Ragtime- The Sound of America

Brian Hawkins

 

 

This performance introduces students to ragtime, a syncopated musical genre that directly preceded jazz and developed in Missouri at the turn of the twentieth century. In addition to being a joyful and infectious music to listen to, ragtime is inextricably tied to the civil rights struggles in America, as it provided black Americans with an early opportunity for their voices to be heard by a national audience. The program is equally divided between ragtime performances and concise lectures about various aesthetic and socio-political aspects of the music. 

 

 

 

Grade Levels: 6,7,8,9,10,11,12

Fees: $240 $ for 1 performance; $427 for 2 or more performances on the same day / The break between performances must not exceed 90 minutes to receive the reduced rate.

Maximum Audience Size: 250

Availability: Flexible; Please inquire

Program Length: 45 minutes

Location: At Your School

Requirements: A piano is required. Depending on the size of the group a stage and sound system may be necessary. Teachers must be present at all times during performance.

Standards: 5.2 5.2 Knows what individuals and groups have played major roles in historical events and what were their aims, challenges and accomplishments.5.3 5.3 Understands patterns of immigrant life after 1870 (e.g., where people came from and where they settled; how immigrants formed a new American culture; the challenges, opportunities, and contributions of different immigrant groups).5.6 5.6 Knows the ways that families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, art, religion, community celebrations, mementos, food, and language.13.1 13.1 Identifies (by genre or style) music from various historical periods and cultures.13.2 13.2 Knows that music consists of several elements.13.3 13.3 Knows that the elements of music can be altered.13.5 13.5 Understands distinguishing characteristics of representative music genres and styles from a variety of cultures.



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