Post-Show Classroom Activity

One of the central points of conflict in Ma Rainey’s Black Bottom is between Ma Rainey and her trumpet player, Levee. Levee is very confident in his musical abilities and wants to expand the group beyond their classic style, but Ma wants him to stick to the style they’ve created. In this activity, students will explore what it’s like to have their own Levee in the group as they build a simple rhythm and “perform” it as a group.

As always, please note that some steps of the activity may be condensed, eliminated, or extended based on the needs of your classroom. This activity was created by Court Theatre Teaching Artist Willow James.

Levee’s Remix

Activity Preparation

• Supplies:
  • Levee Handout
    • Each page contains two sets of identical instructions, intended for you to cut and distribute; please feel free to print as many pages as needed.
  • As available/desired, objects or instruments with which to create a rhythm.
• Set-Up:
  • As desired, pre-determine student groups.

This activity will take approximately 20 – 30 minutes.

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Learning Sequence

1. Divide students into groups of three to ten. (~3 minutes)
2. Designate one team member to play the role of Levee, and give them a copy of the Levee Handout. This person will be the rebellious one in the group. You may wish to keep Levee a secret. Consider doing so by communicating privately with each Levee or by creating a dummy slip of paper for students who are not Levee. In this case, tell students not to reveal their identity! (~2 minutes)
3. Direct groups to create a simple beat or rhythm (using their bodies, provided objects, voices, etc.). Their beat, start to finish, should be no longer than 60 seconds. Inform students that there is not a right or wrong way to come up with their beat. They should do whatever feels good to the group! Once each group has established its rhythm, have them rehearse it a few times as a group to ensure they can remember how it begins and ends. (10 minutes)
4. After each group feels comfortable with their musical phrases, they will share their rhythms with the rest of the class. Inform students that if the rhythm is interrupted or changed during their performance by that group’s Levee, they can stop completely and restart, or start from the beginning in time. Either way, the “performance” cannot end until the rhythm is performed as rehearsed and without interruption. Have each group perform, one by one. (~5 minutes)
5. After each group has performed, guide students to reflect using the following discussion questions: (~5-10 minutes)
   1. For Levees: What was it like to rebel against the established beat? 
   2. For other group members: How did it feel to have someone working against or differently from the established beat? 
   3. For audience members: What did you notice about the group dynamics during each performance?

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• This activity aligns with the following standards:
  • Illinois Arts Learning Standards 
    • Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    • Anchor Standard 2: Organize and develop artistic ideas and work. 
    • Anchor Standard 3: Revise, refine, and complete artistic work.
  • Common Core State Standards 
    • CCSS.ELA.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
    • CCSS.ELA.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      

Posted on November 5, 2025 in Learning Guides, Productions