tenors, and bases or any 1990s. required to sing the part. The members of a group performing range is usually middle ‘C’ to the together make up an ensemble. township: a segregated ‘F’ that is 18 notes (2.5 octaves) residential settlement for blacks, higher. a capella: this musical term usually located outside a city or comes from Italian meaning, “in town. Soweto, the location that alto: Italian for “high’, this term the style of the chapel.” Soweto Gospel Choir is from, is now used to generally describe Developed during the an abbreviation for South Western the lower of the two vocal ranges Renaissance, the term was used Townships and encompasses an for women. Alto is the second to describe choral music that was urban area bordering the south of highest vocal range surpassed pure and unaccompanied by the city of Johannesburg in South only by soprano. music instruments. Africa.
Des Moines Performing Arts Page 6 of 17 Soweto Gospel Choir Curriculum Guide ABOUT THE PERFORMANCE
Soweto Gospel Choir dazzles THE PIECES KAE LE KAE audiences around the world with During the performance, Soweto This is a hymn from a hymn book their traditional and Gospel Choir will announce each that's also used by other churches contemporary gospel music. This of their song choices from the in South Africa. The theme Grammy award winning group stage. Songs for the school show expresses total devotion to Christ from South Africa will have you will likely be taken from the and that those who believe will clapping along to their heartfelt following set: follow Him wherever He leads. songs. HLONOLOFATSA CALVARY is commonly sang at As time allows, there will be a The Soweto Gospel Choir treats "Good Friday" church services to brief opportunity for an audience this song as its anthem. It is an remind the congregation of what Q&A with the choir. appeal to God to bless whatever transpired on this day: the activity you are engaged in. crucifixion and suffering of Jesus Run Time: Approximately 1 hour Christ. ZIYAMAZ UMELUSI This gospel piece is about the THIS LITTLE LIGHT WHAT YOU WILL 'flock' knowing who their shepherd This medley originates from the EXPERIENCE is and will therefore not be misled early missionary work in South Africa. It is a call to believers and Soweto Gospel Choir’s songs, or go astray. a promise to keep their faith whether performed a capella or alight. accompanied by a small EMLANJENI & YELELE percussion section, are means "by the river". This medley AVULEKIL AMASANGO characterized by earthy rhythms includes a tswana traditional song means “the gates are agape.” In a and rich harmonies. Their sang by young maidens to faith context, this refers to the performances feature a mix of express their joy of being young. gates of heaven being open to tribal, traditional, and popular The dances are a depiction of anyone whose faith is so strong African gospel styles, and they animal movement and behavior. that he or she has no fears, even regularly perform in six of South The movements are related to of death. It has been adapted in Africa’s 11 official languages. those of the Khoi and San people. the South African soccer fraternity. It is used to indicate that the The choir is also known for their opposition is exposed and that bright, colorful costumes and scoring opportunities are energetic dancing. available. continued, pg. 8
Des Moines Performing Arts Page 7 of 17 Soweto Gospel Choir Curriculum Guide ABOUT THE PERFORMANCE
THE PIECES, cont. I FEEL GOOD SOWETO GOSPEL This song was written and made CHOIR FUN FACTS SHOSHOLOZA famous by American musician Loosely it means “push on”. James Brown. The Choir likes to Immigrant miners from countries perform this song as it makes The choir is made up of 24 bordering South Africa were everyone who hears it feel good; voices. transported around the country bringing joy to their audience is aboard steam engine trains, one of Soweto Gospel Choir’s The singers range in age from huffing and puffing their way goals. 25 to 43. around Rhodetia and Mozambique. Having to travel for MAMA THEMBU The choir members enjoy days before reaching home and This is a wedding song traveling, but miss eating their family, miners used to urge the traditionally sang in the black native foods and their family train to move faster by singing the townships in South Africa, when they are on the road. song, Shosholoza! especially one township called Sophiatown. It talks about the There are five married The song has been adopted by preparations made before a couples in the choir! South Africans to wedding and the joy when these are concluded. encourage their teams to strive Their advice to aspiring harder for victory. performers: if you are able to During the 1960s, South African work well with a group and be HIGHER AND HIGHER singer and anti-apartheid activist disciplined, you can go as far was composed by Jackie Wilson. Mirriam Makeba became well- as your body and voice can The Soweto Gospel Choir known internationally for singing arrangement uses the South this song and Pata Pata. take you! African musical traditions and was chosen for its inspiring lyrics and PATA-PATA If Soweto Gospel Choir could beautiful melody. Pata-pata is the name given to a describe itself in five words dance style originating in the they would be: energetic, UMOYA WENKOSI townships of South Africa. unstoppable, powerful, This piece is adapted from the Pata-pata means “touch touch”. original and humble. biblical prophecy of Ezekiel about The dance involves touching your dry bones being given flesh and partner with your hands and your Based on an interview by Margo Jones partner touching you in response. with Shimmy Jiyane, choreographer, choir life. It is a song of inspiration and master, and founding member of Soweto revival to the group. Pata-pata.. touch-touch. Gospel Choir.
Des Moines Performing Arts Page 8 of 17 Soweto Gospel Choir Curriculum Guide ABOUT SOWETO GOSPEL CHOIR
Learn more about this world In 2007, Soweto Gospel Choir SPOTLIGHT ON... renowned choir from South received probably its greatest accolade — a Grammy Award for SOWETO TOWNSHIP Africa prior to seeing their Soweto Township is an urban performance. their album Blessed, in the category “Best Traditional World area in the City of Johannesburg, Music”. They went on to win the in Gauteng, South Africa. The name comes from South Western ACCOLADES AND Grammy Award in the same category in 2008 for their album Township. It is estimated that HONORS African Spirit. 65% of Johannesburg’s residents Since forming in 2002, the Soweto live in Soweto. Soweto’s Gospel Choir has performed all In addition to regularly touring population is predominantly black, over the world from Australia, to internationally, the ensemble has and all eleven of the country’s Finland, to Hong Kong. a song featured in the Disney official languages are spoken Throughout their vast travels the Pixar Film Wall-E. there. choir has accomplished numerous great feats including being the Many parts of Soweto rank guests of popular TV shows, GIVING BACK among the poorest in recording songs with famous The Soweto Gospel Choir has Johannesburg, although individual musicians, and performing at raised more than $1.5 million townships within it tend to have a diverse festivals like at the FIFA since 2003 from all over the world mix of wealthier and poorer World Cup Kick-Off Concert in and actively support the Nkosi residents. 2010 with the Black-Eyed Peas, Johnson AIDS Foundation. Shakira, Angelique Kidjo and John Legend. In 2003 the choir founded its own AIDS orphans foundation, Nkosi’s They have sung for Oprah Haven Vukani, to help support Winfrey, U.S. President Bill families and organizations that Clinton, Archibishop Desmond receive little to no government Tuto and former South African assistance. President Nelson Mandela. Soweto township has changed greatly from the ghetto it once was under apartheid, but the scars of segregation remain. This 15-minute video showcases Soweto’s changes and ongoing challenges. Note: video contains some references to violence.
Des Moines Performing Arts Page 9 of 17 Soweto Gospel Choir Curriculum Guide A LOOK AT MUSIC IN SOUTH AFRICA
Music is intertwined with all This tradition is still alive today in In addition, South African facets of life in South Africa. the form of isicathamiya. This musicians like Miriam Makeba Read on to learn more about the singing style originated from the used music to spread international history of gospel music in South South African Zulus. The root of awareness and to educate the Africa, as well as the important the word isicathamiya means world about the inequalities faced contributions music made to “walking softly” or “tread by black South Africans. ending the unjust political system carefully”. Isicathamiya focuses International pressure from of apartheid. on achieving a harmonious blend around the world played a major between the voices, as well as the role in finally convincing the South style’s tightly choreographed African government to end GOSPEL MUSIC IN dance moves that keep the apartheid and to give all South SOUTH AFRICA singers on their toes. Africans the right to vote for Vocal music is the oldest change. traditional music in South Africa. Today, gospel music in its many Singing was a communal activity forms is one of the most popular "I'm not a political singer. I don't that accompanied dances and genres of music in South Africa. know what the word means. other social gatherings. Songs Many gospel artists regularly People think I consciously often involved elaborate call-and- achieve album sales of gold and decided to tell the world what was response patterns. platinum status. happening in South Africa. No! I was singing about my life, and in This vibrant vocal tradition was in MUSIC’S ROLE IN South Africa we always sang place when missionaries arrived ENDING APARTHEID about what was happening to us— especially the things that hurt in South Africa to spread the For many decades in South us." —Miriam Makeba Christian faith. Within the Africa, the country existed under churches they started, the the laws of Apartheid: a system in missionaries placed a strong which white people and black emphasis on choirs. Combining people had to live and work apart choral singing within the church from each other and unfair laws setting, with the traditional vocal were enacted upon the black music of South Africa and other population. Music played a major elements, led to a mode of role in the dismantling of acapella singing that blends the apartheid. style of Western hymns with indigenous harmonies. Within South Africa, music In addition to political figures like Nelson allowed people to build solidarity, Mandela, South African musicians like express their struggles, and Mirium Makeba are celebrated for their convey the injustice they important contributions towards ending experienced. apartheid. Photo courtesy of bimba.co.za.
Des Moines Performing Arts Page 10 of 17 Soweto Gospel Choir Curriculum Guide ABOUT SOUTH AFRICA, pg. 1
The Soweto Gospel Choir is comprised of members solely from the nation of South Africa. Before coming to the performance, learn more about South Africa and its history.
GEOGRAPHY As its name implies, South Africa rests at the southern tip of Africa. It is divided into nine provinces. More than 51 million people reside in South Africa, making it the 24th most populous country.
Most of South Africa’s landscape is made up of high, flat areas called plateaus. These lands are covered with rolling grasslands, PEOPLE called Highveld, and tree-dotted Many different peoples make up plains call bushveld. South Africa, each with their own language and history. The country To the east, south, and west of has 11 official languages and the plateau lands is a many more unofficial ones. This mountainous region called the colorful mix of cultures gives South Great Escarpment. The eastern Africa its nickname “rainbow range, called the Drakensberg (or nation.” South Africa is rich in diverse wildlife. Dragon’s Mountain) is filled with Image courtesy of cloudfront.net. jagged peaks, some more than South Africans are passionate 11,400 feet high. about music, often using song and dance to express social and NATURE From aardvarks to zebras, South Interestingly, South Africa has political ideas. They’re also known worldwide for their skill in sports, Africa is full of wildlife. The country another country within its borders. takes up only about one percent of Nestled in the Drakensberg is the including rugby, cricket, golf, and soccer. In 2010, South Africa Earth’s land surface, but is home mountainous kingdom of Lesotho. to almost 10 percent of the world’s Much of South Africa’s water became the first African nation to host the World Cup. known bird, fish, and plant species comes from the snowcapped and about 6 percent of its mammal peaks of this tiny, landlocked and reptile species. nation. South Africa works to preserve its wildlife with dozens of protected land marine areas, as well as thousands of privately-owned game reserves throughout the country. Nevertheless, many of South Africa’s animals are hurt by illegal hunting and loss of habitat. A fan draped in the South African flag blows a vuvuzela before the 2010 World Dozens of its species are in Pilanesberg National Park, located in Cup opening match between South Africa danger of extinction, including the northwest South Africa. and Mexico at Soccer City stadium in black rhinoceros, the cheetah, and Image courtesy of apogeephoto.com. Johannesburg. Image courtesy of wsj.com. the African wild dog.
Des Moines Performing Arts Page 11 of 17 Soweto Gospel Choir Curriculum Guide ABOUT SOUTH AFRICA, pg. 2
HISTORY In northern South Africa near Johannesburg, there is a cave formation called the Sterkfontein. Within these caves, archeologists have uncovered some of the earliest human fossils ever found. Some are more than two million years old. The find earned the region the nickname “Cradle of Humankind.”
About 24,000 years ago, tribes of hunter-gatherers known as the San, or Bushmen, began moving into South Africa. Many San still live around the Kalahari Desert in Click above for a 7-minute video on President Nelson Mandela’s life by the History Channel. the northwest, much as their ancestors did. GOVERNMENT AND SPOTLIGHT ON... ECONOMY NELSON MANDELA In the 1400s, European ships South Africa has been a heading to the Far East began democratic republic since holding “South African activist and former stopping on the South African its first truly open election in 1994. president Nelson Mandela (1918- coast for supplies. In 1652, the South Africa has three capital 2013) helped bring an end to Netherlands established the cities, each home to a different apartheid and [was] a global southern city of Cape Town, and branch of government: Pretoria advocate for human rights. A Dutch farmers (called Boers) (administrative), Cape Town member of the African National began settling in the areas around (legislative), and Bloemfontein Congress party beginning in the the city. (judicial capital). 1940s, he was a leader of both peaceful protests and armed In 1806, wars in Europe left the Natural resources, agriculture, resistance against the white British in control of the Cape tourism, and manufacturing have minority’s oppressive regime in a Town colony. In 1910, the British made South Africa the largest racially divided South Africa. His united four colonies in the region economy on the continent. actions landed him in prison for and created South Africa. They However, problems with nearly three decades and made established laws that separated unemployment, poverty, and AIDS him the face of the antiapartheid whites from black South Africans, continue to present huge movement both within his country a practice of segregation called challenges for the government to and internationally. Released in apartheid, which led to decades of overcome. 1990, he participated in the conflict. eradication of apartheid and in 1994 became the first black In 1963, Nelson Mandela, head of president of South Africa, forming the anti-apartheid Africa National a multiethnic government to Congress, was given a life oversee the country’s transition. sentence in jail for “terrorist” After retiring from politics in 1999, activities. In 1990, after 27 years he remained a devoted champion behind bars, he was freed by for peace and social justice in his President F.W. de Klerk. In 1994, own nation and around the world Mandela was elected president of until his death in 2013 at the age South Africa. of 95.” South Africa is the world’s largest producer of platinum, gold, and chromium. Rich in -History.com these and other deposits, mining is a major industry for the country. Photo courtesy of chikaforafrica.files.wordpress.com.
Des Moines Performing Arts Page 12 of 17 Soweto Gospel Choir Curriculum Guide PRE-SHOW EXPLORATION, pg. 1
1) OUR STORIES THROUGH MUSIC 2) PAINTING TO MUSIC
Goals: To explore how music shapes our identities Goals: To explore the different emotions evoked by various styles, tones, and rhythms.
Explanation: By creating and sharing stories, Explanation: In this activity, students will paint to students will explore how impactful and important various styles of music. diverse styles of music are to their personal identity. Materials: Materials: Access to YouTube or other source of music, 3-5 sheets of paper per student, folded and such as CDs and CD player stapled into a small booklet Speakers Writing utensils Three pieces of paper per student Paint and brushes (or other art materials) Activity: 1. Ask students to brainstorm a list of their favorite Activity: songs. 1. Choose 3 different pieces of music from around the 2. Encourage them to think about: world including one piece by the Soweto Gospel Their favorite songs now Choir (Examples: Beethoven, Calypso steel drums, Songs or chants they learned and liked as a child Buddhist meditative sounds, jazz, etc.). Songs that remind them of family or traditions 2. Cover tables or desks with newspaper and put out Songs that are meaningful to them because of paint and brushes. (Dry media, such as crayons and the lyrics, etc. colored pencils can be substituted if paint is not an 3. After they have created their list, have them jot option.) down notes on why the songs are important to them. 3. Next, talk to students about emotions and What memory do they have of the song? Who else do expression. What colors represent what emotion for they share this memory with? each student? What sort of lines or textures represent 4. Last, give each student a booklet. Ask them to each emotion? create a story (beginning, middle, and end) about one 4. Give each student a piece of paper. of their favorite songs and what it means to them. 5. Play the first song that you’ve selected. As Have them add simple illustrations as they feel is students listen, ask them to freely respond to each appropriate. song through colors and strokes. Remind students that this is a quiet activity and that there are no right or wrong answers. They should simply try to Follow-up Questions: represent what they feel listening to the song. 1. What are the different styles of music that you 6. Repeat for the other two songs, providing students wrote about? with a new piece of paper for each. 2. What different feelings do you associate with your 7. After playing the last song, have students look favorite songs? around the room at all the different creations. 3. Why do you think music is so impactful? 4. Do all of your favorite songs represent the same Follow up questions: time period in your life? 1. What similarities do you see in the room? 5. Do your favorite songs represent different parts of 2. How does your Soweto Gospel Choir painting your life? (Students may think of examples related to compare to other paintings you made? holidays, their faith, memories of being with family or 3. What feelings did you have while listening to each friends, being part of a team, etc.) song? 4. What feeling do you think the Soweto Gospel Choir wants to provide to their audience with the piece we listened to?
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3) GROWTH OF GOSPEL MUSIC 4) MUSIC AND SOCIAL CHANGE
Goals: To develop a connection between US and Goals: To recognize the connection between music South African history through gospel music and gain and efforts for social change understanding of how the gospel music style developed in both countries. Explanation: Apartheid and the Civil Rights Movement were two movements on separate Explanation: In this activity, student will research continents in which black South Africans and African how gospel music developed in the United States and Americans resisted against deep injustice and defied South Africa. oppression. In this activity, students will research how music was fundamental in dismantling apartheid in Materials: South Africa and Jim Crow laws in the United States.
Internet access Materials: Library or other research materials Internet access Library or other research materials Activity: 1. Split students into small groups. Assign each group Activity: to research the history of American and South African 1. Split students into gospel music. small groups. Assign 2. Use the following questions to guide their research: each group to What are the general facts of these two historical research the role movements? music played in the What are the similarities and differences in how Civil Rights Era in the gospel music developed in South Africa and the US and in the United States of America? anti-apartheid What is the current state of gospel in both movement in South The freedom song “We Shall countries? Africa. Overcome” was adopted as an Why do you think a choir (rather than solo artists) 2. Use the following unofficial anthem of the US Civil was powerful for both of these movements? questions to guide Rights Movement. Image courtesy of rapgenius.com What was its impact? their research: 3. Have students present their information. What are the (PowerPoint, poster, essay, etc.) general facts of these two historical movements? What songs became emblematic of the Follow up questions: movement? 1. How did colonialism affect the creation of gospel Who were some of the musicians that became music in South Africa? well-known for their use of music to promote 2. How did slavery affect the creation of gospel music change and support the movement? in the United States of America? Where were the songs shared? Looking at the 3. How were the movements similar? How were they lyrics of some of the songs, what themes are different? present in them? What impact did the music have on those within the movement? What impact did the music have on those outside of the movement?
Follow-up Questions: 1. How does music reflect a culture or society? How can music shape how a culture or society changes? 2. What surprised you most about your findings? 3. Are there other causes that you can think of where Image courtesy of Wikimedia.org music has or is playing a role?
Des Moines Performing Arts Page 14 of 17 Soweto Gospel Choir Curriculum Guide POST-SHOW ASSESSMENT, pg. 1
DISCUSSION QUESTIONS 1) WRITE A LETTER
1. Who appeared to be leading the vocalists? What is Goal: To reflect on the performance experience and this person’s role called? to practice writing skills.
2. Did the director lead the melody, harmony or Explanation: In this activity, students will write a rhythm? letter about their experience to either the performers or to Des Moines Performing Arts education donors 3. Did the same person lead each piece? whose support keeps Applause Series tickets accessibly priced for school groups. 4. How did the director use his or her body to show the singers what he or she wanted to hear? Materials: Paper 5. Did the singers look at and listen to each other? Writing utensil How can you tell? Activity: 6. How were the musicians dressed? What colors or 1. After attending the performance, discuss the patterns did you notice? What do you think these experience with your students. Use the following things represent? discussion questions to guide the conversation:
7. Did the musicians use faces to express how they How did the performance make you feel? were feeling? What surprised you about the performance?
8. How did the musicians use their bodies? How What do you think was the main message or idea would you describe the motions or movement that of the performance? you saw them utilize? 2. Next, invite students to write a letter to the 9. Songs can convey different moods, emotions, performers or to Des Moines Performing Arts donors stories or feelings. Did most of the performed songs about their theater experience. communicate similar feelings? What feelings or ideas did they convey? Example letter starter:
10. Did you have a favorite piece? Which one was it? Dear Soweto Gospel Choir // Dear Donors... Why did it speak to you? My favorite part of the show was… 11. What things or messages are important to Soweto While watching the show I felt… because … Gospel Choir? How do you know? If I could be in your choir, I would …
12. What, if anything, surprised you about the 3. Mail the letters to: performance? Des Moines Performing Arts 13. How does the music you create or listen to reflect Attn: Education Department your culture? What you value? The community of 221 Walnut Street which you are part? Des Moines, IA 50309
14. Were there any instruments used in the Follow-up Questions: performance? If so, what were they? How did they 1. What did you include in your letter? Why did you sound? want to share that particular idea?
15. Could you hear the different vocal parts and harmonies?
Des Moines Performing Arts Page 1815 of 1817 Soweto Gospel Choir Curriculum Guide POST-SHOW ASSESSMENT, pg. 2
2) WRITE A REVIEW 3) DESIGN A CD COVER
Goal: To write a review of the performance. Goal: Students will synthesize their ideas about Soweto Gospel Choir, using imagery and typography Explanation: In this activity, students will reflect on to capture the mood and message of the ensemble. the performance by writing their own review. Explanation: Artists need to determine how to Activity: represent themselves to the public and stay true to 1. Ask students to imagine that they are a critic for the their particular vision or art form. Often they have to school newspaper. They are going to write a review of rely on others to help make the message both Soweto Gospel Choir to inform others about what attractive and accurate. In this activity, students will they experienced. act as advertising and graphic design professionals 2. In the review they should describe with detail: and design a CD cover that represents the Soweto Gospel Choir. what they saw
what they heard Activity: how the performance made them feel 1. Ask students to imagine that Soweto Gospel Choir what the performance reminded them of has asked them to design a cover for their newest CD what their favorite part was and why recording. 3. Remind students that they must paint a picture of 2. Have students think about important ideas and the experience with their words so that others who did images that come to mind when they think about the not see the performance can imagine it as vividly as performance and use those ideas to guide their possible. design. 3. For a greater challenge, limit students’ color palate Follow-up Questions: to black, white and one accent color. 1. What did you include in your review? Why did you 4. After students have created their cover using art want to share that particular idea? materials, have them imagine that they are going to 2. What things did writing the review make you think present their design to Soweto Gospel Choir’s about that you hadn’t thought of by just watching the director (played by the teacher). Ask students about show? the elements they included in their design, why they 3. Is there anything that you would change about the made those design decisions, and what the design show if you could? Would you add something or take communicates about the message of Soweto Gospel something away? Choir.
Follow-up Questions: 1. What was your inspiration for the images and typography you chose? 2. How did you choose the colors in your design? 3. Which CD designed by your classmates is your favorite? Why?
Des Moines Performing Arts Page 16 of 17 Soweto Gospel Choir Curriculum Guide RESOURCES AND SOURCES
BOOKS ONLINE RESOURCES
The Soccer Fence: A Story of “Kids from South Africa.” Friendship, Hope and http://www.factmonster.com/ipka/A0934644.html Apartheid in South Africa, by Provides information on school, play, family structure, and foods Phil Bildner. Putnam. 2014. enjoyed by young people in South Africa. (Grades 1-5) “Woolworth’s and Soweto Gospel Choir’s Tribute to Nelson Mandela” Nelson Mandela by Nelson Kadir. View this video of Soweto Gospel Choir’s tribute to Nelson Mandela Harper Collins/Katherine Tegan. after the leader’s passing, in which they surprise shoppers with a 2013. (Grades 2-6) performance. http://goo.gl/nUrV3r
South Africa by Ettagale Blauer STUDY GUIDE SOURCES and Jason Lauré. New York: Children’s Press, 2013. “Nelson Mandela.” History Channel. http://www.history.com/topics/nelson-mandela DISCOGRAPHY Check out a CD or DVD by the “South Africa.” National Geographic Kids. Soweto Gospel Choir: http://kids.nationalgeographic.com/explore/countries/south-africa/ Divine Decade (2013) #south-africa-johannesburg.jpg African Grace (2011) Live at the Nelson Mandela Soweto Gospel Choir official website. www.sowetogospelchoir.com Theatre (2008) African Spirit (2007) Soweto Gospel Choir Performance Guide for Teachers. Lied Center for Blessed (2006) Performing Arts. http://goo.gl/ai6vnk
Voices from Heaven (2005) Soweto Gospel Choir Teacher Resource Guide. University Musical Society. http://goo.gl/zuaHpJ
Des Moines Performing Arts Page 17 of 17 Soweto Gospel Choir Curriculum Guide