Duration
2 to 3 weeks.
Step by Step Procedure Continued
Page 13: As Vesta was from Latmos Hill Descending.
This page shows the words to the Renaissance madrigal As Vesta was from Latmos Hill Descending by Thomas Weelkes. l. The word Vesta serves as a link to an explanation to the Greek Mythological character Vesta. Students will listen to this piece and find other examples of text painting.
The poem should be read as a class to understand the meaning of the poem. Some words that may need to be defined for students are: descending, ascending, amain, thither, mirthful. Oriana and Diana were other names for Vesta
Page 14: Examples of Text Painting.
This page shows examples of text painting in As Vesta Was From Latmos Hill Descending. These examples are presented to give students an idea of what sorts of answers are correct answers for this task. Play the examples and show how where it the performers sing the word ascending the pitches go up, and the word descending the pitches go down.
Page 15 and 16: Which Words were text painted?
These pages are here to have students identify which words in the madrigal are text-painted. After listening to the recording provided on the page, students are asked to come to the board and take the infinitely cloned red check mark next to the words that are text-painted. The second of these two pages provides the correct answers.
Page 17—20: Let us compose
These pages provide texts for students to compose their own compositions using text painting. It also provides the requirements and grading percentages.
Students should break up into groups and use either provided texts or self-selected texts. The page shows the requirements for the composition.
Assessment
To asses for this unit, students must create their own compositions in a group. Students will compose and perform their composition and the following rubric will serve as a guide and an assessment tool. Have students work in groups notate and perform their composition. During their performance, the rubric may be used to assess, and to provide feedback and comments.
Description
This lesson is intended to introduce students to the term text painting, to identify it in works of music as well as to compose their own compositions that use text painting. In addition, there is an exploration and discussion on how Hendrix’s text painting in, and recontextualization of, the Star Spangled should be viewed as a political statement. Students are asked participate in activities that include listening, describing, performing, and composing music.
Materials Needed
Technology Used: Computer with Internet Access (or websites can be downloaded prior) and SMART Board
Related Materials:
1. Electric Guitars.
2. Articles:
Waksman, S (1999). Black Sound, Black Body: Jimi Hendrix, the Electric Guitar, and the Meanings of Blackness. Popular Music and Society, 23(4), 75-113.
3. Audio Recordings:
Stravinsky, I. (1941). "Star Spangled Banner" The American Stravinsky, The Composer, Volume IV. New York: Music Masters.
Hendrix, J. (1969). "Star Spangled Banner" Voodoo Child: The Jimi Hendrix Collection . New York: Experience Hendrix.
4. Video:
Hendrix, J. (1969). "Star Spangled Banner" Woodstock: 3 Days of Peace and Music, (Dir.) M. Wadleigh. New York: Warner Home Video. Also available free at youtube.com
5. Websites:
Information on Text Painting: http://www.columbia.edu/ccnmtl/draft/paul/sonic/wp.html
Information on Vesta: http://en.wikipedia.org/wiki/Vesta_(mythology)
Tab for Hendrix's Star Spangled Banner: http://www.guitaralliance.com/guitar_lessons/star_spangled_banner.htm
6. SMART Notebook File
Click on the link below:
Objectives
1. Students will define the term Text painting
2. Students will identify Examples of text painting in The
Star Spangled Banner performed by Jimi Hendrix and As Vesta Was From Latmos Hill Descending by Thomas Weelkes
3. Students will discuss how Jimi Hendrix's text painting
recontextualizes and reinterprets the meaning of The Star Spangled Banner.
4. Students will perform parts of the Star Spangled Banner on
guitar
5. Students will compose their own compositions with text
painting.
Step by Step Procedure
Page 1: Text Painting: The National Anthem, Patriotism and Jimi Hendrix.
This is the title page. Have students read the title page to get an idea of what topic will be covered.
Page 2: Tasks over the Next Week or So
This page clearly displays to the students what tasks will be performed during the course of the lesson. Go over each task and briefly explain what they will be expected to do in each task. Answer any questions that may arise.
Page 3: Objectives:
This page describes the objectives of the lesson as well as the New York State Standards that are addressed. Read to the students the objectives so they have a clear understanding of what they are required to do over the coming lesson.
Page 4: Give Some Examples of where we hear the Star Spangled Banner
This page can be conceived as the anticipatory set. Ask students to come to the board to write places they hear the National Anthem. Typical answers include sporting events (baseball, hockey, football games) and assemblies. Not all the lines need to be filled up. From this list, generalize that The National Anthem is sung at the beginning of events were groups of people come together. A discussion on how some see this as an act of patriotism; some believe that before congregating in large numbers, a certain respect should be shown to the United States.
Page 5: The Star Spangled Banner Lyrics
This Page displays the lyrics of the Star Spangled Banner as well as a recording of this composition arranged by Igor Stravinsky and a recording by Jimi Hendrix at the Woodstock festival. The Stravinsky recording is provided as a “typical” recording of the Star Spangled Banner. Play the Stravinsky, then the Hendrix, and ask students to write down the differences they hear between the recordings.
Page 6: What are some of the similarities and differences between the two Versions.
After listening to the two recordings, have students fill in a Venn diagram comparing the recordings. Typical answers include words vs. no words, voices vs. instruments, short vs. long in duration. The goal of this page is to get students to realize that Hendrix has added, or interpolated material into his recording.
Page 7: What are the differences between the recording?
This page summarizes the main points of comparing the recordings. A discussion then should ensue on what the material Hendrix added as well as where. Through Socratic Method, students should come to the understanding that material was added at “The Rocket’s Red Glare” and Bombs bursting in air.” Students should also come to realize that the added material sounds like the words, or is text painting but do not define the term at this time.
Some questions to help students arrive at this point might include: “In the Hendrix recording at which words is there extra material?” “Do you think that this added material is noise, or is it purposeful?” “What does this added material sound like to you?”
Students should come to realize that the Hendrix’s recording uses the sounds of war to text paint the words “The Rocket’s Red Glare” and “Bombs Bursting In Air”
Page 8: Text Painting (or Word Painting)
This page defines the term. The words Text Painting serve as a link to a website that defines the term and gives examples of it. The teacher may use the examples on the website to clarify what text painting is. There are other musical examples of text painting that students can read about and listen to.
Page 9: Why do you think Hendrix used text painting in the Star Spangled Banner?
Students are asked to think about why Hendrix would to choose the National Anthem in a bellicose manner. Students are asked to think about Hendrix’s comment, “We play it the way the air is in America today. The air is slightly static isn’t it? You know what I mean?” The students are to think about the political climate during the summer of 1969 and the Woodstock festival, including the Vietnam War and the Antiwar movement. The picture of Hendrix play the guitar on this page hides the words Woodstock and Antiwar. After the discussion move the picture to give students a visual reminder of the main points of that discussion.
An article about Jimi Hendrix's Star Spangled Banner (Waksman, 1999) may supplement the discussion. This article describes two different performances of the Star Spangled Banner by Hendrix and an interpretation of the intent and meaning of those performances. It explains Hendrix’s attempt to change the Star Spangled Banner from what, (he thought) was a tool of blind patriotism and “a song that we were all brainwashed with” (Hendrix quoted in Waksman, 1999, p. 79) into a song that is recontextualized and makes a political statement. You may read the article as a class and discuss whether they agree with the author's statements on Hendrix's Star Spangled Banner.
Page 10: How does this change the meaning and intention of the Star Spangled Banner?
This page is here to spark discussion on how the Star Spangled Banner was changed by Hendrix’s version. Discussion should focus on how Hendrix’s interpolations were not mere noise but sounds used as a political act. A discussion on whether this was a patriotic act may also be discussed. Students are asked to form individual opinions as to the political nature of Hendrix work and there should not be collective “right and wrong” answers.
Questions might include “Do you think Hendrix’s performance of the Star Spangled Banner was disrespectful or brave? Why?” “Do you think Hendrix was being Patriotic? Why?”
Page 11: Want to Play Jimi Hendrix’s Star Spangled Banner?
This page serves as a link to a website that shows the Tab of Hendrix’s Woodstock performance. Students can perform it on guitar. This sight provides recordings of the Hendrix recording next to the tab. The teacher may choose how long they want to spend, and to into what depth they want students to perform the Star Spangled Banner.
Page 12: Let's Watch Hendrix Play the Star Spangled Banner at the Woodstock Festival
This provides a link to watch Jimi Hendrix perform the Star Spangled Banner at the Woodstock festival. This serves as another opportunity to listen to Hendrix’s performance. It also adds the visual of the performance. Watching the visual element of the performance serves two main purposes: 1. To ask the questions: How does watching Hendrix perform change our perception of the piece? Why did Hendrix give the Peace sign during the performance of the Star Spangled Banner? and 2. See what guitar techniques Hendrix uses to perform the National Anthem.
