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Lesson 1 || Lesson 2 || Lesson 3 || Lesson 4 || For Teachers

Lesson 4: Carrying the Color of Culture

Music reflects culture. From whatever era and in whatever form, whether J.S. Bach's compositions for organ, the pentatonic tones of China's zheng, or panpipes from the Andes, music is a product of the culture. Ellington's music, too, reflects a particular time and society-- twentieth-century America and the social issues of the day. Just as Ellington the artist painted with musical colors, so his pieces often carried titles using color both artistically and racially: Black and Tan Fantasie, Black, Brown, and Beige, Black Beauty.

Created in the climate of the Harlem Renaissance, these pieces were played to white crowds at the Cotton Club, a nightclub featuring dancing and production numbers against a decor of jungle-motif murals. One coloristic style popularized here became known as "jungle-style" music, recognized by its driving rhythms and unusual sounds produced by muted brass.

Drawing from the life around, the compositions reflected sounds of the cars, trains, streets, and bustling city life. Harlem Airshaft conveys the life clustered around the backs of Harlem tenement buildings, an area that Ellington referred to as "one big loudspeaker."

The audio clips used in the lessons require the RealPlayer software, which can be acquired free from Real Networks web site.

click for "Harlem Airshaft"Click here to listen to Harlem Airshaft.

In the mid 1940s, Ellington's work moved away from dance band music and became increasingly serious. Post-war society, too, changed its focus away from club dancing and towards young family life.

In 1963, Ellington toured Jordan, Pakistan, India, Ceylon, Iraq, Iran, and Lebanon for the U.S. State Department as an ambassador of goodwill, the same year Martin Luther King marched for civil rights in Washington D.C. From these travels, Ellington and Billy Strayhorn wrote Isfahan. The following year, Ellington toured Japan, resulting in Ad Lib on Nippon.

click for "Come Sunday"Click here to listen to a section from Come Sunday.

By the 1960s, The Concert of Sacred Music, an oratorio-like piece including 1943's Come Sunday, was performed by Ellington's group in American and British churches. The warm reception by audiences given to this oratorio encouraged him to compose Second Sacred Concert in 1968 and Third Sacred Concert in 1973.

Think about Duke Ellington's life and work. When you are ready, answer the questions below.

Short Essay Question

  1. How do you think music mirrors race relations in our society? Give examples of contemporary pop, jazz, or rock compositions, and mention ways these pieces might reflect racial relations today.

Oral History Project

  1. Bring to class examples of music expressing racial, national, or cultural heritage. For example: Selena or Gloria Estafan's music for Hispanic culture; The Chieftans for Irish culture; and Toru Takemitsu's use of Japanese elements in his orchestral scores.

Research Project

  1. Collect music examples from your life and the lives of your family and community by:
    1. Clipping ads for local clubs and concerts.
    2. Finding someone who plays music they make up--a member of a high school rock band, a relative who plays folk music, a friend who sings in a choir. Ask why they do what they do and what led them to make this type of music?

      Name of Submitter:

      Name of Musician:

      Musician's Location:

      Type of Music Played:

      Style or Genre:

      Instrument:

      Where Played:

      Why does the musician value his or her music?

Date:
Name of Student:
Name of Teacher:

or

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