Credo Lesson Plan
For the teacher: This lesson was designed for students in grade levels 5-12. The teacher, at their discretion, can choose which musical terms should be covered and which questions should be covered in connection to Movements I, II, III and IV of Credo. The goal is for all students, regardless of grade level or background, to meet the objectives outlined in the lesson.
Essential Question: How can music be used as a tool to communicate what you believe?
Objectives:
1. Learn the history of Credo as a literary work (written by W.E.B. DuBois) and as a musical work (composed by Margaret Bonds).
2. Recognize and interpret some of the dramatic and expressive elements in Credo.
3. Connect the themes in Credo to one’s lived experiences through discussion, composition, and performance.
Social Emotional Learning Competencies (Social Awareness):
1. Recognize the identify the thoughts, feelings and perspectives of others;
2. Demonstrate an awareness of the differences among individuals, groups and others’ cultural backgrounds;
3. Demonstrate an understanding of the need for mutual respect when viewpoints differ.
Procedure:
1. Ask the question, “What is a credo?”
Answer: A statement of beliefs or aims that guide someone’s actions.
2. Discuss the life of Margaret Bonds and the history of Credo.
Margaret Allison Bonds (1913-1972) was an accomplished pianist and composer of both instrumental and vocal/choral works. In 1972, Bonds completed Credo, a seven-movement cantata scored for soprano and baritone soloists, SATB chorus, and piano. Five years later, in 1972, Bonds completed the orchestral version of the work. Learn more about Bonds here: https://en.wikipedia.org/wiki/Margaret_Bonds
The text for Credo comes from an essay written by African American educator, sociologist, historian, philosopher and civil rights activist William Edward Burghardt Du Bois (1869-1963). This proclamation on racial equality and social justice was first published in the New York Independent in October of 1904. In 1910, Du Bois co-founded the National Association for the Advancement of Colored People (NAACP). Read the original version of Credo here: https://credo.library.umass.edu/view/full/mums312-b227-i010
3. Introduce/Review the following Musical terms:
Cantata – a vocal composition with an instrumental accompaniment, typically in several movements, often involving a choir
Tremolo – the quick and continuous reiteration of a single pitch
Forte - loud
Text painting – composing music that reflects the literal meaning of a song’s lyrics
Blue note – a lowered pitch in a scale often found in African American blues and jazz music
Descant – an independent treble melody usually sung or played above a basic melody
Ostinato – a short musical pattern that is repeated persistently throughout a performance or composition or a section of one
4. In Movement I: [https://youtu.be/kAYLjUT2ovs]
• Listen for a tremolo at the beginning of the movement.
• What words can you use to describe the mood created?
• Listen for “I Believe in God” theme as it is sung by the chorus.
• Why do you suppose the composer chose a forte dynamic?
5. Movement II: [https://youtu.be/kAYLjUT2ovs?t=199]
• As the soprano soloist sings, listen for blue notes on “Negro” and “meekness” (found in a lot of African American music)
• Why do you suppose Bonds uses these “blue notes” as a form of text painting?
• How does the soprano descant contribute to the dramatic effect of the piece?
6. Movement III: [https://youtu.be/kAYLjUT2ovs?t=405]
• Recite the text used in this movement.
• What is the possible relationship between Bonds’ choice to use lower voices (tenors and basses) and the text?
7. Movement IV: [https://youtu.be/kAYLjUT2ovs?t=573]
• Listen carefully to the instruments used in this movement. How do they contribute to the overall character and mood of the movement?
• How do the ostinato patterns in the orchestral instruments help to support the words being sung?
8. Composition/Performance Activity:
a. Read aloud the remaining statements of DuBois’ Credo essay.
b. Engage in a discussion about the major themes of the essay, why these words may have been important in 1904, and why these words may be important today.
c. In small groups, students are invited to write their own Credo statements (a maximum of 2 or 3 sentences). If time allows, create a melody or beat to go along with the statement. Perform your Credo statement. Here is an example: https://www.youtube.com/watch?v=jLysRgcy1dY