The Great MigrationWomen in Jazz. History students will create projects for National History Day based on Jazz from A to Z’s season theme of “Breaking.

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Presentation transcript:

The Great MigrationWomen in Jazz

History students will create projects for National History Day based on Jazz from A to Z’s season theme of “Breaking Boundaries” and the NHD theme of “Rights and Responsibilities.” Teachers will compose a lesson plan that integrates jazz and the NEA Jazz in the Schools in their curriculum

After analyzing primary sources, participants will determine the economic, political, social and cultural effects of the Great Migration. Participants will consider the function of music as an agent of social change by studying women of the Great Migration who broke boundaries in jazz. After examining jazz in historical context, participants will explain how jazz can be a “boundary breaker.” Participants will examine the role of “rights and responsibilities” in the Great Migration.

s Movement of rural southern Blacks to northern cities Northward migration developed in stages Urbanization and nationalization of African American population

World War I- 400, million Young men % of African Americans in northern cities rise: New York 66% Chicago 148% Philadelphia 500% Detroit 611%

Slavery by Another Name By Douglas Blackmon

New York- Harlem Chicago- South Side Pittsburgh- Hill District Detroit- Black Bottom Kansas City- 18 th and Vine

Sterling Brown’s 5 Major Literary Themes 1. Africa as a source of race pride 2. Black American heroes 3. Racial political propaganda 4. Black folk tradition 5. Candid self-revelation

“Let the blare of the Negro jazz bands and the bellowing voice of Bessie Smith singing Blues penetrate the closed ears of the colored near- intellectuals until they listen and perhaps understand.”

Epitomized the artistic creativity of Harlem Renaissance Muralist Harlem Artists Guild leader “Father of African- American Art” Professor and Department Chair at Fisk University

 Communication (share)  Reasoning (analysis)  Knowledge (Content) *Engagement in Teaching History By Frederick D. Drake and Lynn R. Nelson

Determine the historical knowledge needed for context. Analyze the source using an analysis worksheet. Compose three questions (different levels of Blooms) that would facilitate a discussion where students could share their interpretations.

Family Migration from Atlanta to Pittsburgh Innovative swing arranger- Kansas City big bands (Basie and Kirk) Helped develop swing, boogie-woogie and bop Teacher to the bebop generation (Monk, Dizzy, Bird) Ghost writer for Ellington “Mary Lou Williams is perpetually contemporary.” (Duke Ellington)

Family migration from Newport News, VA to Yonkers, NY Bandleader of Chick Webb’s band after his death. Scat- Dizzy Gillespie Voice accessible to white audiences Her own unique style Enormous Influence

Family migration from Alabama to Chicago Gospel trained- influenced by Mahalia Jackson and Bessie Smith Blues, jazz, pop music Most popular female recording artist in the 50s. Inducted in Rock & Roll Hall of Fame as an Early Influence in 1993

Family Migration from Virginia to Newark, NJ Contralto (female type between lowest tenor range to highest mezzo-soprano) Begins her career with Earl Hines, Billy Eckstine and Dizzy Gillespie Considered the first generation bebop vocalist Grammy award winner Numerous collaborations with classical, Brazilian artists

Next workshop : January 14- High school January15- Middle school At MAC Sub-provided for up to 50 participants ASU Affiliate Form ASU Masters in History for Teachers BA in History with certification