William Grant Still: "Afro-American Symphony"

Cross-Disciplinary Lesson Plans: K-1

Lesson 1. Language Arts and Music

Identify and interpret vocabulary (words, phrases, or expressions) critical to the meaning of the text.

Objectives
Students will demonstrate an understanding of the vocabulary involved in the biography by discussing the meanings as a class.

Materials
William Grant Still Word List K-3
William Grant Still Young Reader biography
Optional "Afro-American Symphony" CD for listening

1. Go through the word list discuss what the meaning is for each word.
2. Read the Young Reader Biography to the class. You may want to play the "Afro-American Symphony" in the background.
3. Together, discuss the words in the word list again in light of the biography.

Lesson 2. Science and Music: The Victrola

Identify the positive and / or Negative impact of technology on human activity. (6th)

Objectives
The students will learn about the Victrola and how the invention of this recording device changed how music was perceived. Specifically, the students will discuss how the introduction of a victrola and opera cylinders influenced young William Grant Still's life.

Materials
Teacher access to Internet if needed
The History of the Victrola Web Page
Great Moments in Multimedia History Web Page
William Grant Still Biography

1. Teacher reads the information on the Victrola and shows the students pictures of a Victrola. You may be able to have a person in the community bring a Victrola in for the class to see.
2. Discuss with the class:
1. The effect of the Victrola on William Grant Still and his musical life.
2. The effect the invention of the Victrola had on popular music.

Extensions:

1. Have the students draw a Victrola.
2. Have the students create a paper "Victrola".
3. Have them create a small play about what it would be like to first listen to recorded music.
4. Have the students practice recording their own music with tape recorders.

Lesson 3. Timelines and Music

Citizenship and American Heritage:
Demonstrate knowledge of and ability to think about the relationship among events by:

• 1a. Identifying sequence of events in history. (Students could be asked to examine a time line to locate needed information, or they could be asked to place historical development on a time line.)

Objective
Students will be able to create a timeline that combines ten events from American History and five events from William Grant Still's life.

Materials
Internet Access
"Still Going On" Celebrating the life and times of William Grant Still (*Specifically the Chronology of Cultural Connections)
The History Channel (*Search by timeline for 1900-1999)
Classics for Kids® Time Machine
Timeline Pages

1. The teacher selects events, which integrate the class' other areas of study, and the class plots them on a given timeline.
2. Student groups may be given the timeline events on separate pieces of paper with the assignment to create a timeline that places the events in order. This activity can also be done as a group.
3. Timelines can then be shared with the class at large. Timelines could also be displayed in the room or hallway of the school.

Lesson 4

American Heritage and Music: Identify and use sources of information about a given topic in the history of Ohio and the United States.

Objective
Students will research the underground railroad in Ohio.

Materials
Internet Access
National Geographic
The Underground Railroad of Erie County, Ohio
National Underground Railroad Freedom Center
Follow the Drinking Gourd, by Jeanette Winter

1. Teacher teaches the song "Follow the Drinking Gourd"
2. Teacher reads the book Follow the Drinking Gourd. Have the students sing along with the song when it occurs in the story.
3. The class explores the websites on the Underground Railroad together: National Geographic, The Underground Railroad of Erie County, Ohio, National Underground Railroad Freedom Center

This ties into the study with William Grant Still because his grandmother was a slave. She told him stories about how she and the other slaves were treated and taught him the spirituals she sang on the plantation.

Extensions for presenting the information:

• Act out a drama the students write based on the research found on the Internet.
• Write a song based on the information found on the Internet.
• Create a series of drawings or paintings that depict various aspects of life as a slave, life on the underground railway, and life as a "free" slave.

Lesson 5. Citizenship and Music

Citizenship Rights and Responsibilities:

• Differentiate between statements of fact and opinion found in information about public issues and policies.
• Identify and assess the possibilities of group decision-making, cooperative activity, and personal involvement in the community.
• Identify the elements of rules relating to fair play.

Objective
Students will listen to the taped interview with William Grant Still's daughter. Students will discuss the effect the critics had on WG Still's career.

Materials
Judith Still's interview on William Grant Still

1. Have the students listen to Judith Still's interview. (Specifically on how the critics grouped their opinion.) Discuss: How could one group of people have such a great effect on a nation's opinion? Can you think of any other time when the critics or the media have affected public opinion?

2. Extension Ideas:

1. The Music Critic
1. Have the class vote on their favorite music.
2. Divide the students into two groups. They are now to be music critics. Half of the class is to write a positive review of the music. The other half is to write a negative review.
3. Discuss how a good music critic listens to the music and gives both positive and negative insights into the music. However, the music critic does decide if he or she likes or dislikes the music.
2. Criticism
1. What is criticism? Are we ever critical? When is criticism good and when can it be hurtful? Role-play situations where students may choose to display helpful criticism or hurtful criticism.

William Grant Still Links