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PDF VersionBlow Ye the Trumpet
Background
The opera, John Brown, begins with "Blow Ye the Trumpet, Blow." This hymn had special significance to John Brown. In this lesson students will examine this familiar hymn by John Wesley and find how the composer of John Brown has used it in the opera. Additional new information from composer Kirke Mechem
Objectives
After completing these lessons, students will be able to identify the uses of one genre of music in another as represented by study of the hymn, Blow Ye the Trumpet.
Materials
Copy of the libretto for John Brown
Copy of the words for Blow Ye the Trumpet
Internet access
Words and music for Blow Ye the Trumpet and other Wesley hymns.
http://gbgm-umc.org/UMhistory/wesley/
Click on "hymns", then "Blow Ye the Trumpet"
Time
1-2 class periods
Procedure
Tell students that trumpets traditionally signal the announcement of major news or the arrival of an important person. Blow Ye the Trumpet was an important hymn for John Brown. He sang it to his children before bedtime every night. Your students may have found references to it as they researched various aspects of Brown's life in other lessons.
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Have them listen to the music of Blow Ye the Trumpet at the Web site, http://gbgm-umc.org/UMhistory/wesley/hymns/. Click on "hymns", then "Blow Ye the Trumpet". (One verse and refrain of the music is accessible at this Web site. You may want to repeat it several times so that the students can follow along with the words as the music is played. If you have the equipment, record it and put it on continuous loop so that students can listen to it continuously as they read the words to the several verses. Sheet music or a hymnal may be available that has the hymn so that you can play it for the students.)
Ask them what form this is written in. Students may recognize the hymn form. This hymn was written by John Wesley, who wrote many of the hymns that are sung in Protestant churches today.
Hand out the words to the hymn. The words are also found at this Web site and are included in this lesson. Have the students read the words and briefly discuss what they could have meant to John Brown knowing his deep feelings about slavery. Allow the students to read/sing the words as you play the music.
Blow Ye the Trumpet
Blow ye the trumpet, blow!
The gladly solemn sound
Let all the nations know,
To earth's remotest bound:Refrain
The year of jubilee is come!
The year of jubilee is come!
Return, ye ransomed sinners, home.Jesus, our great high priest,
Hath full atonement made,
Ye weary spirits, rest;
Ye mournful souls, be glad:Refrain
Extol the Lamb of God,
The sin atoning Lamb;
Redemption by His blood
Throughout the lands proclaim:Refrain
Ye slaves of sin and hell,
Your liberty receive,
And safe in Jesus dwell,
And blest in Jesus live:Refrain
Ye who have sold for naught
Your heritage above
Shall have it back unbought,
The gift of Jesus' love:Refrain
The Gospel trumpet hear,
The news of heavenly grace;
And saved from earth, appear
Before your Savior's face:Refrain
Give the John Brown libretto to the students. In small groups of 3-4 students, assign groups to look at either Scene 1 or Scene 2. Search for all references and uses of Blow Ye the Trumpet in this opera. (References can be found on pages 1, 15, 25, 32, and 38.)
When the students think they have found all references, have them discuss these questions:
1) How does the composer/librettist use this hymn in the opera?
2) What is he trying to tell the listener through its use?
3) Where do you think it is used most effectively?Have students report on their findings by rotating questions among the groups that were examining Scene 1 and Scene 2.
Have students think of examples of words from other songs being used in ways other than those for which they were originally written. One example is the use of words from popular songs in commercials - "Like a Rock," "Everyday is a Winding Road." Another is the use of familiar tunes set with new words. The tune for the Star Spangled Banner was an English concert society anthem written in the 1760s that became popular as a drinking song. The tune for John Brown's Body originally was used for a hymn and is the same as that heard in Battle Hymn of the Republic and the children's song, John Brown's Baby Has a Cold Upon His Chest. Discuss the effectiveness of the use of these songs in a new context. Do they portray the desired message?
Make a list of all of the examples of songs being adapted and adopted for other uses. Leave the list posted so students can add to it each day when they discover other uses as they go through their day. Revisit the list when new songs are added. Let the student who added a new example report on it.
Extension
Tell the students that they are advertising agents. Their job is to sell a product and they are trying to decide what music or words from current music would best represent this product. You can provide a product for them or they can create one for themselves.
Allow them to share their product and accompanying music with the class or make a display to highlight their advertising.
Students could also be assigned the task of researching the song, "John Brown's Body." Experts now believe that the John Brown in the lyrics originally was a different person than the famous abolitionist. This exercise could further demonstrate the ways in which popular culture sometimes alters and adapts original meanings and uses to fit contemporary situations.
Essay Contest
Encourage your students to participate in the Lyric Opera of Kansas City Essay Contest. You can find more about it by visiting www.kcopera.org/About/johnbrowneducation/essay.
Lesson created by Martha A. Henry and Keith S. Murray, M.A. Henry Consulting, LLC.