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Black Violin.DMPA Study Guide

Black Violin.DMPA Study Guide

ABOUT THE ARTISTS

Learn more about the artists in KEV MARCUS ABOUT THE NAME Black . The second master of this unique The name ‘’ is duo, Kev Marcus (at right, above) derived from the influence of a WIL B also attended Dillard High School famous violinist, , Wil B ‘Simply Sick’ (at left, above) of Performing Arts. He was who changed Wil B and Kev attended Dillard High School of encouraged by his mother and Marcus’ perspectives on what the Performing Arts, and attempted to teachers at the age of nine to violin is really capable of. Six join the school band in an effort to begin playing the violin. From months before Smith’s death, he play the saxophone. At age 13, there he grew so intrigued by it recorded his most soulful solo he was mistakenly put into the that he couldn’t let it go. album entitled Black Violin. His string program instead of the life’s work was so moving that the band; as luck would have it, he He went to college at Florida duo decided to name their group mastered the and grew to International University, where he after the most inspiring violinist love it. met their manager Sam G. His they had ever heard. musical artist influences are past He attended Florida State great pioneers of the world University. Not only is this young such as Herbie Hancock, Stuff man talented on the violin but he Smith, Mozart, Bach, Brahms, Did you know? also can sing, play the , and . Kev Marcus Black Violin has been given an drums, and the also has been influenced by some Award by the Center . His influences include well of today’s artists such as Mos for Performing Arts for their known musical artists such as Def, Notorious BIG, Dr. Dre, The Outstanding Contributions to Stevie Wonder, George Benson, , Nas, and Jay-Z. Middle & High School Curtis Mayfield, Chaka Khan, Vic- Performing Arts Students. tor Wooten, , AZ, Jill Scott, and Talib Kweli.

Des Moines Performing Arts Black Violin Curriculum Guide MUSICAL INFLUENCES

Music is a powerful social force CLASSICAL in our world. It has the ability to Since hip-hop emerged from the The classical period was from provoke emotion, share opinions South Bronx in the 1970s, it has around 1750 to 1830. Mozart and and viewpoints, and offer an become an international, multi- Haydn were famous outlet for self-expression. During billion-dollar phenomenon. It has from the Classical period. Today, the performance, pay attention to grown to encompass more than one of the ways Merriam-Webster your feelings and thoughts– are just rap music—hip-hop has defines classical is “of, relating to, you inspired? Is this genre of created a culture that incorporates or being music in the educated music something that you have ethnicity, art, politics, fashion, European tradition that includes heard before? Try to sit back, technology and urban life. such forms as art song, chamber keep an open mind, and really music, opera, and .” focus on the performance. If you There are six periods of classical are speechless, don’t worry – JAZZ music with stylistic differences. music sometimes expresses Jazz emerged in the early 1900s ideas better than words do. when African American musicians  Before 1400 – Medieval combined European traditions Characterized by Gregorian chant, You do not need to know with , , marching mostly religious band music and other elements. everything about a piece of  1400-1600 – music in order to enjoy it, During the 1920s many young Increase of secular music, , however you may find you enjoy Americans were disheartened by and art song it even more if you know a bit the destruction of World War I and about why it was composed and began to challenge the old-  1600-1750 – how it achieves its effect. Once fashioned attitudes of their Known for intricate ornamentation you know what to listen for, you parents. At the same time African 1750-1820 – Classical may even begin to enjoy types of Americans were migrating to  music that previously did not northern cities like Chicago and Balance and structure interest you. New York and brought jazz and  1820-1900 – Romantic blues music with them. Jazz was Emotional, large, programmatic Explore some of the different one of the first styles of music to musical styles that Black Violin be played internationally over the  Beyond 1900 – 20th Century draws on in their performances. radio directly into people’s homes. Limitless

Des Moines Performing Arts Black Violin Curriculum Guide VOCABULARY

: two corresponding fugue: a composition tool in violin: a bowed instrument with are played at the same which one instrument plays a four strings that is used to provide time short , then another the and alto parts in the instrument echoes the pieces, of the modern DJ: then another echoes, with all parts and the string . It in hip- interweaving into each other. is a highly valued instrument hop, a because of its remarkable person improvise: to compose or acoustical properties and its who perform without previous versatility. cuts and Image: mixnparty.com preparation, to create in the spur loops of the moment viola: the tenor of the modern beats to recreate music. They also , with a range that pause, scratch, backspin, speed influence: the extends a fifth below that of the up or slow down, and or/delay the power to change violin and starts an above music. In its simplest form, cutting or affect that of the . Experiments involves cutting a few bars of the someone. Many were made, starting in the later beat and looping it to create a musicians and 19th century, to produce an continuous sound. styles Image: brianvellmure.com instrument of sufficient size to influenced Black provide the desired duet: a piece of music written for Violin’s style. while remaining small enough to two performers be manageable. pitch: the relative highness or dynamics: the loudness or lowness of a sound softness of sound. solo: a piece of music written for a single voice of instrument

: the speed or rate at which a piece of music is played A violin (top) and viola (below). How does the size of the instruments affect their pitch? Image: whstatic.com

Des Moines Performing Arts Black Violin Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES, pg. 2

1) INFLUENCES 2) EXPLORE THE VIOLIN

Goal: To reflect on influences in our life Goal: To research various aspects of the violin instrument and synthesize findings in order to present Explanation: Wil B and Kev chose to name their group after Stuff Smith, a jazz violinist from the swing Explanation: The members of Black Violin fell in era. Smith’s final and most soulful album was titled love with the violin instrument as young performers. In “Black Violin.” His work inspired Wil B and Kev so this activity, students will work in groups to learn more much that they decided to name their group in honor about this classic yet highly versatile instrument. They of him. In this activity, students will think about will then choose a creative medium to present their someone who influences or inspires. findings to the class.

Materials: Materials:  Paper  Library or other research materials  Writing utensil  Paper, markers, or other art supplies

Activity: Activity: 1. Give each student a piece of paper. 1. Divide students into small groups. 2. Ask them to fold it in half and then in half again, 2. Assign each group a topic to research: so that it is divided into fourths.  The history of the violin 3. Next, ask students to think about someone who  An explanation of how are made influences or inspires them. Have them write this  An explanation of how violins produce sounds person’s name at the top of the paper.  An explanation of how the violin is played 4. Let students know that you will be asking them a  Why antique violins are desirable and/or why series of questions about this person. They will record instruments are highly valued their thoughts to each question in the separate  The importance of varnish on acoustic violins quadrants on their paper.  Acoustic violins versus electric violins 3. Invite students to present their findings to the class. Quadrant 1: What do you admire about Challenge them to present their findings in a creative this person? way, such as creating a poster, a wrap, video, or other artistic expression. Quadrant 2: In what ways does this person influence or inspire Follow-up Questions: you? Be specific. 1. What did you know about the violin prior to your research? Quadrant 3: Do you feel that you and this 2. What is the most interesting thing you learned person have similar goals? If researching your topic? so, what are they? 3. What is the most interesting thing you learned from another group’s presentation? Quadrant 4: What are some things you 4. Which presentation stood out to you the most? could do to achieve these Why? goals? JUST FOR FUN Follow-up Questions: Share these amazing photos of the 1. What qualities make someone admirable? inside of musical instruments, 2. What can we learn from those who inspire us? including a violin and cello, taken by 3. Why is it good to have someone that you look up to a photographer for an ad campaign that inspires you? for the . 4. Are our influences always positive? What can you do to make sure that you choose people to admire CLICK TO ACCESS that have a positive impact on your life?

Des Moines Performing Arts Black Violin Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES, pg. 1

3) “TRIUMPH” Activity Part 2—Journal Writing 1. Next, ask students to think about the different people or characters they saw in the music video (the Goal: To preview a Black Violin performance; to boy, his mother, the musicians, etc.) explore the theme of choice and music’s positive 2. Ask them to write a journal entry from the influence in young people’s lives perspective of one of these characters. In the journal entry, the must include the following: Explanation: In this activity, students will watch the  A that the person sees or is facing Black Violin music video “Triumph” which depicts a At least one question young boy facing the choice between the temptations  of the street and picking up a at  At least one word or phrase from their Critical school. They will then write a journal entry from the Response Worksheet perspective of one of the characters in the video. 3. Provide them with time to free write. 4. Pair students up and ask them to share their journal entries with one another. Materials:  Computer with internet access Follow-up Questions:  Critical Response Worksheet, pg. 12 1. Whose perspective did you choose to write your  Paper journal entry from? Why?  Pencils 2. Did you and your partner choose to write from the same person’s perspective? If not, what drew your Activity Part 1—View the Video partner to write about who they chose? 1. As a class, watch Black Violin’s music video 3. What do you think is the relationship between the “Triumph” (access by clicking on the image below). boy and the musicians? 2. As they watch, ask students to fill in the “Critical 4. Why do you think this video is called “Triumph”? Response Worksheet”* on page 12. The worksheet 5. Why do you think Black Violin chose to tell this asks them to record what they notice in the video, particular story in their music video? what it reminds them of, what questions they have as they watch, what emotions they feel or see, and what they think the meaning of the piece is. 3. After the video ends, give students additional time to continue to fill in their Critical Response Worksheet. 4. Next, invite students to share one of their top observations, questions, memories, feelings or speculations.

Des Moines Performing Arts Black Violin Curriculum Guide Critical Response Worksheet: Name:______TRIUMPH MUSIC VIDEO (Activity on page xx)

Record your thoughts as you watch the music video “Triumph” by Black Violin.

1. I notice... (Describe what you see and hear.)

2. This reminds me of… (This can be something you have done, seen or watched before.)

3. This makes me feel… OR I see these feelings expressed…

4. I wonder…. (What questions do you have as you watch this?)

5. I think that… (What do you think this piece of art means? Why did the artist make it?)

Critical Response is a reflective practices protocol developed by the Perpich Center for Arts Education.

Des Moines Performing Arts Page 12 of 14 Black Violin Curriculum Guide RESOURCES AND SOURCES

BOOKS CLASSROOM RESOURCES:

Picture Books: Black Violin Documentary. http://vimeo.com/45099378  This Jazz Man by Karen View this 10-minute documentary on the group, how they got started Ernhardt with music as young people and their journey. Note: mild adult  Lift Every Voice and Sing by language at 1:29. James Weldon Johnson  Across the Alley by Richard “.” Michelson http://classicalmusic.about.com/od/classicalmusic101/a/  Played Be Bop intro072104.htm by Christopher Raschka Provides an overview of different classical music periods, composers, and  Sweet Music in Harlem by characteriscs. Debbie A. Taylor

“Examining Hip Hop Culture.” PBS Chapter Books: http://www.pbs.org/wnet/tavissmiley/features/examining-hip-hop-  Yolanda’s Genius by Carol culture/ Fenner Features interviews with several hip-hop artists discussing hip-hop  Second or, How to Tell culture, its controversies, and its purest form as an agent of social a Blackbird from a Sausage by Siobhan Parkinson change.  The Minstrel’s Melody by Jazz, by Chuck Vanderchuck Jazz. Eleanora E. Tate Student-friendly animations, games and other content about jazz music and its history. Teen Fiction: http://pbskids.org/chuck/video_jazz.html  Harlem Hustle by Janet McDonald  The Mozart Season by STUDY GUIDE SOURCES: Virginia Euwer Wolff  Sky: A in 3 Sets and an “Glossary.” Naxos: the World’s Leading Classical Music Group. Encore by Roderick Townley http://www.naxos.com/  Good Enough by Paula Yoo Ovations Offstage. Study for the School-Time Performance of Black Also, check your local library Violin. Portland Ovations. for nonfiction books on violins http://portlandovations.org/files/study-guides/ black-violin.pdf and African Americans in Music. “Teacher Study Guide: Black Violin.” Alaska Junior Theater. http://www.kidsentertainment.net/2013-2014/roster/black-violin/docs/

Des Moines Performing Arts Page 1814 of 1814 Black Violin Curriculum Guide

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