LESSON #9

New Orleans Revival and

European “Trad” Styles, Part 1

This lesson supports the following GOALS:

[Goal #1] Students will gain an appreciation of traditional jazz and the continuing value of this music.

[Goal #2] Students will become acquainted with the variety of styles within the traditional jazz genre, and with some of its major figures.

This lesson supports the following OBJECTIVES:

1.1  Students will become acquainted with what well-played traditional jazz sounds like.

2.10   Students will become acquainted with what the New Orleans Revival Style of traditional jazz sounds like.

2.11   Students will become acquainted with what the related European “Trad” Style of traditional jazz sounds like.

2.12   Students will become acquainted with the distinguishing characteristics of the New Orleans Revival Style.

2.13   Students will become acquainted with the distinguishing characteristics of the European “Trad” Style.

2.14   Students will become acquainted with some of the pioneers of the New Orleans Revival and European “Trad” Styles.

 

RATIONALE: The New Orleans Revival Style became popular and influential around the world, and an understanding of this style and its European counterpart is essential.

NATIONAL STANDARDS SUPPORTED: See Appendix C.

KIT COMPONENTS:

■ Style Guide

■ Audio tracks:

 •  Track 7, “Panama” by George Lewis’ New Orleans Ragtime Band

 •  Track 8, “Careless Love” by Dr. Michael White

 •  Track 9, “I Love You, Samantha” by Kenny Ball’s Jazzmen

 

George Lewis

ACTIVITY (app. 35 minutes):

1. Prepare the students for the first two audio tracks by sharing the elements of the New Orleans Revival Style as outlined in the Style Guide (app. 5 minutes).  This style may sound “foreign” to some students, as it often employs “dirty” tone, unorthodox intonation, heavy vibrato, imprecise phrasing, etc.  It is therefore important for the students to understand that this is a purposely simple, direct way of playing that comes from the heart and tells a story.  Challenge them to listen with the “right set of ears”.  As needed, see Appendix B, “Advocating the Tradition”.

2. Play online audio track 7, “Panama” by George Lewis’ New Orleans Ragtime Band, 1953 (app. 5 minutes).  This is one of the most popular and influential bands of the New Orleans Revival period.  George Lewis will be seen in the video segment in the next lesson (Lesson #10).

3. Play online audio track 8, “Careless Love” by Dr. Michael White (app. 5 minutes), first heard in Lesson #2.  This recording includes trumpeter Wynton Marsalis, here playing cornet.  White and Marsalis were both seen in the video segments in Lesson #1.

4. Discuss with the students their impressions of the two audio tracks (app. 5 minutes).  How many of the described stylistic elements were they able to hear?  (See accompanying table)

5. Prepare the students for the third audio track by sharing the elements of the European “Trad” Style as outlined in the Style Guide (app. 5 minutes).

6. Play online audio track 9, “I Love You, Samantha” by Kenny Ball’s Jazzmen, 1961 (app. 5 minutes).  This recording “hit the charts” in England upon its release.

7. Discuss with the students their impressions of the audio track (app. 5 minutes).  How many of the described stylistic elements were they able to hear? (See accompanying table)

 

EVALUATION:  Do the students understand the elements of the New Orleans Revival Style?  Are they able to relate to the emotional content?  Do the students understand the elements of the European “Trad” Style?

 

Stylistic Elements Chart:

New Orleans Revival Style

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stylistic Elements Chart:

European “Trad” Style

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The students should be able to hear elements of the styles approximately as outlined above.  These are subjective judgements; allow for disagreements.