Suggested Methods

1. Play “Be Thou My Vision” from the CD, a selection from the Mennonite hymnal, also sung in Protestant churches of other denominations. The lyrics and the melody are from ancient Ireland, and the group’s vocals are evocative in this rendition of a cappella singing in monastic orders. The lyrics are given in the handout. Have the students pick out the four vocal parts of the song.
   
2. Play “Ain’t No Devil” on the CD, a contemporary gospel tune. Ask students to identify musical styles in the selection. Examples of styles blended into the song include jazz, rhythm and blues, and rap.
   
3. Play “Go Tell It on the Mountain/Amazing Grace” on the CD, examples of early gospel tunes. Compare these with “Ain’t No Devil.”
   
4. Distinguish between sacred and secular musical traditions. Discuss the role of music in enhancing a worship service for many, but not all, religions and denominations. Note the role of sacred music as a foundation and training for many famous musicians such as Aretha Franklin, Whitney Houston, B.B. King, and Tina Turner.
   

Student Activity

1. Research the history of the Mennonite settlements in Iowa, and investigate how the tradition of gospel music is part of the denomination’s culture.
   
2. Find recordings of other quartets, either sacred or secular, and listen for the four-part harmonies.
   
3. Play examples of music from the early Motown period and have students compare the music of groups such as the Supremes, Temptations, Jackson Five, and others with the gospel music on the tape.

HIGH SCHOOL ADDITIONS: Discuss the characteristics of sacred and secular musics in terms of content, style, and social context. Can one tell if music is sacred or secular just from hearing it or examining its musical characteristics?

Home/Community Connection

Interview an individual from a different religious tradition than one’s own. Have students describe the role of music and song in that tradition, if any.

Student/Senior Citizen Exchange

Many religious services incorporate music. If there are members of the group who observe a religion and are or have been active with a place of worship, they could probably contribute to this lesson. Discussions about how the music is used in a service, what instruments, if any, are used, the tempo of the pieces, the mood of the songs, and who participates could help illustrate the role of music in a religious community.

		Photo
		LESSON 3.5
	Psalms demonstrates a cappella gospel in an informal setting for an audience at the Smithsonian Festival. How does an informal, Festival presentation differ from a formal, sacred performance?
				PHOTO BY RICHARD STRAUSS