Minutes of Sacred Harp Singings

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Camp Fasola, Youth Emphasis

Camp Lee, Anniston, Alabama

July 3-7, 2017

Monday, July 3

Arrival, Registration, and Orientation

Registration for Camp Fasola, 2017, Youth Emphasis, began at 4:00 p.m. Campers were issued t-shirts, procedures lists, maps, and identification badges. Campers had free time for recreation, followed by counselor orientation sessions, and then followed by supper at 6:00 p.m. Every one attending camp met with David Ivey in Lakeview Lodge at 7:00 p.m. for orientation and instructions.

Class Singing 7:30 p.m.

Led by Youth Counselors. Beth Anne Clay and Sasha Hsuczyk called the class to order by leading 56t, followed by the opening prayer. Leaders: Brittany Thompson, Ainslie Allen, Elizabeth Brown, Rebekah Lauren Clay, Gracie Davis, and Cora Wareh 132; Justin Bowen, Zane Baxley, Ewan Eddins, and Ezra Lloyd 40; Cheyenne Ivey, Tabitha Cook, Trinity Cook, Taylor Cook, Karalina Mann, and KayLee Mann 87; James Eldridge, Gavin Baxley, Luke Cornett, Elam Eddins, and Faiz Wareh 111b; Beth Anne Clay, Annaliza Cull, Ruby Francis, Devereux Fuller, Anna Hinton, and Jade Thompson 131b; Alvaro Witt Duarte, Ezra Eddins, Spencer Hegwood, Gideon Lloyd, and Jared Pope 48t; Sasha Hsuczyk, Elizabeth Betz, Dorothy Brown, Mary Francis Clay, Lainey Martin, and April Watkins 354b; Tom George, Jacob Acton, William Brown, Ethan Cornett, and Mason Ivey 282; Rachel Rudi, Chastity Broome, Neveah Broome, Jamira Jackson, Tullaia Powell, Mattie Sue Prewett, and Sierra Saylors 36b; Drew Smith, Justin Corbett, Eli Eddins, Isaac Lloyd, Barrett Patton, and Jubal Schultz 129; Lela Crowder, Karis Askin, Anna Bowen, Emily Eddins, Katherine Eldridge, Eva Grace Horsley, and Holly Mixon 65; Judy Caudle, Bridgett Hill Kennedy, Zilpha Cornett, Angela Myers, Pam Nunn, Aldo Ceresa, Tarik Wareh, Laurie Dempsey, and Robin Betz 448b; Eric Eddins, Ethan Eddins, and Kevin Eddins 178; Calum Woods and Sam Sommers 404; Pattie Wareh and Susan Cherones 209; Samuel Williams and Esther Williams 566; Nicholas Thompson and Alex Forsyth 192; Lauren Bock, Jesse P. Karlsberg, and Lucey Rose Karlsberg 217; Jonathon Smith and Daniel Bearden 444; Allison Whitener and Grace Whitener 146; Ellen Ray and Nathan Rees 496; Dan Brittain and Jim Neal 114; Joanne Fuller and Laurie Dempsey 179; Sally Langendorf and Guy Bankes 481; Terry Wootten and Karlie Mann 74b; Eric Eddins and Paula Oliver 42; William Brown and Dorothy Brown 231. Beth Anne Clay and Sasha Hsuczyk led 277 as the closing song. Alvaro Witt Duarte offered the evening devotional, followed by James Eldridge, who offered the closing prayer. Class was dismissed.

Tuesday, July 4

Lesson: Rudiments I/Youth I 9:00 a.m.

Teachers—Lauren Bock and Tom George. Lauren introduced pitch, volume, and tempo using games and exercises. A rapid-fire flash card game was played to learn the shapes. Campers practiced scales using well known children’s songs singing just the shapes. Volunteers were given a printed out shape, and were to arrange themselves in the order of the major scale. Lauren described rhythm as the beat of a song, and tempo was explained as speeding up or slowing down, but the rhythm will not change. Tom explored duration of notes using the concept of measures and using the hand to beat time. The class practiced exercises on pages 15 and 16 of the Rudiments on modes of time with explanation of accent in each mode. The elements on 49t were discussed, and the class sang it. Class was dismissed.

Lesson: Rudiments I/ Youth II 9:00 a.m.

Teachers—Stuart Ivey and Sasha Hsuczyk. Stuart began the lesson leading 47t. Stuart taught the class beginning with page 13 of the Rudiments, discussing relative pitch, which is used in Sacred Harp, and explained rhythmics, beating time, accent and dynamics. Sasha addressed the difference between the major and minor scales, and led campers in singing scale exercises. Sasha explained the basics of leading in Sacred Harp where the leader beats time with hand and arm moving down and up. Sasha demonstrated by leading 59 in common time. Volunteers practiced leading 59. Class was dismissed.

Lesson: Rudiments I/Adult 9:00 a.m.

Teacher—Nathan Rees. The lesson began by singing the major scale in ascending and descending order. Nathan explained intervals, according to page 19 of the Rudiments. Intervals are named after degrees of the scales; harmony consists of tones sounding simultaneously in a pleasing way. Nathan led 146. The class sang the bass line on 313t, and the treble line on 30b to demonstrate octaves. One octave is the span of eight degrees beginning with the tonic. To further demonstrate octaves, Nathan led 414 and 359. Minor scales were sung with attention to the difference in sound between the major and minor. The class sang the bass line of 315 and 312t, both minor songs. Class was dismissed.

Elective: Team Tunesmith I—Sacred Harp Composition 10:30 a.m.

Teacher—Aldo Ceresa. Aldo welcomed the class and led 101t. Aldo remarked that new music is written to give back to the Sacred Harp community, for personal expression, and to continue the work of writing songs. The best composers work at writing songs, continuing to draft their music several times before the song is complete. Class members were divided into two teams to work together on writing new compositions to be sung later in the week at the composium. Aldo presented the following assistance to the tunesmiths: look to Sacred Harp as your guide; learn from living composers; learn the function and characteristics of each of the four voice parts; study Sacred Harp harmony; sing your music; do not rely too much on the computer or an instrument; make sure your tune is set in the correct mode of time; keep the accent in mind; pay attention to the poetry; remember that writing involves a lot of trial and error. Team number one was Daniel Bearden, Beth Anne Clay, and William Brown. Team number two was Drew Smith, Isaac Green, and Emily Eddins. Class was dismissed.

Lesson: Learning Songs/Youth 1:00 p.m.

Teachers—Jonathon Smith and Bridgett Hill Kennedy. Jonathon and Bridgett led 37b. Bridgett mentioned that certain songs have a natural appeal, and there are certain songs that people love within the Sacred Harp community. Jonathon related several things to remember when learning new songs, and stressed the importance of practicing them. Leaders: Jonathon Smith 274t; Barrett Patton 472; Jade Thompson and Karlie Mann 354b; Ruby Francis and Devereux Fuller 224; Anna Hinton 112; Spencer Hegwood 277; April Watkins 29t; Kaylee Mann, Karalina Mann, and Gavin Baxley 496; Ethan Cornett and Spencer Hegwood 117; Dorothy Brown 231; Jade Thompson and Jamira Jackson 168; Trinity Cook, Taylor Cook, and Tabitha Cook 159. Class was dismissed.

Lesson: Songs of P. Dan Brittain 1:00 p.m.

Teacher—Dan Brittain. Dan held a question and answer time, and explained the background, poetry, and thoughts behind his compositions. Dan credited Reese, White, and Dumas in having an influence in his writing. Songs discussed were “Iowa”, “Maquoketa”, examples of word painting in them; “Polnick”, George Washington’s parish church and was sung for the first time at the Potomac River Convention in the nineties; “Hauff”, the poetry from a poem written by an Anglican priest from Bristol, written for Judy and Melanie Hauff; “Dean Street”, the site of the third Ireland convention; “Cowling”, for Doug Cowling, an organist in Toronto, Canada; “Beard”, written for Kelly Beard. The remainder of class time was used singing the following songs: “Come On, My Friends”, “Good Physician”, “Endless Distress”, “The Wonder”, “The Teacher’s Farewell”, “Winter Garden”, “Dying Minister” and “Vain World Adieu”. Class was dismissed.

Elective: Mapping Sacred Harp 2:10 p.m.

Teacher—Jesse P. Karlsberg. Jesse provided campers with a handout that showed the comparisons of minuted singings that had been digitized from 1994-2014. Comparisons during that period showed a growth of singings in the northern region, particularly in New England, while the singings in Alabama and Georgia showed a slight decrease. Songs were also mapped by trend and usage in ten regions of the United States by the most led or the least led. Class was dismissed.

Lesson: How to Beat the 7 Modes of Time/Youth 3:30 p.m.

Teachers—Stuart Ivey and Lauren Bock. Lauren described which modes of time are down-up and down-down up. Stuart read page 16, section 12 of the Rudiments regarding 3/2 and 3/4 time. Students found songs they liked which featured different modes of time, and led them. Leaders: KayLee Mann 49t; Spencer Hegwood, Gavin Baxley, and Ethan Cornett 70t; April Watkins 29t; Taylor Cook and Elizabeth Brown 274t; Tullaia Powell and Sierra Saylors 547; Anna Bowen, Nevaeh Broome, Mason Ivey, and Chastity Broome 457; Eric Eddins 94; Cora Wareh 64. Class was dismissed.

Lesson: Leading Workshop/Adults 3:30 p.m.

Teachers—Bridgett Hill Kennedy and Judy Caudle. Bridgett led 101t. The teachers discussed the importance of having a clear and concise leading style. To lead effectively there should be communication between the leader and the singing class. Leaders: Barrett Patton 434; Guy Bankes 543; Ellen Ray 34t; Tarik Wareh 48t; Calum Woods 376; Jim Neal 473; Nicholas Thompson 386; Jubal Schultz 450. Class was dismissed.

Lesson: Scales and Intervals 3:30 p.m.

Teacher—Samuel Sommers. Sam led 358 to open the session, said a prayer, and welcomed the class. Sam highlighted the liberal use of scales and arpeggios in 358. The class sang the major scale in ascending and descending order. The last note of the bass part determines whether the song is in a major or minor mode. A perfect fifth has the same open sound regardless of a major or minor mode. The class sang 206, 218, and 411, all featuring scales. A triad in the root or tonic position is the first, third, and fifth degree of the scale and is often used in keying songs. Class members participated in singing scale drills and intervals. For examples of difficult intervals, Faiz Wareh led 310 and Sam Sommers led 431. For differentiating the fourth or fifth intervals, the class sang the bass part of 313b. For more interval practice, the class sang 110 before concluding with 176b. Class was dismissed.

Elective: Keying Music 4:45 p.m.

Teacher—David Ivey. David began by stating that learning to key is something that is a lifelong process of learning. Keying is basically self-taught and each person learns through their own method. The Rudiments suggest keying for vocal comfort. Listening is the most important way to key. The most chaotic thing is for everybody to jump in to help. The keyer may ask for help, if needed. If a keying war ensues, it is up to the chairman to restore order. Jeff Sheppard was quoted at one time saying, “The only two people who can have an opinion about the key is the leader and the keyer.” David provided class members with a list of songs that have a tendency to be keyed too high and a list of songs that have a tendency to be keyed too low, for reference. Leaders who practiced keying were William Brown 37b; Sierra Saylors 47b; Katherine Eldridge 38b; Gideon Lloyd 34b; Barrett Patton 331; Nicholas Thompson 175; Calum Woods 312t; Sasha Hsuczyk 168. Class was dismissed.

Class Singing 7:30 p.m.

Led by Youth Boys. Jubal Schultz called the class to order by leading 565, followed by the opening prayer. Leaders: Arranging Committee 117; Barrett Patton and Alex Forsyth 377; Jared Pope and Faiz Wareh 300; Karen Ivey and Grace Whitener 354b; Ezra Lloyd, Edith Eddins, Eric Eddins, and Evie Eddins 317; Guy Bankes and Dan Brittain 541; Sasha Hsuczyk and Robin Betz 303; Jade Thompson and Jamira Jackson 455; Kevin Eddins, Ewan Eddins, and Gideon Lloyd 65; Sam Sommers and Katherine Eldridge 64; Eva Grace Horsley 72b; Calum Woods and Pattie Wareh 319; Ainslie Allen and Anna Hinton 63; Susan Cherones and Tarik Wareh 460; Beth Anne Clay and Rebekah Lauren Clay 358; Terry Wootten 472; Allison Whitener, Bridgett Hill Kennedy, and Angela Myers 440; Elam Eddins and Gavin Baxley 159; Idy Kiser and Lynn Wilson 171; Gracie Davis and April Watkins 388; Daniel Bearden and Rob Bahler 242; KayLee Mann and Karalina Mann 496; Campbell Longworth and Jim Neal 218; Tabitha Cook, Taylor Cook, and Trinity Cook 155; Nathan Rees and Ezra Eddins 182; Lainey Martin and Tullaia Powell 504; Holly Mixon 142; Cora Wareh 547; Emily Stutzman and Karis Askin 268; Justin Corbett and Nicholas Thompson 217; Sally Langendorf and Joanne Fuller 229. Jubal Schultz and Spencer Hegwood led 225t as the closing song. A closing prayer was offered, and the class was dismissed.

Wednesday, July 5

Lesson: Rudiments II/Youth I 9:00 a.m.

Teachers—Lauren Bock and Tom George. The class began with warm-up exercises on volume, pitch, and rhythm. Tom led the class in singing the major scales and intervals. Lauren reviewed the four voice parts, and how they form chords and harmony. Using 48t, the class reviewed the anatomy of the song, such as braces, bass and treble clefs, and mode of time. Class members turned to 48t for an example of a tie, and 48b for examples of slurs and repeats. They sang the tenor line only. To demonstrate octaves, and how the scale extends in either direction, Tom started with his lowest note and sang the scale to his highest note. The class practiced singing the scale for two octaves. The class looked at 274t and learned about D.C. repeats and joined flags. The class sang the tenor line, and then in parts. Eight students, each holding a paper with a shape note on it, played a game of arranging themselves in height order. When arranged from shortest to tallest, they switched shaped notes to form the minor scale. Lauren offered explanation of the difference in sound between the major scale and the minor scale. Tom led 47b, and reviewed accent, specifically working on the primary accent, singing stronger on the first downbeat of each measure. Tom further reviewed primary and secondary accent in compound time. Lauren explained fuging tunes, with parts coming in at different times, and looked at 182 as an example. Class was dismissed.

Lesson: Rudiments II/Adults 9:00 a.m.

Teacher—Nathan Rees. The class began with warm-up exercises of the scales and intervals. Beginning on page 14, chapter II, of the Rudiments, Nathan taught class members about rhythmics. Included were D.C., note values, rests, time signatures denoting the modes of time, beating time, and accent. Leaders: Campbell Longworth 322; Emily Stutzman 435; Ellen Ray 83b; Robin Betz and Nathan Rees 360; Rajbir Athwal and Nathan Rees 73t. Class was dismissed.

Elective: Readings and Reflections: An Hour with Buell Cobb 10:45 a.m.

Teacher—Buell Cobb. Buell began by reading the obituary for Ezra Hall, Escambia County, in south Alabama. Hubert Nall related a story of D.D. Nall (Uncle Dozier), who died during a Sacred Harp singing in 1942. Mr. Nall was carried out and laid in a pick-up truck, covered, and the people continued the singing because Uncle Dozier would have wanted that. Buell then read from a chapter in his book on Ms. Ruth Denson and T.J. Denson that included excerpts from interviews with the Decatur Daily in Morgan County, Alabama, in 1926. Buell read a section of comments from Myrl Jones of Texas about Uncle Tom’s teaching of how to lead, and discussed the leading techniques of the Smith sisters (Myrl Jones and Myra Palmer), Marie Aldridge, Lucy Heidorn, and others who led in the style taught by Denson. Another reading was an excerpt from an interview with Lonnie Odem published in the Daily Advocate about a ten-day convention with three meals provided per day. Odem and his wife hosted singers in their sixteen room house. Odem was also the financier of the 1936 edition of the Sacred Harp. Class was dismissed.

Elective: Moving to the IV (Chord) 10:45 a.m.

Teacher—Aldo Ceresa. Aldo provided a handout to class members relating the history and usage of the IV chord and composers that favored them. Aldo remarked that IV chords have gone in and out of style over the years. There are one hundred thirty-five major songs in the Sacred Harp that have at least one instance of the IV chord on an accented beat. Leaders: Aldo Ceresa 227, 31t; Zilpha Cornett 146; Calum Woods 178, 72b; Sam Sommers 438; Tarik Wareh 82t; Jeannette DePoy 496; Sasha Hsuczyk 49t, 70t; Daniel Bearden 454; Guy Bankes “Brown” (from handout). Class was dismissed.

Lesson: Singing Favorites with Sam 1:00 p.m.

Teacher—Samuel Sommers. Sam led 210, said a prayer, and then led 24b to begin the class. Sam told a story that when Hugh McGraw was asked “What’s your favorite song?” he always answered, “The one I’m singing.” Sam continued that if you sing Sacred Harp long enough, every song in the book will remind you of someone or someplace. Don’t make a list of songs you don’t like. It’s not helpful but hurtful to speak ill of a song. That song is somebody’s favorite. The following songs were led with commentary as to why each is Sam’s favorite. Leaders: Jesse P. Karlsberg 417; Tarik Wareh 98; Sasha Hsuczyk 522; Jeannette DePoy 436; Sally Langendorf 312b; Sam Sommers 54; Emily Eddins 304; Calum Woods 232; Judy Caudle 444; Faiz Wareh 506. Sam closed the lesson leading 38b. Class was dismissed.

Elective: 75th Anniversary 1942 Alabama State Recording 2:10 p.m.

Teacher—Aldo Ceresa. Aldo welcomed the class, and led 82t. A handout was provided of reconstructed minutes from the 37th annual session of the Alabama Sacred Harp Singing Convention held at the Jefferson County courthouse in Birmingham, Alabama. The handout included a list of singers known to be in attendance (approximately fifty), Alan Lomax’s field notes, photographs of the courthouse, Alan Lomax, Paine Denson, and George Pullen Jackson. The handout’s cover featured a photograph of Wennett Robertson leading. This picture, published in the Birmingham News the day after the event, is the only know photograph of the convention. Aldo remarked that this year marks the seventy-fifth anniversary of one of the most valuable documents of Sacred Harp singing ever produced—Alan Lomax’s landmark 1942 Library of Congress recordings; featuring over six hours of singing and speeches from the floor of the August, 1942; Alabama Sacred Harp Singing Convention, plus an hour long interview with Paine Denson. Alan Lomax loved Sacred Harp, and traveled around for sixty years making Sacred Harp recordings. In attendance with Lomax was Dr. George Pullen Jackson, a professor at Vanderbilt University noted for his pioneering academic research on Sacred Harp music, history, singing practice, and editor of the Library of Congress recordings. Aldo played segments of the recording to class members. The class listened to 112, 377, 59, 455, 422, 402, 342, 392, 445, and 346. Along with listening to the songs, Aldo played segments of speeches given by Marcus Cagle, George Pullen Jackson, Reverend C.L. Mimms, and Paine Denson. Aldo told class members that Alan Lomax’s complete inventory was now downloadable from the Library of Congress. Class was dismissed.

Lesson: Leading Practice/Youth 3:30 p.m.

Teachers—Justin Bowen and Sasha Hsuczyk. Justin and Sasha led 460. They reviewed tips on good leading practices, and gave advice to leaders. Leaders: Eric Eddins 176b; Spencer Hegwood and Gavin Baxley 59; Trinity Cook, Tabitha Cook, and Taylor Cook 274t; Ethan Cornett 302; April Watkins 303; Gracie Davis 63; Gideon Lloyd, KayLee Mann and Karlie Mann 186; Jade Thompson and Elizabeth Betz 36b. Class was dismissed.

Lesson: Leading Workshop/Adults 3:30 p.m.

Teachers—Bridgett Hill Kennedy and Judy Caudle. Judy led 76t. The teachers offered assistance and feedback as class members led a song. Leaders: Zilpha Cornett 323t; Barrett Patton 273; Robin Betz 110; Jim Neal 432; Mattie Sue Prewett 318; Pattie Wareh 198; Jacob Acton 457; Emily Stutzman 72b; Brittany Thompson 40; Karis Askin 362; Holly Mixon 440; Justin Corbett 277; Jubal Schultz 78; Nicholas Thompson 91; Jeannette DePoy 532; Guy Bankes 534. Class was dismissed.

Lesson: Accent 3:30 p.m.

Teacher—Samuel Sommers. Sam led 318, followed by prayer. Sam played a 1942 recording of 318, and asked class members to pay close attention to the accent. Sam commented that we do not need to imitate the recording exactly, but we do need to emulate their principles of accent. Accent is stress or voice emphasis on one part of a sentence or measure more than the other. To practice, the class sang the tenor line of 31b. Accent does not change the length of the note: to illustrate, Sam showed four boxes of equal size that contained weights of varying sizes corresponding to how a 4/4 measure should be accented. He then removed one box to correspond to how triple time should be accented. For practice, the class sang 30b. Sam remarked to not over emphasize the accent to avoid choppiness. The old recordings have a bouncy feel. For practice, the class sang 207. Sam stated that there is a tendency to sing high notes the loudest even when they do not fall on the accent. The class sang 118 and 413. The third beat, which would be the secondary accent, is often missing in 413. Samuel Williams led 375. Sam commented that you cannot emphasize silence, but silence can be its own emphasis. Katherine Eldridge led 176b and the class listened to a 1942 recording of the same song. The class looked at 170 in 2/4 time. The 2/4 time does not normally have a secondary accent unless there are four eighth notes in the measure. The class looked at 121. A slow song can have good energy if it is sung with good accent. Sam ended the lesson by leading 46. Class was dismissed.

Elective: Concords and Discords—Major 4:45 p.m.

Teacher—Jesse P. Karlsberg. Jesse provided the class with a handout from B.F. White’s 1844 edition. The class looked at page 22 of the 1991 edition Rudiments, and sang the notes of triads and dyads, taking notice of the difference in sound. The class practiced mollifying exercises from the handout. Jesse stated that the tonic is the home chord with submediant as the second most common chord in major, and looked at 406 as an example. The third most common chord in major is dominant with the fourth being supertonic and the fifth subdominant. Examples of songs in each of the harmonies were examined and discussed. Jesse remarked that B.F. White may have considered Tanshur’s adequate explanation, so he just copied it since he was selector and arranger for the book. Jesse led 48t, and the class was dismissed.

Class Singing 7:30 p.m.

Led by Youth Girls. Jamira Jackson and Gracie Davis called the class to order leading 274t, followed by the opening prayer. Leaders: Jade Thompson, April Watkins, Anna Hinton, and Lela Crowder 65; Eva Grace Horsley and Karis Askin 472; David Ivey, Karen Ivey, Allison Whitener, Grace Whitener, Richard Ivey, Kelsey Ivey, Everett Ivey, Stuart Ivey, Vivian Ivey, and Cheyenne Ivey 354b; Jesse P. Karlsberg, Lauren Bock, and Lucey Rose Karlsberg 492; Justin Corbett and Nicholas Thompson 436; Samuel Williams, Esther Williams, and Camp Lee Staff 426t; Drew Smith, Alex Forsyth, and Camp Lee Staff 270; Justin Bowen and Tom George 187; Gideon Lloyd and Ewan Eddins 53; Aldo Ceresa and Rachel Rudi 464; Alvaro Witt Duarte and Camp Lee Staff 272; Zilpha Cornett and Paula Oliver 480; Jim Neal and Nathan Rees 84; Ellen Ray and Emily Eddins 131b; Calum Woods and Campbell Longworth 198; Evie Eddins and Katherine Eldridge 377; Eli Eddins and James Eldridge 138b; Jubal Schultz and Jacob Acton 385b; Ruby Francis, Elizabeth Brown, and Devereux Fuller 146; William Brown and Dorothy Brown 37b; Holly Mixon, Elizabeth Betz, and Anna Bowen 455; Isaac Lloyd and Samuel Sommers 184; Tullaia Powell, Sierra Saylors, and Annaliza Cull 361; Tabitha Cook, Taylor Cook, Trinity Cook, and Cora Wareh 117; Beth Anne Clay and Rebekah Lauren Clay 542; Pam Nunn and Judy Caudle 220; Lainey Martin and Mary Francis Clay 178; Tarik Wareh, Patti Wareh, Faiz Wareh, and Cora Wareh 277; Sasha Hsuczyk and Ainslie Allen 196; Ethan Cornett and Gavin Baxley 59; Rene Greene and Pam Nunn 183. Jamira Jackson and Gracie Davis led 569b as the closing song, followed by prayer and the evening devotion. Class was dismissed.

Thursday, July 6

Lesson: Rudiments III/Youth I 9:00 a.m.

Teachers—Lauren Bock and Tom George. Tom George played the scales and intervals on guitar and campers sang along. The modes of time were reviewed as class members pieced together notes and rests into measures on a felt board. The class sang each mini-composition to be sure no beats were missing. Types of rests were reviewed along with accidentals. The remainder of the lesson included practicing songs. Jamira Jackson led 455, and the class was dismissed.

Lesson: Rudiments III/Youth II 9:00 a.m.

Teachers—Stuart Ivey and Sasha Hsuczyk. Sasha began the lesson by reviewing accent. Sasha stated that the time signature of a song defines what the accent will be and sometimes the poetry can dictate the accent. Accent is what gives a song life. The class looked at 45t and read the poetry. Sasha remarked that reading the poetry gives you an idea of its rhythm. The modes of time and accent were reviewed on page 16 of the Rudiments. Class members practiced beating time while speaking the accent. Sasha Hsuczyk and William Brown led 153 paying attention to the time change. Sasha played a recording of 411 for the class to listen to that demonstrated excellent accent. Stuart used the word per-Fect in 328 to demonstrate the accent of a word. The major and minor scales were reviewed, and the class participated in interval exercises. Class was dismissed.

Lesson: Rudiments III/Adults 9:00 a.m.

Teacher—Nathan Rees. Scales and interval exercises were sung from the scale board that was displayed. For additional interval practice, the class sang 49t backwards. Nathan stated that 49t was a great option for learning intervals and to practice at home. Nathan used 313t to demonstrate how to effectively begin and end a song, and how to communicate with the front bench to change the speed of a song. Leaders: Evie Eddins 104; Samuel Williams 312b; Emily Eddins 32t; Ellen Ray 52b; Brittany Thompson and Nathan Rees 240. Nathan remarked how coming to camp helps us sing better, and have fellowship with people who sing all over the world.

Elective: Dinner on the Ground 10:45 a.m.

Teacher—Nicholas Thompson. Nicholas presented to campers the dishes and recipes to be prepared. The dishes were coleslaw, pear salad, key lime pie, grape salad, and Texas caviar. Nicholas shared the practice and history of dinner on the ground at Sacred Harp singings. Nicholas stated that it is the local host’s responsibility to provide most of the food at a singing or convention. It is essential that there be communication between the local cooks to ensure that all the staples are represented, and to prepare what you can the day before the singing. The remainder of class was spent making the dishes, sharing memories, recipes, and tips. Class was dismissed.

Elective: Concords and Discords—Minor 10:45 a.m.

Teacher—Jesse P. Karlsberg. The class was provided a handout. Jesse remarked that concords and discords in minor is really about the dyads, a combination of two notes not related, and triads, a combination of three notes, the root note plus the third and fifth scale degrees above it. The class looked at 278t, and sang the notes, and then just the half notes. On page 22 of the Rudiments, scales were discussed in number and in note. There are seven triads of the minor scale; Tonic, Supertonic, Mediant, Subdominant, Dominant, Submediant and Subtonic. For examples of the most common chords in minor, the class examined the various chords represented in each of the following songs: 74b, 68t, 32b, and 267. The class reviewed 67, a song that has concordant intervals with mollifying discord. The remainder of the lesson was used singing the notes of songs included in the handout. Class was dismissed.

Lesson: Memorial Lesson & Learning Songs/Youth 1:00 p.m.

Teachers—Richard Ivey and Kelsey Ivey. Richard and Kelsey led 129. The tradition and practice of the memorial lesson in Sacred Harp was explained and discussed. Campers spent the remaining time leading songs that were new to them. Leaders: Richard Ivey, Jade Thompson, and Trinity Cook 389; Richard Ivey, Ezra Lloyd, and William Brown 425; Richard Ivey, Eric Eddins, and Taylor Cook 176t; Richard Ivey, Ethan Cornett, and Ewan Eddins 556; Richard Ivey, Jacob Acton, and Tullaia Powell 39b; Kelsey Ivey, Edith Eddins, and Holly Mixon 403; Elizabeth Betz 354b; Richard Ivey, Drew Smith, and Jubal Schultz 235; Justin Bowen 111b; Kelsey Ivey, Anna Bowen, and Mattie Sue Prewett 318. Class was dismissed.

Lesson: The Memorial Lesson 1:00 p.m.

Teachers—Scott DePoy and Jeannette DePoy. Scott welcomed the class, and explained that Jeannette was not feeling well and would not be in class. Scott DePoy explained the reason we do memorial lessons at Sacred Harp singings. Memorial lessons are a tradition that began in the late 1800s. Officers select a memorial committee and the committee decides who will speak, and collects the list of names of the sick and shut-ins and the deceased. Sometimes a person may know ahead of time to participate in the memorial lesson and sometimes it is last minute. Songs are selected that remind us of people from the community or the words may have relevant meaning. There is generally some talking, there is no set text to read: the memorial can include scripture, poems, or words from a song. The names of the sick and shut-ins are read, usually first, but not always, and then the names of the deceased are read followed by a song and most often a prayer. Most memorials include words about the deceased and how they will be remembered. It is a time to share the grief with each other and share the burden of the difficulty of the experience. The beauty of the songs and prayer in a memorial lesson is that it lifts us up. Sacred Harp is a community that faces death in song. The way we confront death helps to deal with grief. Scott shared Jeannette’s letter referring to the sick and shut-ins, in which she shared her diagnosis. The support she felt from the community helped her deal with the time of sickness. Scott shared that the Sacred Harp community is like a blanket you can wrap up in to feel safe, loved, and comforted. It is a blessing and a hand to hold on to in a time of darkness. The class concluded and entered in to a memorial lesson.

The memorial lesson began with Sally Langendorf leading 285 (t? b?) and Campbell Longworth leading 347. Zilpha Cornett shared her experience from past memorial lessons. Ellen Ray spoke, and dedicated the lesson to the people who are unable to attend singings. She shared going to Betty Shepherd’s home after a singing in Henagar, and playing a video of the singing, and how much encouragement it had brought. Jared Pope read the following names of the sick and shut-ins: Velton Chafin, Johnnie Chafin, Eugene Forbes, Ottis Sides, Susan Harcrow, Eloise Wootten, Karen Rollins, Concetta Branson, Everett Daily, Daniel Davis, Chris Holley, and Henry Schuman. Ellen Ray led 70t in honor of the sick and shut-ins.

Barrett Patton spoke about the many interpretations and perspectives of death from songs in the Sacred Harp, such as 419 and 111b. He shared that the impact of death is grief, but for the ones who have crossed over it is a joyful time! He read the text of 122, and spoke of how restorative and cleansing the words are. Barrett shared what a privilege it is to hear the Master’s voice and what a thought to think of that reunion with other singers. Robin Betz read the following names of the deceased: Kenneth Fannin, Toney Smith, Lavoy Smith, Gary Smith, Levon Wootten, Edna Ruth Phillips, Hester Edwards, S.T. Reed, Gravis Ballinger, Kermit Adams, Steve Adams, and Elsie Moon—Alabama; Joe Nall—Florida; B.M. Smith, Geneva Prichard, Johnny Lee, Delorese Lee, and Hugh McGraw—Georgia; Janelle Davis and Les Sontag—Illinois; Ruth Hooke—Massachusetts; Bill Mates—New Jersey; John Bayer—Ohio; Skip Trout and Oliver Kindig-Stokes—Pennsylvania; Erin Harris—Tennessee; Ruth Steggles—United Kingdom. Barrett Patton led 338 in memory of the deceased. Sam Sommers closed the memorial service with prayer, and the class was dismissed.

Elective: Singing and Remembering Jeff and Shelbie 2:10 p.m.

Teachers—Rene Green and Pam Nunn. Memories were shared by class members and songs were led. Keepsakes of Jeff’s and Shelbie’s were given to those who led. Nathan Rees led 316 and Pattie Wareh led 474. Pam shared a story of her mom telling her that she wanted the biggest shirt they have. Pam gave her a smaller shirt to which Shelbie replied, “every year there is a shirt smaller than the others.” Sally Langendorf led 297. Bill Windom shared a story of driving through Houston, Texas. Jeff told him to “get in that express lane” and when the express lane ran out they could not figure out how to get back over. The police ended up escorting them out of Houston. Faiz Wareh led 218. Barrett Patton led 196. Rene shared that she and Pam were called to sing together and Shelbie wanted them to lead 222. Shelbie knew there was an ongoing feud between the girls over the pronunciation of gaping. Rene called Jeff one time to tell him she was lost in the Scottsboro area and all he told her was “follow the river”. Laurie Dempsey led 192. Laurie shared the story of being in Shelbie’s leading class, and Laurie was snoring. Shelbie dispatched Pam to kick her. Aldo Ceresa led 442. Aldo recalled being in Shelbie’s leading class in 2006. He was going to be the smart guy, and lead a complicated song. Shelbie proceeded to make him lead it three or four more times. After that she would smile and tell people he was a most improved leader. Guy Bankes recalled getting ready to lead at Holly Springs, and asked Jeff to key his song and he did. Guy asked Jeff could he key it a little higher and Jeff told him to do it himself. Since then Guy said he always tries to key his own songs. Class was dismissed.

Elective: Old Minutes—What They Tell Us & What They Don’t 2:10 p.m.

Teacher—Buell Cobb. Buell explored early minutes from the late nineteenth and early twentieth centuries. Buell showed that while old minutes contained boiler plate language, even the conventional documentation of preceding conventions can reveal unique qualities about individual singings and the period or regional cultures in general. Class was dismissed.

Lesson: Lemonade Making and Snacks 3:15 p.m.

Teacher—Rodney Ivey. All campers gathered on the lawn to learn about making homemade lemonade for singings. Campers participated in preparing the lemons, adding the sugar and mixing it all together from a recipe to serve a large crowd. This camp tradition began with Bud and Sammie Oliver and continues in their memory. In addition to the refreshing homemade lemonade campers enjoyed slices of watermelon. Class was dismissed.

Elective: Team Tunesmith II—Composium 4:00 p.m.

Teacher—Aldo Ceresa. Tunesmiths presented their new compositions from the past two days. Campers sung through each composition with a time of questions, comments, and discussion following. Class was dismissed.

Elective: What I Learned From My Sacred Harp Elders 4:00 p.m.

Teacher—Kathy Williams. Kathy told stories of learning to sing from her grandparents, and at singing schools which lasted for two weeks. Kathy led 108t as her first song at ten years of age. At singing schools they learned to sing tenor first before trying other parts. When she sings, she fills her niche in the timeline of singers who have come before and who will come after. She rode to singings with the Ayers and Jim helped her to learn and practice songs. She learned to sing alto from Charlene Wallace and Joyce Walton. Kathy led 77b. She also attended singing schools by the McGraws, and learned from Jeff Sheppard that there is always something to learn about Sacred Harp. Jeff being a prankster, showed her how much fun it can be to make friends at camp and learn about them in a different way. Kathy led 186 in memory of Jeff. Kathy described singing with Jeff, Shelbie and Toney Smith in a hotel room and they how they learned songs better by singing the shapes four times, trading each time so each person sang every part. She recounted stories of Aunt Ruth and learned to have patience when traveling. She reflected on Lonnie Rogers’s grace and commitment to family. Hugh McGraw taught her to be flexible during a trip to New England. Kathy offered her advice and wisdom: when on the front bench, watch the leader and beat time; have your song ready and a back-up; give the keyer space to find their note; be aware of the flow of the singing; even longtime singers make mistakes; find your singing elders who have helped you and let them know you appreciate them; when someone is terminally ill, have the courage to say goodbye, it can be an enriching experience. Kathy invited other members of the class to share stories of their elders to conclude the session. Class was dismissed.

Community Singing 7:00 p.m.

Led by Young Adults. Ellen Ray and Rob Bahler called the class to order leading 33b. Barrett Patton offered the opening prayer. Leaders: Emily Stutzman, Campbell Longworth, Samuel Williams, Esther Williams, Paula Oliver, and Evie Eddins 120; Jade Thompson, Chastity Broome, and Jamira Jackson 77t; Ewan Eddins, Emily Eddins, Evie Eddins, Eli Eddins, Ethan Eddins, and Kevin Eddins 288; Gracie Davis, Ainslie Allen, and Annaliza Cull 448t; Grant Fuller and Alex Forsyth 354b; Lauren Bock, Jesse P. Karlsberg, and Lucey Rose Karlsberg 343; Virginia Eldridge, Katherine Eldridge, and James Eldridge 207; Barrett Patton and Nicholas Thompson 269; Philip Denney, Karis Askin, and Eva Grace Horsley 284; Rebecca Fuller and Joanne Fuller 496; Karalina Mann, KayLee Mann, and Gavin Baxley 186; Jacob Acton, Justin Corbett, and Jared Pope 168; Sierra Saylors, Tullaia Powell, and Holly Mixon 349; Lisa Bennett and David Smead 428; Nevaeh Broome, Cheyenne Ivey, and Mason Ivey 457; Ruby Francis and Devereux Fuller 196; Robin Betz, Idy Kiser, Laurie Dempsey, and Sally Langendorf 345b; Elam Eddins, Eric Eddins, Ezra Eddins, and Dana Eddins 304; Olivia Prevost, Katherine Prevost, and Tarik Wareh 170; Pattie Wareh, Cora Wareh, and Faiz Wareh 506; Isaac Green and Hayden Arp 411; Lainey Martin, Elizabeth Brown, and April Watkins 129; Daniel Bearden, Lela Crowder, and Sasha Hsuczyk 272; Rodney Ivey, Richard Ivey, Kelsey Ivey, Everett Ivey, Karen Ivey, and David Ivey 556; Ezra Lloyd, Isaac Lloyd, and Gideon Lloyd 89; David Brodeur and Andy Ditzler 541; Dorothy Brown, Tabitha Cook, and Taylor Cook 270; Beth Anne Clay and Rebekah Lauren Clay 476; Ellen Culpepper, Mattie Sue Prewett, Elizabeth Betz, and Anna Bowen 318.


Ellen Ray and Rob Bahler called the class back to order leading 274t. Leaders: Tom George, Calum Woods, and Jubal Schultz 229; Jim Neal, Jonathon Smith, and Drew Smith 303; Jerusha Wheeler, Susan Cherones, and Guy Bankes 228; Michele Cull and Erica Hinton 353; Sam Sommers and Aldo Ceresa 475; Reba Windom and Darrell Swarens 182; William Brown and Alvaro Witt Duarte 142; Sheila Wootten, Karlie Mann, Kathy Lee, Madelyn Baxley, and Rachel Baxley 87; Nathan Rees and Rachel Rudi 181; Zilpha Cornett and Jack Nelson 143; Bobby Watkins and Taylor Watkins 388; Pam Nunn and Terry Wootten 42; Bridgett Hill Kennedy and Rajbir Athwal 110; Teresa Saylors and David Saylors 300; Brittany Thompson and Justin Bowen 335; Ethan Cornett and Spencer Hegwood 302; Judy Caudle and Angela Myers 345b; Rene Green and Pam Nunn 216. Ellen Ray and Rob Bahler led 347 as the closing song. Calum Woods dismissed the class with prayer.

Friday, July 7

After breakfast, everyone met in The Ark with Camp Director David Ivey for closing remarks and farewells. The group sang 62, and took the parting hand. Samuel Sommers offered the closing prayer, and camp was dismissed.

SHMHA President and Camp Director—David Ivey