05 Laments 2 (National laments)

Biblical religion is much more communally-oriented than most of us as modern residents in the United States are used to. Many of the psalms address the national situation of Israel, and these psalms can highlight for us contemporary contexts where communal laments are especially needed and communities that are already experts at lament. In the video for the last class you heard a little about the origins of jazz as a music that laments and strengthens a community, and today we'll be expanding on that.

 

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Today's Class Activities

• Theology: Psalm 79, Lament Psalms, National Laments, Israel - Jewish Songs, Parallelism cont.

• Music: Lift Every Voice and Sing, Psalm 79 setting to teach solfege, do a deer

• Creativity: Instrument assignment exercise (building on your journal exercise for today)

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Lecture Points:

1. Crisis of Identity: The discussion began by asking what problems are so large they change the meaning of being American, Christian, or human. This connected to the readings on racism in the U.S. and how national events can cause identity crises.
2. Choir Exercises: The session included vocal exercises, focusing on pitch, octaves, and voice range extension. The instructor emphasized the physical nature of singing and how relaxation allows for vocal range extension.
3. Analysis of Music in Parts: The class worked through music by singing in rounds, learning how melodies overlap and create harmony in a communal setting. The analysis of musical form helped students think critically about how music can convey emotion and arguments.
4. Introduction to Lift Every Voice and Sing: The class discussed the song as a symbol of Black culture in the U.S., contrasting it with traditional American anthems and exploring how it holds national significance.

Key Takeaways:

1. Memory and National Identity: Reflecting on how large-scale issues like racism can redefine what it means to belong to a nation or faith.
2. Vocal Exercises Build Community: Singing in harmony as a choir serves both as a technical vocal exercise and a way to build community among students with different skill levels.
3. Music as Argument: The class explored how different musical structures (unison vs. parts) convey varying emotional and communal meanings.
4. Cultural Significance of Black Music: The class began exploring the significance of Lift Every Voice and Sing as a cultural and political anthem, especially in the context of American Black history.

Discussion Summary:

• Musical Analysis: Students discussed the difference in emotional intensity when singing in unison versus in parts. Singing in parts was seen as more cohesive and community-driven, while unison provided a singular voice.
• Crisis and Antiphons: The small group work focused on addressing national crises. Each student shared a crisis they deemed significant and proposed an antiphon (a short chant) to address it, using their journal assignments to guide the process.
• Group Process Introduction: The class practiced a new collaborative process modeled on spiritual conversation, critical response, and synodal discussion. The process encouraged individual contributions, small group discussion, and reaching consensus as a large group.