Igus, T. 1998. I see the rhythm. Wood, M. Ills. San Francisco: Children’s Book Press. ISBN: 0-89239-151-0
Annotation – Covering a 500 year scope to elucidate the African American musical roots and genres gives this book a must view for anyone interested in music.
Media – oil, acrylic, ink and collage
Rating – 4 Text and 2 Illustrations – 2 Popularity
Use of onomatopoeia – Toyomi Igus reviews the history of African-American music in the last 500 years, focusing on its evolution in the United States. Generally one “feels” rhythm in music, but one can “see” it in this book going from African origins, slave songs, and blues through rap/hip hop and funk. The illustrations fully reveal how one “sees” various types of music as the free verse of the poetry explains:
I see the rhythm of our beginnings.
I feel the pulse of a people and a land in harmony…
I see the rhythm of the plantation…
I feel the rhythms of our enslaved lives—our birth, our toil, our love, our death—lives our mothers cannot claim…
I see the rhythm of funk in the clubs, where the music of Earth, Wind and fire and Kook and the Gang bring us to our feet…
I see the rhythm of hip hop and the rhythm lives on in me.
Nancy
Lesson Plan for Igus, T. (1998). I see the rhythm. Wood, M. Ills. San Francisco: Children’s Book Press. ISBN: 0-89239-151-0 – Nancy R Wood
Target Audience: High School Students
Preparation Needed: Supplementary activity for 20th Century history in the United States
Overview – – Toyomi Igus reviews the history of African-American music in the last 500 years, focusing on its evolution in the United States. Generally one “feels” rhythm in music, but one can “see” it when in this book going from African origins, slave songs, and blues through rap/hip hop and funk. The illustrations fully reveal how one “sees” various types of music as the free verse of the poetry.
Rationale – Students have been studying 20th century United States history. Music was one way African-Americans could reveal some to their peers that their lives were steeped in sorrow, but could be elevated to art.
State Standards – History – Grade 11
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
11.7 Students analyze America's participation in World War II.
11.8 Students analyze the economic boom and social transformation of post-World War II America.
Learning Objective – Students will create a time line to show major eras of American history and the people, places and events that influenced that time period. The timeline in the book, I see the rhythm will be used as the master timeline. Each group will be assigned specific years to work through.
Note – Since the music book goes through 500 years of history, it would not be practical to use every page to find out what happened in history. Choose the pages that will correspond to the history that has been covered to this point. For example: Be Bop emerged at the end of the 1930s and became extremely popular in the 1940s. The students could align major events in World War II with the dates shown in the I See the Rhythm timeline. It would be extensive, but will be an overview of main events.
Materials
1. Blank paper
2. Markers
3. Classroom history textbook
Procedure
q Students will go their previously assigned group.
q Each group will have a copy of the “I see the rhythm” book.
q Students will have 20-30 minutes each day for 5 days to work out their timeline.
q Students will add people, places, and historical events associated with that era
q Students will be prepared to share a brief analysis of why or how or why not the music of that particular period may have influenced or been influenced by the people, places, things and events that surrounded them
Extension or Enrichment Activities
q Samples of music types could be played as groups are working
q Students could share their musical creativity if desired
Assessment
q Students must connect what was happening in history with what was happening in African-American music
q Students must be able to work through various chapters in the history book to find out what connects with the music timeline
Resources Consulted in addition to the specified books
http://www.childrensbookpress.org/guides
Notes/Reflection
Make sure enough time is given to fully align events, people, places and things to the musical timeline.
List of www sites that have suggested lesson plans
Nancy
Igus, T. (1998). I see the rhythm. Wood, M. (Illus.). San Francisco, CA: Children’s Book Press. 0516211919. 5Q/5P. Original paintings.
A fantastic journey through the history of African American Music.
Rhythm: This book is told in a very rhythmic manner that is enhanced by the inclusion of song lyrics from different musical genres. Including: “Don’t Push me cause I’m close to the Edge”, “It don’t mean a thing if it ain’t got that swing” and “Let my people go!” The inclusion of these lyrics and the overall rhythmic quality of this book definitely add to the enjoyment of this beautiful picture book.
* Grade: 6-9, Subject: Music, African American History
jw 05/06/08
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