That Certain Feeling: Blues and Jazz … in 1890?
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The Omaha Gospel Complex in Historical Perspective
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for Summer 2000 The Omaha Gospel Complex In Historical Perspective Tom Jack College of Saint Mary Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Jack, Tom, "The Omaha Gospel Complex In Historical Perspective" (2000). Great Plains Quarterly. 2155. https://digitalcommons.unl.edu/greatplainsquarterly/2155 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. THE OMAHA GOSPEL COMPLEX IN HISTORICAL PERSPECTIVE TOM]ACK In this article, I document the introduction the music's practitioners, an examination of and development of gospel music within the this genre at the local level will shed insight African-American Christian community of into the development and dissemination of Omaha, Nebraska. The 116 predominantly gospel music on the broader national scale. black congregations in Omaha represent Following an introduction to the gospel twenty-five percent of the churches in a city genre, the character of sacred music in where African-Americans comprise thirteen Omaha's African-American Christian insti percent of the overall population.l Within tutions prior to the appearance of gospel will these institutions the gospel music genre has be examined. Next, the city's male quartet been and continues to be a dynamic reflection practice will be considered. Factors that fa of African-American spiritual values and aes cilitated the adoption of gospel by "main thetic sensibilities. -
Love, Oh Love, Oh Careless Love
Love, Oh Love, Oh Careless Love Careless Love is perhaps the most enduring of traditional folk songs. Of obscure origins, the song’s message is that “careless love” could care less who it hurts in the process. Although the lyrics have changed from version to version, the words usually speak of the pain and heartbreak brought on by love that can take one totally by surprise. And then things go terribly wrong. In many instances, the song’s narrator threatens to kill his or her errant lover. “Love is messy like a po-boy – leaving you drippin’ in debris.” Now, this concept of love is not the sentiment of this author, but, for some, love does not always go right. Countless artists have recorded Careless Love. Rare photo of “Buddy” Bolden Lonnie Johnson New Orleans cornetist and early jazz icon Charles Joseph “Buddy” Bolden played this song and made it one of the best known pieces in his band’s repertory in the early 1900s, and it has remained both a jazz standard and blues standard. In fact, it’s a folk, blues, country and jazz song all rolled into one. Bessie Smith, the Empress of the Blues, cut an extraordinary recording of the song in 1925. Lonnie Johnson of New Orleans recorded it in 1928. It is Pete Seeger’s favorite folk song. Careless Love has been recorded by Louis Armstrong, Ray Charles, Bob Dylan and Johnny Cash. Fats Domino recorded his version in 1951. Crescent City jazz clarinetist George Lewis (born Joseph Louis Francois Zenon, 1900 – 1968) played it, as did other New Orleans performers, such as Dr. -
The Solo Style of Jazz Clarinetist Johnny Dodds: 1923 – 1938
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 The solo ts yle of jazz clarinetist Johnny Dodds: 1923 - 1938 Patricia A. Martin Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Martin, Patricia A., "The os lo style of jazz clarinetist Johnny Dodds: 1923 - 1938" (2003). LSU Doctoral Dissertations. 1948. https://digitalcommons.lsu.edu/gradschool_dissertations/1948 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE SOLO STYLE OF JAZZ CLARINETIST JOHNNY DODDS: 1923 – 1938 A Monograph Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Musical Arts in The School of Music By Patricia A.Martin B.M., Eastman School of Music, 1984 M.M., Michigan State University, 1990 May 2003 ACKNOWLEDGMENTS This is dedicated to my father and mother for their unfailing love and support. This would not have been possible without my father, a retired dentist and jazz enthusiast, who infected me with his love of the art form and led me to discover some of the great jazz clarinetists. In addition I would like to thank Dr. William Grimes, Dr. Wallace McKenzie, Dr. Willis Delony, Associate Professor Steve Cohen and Dr. -
Jazz and the Cultural Transformation of America in the 1920S
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 Jazz and the cultural transformation of America in the 1920s Courtney Patterson Carney Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Carney, Courtney Patterson, "Jazz and the cultural transformation of America in the 1920s" (2003). LSU Doctoral Dissertations. 176. https://digitalcommons.lsu.edu/gradschool_dissertations/176 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. JAZZ AND THE CULTURAL TRANSFORMATION OF AMERICA IN THE 1920S A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Courtney Patterson Carney B.A., Baylor University, 1996 M.A., Louisiana State University, 1998 December 2003 For Big ii ACKNOWLEDGEMENTS The real truth about it is no one gets it right The real truth about it is we’re all supposed to try1 Over the course of the last few years I have been in contact with a long list of people, many of whom have had some impact on this dissertation. At the University of Chicago, Deborah Gillaspie and Ray Gadke helped immensely by guiding me through the Chicago Jazz Archive. -
INTRODUCTION: BLUE NOTES TOWARD a NEW JAZZ DISCOURSE I. Authority and Authenticity in Jazz Historiography Most Books and Article
INTRODUCTION: BLUE NOTES TOWARD A NEW JAZZ DISCOURSE MARK OSTEEN, LOYOLA COLLEGE I. Authority and Authenticity in Jazz Historiography Most books and articles with "jazz" in the title are not simply about music. Instead, their authors generally use jazz music to investigate or promulgate ideas about politics or race (e.g., that jazz exemplifies democratic or American values,* or that jazz epitomizes the history of twentieth-century African Americans); to illustrate a philosophy of art (either a Modernist one or a Romantic one); or to celebrate the music as an expression of broader human traits such as conversa- tion, flexibility, and hybridity (here "improvisation" is generally the touchstone). These explorations of the broader cultural meanings of jazz constitute what is being touted as the New Jazz Studies. This proliferation of the meanings of "jazz" is not a bad thing, and in any case it is probably inevitable, for jazz has been employed as an emblem of every- thing but mere music almost since its inception. As Lawrence Levine demon- strates, in its formative years jazz—with its vitality, its sexual charge, its use of new technologies of reproduction, its sheer noisiness—was for many Americans a symbol of modernity itself (433). It was scandalous, lowdown, classless, obscene, but it was also joyous, irrepressible, and unpretentious. The music was a battlefield on which the forces seeking to preserve European high culture met the upstarts of popular culture who celebrated innovation, speed, and novelty. It 'Crouch writes: "the demands on and respect for the individual in the jazz band put democracy into aesthetic action" (161). -
New Orleans Jazz National Historical Park Junior Ranger Activity Book
U.S. Department of the Interior New Orleans Jazz National Park Service National Historical Park Junior Ranger Activity Book New Orleans Jazz National Historical Park Be a Junior Park Ranger EXPLORE . LEARN . PROTECT Are YOU ready to become a Junior Park Ranger ? Becoming a Junior Ranger is a fun way to learn about Jazz, New Orleans & YOUR National Park. 1.) How do you become a Junior Park Ranger? Choose and complete the number of activities for your age group. Your parents are welcome to help and learn too. 7 years & younger, complete at least four activities. 8-11 years, complete six or more activities. 12 years or older, complete at least eight of the activities 2.) To receive your Junior Ranger Badge, complete the activities for your age group, then re- turn to the visitor’s center, or mail the booklet to the New Orleans Jazz National Historical Park. *If you have any questions about the activities in this book remember that Park Rangers are here to help you. New Orleans Jazz National Historical Park MAIL: Junior Park Ranger VISITOR CENTER: 916 N. Peters St. (in Dutch Alley) PERFORMANCE HALL AT: Old U.S. Mint TO 419 Decatur St. New Orleans, LA. 70116 400 Esplanade Ave. New Orleans, LA. 70130 New Orleans, LA.70116 (504) 589-4841 ● www.nps.gov/jazz WWhat is JJazz? Jazz is a musical style based on improvisation, that is the art of making What is something up on the spot. New Orleans Many different musical Jazz? styles came together to form what we now call jazz, and the place it all began was in New Orleans. -
SR72 Enrolled
2019 Regular Session ENROLLED SENATE RESOLUTION NO. 72 BY SENATOR PETERSON A RESOLUTION To commend posthumously "King" Buddy Bolden, the father of New Orleans jazz. WHEREAS, Charles Joseph "Buddy" Bolden was born on September 6, 1877, to Westmore Bolden and Alice Harrison in New Orleans, Louisiana; and WHEREAS, many early jazz musicians credited Buddy Bolden and his bandmates with having originated what came to be known as jazz, though the term was not in common musical use until after the era of his prominence; and WHEREAS, he is credited with creating a looser, more improvised version of ragtime and adding blues, and his band was said to be the first to have brass instruments play the blues; and WHEREAS, he is also credited with the invention of the "Big Four", a key rhythmic innovation on the marching band beat, which gave embryonic jazz much more room for individual improvisation; and WHEREAS, rather than imitating other cornetists, Buddy played music he heard "by ear", adapted it to his horn, and in doing so, created an exciting and novel fusion of ragtime, black sacred music, marching-band music, and rural blues; and WHEREAS, at the tender age of six, misfortune struck the family and his father passed away; and WHEREAS, he attended Sunday services at St. John's Baptist Church and listened to its soulful choir which affirmed his zest for music, and in 1894, he began learning to play the cornet; and WHEREAS, music bands had become very popular and Buddy began his career playing the cornet in Papa Jack Laines' band; and WHEREAS, during mid-1890s, he formed his own band which played cornet, guitar, Page 1 of 3 SR NO. -
Syllabus, Mujz 100 Spring 2013
MUJZ 100 1 MUJZ 100xm, Jazz: A History of America’s Music Professor Thomas and teaching assistant Gary Wicks Course Description and Objectives: This course will provide a diverse perspective on the evolution of contemporary culture in America by bringing a new awareness on racial prejudices, women’s issues, myths and stereotypes. The content of the text and videos is filled with both historical facts on jazz, as well as the social context during the lives of significant jazz artists. Through African American artists we will witness the racial conditions of the Northern and Southern United States from the turn of the 20th century until the present, and will see that the acceptance of the African American Jazz musician influenced the breakdown of racial walls in society. We will also follow the careers of female musicians who played instruments traditionally dominated by men, ie.: trumpet, trombone, drums, bass and saxophone, particularly during and after World War II. Fulfilling the Diversity Requirement: This course fulfills the Diversity Requirements by focusing on two different forms of difference: race and to a lesser extent, gender. Students will learn about race and racism in several ways, including housing regulations, the racialized nature of the economy, and how institutional racism works, and the perils of women working in a traditionally all male jazz world, and how learning about and living in a diverse society can function as a form of enrichment. Diversity Concentration: The diversity dimensions for this course will be Race and Gender. Improvisation, the main ingredient of jazz, allows the performer to create in the moment, bringing about an exciting and unpredictable adventure for the performer and listener. -
The Connectors of Two Worlds: Chano Pozo, Dizzy Gillespie, and the Continuity of Myth Through Afro-Cuban Jazz
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2005 The connectors of two worlds: Chano Pozo, Dizzy Gillespie, and the continuity of myth through Afro-Cuban jazz Dwight Paul Sweeney Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Music Commons, and the Race, Ethnicity and Post-Colonial Studies Commons Recommended Citation Sweeney, Dwight Paul, "The connectors of two worlds: Chano Pozo, Dizzy Gillespie, and the continuity of myth through Afro-Cuban jazz" (2005). Theses Digitization Project. 2823. https://scholarworks.lib.csusb.edu/etd-project/2823 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THE CONNECTORS OF TWO WORLDS: CHANO POZO, DIZZY GILLESPIE, AND THE CONTINUITY OF MYTH THROUGH AFRO-CUBAN JAZZ A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in Interdisciplinary Studies by Dwight Paul Sweeney, Jr. March 2005 ■3 THE CONNECTORS OF TWO WORLDS: CHANO POZO, DIZZY GILLESPIE, ZYND THE CONTINUITY OF MYTH THROUGH AFRO-CUBAN JAZZ A Thesis Presented to the Faculty of California State University, San Bernardino by Dwight Paul Sweeney, Jr. March 2005 Approved by: 3-2- Chair, History Date Russell Barber, Anthropology ABSTRACT The histories of Cuba and the United States ran a parallel course until the late nineteenth century, and musical cultural exchanges are a legacy of this interaction. -
" African Blues": the Sound and History of a Transatlantic Discourse
“African Blues”: The Sound and History of a Transatlantic Discourse A thesis submitted to The Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Master of Music in the Division of Composition, Musicology, and Theory of the College-Conservatory of Music by Saul Meyerson-Knox BA, Guilford College, 2007 Committee Chair: Stefan Fiol, PhD Abstract This thesis explores the musical style known as “African Blues” in terms of its historical and social implications. Contemporary West African music sold as “African Blues” has become commercially successful in the West in part because of popular notions of the connection between American blues and African music. Significant scholarship has attempted to cite the “home of the blues” in Africa and prove the retention of African music traits in the blues; however much of this is based on problematic assumptions and preconceived notions of “the blues.” Since the earliest studies, “the blues” has been grounded in discourse of racial difference, authenticity, and origin-seeking, which have characterized the blues narrative and the conceptualization of the music. This study shows how the bi-directional movement of music has been used by scholars, record companies, and performing artist for different reasons without full consideration of its historical implications. i Copyright © 2013 by Saul Meyerson-Knox All rights reserved. ii Acknowledgements I would like to express my utmost gratitude to my advisor, Dr. Stefan Fiol for his support, inspiration, and enthusiasm. Dr. Fiol introduced me to the field of ethnomusicology, and his courses and performance labs have changed the way I think about music. -
The Jazz Tradition Jeff Rupert Thursday, June 27
Music for All Summer Symposium presented by Yamaha www.musicforall.org The Jazz Tradition Jeff Rupert Thursday, June 27 Music For All Summer Symposium SURVEY OF JAZZ HISTORY Jeff Rupert I Influences and elements of early jazz A Congo Square, New Orleans. 1 Gathering place for slaves in New Orleans, from the late 1700’s. 2 Catholicism in New Orleans. 3 Slave trade abolished in 1808. 4 Emancipation proclamation in 1862. B Ragtime 1 Scott Joplin,(1867-1917), primary composer and pianist. 2 Piano music, first published in 1896. 3 Syncopated music 4 Complex march-like song forms 5 Simulating the orchestra or marching band C Country Blues 1 Migration from the country into New Orleans. 2 Blues Inflections 3 Vocal Characteristics peculiar to the blues. 4 The first blues published in 1904. “I’ve got the blues”. 5 W.C. Handy publishes “St. Louis Blues” in 1914. D Marching bands in New Orleans 1 Several popular bands, serving numerous functions The Superior, the Onward Brass Bands playing parades, funerals and concerts. 2 Marching bands syncopating, or “ragging” rhythms 3 Playing “head charts” 4 The Big 4 5 Buddy Bolden,(1877-1931), Freddie Keppard, (1890-1933). E Opera and other European influence in New Orleans. 1 Opera and Orchestras in New Orleans 2 Creoles before and after the “black codes” or Jim Crow laws.(1877-1965). Plessy vs Ferguson upheld Jim Crow laws of separate but equal in Louisiana in 1896. 3 Music in New Orleans after the black codes. 4 Instruments incorporated in early jazz. Jazz History Outline. © Jeff Rupert RUPE MUSIC Pub. -
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Forum on Public Policy The Third Culture—A Conversation About Truth And Reconciliation: An African Americanist’s Reflection On The “Two Cultures” Debate In Post-Modern Society Josephine R.B. Wright, Professor of Music and The Josephine Lincoln Morris Professor of Black Studies, and Chair, Department of Africana Studies, The College of Wooster Abstract C. P. Snow launched the "Two Cultures" debate in 1959 during the Cold War era. While lamenting a widening gulf in communication between scientists and literary theorists, he championed the supremacy of scientific inquiry over canonical Western European literary traditions of his day. Globalization has forced many academics in the United States to (re)think how they prepare students today for leadership in a world overwhelmingly populated by peoples of non-European ancestry. At stake in this debate is the political contention over culture--specifically, whose culture is more valued than others and whose culture will be privileged in contemporary society. Such a topic should command greater attention within the academy, if we as educators hope to promote better understanding by students of diverse peoples and cultures around the world. One marker of globalization has been the widespread exportation of African-American music from the United States, a phenomenon documented as early as the antebellum period. Most black American musical traditions before 1960 evolved historically within a defined social-political framework of racial oppression, and any attempt to isolate the music from these realities obfuscates its connection to a collective history that all Americans at some level share. (Re)examination and "interrogation" of accessible historical documents (often selectively suppressed in standard American textbooks) help promote a "Third Culture." Such inquiry lays bare the irony/ contradiction of excluding widely exported repertories of music, arguably the principal representations of what is uniquely “American,” from Western canonical traditions.