Kentucky Center for African American Heritage

 

 

  
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8.5
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Middle School – Grade 8
    

 

 

 

 

 

photo of musicians
Early Troops with Musical Instruments

Core Content Guide

1.1.33
Melody: phrase, cadence, bass clef sign; pitch notation (notes): letter names of bass clef, lines and spaces, sharps (#), flats (b); key signatures: up to 2 flats and 2 sharps.

1.2.31
Identify and compare various styles and functions (recreational, ceremonial, and artistic expression) of music from European and Asian cultures using appropriate vocabulary.

2.1.1
Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives.

2.2.1
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

2.3.1
Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments).

    

 

8.5 Kentucky African American Music

Pre-Visit
Students research, locate, and listen to a variety of musical recordings, from traditional African rhythms to Negro work songs, spirituals, blues, jazz and classical. Among the selections they should locate are songs and artists with specific ties to Kentucky (select work songs, spirituals, "My Old Kentucky Home," performances by Todd Duncan, Lionel Hampton, W. C. Handy, River City Drum Corps). Working in small groups, students focus on one particular category of music to research. Each category has questions they should consider during their investigation. The groups select the recordings they wish to present to the rest of the groups, providing background information, and noting where the recordings may be found. During the presentation, the class listens to the selections.

As the culminating class product, students may create a mock-up CD collection. As a class, students determine the order of the musical selections and annotate the collection with interpretive notes.

Before a visit to the Center, students discuss the theme, "One More River to Cross," and what it might possibly mean.

In the Museum
While touring the Center, students become aware of ways that music and sound are used to enhance the Center experience. Students also note various types of river imagery in the exhibit.

Post-Visit
After the field trip to the Center, students again think what the theme for the exhibit, "One More River to Cross" means. Students may use the Internet to locate the lyrics to more river-related songs tied to the African American experience.

Students may write a song to express one of the following, (include river imagery in your song):

. We still have these 'rivers' yet to cross (be specific).

. Feelings still exist about _______(an experience at the Center).

. A river can both promote and limit human movement.