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Early Jazz 1910's

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African oral tradi-ons retained by slaves in the United States • Includes

1. Singing, esp. accompanied by movement/dance 2. Communal par-cipa-on 3. Spontaneity (i.e., improvisa-on) 4. Repe--ve chorus and call‑and‑response structures 5. A variety of vocal quali-es and incorpora-on of groans, growls, etc. • Con-nually refreshed by the arrival of new slaves • This reten-on was oJen encouraged by whites because they didn’t want African Americans (who they regarded as inferior) par-cipa-ng in Euroamerican life • Slaves were expected to sing (so masters could locate them, gauge moods, etc.)

Types of music performed by slaves in the United States • Field hollers • Work songs • Ballads • Spirituals • Recrea-onal music, oJen for accompanying dance

The field holler • Sung on coRon planta-ons, as well as sugar and rice fields • Sung by solo singers, rather than by a group • Monophonic texture • A long shout consis-ng of an ascending and descending line • Loud volume, in order to carry across the fields • May contain text, but may instead be a vocalise (i.e., a wordless vocal melody) • Rhythmically loose • May move into falseRo

Work songs • Any song synchronizing the rhythm of group tasks • Helps workers fulfill tasks by

1. Pacing the ac-vity

2. Coordina-ng movement

3. Rallying spirits

4. Needling their masters/bosses • For African Americans, the tradi-on started on the planta-ons during the slave era; it con-nued aJerwards for railroads, mining, chain gangs, etc. • Imparted call and response, improvisa-on, blue notes, etc. to a number of later African-­‐American genres

Ballads • A genre of European folk music brought to the US by European seRlers • A narra-ve surrounding a single event, told in simple verse

1. Stanzaic, oJen with four lines per stanza

2. Frequently reuses words and phrases • Typically in strophic form, in which each stanza of text is sung to the same music (i.e., AAAAA etc.)

The spiritual • A type of religious folksong that originated in American revivalist ac-vity ca. 1740-­‐1900 • Both white and black spirituals exist, though the black version is more famous

– Both kinds (likely) developed simultaneously at camp mee-ngs (which African Americans were allowed to aRend) in the rural South

Spiritual texts • OJen come from the Book of Revela-ons

-­‐Spirituals include phrases extracted

from the Bible, as well as

interpreta-ons of metaphoric Biblical

texts • Many are suffused with melancholy and have been called “sorrow songs,” though other spirituals (oJen called “Jubilees”) involve more posi-ve, op-mis-c texts • OJen viewed as codified songs of protest

The music of Spirituals • Use of blue notes, frequently achieved by bending notes, esp. on long syllables • Use of syncopa-on • Textual accentua-on is oJen warped to fit a musical rhythm (rather than the reverse) • OJen involves polyrhythm, produced by the addi-on of clapping • Frequent use of call and response organiza-on • Use of a variety of vocal -mbres

Recrea-on music and dance for slaves in the US Encouraged (usually to raise morale)

1. On slave ships 2. On planta-ons at holiday celebra-ons 3. Occasionally during weekends on planta-ons

“The Buzzard Lope” The Georgia Sea Island Singers • Concerns the prac-ce of dumping the bodies of deceased slaves in the fields to be consumed by buzzards • Dancers imitate buzzards, “pecking” at a piece of cloth (symbolically represen-ng the deceased) • The text defies the situa-on, sugges-ng eternal salva-on despite a miserable life on earth • Music exhibits numerous African traits (many of which pertain to Jazz)

1. Lots of repe--on, though the piece s-ll has spontaneity due

to improvisa-on

2. Call and response

3. Polyrhythm created by vocal melodies set against an

independent clapping rhythm

4. Syncopa-on appears in both the vocal melodies and clapping

Minstrelsy • 19th-­‐century America’s most popular form of entertainment • Ini-ally featured white entertainers pretending to be of African descent

1. Use of blackface

2. Reliance upon African-­‐American influences in song,

dance, and humor

3. Imita-on of African-­‐American styles of talk,

movement, dance, etc. • Racist and exploita-ve -­‐BUT brought fame to African styles and ul-mately created a social/economic niche for African-­‐American musicians (with black troupes appearing by the Civil War)

The American wind band • Proliferated ca. 1800 in connec-on with the military, since each baRalion had “bands” for both field music and recrea-onal listening • By ca. 1850, bands were also being used for popular entertainment in/at theaters, hotels, store openings, etc. • Military bands were common during the Civil War, with band members also servings as medics • The bands of Patrick S. Gilmore and John Philip Sousa worked year round, while most symphony orchestras did not; bands therefore aRracted the best musicians

African-­‐American wind bands • In ci-es with large black popula-ons, the African-­‐American communi-es would also form their own wind bands • Played in parades and at other civic events • Served as accompaniment for dancing • Served as social organiza-ons

The wind band’s contribu-ons to Jazz • Instrumenta-on

1. The instruments categorized as Jazz soloists are all used in wind bands; these instruments were readily available (and cheap) in the pawn shops of New Orleans at the end of the Spanish-­‐American War (1898) 2. Drum sets essen-ally combine various percussion instruments used in wind bands

• March form (AABBCCC, AABBCCDD, AABBACCDD, etc.)

Rag-me • A genre of popular American music; flourished ca. 1896-­‐1918 • Embraces a variety of styles, dis-nguished by musical characteris-cs, func-on, and audience

1. A piano style

2. A style of popular songs (esp. sheet music with offensively stereotypical texts set to polyrhythmic accompaniment)

3. A style of dance (including the cakewalk) • The best performers played the piano style in brothels, gambling joints, saloons, honky tonks, etc.

-­‐The popular songs and dance music were “cleaned up” or simplified for a wider (i.e., white) audience

Musical characteris-cs of Rag-me • May be played on any instrument, though it is stereotypically played on piano • Persistent syncopa-on against a metrical beat; for a piano, this would mean a syncopated right hand against a metrical leJ • Duple meter • Use of march form (which is shared by many European dances)

“Down Home Rag” Wilbur Sweatman • Persistent syncopa-on (in the clarinet) over a metrical beat (piano) • In the march form of AABB'ACC'DD'CC, with improvisa-on marking the varia-ons • Use of blue notes • Composed by Wilbur Sweatman • Recorded in 1916

The dissemina-on of Rag-me • Wilbur Sweatman’s long career in vaudeville took Rag-me across the US • John Philip Sousa’s wind band performed cleaned-­‐up Rags across the US and in Europe • Vernon and Irene Castle (a dance pair) made its controversial dance steps (which involved moving the lower body) respectable • James Reese Europe, an African-­‐American band leader, toured with the Castles and led a famous military band during WWI

Lieut. Jim Europe's 369th Infantry Band

• A regimental band for the 369th Infantry (i.e., the Hellfighters) during WWI; in addi-on to figh-ng (Europe was the first African-­‐ American officer to see combat in WWI), it toured army camps and French villages playing US marches, planta-on songs, the Blues, etc. • “The Memphis Blues” accompanied the Castles’ most famous dance, the fox trot

“The Memphis Blues”

“The Memphis Blues” cont. • Sub-tles 1) “A Southern Rag,” since it involves persistent syncopa-on against a metrical beat, as well as the march form AABBA’CCC 2) "Mr. Crump,” since the piece is based on a campaign song wriRen for Edward Crump, a mayoral candidate in Memphis

-­‐The campaign song was later combined with the Blues paRern (in some strains), and published as "The Memphis Blues”

• Composed by W. C. Handy in 1912 • Recorded in 1919

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