Hammond B3 Organ Cistern
by Gabrielle Calvocoressi
Photo by Levi Strand
Workshop Title: Come On, Everybody
Start by reading “Hammond B3 Organ Cistern” by Gabrielle Calvocoressi. As you’re reading, ask your students to pay close attention to the emotions the speaker is conveying throughout the piece.
Ask your students, “How does that poem resonate with you? Have you ever had that feeling of “rapture that comes when you’ve come out the other side of sadness, shaken off the blues, and entered the world again”? Then briefly discuss.
Say, “Take a few minutes to think about your own experiences (or observations) of those feelings of the “light that comes after the clouds have cleared.” Write down as many emotions as you can. Take a few minutes to brainstorm.”
Have your students compose a poem similar in sentiment to “Hammond B3 Organ Cistern” in which they convey their feelings of happiness that “comes when you’ve come out the other side of sadness, shaken off the blues, and entered the world again.”
When the students are done, have them share their responses with one another.
Area of Focus: Various
This lesson allows students to analyze various concepts and skills, so it is recommended that you have covered several of the “standalone” lessons before assigning this one.
Start by showing your students the following performance (or at least a short portion of it). When you have finished viewing the clip, ask your students about the music. How would they describe it? What were its prominent “characteristics” or “components”?
Then show your students the following mashup video to give them a bit of history and context behind Jazz music.
Read “Hammond B3 Organ Cistern” by Gabrielle Calvocoressi. As you’re reading, ask your students to try to draw comparisons to the similarities in content, concept, definition, theme, etc. between Calvocoressi’s poem and the video’s definition/description of jazz music.
Have your students open the following document and go over the overview and instructions with them. In this assignment, your students are going to draw parallels between Calvocoressi’s piece and the fundamental characteristics of Jazz music. Then give your students time to work.
When your students are done, have them share their findings with the rest of the class.
If time permits, share the exemplar essay.
- Death / Grief
- Health / Health Care / Illness
- Mental Health
- Figurative Language
- Selection of Detail
- Sound Devices
- Structure (Line Breaks)
- Structure (Syntax)
- Suicide and Self-Harm