Tag Archives: Lomax

Children’s Songs Become Folk–“Rosie”

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Unsure of what to research, even after spending hours scrolling through and skimming journals, narratives, pictures, and musical selections, I inevitably turned to children’s songs on the Library of Congress Lomax Collection. I have always been fascinated by culture and media for children, be it stories, rhymes, or whatever else–I’m even writing a non-fiction book on Nigeria for children right now.

An intriguing aspect of these children’s songs is their folk quality. For example, I dug quite a bit into the song “Rosie.” There are several recordings available in the Lomax Collection and each–despite being recorded within days of each other (May 1939) and in the same area (Livingston, Alabama)–is a little different. These are the versions: Vera Hall, the McDonald Family, and Ed Jones.

This is a classic call and response song, with a leader calling out and the group responding emphatically as a whole. The chorus is essentially the same in each with the “ha ha Rosie” and referring to her as either “baby” or “pretty girl.” The verse lyrics differ, but the overall structure remains the same, as well as the clapping beat underneath. Another recording, from the Smithsonian Folkways Records, is of children at Brown’s Chapel School in Alabama singing the tune:

“Rosie Darling Rosie” appears alongside various other play songs, including ones we may recognize, such as “Mary Mack” and “Loop de Loo.” The lyrics of this one also fall in line with those mentioned above, the chorus following “Rosie darling Rosie / ha ha Rosie / Rosie darling Rosie / ha ha Rosie” and the verses having different words but the same structure. The verse seems to suggest that the song (or at lease this particular rendition of lyric) is from the time of slavery, a slave calling upon his baby to run away with him to Baltimore (a notedly free place in those days) to escape their bondage.

“Rosie Darling Rosie” lyrics from Folkways Records https://media.smithsonianfolkways.org/liner_notes/folkways/FW07004.pdf

The pamphlet that accompanies this record also includes lyrics which the kids do not sing in this particular recording but are still often sung (pictured at right). In the recording of Vera Hall above, she uses these lyrics, except her rendition replaces “preacher” and “two” with “nigger.” Otherwise, it is the same. This illustrates both how folk songs change over time and place and simply who is singing the song, as well as that these folk songs from the days of slavery may be reworked over time to be more palatable to the general populace.

Vera Hall at the home of Mrs. Ruby Pickens Tartt, Livingston, Alabama http://www.loc.gov/pictures/collection/lomax/item/2015645819/

I delved a bit deeper into Vera Hall, as I was most drawn to her rendition of “Rosie.” Apparently, nearly a decade after Alan Lomax recorded her singing in Livingston, AL in 1939, Lomax invited her to come perform at the 1948 Fourth Annual Festival of Contemporary American Music at Columbia University in New York City. She accepted and left Alabama for the first and only time in her life. During this time, she stayed at Lomax’s apartment where he recorded more of her singing (including two more renditions of “Rosie”) and commentaries on the songs and her life. She describes “Rosie” as a song she and the other children in her area would sing and play as a line game. It was a song passed around purely by word of mouth, which is a wonderful example of how folk songs such as this survive.

Bluegrass: A generational experience

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The concept of “nurture versus nature” is a scientific and ideological question that haunts every single academic field. Not even the immortal and ever changing world of music can escape. In her 2017 IBMA Keynote address bluegrass musician Rhiannon Giddens notes that the intersection between her biracial identity and love for bluegrass music are just an examples of why it is so important to “celebrate the greater diversity of the people who have shaped the music that is so much a part of [her] identity”. 1 There is a generational thread that exists within bluegrass music that is not simply resigned to Rhiannon Giddens’ story. The Lomax family, a similarly generational act, documented families all across the American South during the late 1930’s, some who are participating in the musical traditions associated with folk and bluegrass music. 2  

Bog Trotters Band members seated with instruments, Galax, Va. Includes Doc Davis, with autoharp; Crockett Ward, with fiddle; Uncle Alex Dunford, with fiddle; Wade Ward, with banjo; Fields Ward, with guitar

Music is so often attached to particular aspects of identity, it goes beyond family and represents tradition within an entire line of people. One aspect of the folk musical tradition is the way in which it can, and has, reinforced gender and age roles within a tradition. In many songs there may be particular parts mapped out for different vocal ranges, allowing for mother, father, and children to talk their place within the musical tradition. 3 A slightly more contemporary example that S.W. Mills uses in Bringing the family tradition in bluegrass music to the music classroom, is Johnny Cash’s “Daddy Sang Bass”. 

The idea of this broad category of music bringing people together didn’t exist just in communities of white Americans.The racial makeup of these traditions is something explored both by Giddens in her keynote address as well as the Lomax family. Their documentation spanned the gamut, showing musicians in each tradition.

Stavin’ Chain playing guitar and singing the ballad “Batson” accompanied by a musician on violin, Lafayette, La.

One thing that connects these two racially divided traditions is the generational role of music, especially folk music. It shows its importance not only in the formation of modern folk music but also its role in the formation of family values. Though documentation (and misuse) is a relatively controversial topic the ability to study such things wouldn’t exist without the resources provided from people like the Lomax family. Ultimately, it’s important to acknowledge the beautiful and meaningful way music brings people together.

1 Giddens, Rhiannon. “Community and Connection.” IBMA Keynote Speech 2017, Nashville, TN, 2017.

2 Cohen, Ronald D.. Alan Lomax, Assistant in Charge: The Library of Congress Letters, 1935-1945. University Press of Mississippi, 2007.

3 Mills, S. W.. Bringing the family tradition in bluegrass music to the music classroom. General Music Today, iss. 22, p. 12-18.

Rhythm, Drums, and Quills

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Through class discussion and our readings in Crawford’s America’s Musical Life, it’s well established that rhythm and percussive sounds were important elements of African-American and slave music. However, its well documented that slaves were banned from making drums and other percussive instruments. Although banjos and fiddles were common examples of instruments mentioned in the text, I was curious to know about less common ones that were created and used as well.

Folk musical instruments including homemade horns, captured sometime between 1934 and 1950, Lomax Collection.

Looking through the Lomax Collection of the Library of Congress, I came across several images of homemade instruments. They appear, and this is only my best guess from analyzing the image, to be crude trumpets. Unlike the rhythmic instruments described in the Crawford, the significance and history with slave music of these instruments is less obvious to me, so I searched for instruments that have a more solid history with the African culture of the slaves.

From this idea, I was able to find the Afro-American Folk Music from Tate and Panola Counties, Mississippi, edited by David Evans. This was a wonderful resource providing many musical examples for each topic it covered, and it also covered many different kinds of instruments. The one I would like to talk about is the Quill.

Quills, a type of pan flute, Tom Leonardi.

The quill is a pan pipe instrument made from  bamboo rods. This instrument is not unique to American culture alone, many variations are found in history all over the world. Specific to the slaves, the quill was a common instrument found in southern Africa today, and when slaves were brought to America, the instrument came along (Leonardi, The Quills…). However, what caught my interest was they way it was described being played in the aforementioned article by Evans.  “The Devil’s Dream” was performed by Sid Hemphill, and recorded by Alan Lomax. The quill used as a 10-note quill, but only the four lower notes were played. The scale of the quill is described as “an unusual hexatonic scale lacking the fourth and the fifth.” The reason being that the octave was stretched by a semitone, roughly, according to Evans. Along side the four notes that were used in the piece, whooping produced the remainder of the sounds.  It is this technique that primarily ties the pan flutes to African traditions, where it was common to alternate between blowing and whooping notes.

Taken from the text of “Afro-American Folk Music…” Image depicts an approximation of the whooped and blown notes of the Quill.

Sadly, today the quill has phased out of use in the United States and replaced by the harmonica, which was due to it being more flexible in sound production and inexpensive to purchase. However, the technique of whooping is still used on the harmonica today in many forms of folk music.

To connect this with our class readings, our class has discussed how rhythm has been important in aiding and defining slave and African-American music. This has primarily been due to our focus of spirituals, work songs, and other folk songs of the 19th center that all include text, we have not talked about purely instrumental music or instrumental sections of songs to any length. By looking at quills, I have not only found other musical resources of folk music that are not focused purely on text, but have found another source that emphasizes the importance of rhythm and percussive sounds. The whooping, due to the change in tone, sounds more percussive. Additionally, it was rare for much more than drums to be played with a quill, showing who folk music used percussive accompaniment with other instruments instead of harmonica or melodic accompaniment. While I can’t verify that the following recording is the one talked about in the Afro-American Folk Music archive, I believe it to representative of the quills sound.


Recording of Sid Hemphill and of the quill.

Sources

  • Leonardi, Tom. “The Quills, an American folk instrument.” American Pastimes | KZFR 90.1 FM CHICO. May 7, 2013. Accessed October 02, 2017. http://kzfr.org/broadcasts/211. http://kzfr.org/broadcasts/211
  • Lomax, Alan. Folk musical instruments including homemade horns, between 1934 and 1950. Lomax Collection, Library of Congress Prints and Photographs. Accessed October 2, 2017. http://www.loc.gov/pictures/collection/lomax/item/2007660366/
  • “Sid Hemphill – Old Devil’s Dream”. YouTube. November 30, 2010. Accessed October 02, 2017. https://www.youtube.com/watch?v=SRVVza3ObfM.
  • Wright, Josephine, David Evans, Glenn Hinson, Charles Ellertson, and North Carolina Museum Of History. “Afro-American Folk Music from Tate and Panola Counties, Mississippi.” The Black Perspective in Music 8, no. 1 (1980). Accessed October 2, 2017. doi:10.2307/1214524. https://www.loc.gov/folklife/LP/AfroAmFolkMusicMissL67_opt.pdf

“Rock Island Line” and Questions of Authenticity

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In search of music authentic to the African-American tradition–that is, music passed down from slavery and unsullied by white influence–folk music collectors of the early 20th century made recordings at prisons and penitentiaries where music like the work song was more likely to be alive. In 1934, John Lomax recorded a group of African-American prisoners at Cummins State Farm in Gould, Arkansas singing a tune called “Rock Island Line.” You can listen to Lomax’s original 1934 recording below.

Figure 1

This recording contains evidence of the work song tradition in its call and response structure and the sound of shovels hitting the ground rhythmically.  However, the polished harmonies sound closer to the music produced by the Fisk Jubilee Singers, which was based on slave music but was highly modified to fit the tastes of white audiences. Another threat to authenticity was the presence of Lomax, his recording equipment, and the cognizance of a future audience during the making of functional music. Consider this photograph of an inmate pausing briefly from work to be photographed in comparison with the following photograph of the Cummins State Farm inmates congregated to perform “Rock Island Line” for Lomax’s recording.

Figure 2

Figure 3

In the first photograph, the prison officer is amongst the inmates, and the inmates do not seem to be coordinating their work. In the second photograph, the prison officer stands apart from the group of prisoners–much like an overseer–while the prisoners swing their shovels in synchronization over a small patch of land. Are both of these representations of Arkansas prison life accurate or is the second photograph staged to look more “authentic” to the work song tradition?

In the same way, the musical categorization of “Rock Island Line” is complicated. Is it a work song as the second picture above seems to show? Is it a blues song like Lead Belly’s 1949 rendition would have us believe? Or is it an American Folk song as white artists of the 1950s, 60s, and beyond would portray? The only thing we can say conclusively is that Lomax’s recording and Lead Belly’s subsequent reworking and marketing of the song changed it into a song well known but of questionable authenticity in America’s musical history.

Footnotes

“Original 1934 John Lomax recording of ‘Rock Island Line’ by Kelly Pace and Prisoners,” Youtube video, posted by Jan Tak, September 10, 2011, https://www.youtube.com/watch?v=0NTa7ps6sNU

 

“[African American convicts working at an outdoor location].” Photograph. Washington, D.C.: c1934-1950. From Library of Congress: Lomax Collection. http://www.loc.gov/pictures/item/2007660147/resource/ (accessed March 1, 2015)

“[African American convicts working with shovels, possibly the singers of “Rock Island Line” at Cummins State Farm, Gould, Arkansas, 1934].” Photograph. Washington, D.C.: c1934. From Library of Congress: Lomax Collection. http://www.loc.gov/pictures/resource/ppmsc.00422/ (accessed March 1, 2015)

“leadbelly rock island line,” Youtube video, posted by Northern soul, September 23, 2008, https://www.youtube.com/watch?v=7iJEVOUqepo

 

“Lonnie Donegan – Rock Island Line (Live) 15/6/1961,” Youtube video, posted by Paul Griggs, December 29, 2013, https://www.youtube.com/watch?v=wI4nRD-DRpk

A “Southern Mosaic” – The Lomax Collection

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“Students with Miss Jovita Gonzales,  St. Mary’s Academy, San Antonio, Texas;”                                                 Lomax Collection

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“Five musicians and a singer performing at the Mountain Music Festival, Asheville, North Carolina;”                                                         Lomax Collection

 


At a first glance, the Lomax Collection has little to no obvious thread connecting the images.  When looking at the portfolio we see a variety of individuals from different ethnic backgrounds including African Americans, Mexicans, Cajuns, and Whites. Some photos include elements portraying music in some fashion (a microphone, a musical instrument, or a description stating the individuals are musicians) but other are simply candid snapshots of life down south. It then occurred to me that it is quite possible that the lack of commonalities in the photos may have significance after all.

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“Cajun girl near Crowley, La.”                                   Lomax Collection

The Lomax Collection, which has been digitized by the Library of Congress, is a collection of 400 photographs collected by John, Alan, and Ruby Lomax as the sought out sound recordings from the American south between 1934 and ca. 1950.1 The Lomax team was collecting these recordings for the Archive of American Folk-Song, established by the Library of Congress in 1928.  The Lomax family went in search of a variety of musical examples from ballads to the blues and field hollers to work songs in settings ranging from small towns to church congregations to prison cells.2 and along the way took snapshots of the places and people that they encountered.  That is what is so unique about this collection of photographs. They almost came together by accident.

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“Stavin’ Chain playing guitar and singing the ballad “Batson,” (fiddler also in shot), Lafayette, La.”     Lomax Collection

The beauty of these recording journeys that John, Alan, and Ruby Lomax took is that in addition to a wealth of primary musical sources, we now have this “Southern Mosaic” of photographs that display the American South in the 1930s and 1940s. From the collection as a whole we are able to see the diversity of the South both culturally and musically.  Images of Hispanic school girls sings are placed next to White bands performing at music festivals. A picture of a Cajun girl happens to share a gallery page with “Stavin’ Chain” as he jams on his guitar. These situations that appear so individualized, when put side by side, actually paint a picture for those willing to look for it. So often the history of this time period that permeates textbooks and classrooms are the negative truths about our nation’s past, but these 400 photographs that have become the Lomax collection show a unique view of how rich the South truly was.

1 “Lomax Collection.” Library of Congress. Accessed March 1, 2015. http://www.loc.gov/pictures/collection/lomax/.

2 “Southern Mosaic: The John and Ruby Lomax 1939 Southern States Recording Trip.” Library of Congress. Accessed March 1, 2015. http://memory.loc.gov/ammem/lohtml/lohome.html.