An Exploration of the Interrelationships Between Christian Choruses and South African Songs of the Struggle
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Toshi Reagon & Biglovely
Toshi Reagon & BIGLovely “Whether playing solo or with her band, [Toshi’s] fusion of styles and forms draws listeners in, embraces them and sets them off in a rapturous, hand-raising, foot-stomping delight.” -RighteousBabe.com About Toshi Reagon and BIGLovely Toshi Reagon is a versatile singer-songwriter-guitarist, drawing on the traditions of uniquely American music: rock, blues, R&B, country, folk, spirituals and funk. Born in Atlanta and raised in Washington DC, she comes from a musical—and political—family. Both her parents were civil rights activists in the 1960s, and founding members of The Freedom Singers, a folk group that toured the country to teach people about civil rights through song as part of the Student Nonviolent Coordinating Committee. Her mother, Bernice Johnson Reagon, is also a founder of the legendary a cappella group, Sweet Honey in the Rock. Toshi has been performing since she was 17 years old. Her career really launched when Lenny Kravitz chose her, straight out of college, to open for him on his first world tour. Some of Toshi’s proudest moments include playing for her godfather Pete Seeger’s 90th birthday celebration at Madison Square Garden, and performing with the Freedom Singers at the White House, in a tribute to the music of the civil rights movement. As a composer and producer, Toshi has created original scores for dance works, collaborated on two contemporary operas, served as producer on multiple albums, and has had her own work featured in films and TV soundtracks, including HBO and PBS programs. BIGLovely did its first performance as a band in 1996. -
Song & Music in the Movement
Transcript: Song & Music in the Movement A Conversation with Candie Carawan, Charles Cobb, Bettie Mae Fikes, Worth Long, Charles Neblett, and Hollis Watkins, September 19 – 20, 2017. Tuesday, September 19, 2017 Song_2017.09.19_01TASCAM Charlie Cobb: [00:41] So the recorders are on and the levels are okay. Okay. This is a fairly simple process here and informal. What I want to get, as you all know, is conversation about music and the Movement. And what I'm going to do—I'm not giving elaborate introductions. I'm going to go around the table and name who's here for the record, for the recorded record. Beyond that, I will depend on each one of you in your first, in this first round of comments to introduce yourselves however you wish. To the extent that I feel it necessary, I will prod you if I feel you've left something out that I think is important, which is one of the prerogatives of the moderator. [Laughs] Other than that, it's pretty loose going around the table—and this will be the order in which we'll also speak—Chuck Neblett, Hollis Watkins, Worth Long, Candie Carawan, Bettie Mae Fikes. I could say things like, from Carbondale, Illinois and Mississippi and Worth Long: Atlanta. Cobb: Durham, North Carolina. Tennessee and Alabama, I'm not gonna do all of that. You all can give whatever geographical description of yourself within the context of discussing the music. What I do want in this first round is, since all of you are important voices in terms of music and culture in the Movement—to talk about how you made your way to the Freedom Singers and freedom singing. -
Freedom Songs
OurStory: Students ‘Sit’ for Civil Rights Freedom Songs Parent Guide, page 1 of 2 Read the “Directions” sheets for step-by-step instructions. SUMMARY During this activity, you and your child will listen to some freedom songs on the Internet, and then make your own version of one of the songs. WHY During this activity, you and your child will use compassion and art awareness skills to listen thoughtfully to music and think about how it might have been used in some historic situations. These skills are useful for historical research and thinking about the personal and community meanings of songs today. TIME ■ 10 minutes to listen to songs ■ 10 minutes to sing along ■ 5 minutes for discussion ■ 5 minutes to make new lyrics for “This Little Light of Mine” ■ 10 minutes to record new lyrics RECOMMENDED AGE GROUP This activity will work best with children in kindergarten through fourth grade. CHALLENGE WORDS ■ boycott: to refuse to conduct business with a person, store, or organization, usually to express disapproval or to peacefully force changes ■ emotion: a state of feeling ■ nonviolent: a philosophy or strategy for change that opposes using violence ■ picket: to walk or stand in front of like a fence-post, often in protest ■ primary source: a historical document, photograph, or artifact written, created, or used by someone who experienced events at the time they took place ■ protest: public demonstration of disapproval ■ segregation: the practice of keeping people in separate groups based on their race or culture ■ sit-in: an act of sitting in the seats or on the floor of an establishment as a means of organized protest (see the images of boys sitting at lunch counter) OurStory: Students ‘Sit’ for Civil Rights Freedom Songs Parent Guide, page 2 of 2 GET READY ■ Read Freedom on the Menu together. -
Introduction to Music of the Civil Rights
www.learningtogive.org Introduction to Music of the Civil Rights Era Go online to get the associated handouts, standards, and latest version of the lesson plan: https://www.learningtogive.org/units/music-civil- rights-era-1954-1968/introduction-music-civil-rights-era Students will understand why "freedom songs" became such an important motivating force during the Civil Rights Movement, 1954-1968. They will also see how important figures in the Civil Rights Movement contributed to the common good. Duration: Three Forty-Minute Class Periods Objectives: The learners will: summarize important ideas and events of the Civil Rights Movement and describe how men such as Malcolm X, Medgar Evers, Rosa Parks, and Martin Luther King, Jr. sacrificed for the benefit of the common good. recognize famous “freedom songs” representative of the Civil Rights Movement, 1954-68. describe the functions of “freedom songs” and the conditions under which these songs were performed. Materials: Freedom songs: Keep Your Eyes on the Prize, This Little Light of Mine, and We Shall Overcome Pencil and paper for taking notes Home Connection: Ask the students to talk to their parents and grandparents or other adult about the Civil Rights Era. How old were they at the time? Were they actively involved in any part of the movement? What were their thoughts, concerns, fears, etc.? What do they remember about the slave, folk, gospel and “freedom songs” such as We Shall Overcome and Blowin’ in the Wind? Do they remember any songs from this era that they can share? If they were activists during this era, would they be willing to share their experiences with the class? (As a teacher, make sure you speak and/or meet with the presenter before he/she speaks to the class. -
Freedom Songs Reading from AMERICAN EXPERIENCE
http://www.pbs.org/wgbh/amex/eyesontheprize/reflect/r03_music.html STORIES AND INTERVIEW OF BERNICE JOHNSON REAGAN What is interesting about the songs that end up as freedom songs is the fact that they function in the Movement as 'congregational' songs. Congregational songs are started by a songleader -- a songleader is different from a soloist. A soloist is someone who can execute the entire song. A songleader is someone who starts the song, and if that performance is successful, it is successful not only because of the prowess of the leader but because people who are located within the sound of that voice join in to raise the song into life. Masses of People Speaking Through Song Some of the songs are a structure into which there are lyric changes that document where that singing took place. It's very easy, if you're not aware, to miss the value of that documentation. Freedom songs are documents created by a collective voice (MEANING: MANY PEOPLE CREATED THE LYRICS NOT JUST ONE PERSON). Often when we think of masses of people we actually think of inarticulate people and we look for a speaker to let us know what is going on. During this Movement, the masses came singing and the songs they sang are essential documents. If you don't pay attention to the specificity of the songs they chose at a particular time, around a specific situation, you miss an opportunity to hear masses of people speak (MEANING: SONG LYRICS CAME FROM HOW PEOPLE WERE REACTING TO THINGS HAPPENING AROUND THEM AT THAT INSTANT). -