- CD Player Internet Access Poster board, glue, colored markers Overhead Projector Three original recordings by Mary Lou Williams: "Mess-a-Stomp", "Black Christ of the Andes", and "My Momma Pinned a Rose on Me"
Day One
Because many people are not familiar with jazz, a general explanation of the traditional jazz combo will be covered. Below are the basic components of the instrumentation of a typical jazz combo.
1. Rhythm section
a. The string bass, which provides the basic chord structure for the musical selection, plucked by the bassist either on the beat or in a syncopated manner.
b. The drums, which consist of a base drum struck usually on the beat, a snare drum struck usually on the offbeat, clap symbols used on the off beat, and a ride symbol rhythmically accenting the down beat and offbeat.
2. Piano
a. Used primarily as an accompaniment to the saxophone or trumpet.
b. Provides the basic chord structure for the rest of the combo.
c. Used as a solo instrument to improvise on the theme of the selection.
3. Saxophone and/or trumpet
a. The instrument which introduces the theme of the selection.
b. Usually the primary instrument for improvisation
Most traditional jazz combos use a 4/4 meter. To get the feel of this time signature, the class should do the following:
1. count out loud, 1 - 2 - 3 - 4, over and over again
2. while counting, clap your hands (or snap your fingers) on the second and fourth beats.
3. while doing this, tap your right foot on every one of the four beats (as the drummer does on the bass drum)
4. also, tap your left foot on the second and fourth beats (as the drummer does on the clap symbol)
Day Two
Critics have often said that Mary Lou Williams" music was always modern. In virtually every period of her career, Williams produced music that was always contemporary and was often ahead of its time. To understand how Williams" music changed, you will listen to three selections from different times in her career. The selections are "Mess-a-Stomp" (early period), "Black Christ of the Andes" (middle period), and "My Momma Pinned a Rose on Me" (later period). For each of the selections, write down details that relate to each of the following categories:
1. Tempo – how fast or slow is the selection being played?
2. Dynamics of sound – how loud or soft is the music?
3. Mood – does the music sound joyful, somber, sad, happy, angry, mellow, peaceful, etc.?
4. What instrument states the melody?
5. Describe the various improvisations on the melody in terms of each instrument.
6. After looking over the details that you listed, write a paragraph that describes the style of each selection and how each differs from the others.
Day Three
1. The class will be divided into three groups. Each group will be directed to discuss one of the three musical selections.
2. Using the notes that were taken during the listening exercise, discuss the various elements of the selection.
3. One student in each group will compile a composite of ideas into a list that will be presented to the entire class.
4. The three groups should re-assemble as an entire class.
5. On an overhead or chalkboard, list the various details that each group compiled for each selection.
6. Decide, as a class, how each selection differs in style of music, use of instruments, development of the selection's theme, and, most important of all, Williams" performance.
Day Four
Based on the information gained from the last three days, write a 500-word composition dealing with the following:
1. Decide which of the three musical selections evoked the strongest response from the listener.
2. Opening paragraph
a. Use creative opening sentences that get the reader's attention.
b. Include general statements that relate to the overall topic.
c. The last sentence should be a thesis that takes a position about the selection that was most effective.
3. Supporting paragraphs
a. Each paragraph should begin with a topic sentence that relates directly to the thesis.
b. Transition words should be used in the topic sentences.
c. Specific details from the musical selections should be used to support the topic sentence.
4. Closing paragraph
a. A restatement of the thesis should be given.
b. A review of the various points of support should be provided.
c. General closing comments should end the paper.
Day Five
1. Read each of the following web pages (these pages are all linked from the Student Resources page).
An interview from the British music journal Melody Maker, June 1954. Reproduced on the ExplorePAhistory.com Web site.
Mary Lou Williams: Soul on Soul
From Rutgers University's Institute of Jazz Studies, this site, an online exhibit, contains a wealth of information on Mary Lou Williams, including audio clips, music clips, photographs and a complete biography. For further detail, see these sections of the site:
2. List examples of how Mary Lou Williams' life was affected by the culture and mores of the times in which she lived.
3. Working with small groups of other students, compare the details of the articles with the findings of the other members of the group.
a. Create a list of the important details of Williams" life and career.
b. Discuss the elements of her life that show how she persevered and overcame adversity.
c. As a group, present the findings to the class and make a statement about Williams" importance as a musician and as an example to other female artists.
