This post is by Eileen Manchester, Program Specialist and Manager of the Lewis-Houghton Initiative at the Library of Congress.
Like other types of primary sources, music can reveal parts of a story that may otherwise go unknown. One song from my childhood that I remember hearing and singing, but not really knowing anything about, was “You’re a Grand Old Flag.” Analyzing two different versions of the song in the Library’s digital collections allows students both to hone their listening skills and to consider how music changes over time and how word choice may change depending on historical and cultural contexts.
“You’re a Grand Old Rag” performed by Billy Murray (1906)
“You’re a Grand Old Rag” premiered at the Herald Square Theater in George M. Cohan’s stage musical play, George Washington, Jr.in 1906. It was the first song from a musical to sell more than a million copies.
Play the song from start to finish. Ask students to listen without taking notes or capturing information. After playing the recording, ask students to share what they heard:
- What, if anything (instruments, melody, lyrics, etc.), sounds familiar?
- How would you describe the mood of the song?
- Who do you think was the audience and why?
Pass out the sheet music.
Give students a few minutes to analyze the cover sheet first and share their observations. For example, they may be interested in the characterization of the song as a “hit” and may have observations about the cover art. Then play the song a second time, asking students to read along as they listen and make note of lyrics or other details.
Ask students to share observations and reflections from this second listen:
- What names or places appear in the lyrics? Is anything else about them familiar?
- Has your initial reaction to the song changed after reading the sheet music? Why or why not?
“You’re a Grand Old Flag” by US Marine Band (1953)
Repeat the same activity using a version of the song recorded United States Marine Band in 1953 and with the sheet music after the title had been changed from “rag” to “flag.” Students might notice that the sheet music from both versions is copyrighted 1906. Ask them to hypothesize why Cohan might have changed the title.
Compare, Contrast and Connect
Give students time to compare the two versions.
Ask students what changed about the song. Encourage students to note how the recordings differ. They might consider the intended audiences of each song and why that matters. To learn more, students may read this essay about the song.
To extend learning, encourage students to think about other well-known songs. How might knowing more about that song’s history change their understanding of its significance?
If you use the Library’s music or other arts-based primary sources in your teaching, staff from the Lewis-Houghton Initiative would love to know. Please share your experiences in the comments!
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Comments (3)
It appears that the 1906 version has been posted twice and the 1953 version from the U.S. Marine Band has not been posted. Otherwise, a lovely lesson – for all of us!
Thank you, Susan for pointing this out! We made the correction (and appreciate your smart observation!)
Upon returning from the Library of Congress after spending a week there as an American Memory Fellow some twenty-five years ago, I worked with my 8th grade social studies teaching partner to introduce students to the World War I song, “Over There” – also, as it happens, written by George M. Cohan. I had full-size, lifelike copies printed for small-group analysis of both the cover art work and the lyrics, made even more entertaining through the use of magnifying glasses for close observation. After that, the students learned and practiced the music, then marched through the hallway holding their copies (and their magnifying glasses) to an open school commons area. There, I accompanied them on the piano as they sang “Over There” with great enthusiasm. It is still one of my all-time favorite memories of teaching with primary sources from the Library of Congress!