Lesson 4: Music Concepts

Lesson Overview

In this lesson, we discuss musical concepts found in the Speak/Sing Native curriculum.

Independent Work Time

Contemporary Music. Music that is performed and created using current rhythms, harmonies, and lyrical themes.

Context. In Indigenous music, contemporary music can blend traditional sounds and storytelling with modern instruments, genres, and production techniques, helping connect Indigenous identities and cultural narratives with today’s audiences.

Genres.  Categories of music, literature, or art that develop over time within a culture, subject to change based on cultural and societal influences. Indigenous music genres can include traditional, ceremonial, contemporary Indigenous pop, and Indigenous jazz. Indigenous musicians often blend multiple genres to honor their cultural heritage while expressing modern Indigenous experiences.

Electronic Powwow Sample in a Song. Incorporating traditional powwow drumming, chants, or other Native sounds as electronic samples within modern music productions. This technique reflects a fusion of traditional Indigenous music with electronic genres like EDM or hip-hop, often used by Indigenous artists to bring ceremonial rhythms into contemporary spaces, making cultural expressions accessible to younger audiences.

Power Chord. A two-note chord, often found in rock music, that lacks a major or minor tonality, consisting of the root and fifth note. Power chords are common in genres like rock and were utilized by Native rock musicians such as Jesse Ed Davis to convey intensity and energy, often adding layers of meaning when blended with traditional melodies or stories.

Distortion. A guitar effect that creates a gritty or rough sound, achieved through pedal effects or amplifier settings. Native rock musicians use distortion to add depth and emotional intensity to their music, often reflecting complex cultural narratives or powerful messages.

Eagle Tone. A high-pitched, upper-register saxophone sound developed by Jim Pepper, designed to mimic the call of an eagle. This unique sound symbolizes connection to the eagle, a sacred figure in many Native American cultures, and reflects the blending of jazz with Indigenous identity, as pioneered by musicians like Jim Pepper.

Improvisation. Creating music spontaneously without pre-planning, often used by jazz musicians. Improvisation is key in Indigenous jazz, allowing musicians to express personal and cultural stories in the moment, often reflecting traditional storytelling methods that adapt to the audience and setting.

King Kong Beat
Definition: A drumming style created by Pete DePoe, characterized by its powerful and rhythmic intensity. DePoe’s King Kong Beat infuses Indigenous rhythms into rock music, bridging Native drumming traditions with modern rock sounds and emphasizing the cultural significance of drumming.

Slide Guitar. A guitar technique where a player glides a metal or glass slide along the strings, creating a smooth, emotive sound. Indigenous musicians like Jesse Ed Davis have used slide guitar to infuse their music with a sense of movement and feeling, often complementing traditional vocal styles or storytelling.

Jazz Music
Definition: A genre of music characterized by swing, blues influences, improvisation, and complex rhythms and harmonies. Indigenous jazz, as seen with musicians like Jim Pepper, combines jazz’s improvisational style with traditional Native themes and sounds, creating a unique fusion that tells stories of resilience and cultural heritage.

Classical Music. A broad genre of music rooted in Western traditions, typically emphasizing composition, harmony, and form. While classical music often represents Western traditions, Indigenous artists may incorporate classical techniques with Native musical elements to reinterpret classical music through an Indigenous lens, bridging cultural forms.

Reflection Questions

Consider the following and write you answers in your notebook?

  • How do you think music education, and the study of Native American musicians in particular, adds to your students’ learning? 
  • Do you talk about the culture of artists and writers you already learn about in your classroom? How does this change the discussion and learning outcomes?
  • What experience or knowledge of Native American music or musicians do you have? How can this enrich your teaching of the Speak/Sing Native curriculum?