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You Hurt My Feelings

Grades 9-12

Enrichment Activity 2: Call and Response

In the exercise, the researchers and artists spoke about Mary Lane’s communication as an artist within the context of “You Hurt My Feelings” and in her commentary to the audience (discussing her tonsils). Inspired by Mary’s mid-performance confession, Bethany Thomas wrote “Meet Me Where I Am?” almost as an expansion of Mary’s conversation. As a communal art form, blues often invites listeners to become performers, drawing inspiration from other artists. In this exercise, students will write a 12-bar blues song in direct response to Mary’s performance.

1. Sound recording of “You Hurt My Feelings”: Performance of blues music at Theresa's Lounge, 4801 South Indiana Ave., Chicago, Illinois, part 2 found on the Library of Congress website. The song plays from 07:19-12:08 in the original audio.


2. Lyrics to Mary’s version of “You Hurt My Feelings”


3. A Chicago Blues Style Backing Track (example) video: Chicago Shuffle In A - 12 Bar Blues Backing Track In A


4. Supplemental:  “Understanding the 12-Bar Blues”

1. Listen, analyze, discuss: Share a copy of the lyrics with the students and play the entire original recording of “You Hurt My Feelings” (at least once) for students to review. Discuss the recording and lyrics. Have students consider the following questions:
   1. What are the lyrics communicating to the audience?
   2. Why do you think the performer (Mary Lane) chose to perform this song? What did she hope to accomplish?
   3. What values or opinions is the performer sharing during the song and afterward? Do you think these ideas were common during this period or unique to the performer?
   4. What patterns do you recognize in the song's melody and lyrics?
   5. What poetic devices does the songwriter use (e.g., rhyme, metaphor, hyperbole)?
   
   Note: It may be necessary to outline the basics of the 12-bar blues so that students understand the song form.


2. Listen again: Review the recording of “You Hurt My Feelings” again so that students can familiarize themselves with the song form.


3. Write your own: Instruct students to write their own 12-bar blues song (using the AAB text form) in response to Mary Lane’s recording. Instructors may play the backing track to give students a sense of accompaniment. Some ideas students may explore are:
   1. Sharing their own experiences of hurt feelings
   2. “Singing back” to Mary as though they were the person to whom she is singing
   3. Expanding on some other aspect of the recording that is of interest
   4. Exploring themes of Chicago blues
   5. Exploring issues and challenges connected to personal identity
      
      For example: A song about music might read like:
      1. Music is my medicine
         It really makes me want to dance Yo
         
         Music is my medicine
         It really makes me want to dance
         
         Meet me on the dance floor
         Every time you get the chance


4. Share: Students may share their new compositions using the backing track, by singing or speaking. to create their own arrangements of the assigned songs.


5. Reflect: Have students think about the following questions as they reflect on the activities:
   • Why did you choose your topic to write about? What significance does it have for you?
   • What challenges did you have creating your own lyrics?
   • What literary devices did you use in your composition?
   • Have you ever used music to explore or communicate your emotions? If so, what songs do you typically use?
   • How does music help you connect with those around you?