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Teacher Resource Guide: Creole for Kidz and The History of Zydeco

Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.

The lessons and activities in this guide are driven by the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (2010) which help ensure that all students are college and career ready in literacy no later than the end of high school. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

21st century skills of creativity, critical thinking and collaboration are embedded in the process of bringing the page to the stage. Seeing live theater encourages students to read, develop critical and creative thinking and to be curious about the world around them.

This Teacher Resource Guide includes background information, questions, and activities that can stand alone or work as building blocks toward the creation of a complete unit of classroom work.

Before the ShowAbout the PerformanceAbout the ArtistComing to the TheaterEssential Vocabulary

Pre-Show Activities Build Background Research

Post-Show Activities Critical Response My Review!

The following is a partial list of Common Core State Standards for English Language Arts & Literacy, History/Social Studies, Science and Technical Subjects that align with the performance, lessons, and activities found in the Teacher Resource Guide:

College and Career Readiness (CCR) Anchor Standards for WritingText Types and PurposesProduction and Distribution of WritingResearch to Build and Present Knowledge

College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and CollaborationPresentation of Knowledge and Ideas

College and Career Readiness (CCR) Anchor Standards for LanguageConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use

College and Career Readiness (CCR) Anchor Standards for ReadingKey Ideas and DetailsCraft and StructureIntegration and Knowledge of Ideas

ABOUT THE PERFORMANCE Creole for Kidz and The History of Zydeco is a multicultural arts-in-education “informance” (informational performance) that has reached more than 500,000 K-12 students, parents and educators at schools, art centers and festivals around the globe. This unique program has informed and engaged young and family audiences in Australia, Mali, Paraguay and all over Canada!

The focus of the program is the indigenous Zydeco music of the French speaking Creoles of south Louisiana. The Creole For Kidz & The History of Zydeco CD, from which the live performance was adapted, is narrated by former state Senator and current Opelousas, LA mayor Donald Cravins. The narration tracks offer a rare glimpse into this unique and complex rural culture that has been under-represented and misunderstood for years.

ABOUT THE ARTISTTerrance SimienFor nearly 30 years, Grammy award-winning artist Terrance Simien, eighth-generation Louisiana Creole, has been shattering the myths about what his indigenous Zydeco music is and is not. Leading his Zydeco Experience band, Simien has become one of the most respected and internationally recognized touring and recording artists in roots music today. He has performed more than 6,000 concerts, toured millions of miles to more than 45 countries and reached at least a million people during his eventful career that spans three decades.

Born in 1965 into the hippie, folk and soul music era, Simien was artistically influenced by all of the great music that has defined our country’s musical legacy, including music from that period. He was as influenced by Dylan and Simon and Garfunkel as he was by Sam Cooke and The Meters. Since his family is documented in history books as one of the first Creole families to settle St. Landry Parish, his musical roots are firmly planted alongside the great Zydeco pioneers like Chenier, Delafose, Chavis, Ardoin and that other Simien (Rockin Sidney) to name a few. He counts himself one of the fortunate few from the last generation with a direct link to these artists, some of whom mentored him as an emerging talent. He has assumed that same role to a new generation of young Zydeco players. He understands how critical mentoring is to the survival of this indigenous music that has become synonymous with the cultural identity of Louisiana and an important part of the musical landscape of this country.

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COMING TO THE THEATER! PlayhouseSquare is an exciting venue to see live theater! As the country’s largest performing arts center outside of New York, the not-for-profit performing arts center utilizes the arts to engage individuals and attract more than one million guests per year to 1,000+ annual events. PlayhouseSquare thus acts as a catalyst for economic growth and vitality within the region.

As audience members, you and your students play a vital role in the success of the performances. You are part of a community that creates the theater experience. For many students, this may be their first time viewing a live theater production. We encourage teachers to discuss some of the differences between watching a television show, attending a sporting event or viewing a movie at the cinema. Here are a few examples to start the discussion:

Students are led into the theater and seated by an usher.

Theaters are built to magnify sound. Even the slightest whisper can be heard throughout the theater. Remember that not only can those around you hear you, the performers can too.

Appropriate responses such as laughing or applauding are appreciated. Pay attention to the artists on stage; they will let you know what is appropriate.

There is no food, drink or gum permitted in the theater. Photography and videotaping of performances is not permitted.

When the houselights dim, the performance is about to begin. Please turn your attention toward the stage.

After the performance, you will be dismissed by bus number. Check around your seat to make sure you have all of your personal belongings.

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Essential Vocabularyaccordion: A German instrument invented in 1829. Its name means “agreement or harmony.” It is used as the melody in Zydeco music.

bass: The largest bowed string instrument. It can be played with a bow or by plucking the strings. The bass makes a low, deep sound.

bayou: A minor river that is a tributary to another body of water.

Cajun: A French-speaking Louisianan descended from the Acadian immigrants.

Creole: A native of South Central or Southwest Louisiana, considered a multicultural and multiracial African American (their birth certificates indicate their race as Black). Many Creoles, however, consider themselves mulatto - a person of mixed race. Their heritage is a rich tapestry of African, French, Spanish and Native American ancestry.

cultural preservation: An act to keep traditions and customs of a culture from disappearing.

frottoir: A percussion instrument designed and created in 1946 specifically for Zydeco music. It was fashioned after the washboard that was originally used to wash clothing and later used in early American roots music. Frottoir is the French word for friction strip (like on a box of matches) or scrubbing brush.

guitar: A string instrument that is played by plucking the strings with fingers or a guitar pick.

gumbo: A world famous Creole culinary favorite. The word gumbo comes from the African word for “okra.” This stew is thickened with okra pods and/or roux (a flour and oil mixture) and contains meat or seafood and vegetables.

indigenous: Something that is native to a particular region or environment.

jambalaya: A Creole dish of rice cooked with a mixture of fish and meat such as ham, spicy sausage, chicken, shrimp or oysters.

juré: The earliest form of Creole music. It involves clapping hands, stomping feet and singing French lyrics a capella.

Mardi Gras: A holiday celebrated before Ash Wednesday and Lent by Catholics, mainly in Brazil and Louisiana. The English translation is “Fat Tuesday.” The traditional colors of Mardi Gras are purple (justice), green (faith) and gold (power).

Opelousas, LA: The largest city in St. Landry Parish and the third oldest city in Louisiana. Opelousas is home to a diverse culture of Creole ancestry and it is considered to be the “World Capital of Zydeco.”

Zydeco: The indigenous music of the Black and multiracial French speaking Creoles of Louisiana. The origin of the word is derived from African words for dance, e.g. Zari, zariko, zodico and zai’co laga laga. In 2007, a Grammy category for Zydeco music was established after many years of advocating and educating by Terrance and Cynthia Simien.

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Frottoir and accordion

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PRE-SHOW ACTIVITIES (All Ages)

College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and Collaboration 1,2,3Presentation of Knowledge and Ideas 4

College and Career Readiness (CCR) Anchor Standards for LanguageConventions of Standard English 1Knowledge of Language 3Vocabulary Acquisition and Use 4, 6

Build BackgroundThe Princess and the Frog was scored by Randy Newman and features the music of Terrence Simien.

Have students view Walt Disney’s The Princess and the Frog. Note-taking is suggested, but optional. After the movie, students will analyze and critique the representation of Creole culture and Zydeco music in this film.

Duration: Movie runs 97 minutes. Activities last approximately 45 minutes.

Objectives• Student will critically analyze media.• Students will practice identifying stereotypes in media.

Movie Discussion Questions1. What particular moments in the film stood out to

you and why?2. How was Zydeco music used in this film?3. How was Creole culture depicted in this film?

Describe the specific language, food, music and personality traits.

4. What are the advantages and disadvantages to having a particular culture depicted in a popular Disney movie?

5. What do you think of Creole culture after seeing this film?

6. How do you think your ideas about the culture will change after seeing Terrance Simien and the Zydeco Experience perform?

7. If a film were to be made about your culture and lifestyle, what elements would you want the film to include?

8. What are some cultural stereotypes you find in the media?

9. How do you know that they’re stereotypes?10. How can we work together to dispel these

stereotypes?

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College and Career Readiness (CCR) Anchor Standards for WritingText Types and Purposes 2Production and Distribution of Writing 4,5Research to Build and Present Knowledge 7,9 College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningPresentation of Knowledge and Ideas 4

College and Career Readiness (CCR) Anchor Standards for ReadingKey Ideas and Details 1, 2Craft and Structure 4,6Integration of Knowledge and Ideas 7,8

ResearchStudents can research and present what they learn about Zydeco music and Creole culture through debate, informative/explanatory writing, narratives, presentations, skits and projects. Their work should include information from multiple print and digital resources, assess the credibility and accuracy of each source and integrate technology, including the Internet. To get you started here are a few web sites:

Terrance Simien’s Home Page

Louisiana Center for Cultural and Eco-Tourism

The Dakota Foundation for Jazz Education

Zydeco Online

Text Resources• Creoles of Color in the Bayou Country, Carl Brasseaux

(University Press of Mississippi, 1994)• Africans in Colonial Louisiana, Gwendolyn Midlo Hall

(Louisiana State University Press, 1992) • P is for Pelican: A Louisiana Alphabet, Anita Prieto (Chelsea,

Michigan: Sleeping Bear Press, 2004)• Gator Gumbo: A Spicy-Hot Tale, Candace Fleming and Sally

Ann Lambert (Array New York: Farrar, Straus and Giroux, 2004)

POST-SHOW ACTIVITIES College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and Collaboration 1,3

College and Career Readiness (CCR) Anchor Standards for WritingText Types and Purposes 1,2Production and Distribution of Writing 4

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Critical ResponseStudents develop their comprehension when they reflect upon what they noticed, wondered about and felt. Engage your students in a discussion by posing the following questions:

Post-Show Questions (Grades K–4)

1. What are the different instruments played by Terrance Simien and the Zydeco Experience?

2. What types of instruments are they (woodwind, brass, string, percussion, etc.)?

3. In juré, what would you name as the instrument?4. Compare and contrast juré to playing an instrument.5. What did you see and/or hear in the performance

that surprised you?

Post-Show Questions (Grades 4–8)

1. Identify depictions of Creole culture used in the film. Compare and contrast them with what we know about Creole culture.

2. If you were writing an editorial, what elements would you include to depict the Creole culture?

3. During the performance, what community concerns/issues did the musicians communicate?

4. Compare and contrast this performance to another music performance you have experienced.

5. After seeing Terrance Simien and the Zydeco Experience, what questions do you have?

My Review!Students need to learn to use writing as a way of offering and supporting opinions and to demonstrate understanding of experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. The writing activity on the following page allows students to write and illustrate a review of Creole for Kidz and The History of Zydeco.

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My Review! Name:

You are a reporter for your school’s newspaper!Write an article to inform others about the performance you just saw. Name your article and write about the performance. Illustrate a moment from the music on a separate sheet of paper.

Title:

I saw

I heard

The music made me feel

The performance reminded me of

My favorite part of the music was