Première D Séance du mardi 30 mars

Nous commençons cette semaine un nouveau chapitre sur la notion Arts and Power. Notre problématique pour ce chapitre est: Can make a difference? Pensez à bien garder une trace des corrigés et activités dans votre cahier.

Objectifs: • S'exprimer à partir de notes non rédigées • Découvrir le lexique thématique lié à notre chapitre • Exprimer la conséquence • Exprimer le but

Exercice 1: Up to you! • Find a tune / a song in English that made a difference in the world. It can be a song you already know or you can browse the web to look for such a song. • Select 15 words to talk about this song and create a wordcloud https://www.wordclouds.com/ • Using these words create a one minute presentation about the song and send it to your teacher. ◦ Critères de réussite: ▪ S'exprimer à partir de notes non rédigées. Ne pas écrire un texte, utiliser simplement les mots du word cloud ▪ Utiliser des expressions variées pour donner son opinion: to me, to my mind, as I see it, if you as me , in my opinion... ▪ Utiliser au moins 4 mots de liaison de la liste ci-dessus pour exprimer l'impact de la chanson choisie.

Exercice 2: African-American music during

• Listen to the following song: https://www.youtube.com/watch?v=4G5KtQynWvc • Try and describe how it sounds and the impact on the listener. • Read the following text:

Songs of Survival: Middle Passage and Slavery

Singing as a form of communication is deeply rooted in the African American culture. It began with the African slaves who were kidnapped and shipped across the Atlantic during the Middle Passage. Slaves from different countries, tribes and cultures used singing as a way to communicate during the voyage. They were able to look for kin, countrymen and women through song. According to a white shipmate who made four voyages to Africa between 1760 and 1770. “They frequently sing, the men and woman answering another, but what is the subject of their songs [I] cannot say.”1 Although they could not understand what the Africans were saying the crew did pick up on the sorrowful tone of their songs.2

Music was a way for slaves to express their feelings whether it was sorrow, joy, inspiration or hope. Songs were passed down from generation to generation throughout slavery.

The slaves brought musical traditions from Africa with them. Many of their activities, from work to worship, were steeped in song. accompanied their labor with work songs that often incorporated field hollers – chants tinged with falsetto whoops called "arwhoolies." (Examples of field hollers are available in the "Traditional Work Songs" article.) They also fashioned instruments similar to those they had known in Africa. For example, the modern banjo is a descendent of African banjos.

These songs were influenced by African and religious traditions and would later form the basis for what is known as “Negro ”. Col. Thomas W. Higginson of the 54th Massachusetts Regiment recognized the term Negro Spiritual in the Atlantic Monthly (June 1867). Higginson had heard the songs in camps and on marches with colored soldiers.3 Adapted from: pbs.com

1) What type of text is it? What is its purpose? 2) Define the Middle Passage. http://discoveringbristol.org.uk/slavery/routes/from-africa-to- america/atlantic-crossing/middle-passage/ 3) Find 3 contexts in which African-American used songs throughout slavery 4) What were the purposes of these songs? 5) What were the style of these songs. 6) How did these songs evolve? • You can Read the full story at: http://www.pbs.org/mercy-street/blogs/mercy-street- revealed/songs-of-survival-and-songs-of-freedom-during-slavery/

Exercice 3: Your turn

• Browse the web and find : ◦ 1 field holler ◦ 1 negro spiritual • Copy the links and send them to your teacher. • https://www.loc.gov/item/ihas.200197451 a helpful website

Corrigé

1) What type of text is it? What is its purpose? This text is an excerpt from the PBS website. PBS is an American public channel dedicated to creat ing educational programmes. This text is very informative and factual. It provides us with / gives us pieces of information about the roots/ the origins of African-American music during slavery 2) Define the Middle Passage. http://discoveringbristol.org.uk/slavery/routes/from-africa-to- america/atlantic-crossing/middle-passage/ "The Middle Passage was the crossing from Africa to the Americas, which the ships made carrying their ‘cargo’ of slaves." 3) Find 3 contexts in which African-American used songs throughout slavery • On the ships accross the Atlantic during the Middle Passage • During their work in the fields. Those songs were called field hollers. • To worship / celebrate their religion and pray 4) What were the purposes of these songs? • They were used so as to / in order to communicate on ships. • They were used so as to / in order to look for / search other members of their family or native countries in America. • They were used so as to / in order to help them resist the terrible working conditions in fields. • They were used so as to / in order to express their feelings. EXPRESSING PURPOSE / GOAL: SO AS TO / IN ORDER TO 5) What were the style of these songs. • They used call and response • They used instruments inspired from African ones such as banjos 6) How did these songs evolve? • They were passed down from one generation to another • Thet became the basis of negro sprirituals.

Le corrigé constitue notre cours. Il est apprendre par coeur ainsi que les éléments lexicaux soulignés.