Mobile Menu Toggle
Greenville, GA

Jontavious Willis

Schedule a Visit
Tradition Type
Music
Tradition
Blues
Theme
Black History | Religion

Tradition: Blues

The Blues are a music genre created by African Americans that originated in the southern United States starting in the 1860s...»

Grades 3-7 Grades 7-12

The Blues are a music genre created by African Americans that originated in the southern United States starting in the 1860s. The musical roots of the Blues stem from African-American songs and spirituals incorporating religious music, stories, traditional songs, call-and-responses, shouts, chants and rhymes. One of the most influential styles of American music, the Blues influenced all later American musical styles like hip hop, rock and roll and R & B. The Blues is still alive and well, thanks largely to young artists like Jontavious Willis.

The Blues are a music genre created by African Americans that originated in the southern United States starting in the 1860s. The musical roots of the Blues stem from African-American songs and spirituals incorporating religious music, stories, traditional songs, call-and-responses, shouts, chants and rhymes. One of the most influential styles of American music, the Blues influenced all later American musical styles like hip hop, rock and roll and R & B. The Blues is still alive and well, thanks largely to young artists like Jontavious Willis.

Artist: Jontavious Willis

Hailing from Greenville, Georgia, Jontavious grew up singing Gospel music at the Mount Pilgrim Baptist Church with his grandfather...»
Grades 3-7 Grades 7-12

Hailing from Greenville, Georgia, Jontavious grew up singing Gospel music at the Mount Pilgrim Baptist Church with his grandfather. From an early age, Jontavious demonstrated a talent and passion for music. At 14, he became hooked on the Blues as a musical style and sought out blues elders to teach him songs, stories and techniques. He still resides in Georgia and has a deep connection to the rural way of life from his childhood.

Hailing from Greenville, Georgia, Jontavious grew up singing Gospel music at the Mount Pilgrim Baptist Church with his grandfather. From an early age, Jontavious demonstrated a talent and passion for music. At 14, he became hooked on the Blues as a musical style and sought out blues elders to teach him songs, stories and techniques. He still resides in Georgia and has a deep connection to the rural way of life from his childhood.

Place: Greenville, Georgia

Jontavious was born and raised in Greenville, Georgia, a small, tight-knit community with a population of fewer than 1,500 people...»
Grades 3-7 Grades 7-12
Jontavious was born and raised in Greenville, Georgia, a small, tight-knit community with a population of fewer than 1,500 people. Though fewer than 60 miles from the major metropolitan area of Atlanta, Greenville is a rural community where neighbors know one another and their families. Jontavious now resides in Atlanta but returns to visit family in Greenville often and has remained deeply rooted in the community there. Jontavious is the first major Blues musician from Greenville, but Atlanta has long been a gathering point for rural Georgia Blues musicians to connect and make a name for themselves. In the 1920s and ’30s, Atlanta arguably boasted one of the most musically fertile Blues scenes in the country being home to recording artists such as Blind Willie McTell, Barbecue Bob, Peg Leg Howell and Curley Weaver.
Jontavious was born and raised in Greenville, Georgia, a small, tight-knit community with a population of fewer than 1,500 people. Though fewer than 60 miles from the major metropolitan area of Atlanta, Greenville is a rural community where neighbors know one another and their families. Jontavious now resides in Atlanta but returns to visit family in Greenville often and has remained deeply rooted in the community there. Jontavious is the first major Blues musician from Greenville, but Atlanta has long been a gathering point for rural Georgia Blues musicians to connect and make a name for themselves. In the 1920s and ’30s, Atlanta arguably boasted one of the most musically fertile Blues scenes in the country being home to recording artists such as Blind Willie McTell, Barbecue Bob, Peg Leg Howell and Curley Weaver.

Questions for the Teacher

After viewing Jontavious’ video, before showing it to your class...»
Grades 3-7 Grades 7-12

After viewing Jontavious’ video, before showing it to your class:

  • What did you find most interesting about the video, artist, tradition and place?
  • What do you think the students will find most interesting?
  • What concepts/skills/topics in your curriculum might this connect to or shed insight on?
  • How is the life and community of this artist similar to those (or some of those) in your classroom?
  • How is the life and community of this artist distinctly different from those (or some of those) in your classroom?

After viewing Jontavious’ video, before showing it to your class:

  • What did you find most interesting about the video, artist, tradition and place?
  • What do you think the students will find most interesting?
  • What concepts/skills/topics in your curriculum might this connect or shed insight on?
  • How is the life and community of this artist similar to those (or some of those) in your classroom?
  • How is the life and community of this artist distinctly different from those (or some of those) in your classroom?
Grades 3-7 Grades 7-12

Prior to Artist Virtual Visit

Watch

Students watch accompanying video about the artist.

Image for artist video

Discuss

In a small group of 2-4 classmates, share your answers to these questions:

  • What were your first impressions and thoughts about Jontavious Willis?
  • What did you like or find interesting about his music?
  • What does the word “inspire” mean, and what inspires Jontavious’ music?

Question

Think of 3 questions you want to ask Jontavious Willis when you meet him.

Journal & Interview

Think of a story you’ve heard from someone older than you in your family or community that tells something important about your life or community. Write down this story or draw a picture depicting an important scene from this story.

Map Your Similarities

Using the story you wrote in the previous activity, write one phrase or sentence that represents an important part of the story. Have each person in the class share their sentence with the class. Write all of the phrases on the board. These sentences will become song lyrics that represent your classroom community’s story. Discuss as a class:

  • Do you see patterns or things in common between the sentences shared?
  • How can you put them in an order that makes sense as song lyrics?
  • As a class, or individually, read your class lyrics aloud. You’ll share these with Jontavious in your interaction with him!

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

Journal

Journal answers to the following questions as you think about your own community and home:

  • What was similar about Jontavious’ home and community to your own household and community? What was different?
  • Are there artists in your family or community that you admire? If so, what do you know about them? What are some things you would like to know more about them?
  • What kind of music do you know from your family, home, or community? Why is that music special to you?

Listen

Listen to the 8-Bar Blues that Jontavious recorded for your class. Look back at the class lyrics you collectively made in the pre-activity.

Discuss as a class:

  • Are there any lyrics that you would change or add to your class lyrics, now that you have learned more about Jontavious’ music and what inspires him as a songwriter?
  • Play Jontavious’ 8-Bar Blues while you (as a group or individually) speak or sing the class song/lyrics that you wrote in the pre-activity.
  • After practicing several times, record a final “take” of the class song being spoken or sung on top of the 8-Bar Blues. Send the recording to share with Jontavious!

Thank You Card

Write a thank you card for Jontavious—be sure to include something personal about yourself and how it connects to him and his music

Discuss

As a small group, discuss what you learned about the Blues tradition. Using a computer, research more about Blues music and answer these questions:

  • What places and traditions did Blues music come from?
  • What were the first instruments used in Blues music?
  • Research 3 Blues musicians that you didn’t know before. What do you think of their music? Find at least one recording or video of their music that really speaks to you— what is special about this song to you?
  • Assemble a group “playlist” together of your class’s favorite songs by the Blues musicians you discovered.
Loading...
Invalid passcode - please try again

Prior to Artist Virtual Visit

Watch

Students watch accompanying video about the artist.

Image for artist video

Discuss

In a small group of 2-4 classmates, share your answers to these questions:

  • What were your first impressions and thoughts about Jontavious Willis?
  • What did you like or find interesting about his music?
  • What did you hear Jontavious talk about that inspires his songs?

Question

Think of 3 questions you want to ask Jontavious Willis when you meet him.

Journal & Interview

Think of something that has inspired you in life—this might be a person, a place, an experience, a song, a story you’ve heard or something else.

  • Write down 10 words that describe this thing that inspires you.
  • Using as many of these words as possible, create one sentence that describes this thing that inspires you.

Map Your Similarities

Have each student share out loud with the class their sentence that describes something that inspires them. These sentences will become lyrics.

  • Collect all the students’ sentences and share with the class. These sentences will become song lyrics that represent your classroom community’s story.

Discuss as a class:

  • Do you see patterns or things in common between the sentences shared?
  • How can you put them in an order that makes sense as song lyrics?
  • As a class, or individually, read your class lyrics aloud. You’ll share these with Jontavious in your interaction with him!

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

Bring From Home

Journal answers to the following questions as you think about your own community and home:

  • What was similar about Jontavious’ home and community to your own household and community? What was different?
  • Are there artists in your family or community that you admire? If so, what do you know about them? What are some things you would like to know more about them?
  • What did you learn about how Jontavious is inspired as an artist?

Listen

  • Listen to the 8-Bar Blues that Jontavious recorded for your class.
  • Look back at the class lyrics you collectively made in the pre-activity.
  • Discuss as a class: are there any lyrics that you would change or add to your class lyrics now that you have learned more about Jontavious’ music and what inspires him as a songwriter?
  • Play Jontavious’ 8-Bar Blues while you (as a group or individually) speak or sing the class song/lyrics that you wrote in the pre-activity.
  • After practicing several times, record a final “take” of the class song being spoken or sung on top of the 8-Bar Blues. Send the recording to share with Jontavious!

Thank You Card

Write a thank you card for Jontavious—be sure to include something personal about yourself and how it connects to him and his music.

Discuss

As a small group, discuss what you learned about the Blues tradition.

Using the internet, research more about Blues music and answer these questions:

  • What places and traditions did Blues music come from?
  • What were the first instruments used in Blues music?
  • Research three Blues musicians that you didn’t know before. What do you think of their music? Find at least one recording or video of their music that really speaks to you—what is special to you about this song?
  • Find songs in your own personal playlists that you can “hear” the blues in. Have a group listening session with music from the past and present.
Loading...
Invalid passcode - please try again

Downloadable Artist Activities

Common Core Connections

Need help matching with your State Educational Standards? Contact us!

Reading – Literature

Describe how a narrator’s or speaker’s point of view influences how events are described.

Reading – Informational text

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific or technical text based on specific information in the text.

Writing

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Speaking & Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Reading - Literature

RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

W.9-10.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.