“I’m a Soul Man” –Otis Redding
Content Area: Music and Social Studies Teacher: Sam Gillette
Topic: Soul and Historic Events in Madison, WI Date: 10/28/09
Level: 5th Time: 45 minutes
Standards:
Wisconsin State Standards for Music:
1. 6.b. Demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.
2. 7.b. Explain, using appropriate music terminology, their personal preferences for specific musical works and styles.
3. 9.a. Describe distinguishing characteristics of representative music genre and styles from a variety of cultures.
Wisconsin State Standards for Social Studies:
1. B.4.3. Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events.
2. B.4.7 Identify and describe important events and famous people in Wisconsin and United States history.
Objectives:
1. Students will be able to correctly identify Otis Redding as the vocal artist in “(Sittin on) The Dock of the Bay” and classify this song as soul music after listening to the recording.
2. Students will be able to recognize at least two attributes of soul music using the characteristic cards and the soul family tree.
3. Students will be able justify their two characteristic card selections and explain the reasoning for their recorded feelings and emotions using the soul family tree.
Why is it important that students learn my lesson? What academic subject will I link to?
It is important for student to learn about their community, historic events and how Madison is connected to people, places and movements. Students should be informed about knowledgeable about movements and events that have impacted Madison and how these elements relate to national happenings. This lesson will encourage students to study music and social studies simultaneously. Often, music reflects the social movements, feeling and ideas presented by the public and students will be able to connect historical events to Otis Redding’s song “(Sittin on) The Dock of the Bay” and its roots in soul. Previous to this lesson, the student have been learning about Vietnam within a unit including lessons about protests surrounding the Dow Chemical Company, the Sterling Hall bombing and a field trip to Dane County Jail.
Materials:
1) Recording of “Soul Man” by Sam and Dave (Optional)
a. http://www.youtube.com/watch?v=iba3yGaW43E
2) Recording of “(Sittin On) The Dock of the Bay”
a. http://www.youtube.com/watch?v=UCmUhYSr-e4
3) Computer and speakers/CD player
4) “Roots” and “Branches” Characteristics Cards (One pack for a group of 5)
5) Large white paper, markers and putty
6) (Extension) NPR’s Fresh Air:
a. http://www.npr.org/templates/story/story.php?storyId=15802310
i. “Otis Redding”
b. http://www.npr.org/templates/story/story.php?storyId=17075938
i. “Widow of Otis Redding Reflects on Husband’s Legacy”
c. http://www.npr.org/templates/story/story.php?storyId=1082281
i. “(Sittin’ On) The Dock of The Bay”
Background for Teachers:
Otis Redding was born in 1941 in Dawson Georgia. Early in his childhood his family moved to Macon, Georgia, the same hometown as Little Richard, whom he greatly admired and respected. Redding was called the “King of Soul” and his name was “synonymous with the term soul, music that arose out of the black experience in American through the transmutation of gospel and rhythm and blues into a form of funky, secular testifying” (Rock & Roll Hall of Fame Inductees”).
Otis Redding and Steve Cropper wrote “(Sittin on) The Dock of the Bay” starting in August of 1967. On a houseboat in California, the first verse of the song was written. On November 22nd, the singer began the recording process and finished song on in early December of 1967, with Cropper on the guitar. The song is known for its melancholy lyrics and was played on Rhythm & Blues stations. Known as the most successful song of his career, “(Sittin on) the Dock of the Bay” went to the top of the pop charts, won two Grammys, was listened to worldwide, and was number one on the US Billboard Hot 100 and US Billboard Hot Black Singles.
A few days after the song’s final recording session, Redding and his backup band, The Bar-Kays, were flying from Cleveland Ohio after performing on a television show. On December 10,1976, the plane crashed into Lake Monona. All passengers died except for Ben Cauley who survived the crash and James Alexander who took a commercial flight because there was not enough room on the seven person Beechcraft 18.
Twenty-seven years later, in 1993, the U.S. Post Office issued the Otis Redding commemorative postage stamp. One year later Otis Redding was inducted into the Songwriters Hall of Fame and in 1999, he received the Grammy Lifetime Achievement Award.
Steps in the Lesson:
1) Introduction/Building Background Knowledge:
a. As the students enter the classroom or transitioning from one activity to another, the teacher may play “Soul Man” by Sam and Dave to set a mood for the following lesson about soul music.
b. Teacher will inform the students about Otis Redding, this music and its impact.
i. Otis Redding was born in 1941 in Dawson Georgia. Early in his childhood his family moved to Macon, Georgia, the same hometown as Little Richard, whom he greatly admired and respected. Redding was called the “King of Soul” and his name was “synonymous with the term soul, music that arose out of the black experience in American through the transmutation of gospel and rhythm and blues into a form of funky, secular testifying” (Rock & Roll Hall of Fame Inductees”).
ii. Otis Redding and Steve Cropper wrote “(Sittin on) The Dock of the Bay” starting in August of 1967. On a houseboat in California, the first verse of the song was written. On November 22nd, the singer began the recording process and finished song on in early December of 1967, with Cropper on the guitar. The song is known for its melancholy lyrics and was played on Rhythm & Blues stations. Known as the most successful song of his career, “(Sittin on) the Dock of the Bay” went to the top of the pop charts, won two Grammys, was listened to worldwide, and was number one on the US Billboard Hot 100 and US Billboard Hot Black Singles.
2) Body:
a. Teacher will place students in groups of five and explain that they are to decide which “roots” and “branches” (characteristic cards) describe the song “(Sittin on) The Dock of the Bay by Otis Redding and what emotions and feelings this song evokes within the students.
b. Students will listen to the recording of “(Sittin on) The Dock of the Bay by Otis Redding. During the song the students will place the “roots” and “branches” (characteristic cards) that describe the song on the tree projected on the chalkboard. Additionally, the students will write what feelings and emotions were evoked or felt during the song.
c. The song may need to be replayed if the students feel rushed and have not had enough time to place the “roots” and “branches” on the tree.
3) Closure
a. As the student finish planning the “roots” and “branches” (characteristic cards) on the tree, they will defend their characteristic selections to their peers. Although each characteristic card is either an origin of soul music or a subgenre, the students should be thoughtful about their selections.
b. After discussing the “roots” and “branches” (characteristic cards), the students will share the emotions and feels that they recorded on the tree and explain their reasoning.
c. Preceding the discussion about the students’ feelings and emotions evoked by the song, the teacher will ask they students why they think that the song “(Sittin on) The Dock of the Bay was often played amongst the soldiers during the Vietnam War.
Assessment
The teacher should assess students individually based on their participation and understanding of the “roots” and “branches” of soul music. As previously stated, there is no right or wrong answer, but students are expected to defend and persuade their peers concerning their selections. Additionally, the students should contribute at least one emotion on the tree that was evoked during the song. Lastly, the students should be assessed on their ability to connect previous knowledge about the Vietnam War and the song’s popularity amongst U.S. soldiers.
Adaptations/Extensions:
This lesson should be modified to best serve all students. Students may be encouraged to focus primarily on the emotions and feeling evoked by the song and record this on the tree. Other students may be encouraged to compose lyrics for the whistling during the song that replaces a verse. Otis Redding was never able to fully complete the song and intended to write a verse before his unexpected death.
Next Steps/Connections to Other Subjects:
This lesson is the last part of a series of lessons within a unit about the Vietnam War and its connection to Madison, Wisconsin. The students will further their study of Otis Redding and his lasting impact musicians and listeners worldwide. At the end their research, the students will create their own memorial for Otis Redding that would theoretically be placed on the Monona Terrace where his memorial actually lies. Students will listen to NPR’s Fresh Air.
Content Area: Music and Social Studies Teacher: Sam Gillette
Topic: Soul and Historic Events in Madison, WI Date: 10/28/09
Level: 5th Time: 45 minutes
Standards:
Wisconsin State Standards for Music:
1. 6.b. Demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.
2. 7.b. Explain, using appropriate music terminology, their personal preferences for specific musical works and styles.
3. 9.a. Describe distinguishing characteristics of representative music genre and styles from a variety of cultures.
Wisconsin State Standards for Social Studies:
1. B.4.3. Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events.
2. B.4.7 Identify and describe important events and famous people in Wisconsin and United States history.
Objectives:
1. Students will be able to correctly identify Otis Redding as the vocal artist in “(Sittin on) The Dock of the Bay” and classify this song as soul music after listening to the recording.
2. Students will be able to recognize at least two attributes of soul music using the characteristic cards and the soul family tree.
3. Students will be able justify their two characteristic card selections and explain the reasoning for their recorded feelings and emotions using the soul family tree.
Why is it important that students learn my lesson? What academic subject will I link to?
It is important for student to learn about their community, historic events and how Madison is connected to people, places and movements. Students should be informed about knowledgeable about movements and events that have impacted Madison and how these elements relate to national happenings. This lesson will encourage students to study music and social studies simultaneously. Often, music reflects the social movements, feeling and ideas presented by the public and students will be able to connect historical events to Otis Redding’s song “(Sittin on) The Dock of the Bay” and its roots in soul. Previous to this lesson, the student have been learning about Vietnam within a unit including lessons about protests surrounding the Dow Chemical Company, the Sterling Hall bombing and a field trip to Dane County Jail.
Materials:
1) Recording of “Soul Man” by Sam and Dave (Optional)
a. http://www.youtube.com/watch?v=iba3yGaW43E
2) Recording of “(Sittin On) The Dock of the Bay”
a. http://www.youtube.com/watch?v=UCmUhYSr-e4
3) Computer and speakers/CD player
4) “Roots” and “Branches” Characteristics Cards (One pack for a group of 5)
5) Large white paper, markers and putty
6) (Extension) NPR’s Fresh Air:
a. http://www.npr.org/templates/story/story.php?storyId=15802310
i. “Otis Redding”
b. http://www.npr.org/templates/story/story.php?storyId=17075938
i. “Widow of Otis Redding Reflects on Husband’s Legacy”
c. http://www.npr.org/templates/story/story.php?storyId=1082281
i. “(Sittin’ On) The Dock of The Bay”
Background for Teachers:
Otis Redding was born in 1941 in Dawson Georgia. Early in his childhood his family moved to Macon, Georgia, the same hometown as Little Richard, whom he greatly admired and respected. Redding was called the “King of Soul” and his name was “synonymous with the term soul, music that arose out of the black experience in American through the transmutation of gospel and rhythm and blues into a form of funky, secular testifying” (Rock & Roll Hall of Fame Inductees”).
Otis Redding and Steve Cropper wrote “(Sittin on) The Dock of the Bay” starting in August of 1967. On a houseboat in California, the first verse of the song was written. On November 22nd, the singer began the recording process and finished song on in early December of 1967, with Cropper on the guitar. The song is known for its melancholy lyrics and was played on Rhythm & Blues stations. Known as the most successful song of his career, “(Sittin on) the Dock of the Bay” went to the top of the pop charts, won two Grammys, was listened to worldwide, and was number one on the US Billboard Hot 100 and US Billboard Hot Black Singles.
A few days after the song’s final recording session, Redding and his backup band, The Bar-Kays, were flying from Cleveland Ohio after performing on a television show. On December 10,1976, the plane crashed into Lake Monona. All passengers died except for Ben Cauley who survived the crash and James Alexander who took a commercial flight because there was not enough room on the seven person Beechcraft 18.
Twenty-seven years later, in 1993, the U.S. Post Office issued the Otis Redding commemorative postage stamp. One year later Otis Redding was inducted into the Songwriters Hall of Fame and in 1999, he received the Grammy Lifetime Achievement Award.
Steps in the Lesson:
1) Introduction/Building Background Knowledge:
a. As the students enter the classroom or transitioning from one activity to another, the teacher may play “Soul Man” by Sam and Dave to set a mood for the following lesson about soul music.
b. Teacher will inform the students about Otis Redding, this music and its impact.
i. Otis Redding was born in 1941 in Dawson Georgia. Early in his childhood his family moved to Macon, Georgia, the same hometown as Little Richard, whom he greatly admired and respected. Redding was called the “King of Soul” and his name was “synonymous with the term soul, music that arose out of the black experience in American through the transmutation of gospel and rhythm and blues into a form of funky, secular testifying” (Rock & Roll Hall of Fame Inductees”).
ii. Otis Redding and Steve Cropper wrote “(Sittin on) The Dock of the Bay” starting in August of 1967. On a houseboat in California, the first verse of the song was written. On November 22nd, the singer began the recording process and finished song on in early December of 1967, with Cropper on the guitar. The song is known for its melancholy lyrics and was played on Rhythm & Blues stations. Known as the most successful song of his career, “(Sittin on) the Dock of the Bay” went to the top of the pop charts, won two Grammys, was listened to worldwide, and was number one on the US Billboard Hot 100 and US Billboard Hot Black Singles.
2) Body:
a. Teacher will place students in groups of five and explain that they are to decide which “roots” and “branches” (characteristic cards) describe the song “(Sittin on) The Dock of the Bay by Otis Redding and what emotions and feelings this song evokes within the students.
b. Students will listen to the recording of “(Sittin on) The Dock of the Bay by Otis Redding. During the song the students will place the “roots” and “branches” (characteristic cards) that describe the song on the tree projected on the chalkboard. Additionally, the students will write what feelings and emotions were evoked or felt during the song.
c. The song may need to be replayed if the students feel rushed and have not had enough time to place the “roots” and “branches” on the tree.
3) Closure
a. As the student finish planning the “roots” and “branches” (characteristic cards) on the tree, they will defend their characteristic selections to their peers. Although each characteristic card is either an origin of soul music or a subgenre, the students should be thoughtful about their selections.
b. After discussing the “roots” and “branches” (characteristic cards), the students will share the emotions and feels that they recorded on the tree and explain their reasoning.
c. Preceding the discussion about the students’ feelings and emotions evoked by the song, the teacher will ask they students why they think that the song “(Sittin on) The Dock of the Bay was often played amongst the soldiers during the Vietnam War.
Assessment
The teacher should assess students individually based on their participation and understanding of the “roots” and “branches” of soul music. As previously stated, there is no right or wrong answer, but students are expected to defend and persuade their peers concerning their selections. Additionally, the students should contribute at least one emotion on the tree that was evoked during the song. Lastly, the students should be assessed on their ability to connect previous knowledge about the Vietnam War and the song’s popularity amongst U.S. soldiers.
Adaptations/Extensions:
This lesson should be modified to best serve all students. Students may be encouraged to focus primarily on the emotions and feeling evoked by the song and record this on the tree. Other students may be encouraged to compose lyrics for the whistling during the song that replaces a verse. Otis Redding was never able to fully complete the song and intended to write a verse before his unexpected death.
Next Steps/Connections to Other Subjects:
This lesson is the last part of a series of lessons within a unit about the Vietnam War and its connection to Madison, Wisconsin. The students will further their study of Otis Redding and his lasting impact musicians and listeners worldwide. At the end their research, the students will create their own memorial for Otis Redding that would theoretically be placed on the Monona Terrace where his memorial actually lies. Students will listen to NPR’s Fresh Air.
