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Sweet Babe O’Mine

Grades 9-12

Extension Activity 2: Musical Threads: Five Minute Podcast

In this activity, students will investigate the stories of an important folk song and its composer. Instructors have the option to provide students with resources and/or allow students to conduct brief research during class. If students are asked to conduct research, it will be helpful to provide some website recommendations, such as Smithsonian Folkways , the Library of Congress , NPR , etc.

1. Song recordings. While the definition of “folk song” has been debated for decades, for this exercise, we are using the following definition: a traditional song from a particular group or region, often spread by rote (from person to person). Note: Folk song is also the genre label for modern songs, usually with a tune played on a guitar, that is written in a style similar to that of traditional music.

   Here are a few recommendations for songs to investigate:

   1. “Freight Train” by Elizabeth Cotten (1957)
   2. “La Chicharronera” by Narciso Martinez and Santiago Almeida (1936)
   3. “Tom Dooley” The Kingston Trio (1958)


2. Background resources on selected songs.
   1. “Freight Train” by Elizabeth Cotten (1957)
      1. How Elizabeth Cotten’s music fueled the folk revival
      2. Elizabeth Cotten Bio
   2. “La Chicharronera” by Narciso Martinez and Santiago Almeida (1936)
      1. “La Chicharronera” by Narciso Martinez and Santiago Almeida (1936) Article Santiago Almeida Bio
   3. “Tom Dooley” The Kingston Trio (1958)
      1. “Tom Dooley” The Kingston Trio (1958) Article
      2. Tom Dooley NPR Article


3. Technology
   1. Computers, tablets, etc., for students to conduct their own research
   2. Recording device (this could be a tablet or cell phone) (optional)

1. Divide the class into groups. Assign each group one song from the materials list.


2. Allow time for each group to do research. Have students review the materials that you have provided and/or research additional resources.


3. Have students draft a script for a five-minute podcast episode. The episode should focus on their assigned song and musicians. Provide specific guidelines about the information that should be featured in the episode. For example:
   1. What is the background of the song?
      1. Who wrote it?
      2. When was it written?
      3. Why was the song written? What was the inspiration?
      4. Who recorded the song?
      5. What was the context of the song’s recording? (when and where?)
      6. Who are the performers most associated with the song?
   2. Why is the song considered important?
      1. What is unique about the song?
      2. What message(s) are the lyrics conveying?
      3. How did the song impact the community where it originated?
      4. What has been the larger cultural impact of the song?
   3. What are the defining musical characteristics of the song?
      1. What instruments do you hear?
      2. What is the tempo? What are the dynamics (variations in volume)?
      3. How would you describe the voices and the singing style of the performers?


4. Share the podcast with the class. Have students record their episode or present their episode to the class.
   1. Extension: The podcast episode could be longer allowing students more time to research and formulate their ideas about the selected songs. If you have time or want to extend this lesson, students may also be invited to create their own arrangements of the assigned songs.


5. Reflect on the activity. After completing the exercise, have students reflect on the experience.
   1. What are the most memorable musical components of your song?
   2. Read the Library of Congress article “Tom Dooley: The Kingston Trio (1958) .” Why do you think the song has been preserved and continues to be performed?
   3. What songs would you recommend for preservation for future listeners? Why?