Teacher’s Guide to Accompany The Story Trunk:

Jimi Hendrix: The Life of a Legend

Made possible with generous support from Qwest, Wells Fargo and 4 Culture

Table of Contents JimiHendrix:TheLifeofaLegend 1

ObjectivesforthisStoryTrunk 1

RelevantEALRS&CBA 2

Objects 4

BiographicalInformation 5

Introductory Activity 7

Activity 1 8

JimiHendrixMusicalInfluences 9

Woodstock,the“Counterculture”andJimiHendrix

Activity 2 10

Activity 3: Dig Deep CBA 11

Biography

Activity 4: Write a Biography of Someone Who Interests You 12

Conclusion

Activity 5: Write Your Own Biography 15

RecommendedResources

Books and Websites 15

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Teacher’s Guide to Accompany The Story Trunk:

Jimi Hendrix: The Life of a Legend

ManypeopleknowthemusicofJimiHendrixandhaveheardatleastafewofhisiconicsongs.Hisversionsof“AllalongtheWatchtower,”and“PurpleHaze”arewovenintothefabricofAmericanpopculture.However,notmanypeopleknowthehistoryofhislife.JimiHendrixdidnotstartasalegendaryguitarist,oronlyplaythesongsthatmadehimfamousduringhiscareer.EvenpeoplelivinginthisareamaynotrealizethatJimigrewupinSeattle’sCentralDistrictandattendedGarfieldHighSchool.HeperformedinmanyvenuesonJacksonStreet

inSeattle.HetouredwithBluesandRhythm&BluesbandsintheSouthlongbeforebecomingfamous.Heenrolledinthemilitaryandstruggledtofindhimselflikemostyoungpeopledo.

SohowmuchdowereallyknowaboutJimiHendrix?ThiscurriculumisintendedtoteachhighschoolstudentsaboutJimi’slifeandhowheinfluencedourpastandcurrentmusicscenes.Ofequalimportance,itisintendedtoinspireallofus,nomatterwhatourinterestsorlifestory,astheylearnaboutwhatoneordinarySeattlekidwasabletoaccomplishwithadream,determinationandaguitar.

Thecurriculumisdesignedtoprovideaweek’sworthoflessonsforyourclassroom.Youarewelcometochoosetheactivitiesthataremostsuitedtoyourneedsorteachtheunitasawhole.

Objectives for this Story Trunk: 1. StudentswillexaminethelifeandworkoflegendaryguitaristandSeattlenative,JimiHendrix.

2. StudentswillbeintroducedtothemusicofJimiHendrixandhaveanopportunitytolistento andexaminehismusicalinfluences.

3. Studentswill“digdeep”byutilizingaDigDeepCBAtoexaminematerialscontainedin thetrunk.

4. Studentswillreviewtheconceptofbiographyandlearnhowtoresearchandwriteone.

5. Studentswilluseresearchskillsandmethodstowriteabiographyofapersonwhointerests themorsomeonewhohasinfluencedtheirlife.

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Relevant EALRS & CBAEALRs addressed in Activity 1 (page 9): Grade Level 9

EALR 5. Social studies skillsThestudentunderstandsandappliesreasoningskillstoconduct research,deliberate,form,andevaluatepositionsthroughtheprocessesofreading,writing, andcommunicating.Component 5.1Usescriticalreasoningskillstoanalyzeandevaluatepositions.

Grade Level 10

EALR 1. CommunicationThestudentuseslisteningandobservationskillsandstrategiestogain understanding.Components 1.1 Useslisteningandobservationskillsandstrategiestofocusattentionandinterpretinformation.

1.2 Understands,analyzes,synthesizes,orevaluatesinformationfromavarietyofsources.

EALRs addressed in Activity 3 (page 11): Grade Level 12

EALR 4. HistoryThestudentunderstandsandappliesknowledgeofhistoricalthinking,chronology, eras,turningpoints,majorideas,individuals,andthemesinlocal,WashingtonState,tribal, UnitedStates,andworldhistoryinordertoevaluatehowhistoryshapesthepresentandfuture.Component 4.1Understandshistoricalchronology.ThiscomponentisaddressedingradesK-12. 4.2Understandsandanalyzescausalfactorsthathaveshapedmajoreventsinhistory. 4.3Understandsthattherearemultipleperspectivesandinterpretationsofhistoricalevents.

EALR 5. Social Studies skillsThestudentunderstandsandappliesreasoningskillstoconduct research,deliberate,form,andevaluatepositionsthroughtheprocessesofreading,writing, andcommunicating.Components 5.1Usescriticalreasoningskillstoanalyzeandevaluatepositions. 5.2Usesinquiry-basedresearch. 5.4Createsaproductthatusessocialstudiescontenttosupportathesisandpresentstheproduct inanappropriatemannertoameaningfulaudience.

Grade Level 10

EALR 1. WritingThestudentunderstandsandusesawritingprocess.EALR 3. WritingThestudentwritesclearlyandeffectively.Components 3.1 Developsideasandorganizeswriting. 3.2 Usesappropriatestyle. 3.3 Knowsandapplieswritingconventionsappropriateforthegradelevel.

EALR 1. CommunicationThestudentuseslisteningandobservationskillsandstrategiestogain understanding.Components 1.1Useslisteningandobservationskillsandstrategiestofocusattentionandinterpretinformation. 1.2Understands,analyzes,synthesizes,orevaluatesinformationfromavarietyofsources.

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EALRs addressed in Activity 4: Write Your Own Biography (page 12)Grade Level 12

EALR 4. HistoryThestudentunderstandsandappliesknowledgeofhistoricalthinking,chronology, eras,turningpoints,majorideas,individuals,andthemesinlocal,WashingtonState,tribal, UnitedStates,andworldhistoryinordertoevaluatehowhistoryshapesthepresentandfuture.Components 4.1Understandshistoricalchronology.ThiscomponentisaddressedingradesK-12. 4.3Understandsthattherearemultipleperspectivesandinterpretationsofhistoricalevents.

EALR 5. Social Studies skillsThestudentunderstandsandappliesreasoningskillstoconduct research,deliberate,form,andevaluatepositionsthroughtheprocessesofreading,writing, andcommunicating.Components 5.1Usescriticalreasoningskillstoanalyzeandevaluatepositions. 5.2Usesinquiry-basedresearch. 5.4Createsaproductthatusessocialstudiescontenttosupportathesisandpresentstheproduct inanappropriatemannertoameaningfulaudience.

Grade Level 10

EALR 1. WritingThestudentunderstandsandusesawritingprocess.EALR 3. WritingThestudentwritesinavarietyofformsfordifferentaudiencesandpurposes.Components 2.2.Writesfordifferentpurposes.

EALR 3. WritingThestudentwritesclearlyandeffectively.Components 3.1 Developsideasandorganizeswriting. 3.2 Usesappropriatestyle. 3.3 Knowsandapplieswritingconventionsappropriateforthegradelevel.

EALR 2. ReadingThestudentunderstandsthemeaningofwhatisread.Components 2.1.Demonstrateevidenceofreadingcomprehension. 2.2.Understandandapplyknowledgeoftextcomponentstocomprehendtext. 2.3.Expandcomprehensionbyanalyzing,interpreting,andsynthesizinginformationandideasin literaryandinformationaltext. 2.4.Thinkcriticallyandanalyzeauthor’suseoflanguage,style,purpose,andperspectiveinliterary andinformationaltext.

EALR 3. ReadingThestudentreadsdifferentmaterialsforavarietyofpurposes.Components 3.1.Readtolearnnewinformation. 3.2.Readtoperformatask.

EALR 1. CommunicationThestudentuseslisteningandobservationskillsandstrategiestogain understanding.Components 1.1.Useslisteningandobservationskillsandstrategiestofocusattentionandinterpret information. 1.2.Understands,analyzes,synthesizes,orevaluatesinformationfromavarietyofsources.

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Objects 1. Purple vest Hendrixworevestslikethisonewhenhewasfamous.AfterhemovedtoLondon,hispersonal stylewashighlightedbyhisbrightlycoloredclothing.Hehadmanyoftheseclothesmade especiallyforhim.

2. Leather vest Hendrixlikedtowearleatherandsuede.Healsoworealotoffringedclothingandbeadsto rememberhisNativeAmericanheritage.

3. Red bandana Hendrixworebandanaslikethisonewhichwerepopularinthe1960s.

4. Colorful scarf Hendrixworemanyscarveslikethisonetoaccessorizehisoriginaloutfits.Sometimeshewore themtiedtohispantlegsaswellasaroundhisneckandonhishead.

5. Leather belt Hendrixworebeltslikethistoaccentuatehispersonalstyle.Hewasverythin,witha26”waist, andbeltswerefashionableaswellasnecessary.

6. Screaming Eagles flag, pin and patch MemorabiliafromhisdaysintheAirForcecommemoratethegrouphetrainedwithforashort time.

7. The Illustrated Experience Manyartifactssuchascolorreproductionsofhisletters,drawingsandlyricsarecontainedin foldersthroughoutthebook.

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Biographical InformationJimiHendrixJimiHendrixwasbornJohnnyAllenHendrixonNovember27,1942,inSeattletoLucille(Jeter)HendrixandJames“Al”Hendrix.HewaslaterrenamedJamesMarshallbyhis

fatherandwentbythenicknameJimmygrowingup.YoungJimmy(ashewasreferredtoatthetime)tookaninterestinmusic,playingguitaranddrawinginfluencefromvirtuallyeverymajorartistatthetime,includingB.B.King,MuddyWaters,Howlin’Wolf,BuddyHolly,andRobertJohnson.Entirelyself-taught,Jimmy’sinabilitytoreadmusicmadehimconcentrateevenharderonthemusicheheard.

Inthesummerof1958,AlpurchasedJimmyafive-dollar,second-handacousticguitarfromoneofhisfriends.Shortlythereafter,Jimmyjoinedhisfirstband,TheVelvetones.Afterathree-monthstintwiththegroup,Jimmylefttopursuehisownmusicalinterests.Thefollowingsummer,AlpurchasedJimmyhisfirstelectricguitar,aSuproOzark1560S;JimiuseditwhenhejoinedTheRockingKings,hisnextband.

In1961,JimmylefthometoenlistintheUnitedStatesArmyandinNovember1962earnedtherighttowearthe“ScreamingEagles”patchforhisparatroopdivision.WhilestationedatFortCampbell,Kentucky,JimmyformedTheKingCasualswithbassistBillyCox.Afterbeingdischargedduetoaninjuryhereceivedduringaparachutejump,JimmybeganworkingasasessionguitaristunderthenameJimmyJames.Bytheendof1965,Jimmyhadplayedwithseveralmarqueeacts,includingIkeandTinaTurner,SamCooke,theIsleyBrothers,andLittleRichard.JimmypartedwayswithLittleRichardtoformhisownband,JimmyJamesandtheBlueFlames,sheddingtheroleofback-lineguitaristforthespotlightofleadguitar.

Throughoutthelatterhalfof1965,andintothefirstpartof1966,JimmyplayedtheroundsofsmallervenuesinGreenwichVillage,duringwhichtimehemetAnimals’bassistChasChandler.ChandlerwasimpressedwithJimmy’smusicandinSeptember1966hesignedHendrixtoanagreementthatwouldhavehimmovetoLondontoformanewband.

Switchinggearsfrombassplayertomanager,Chandler’sfirsttaskwastochangeHendrix’snameto“Jimi.”FeaturingdrummerMitchMitchellandbassistNoelRedding,thenewlyformedJimiHendrixExperiencequicklybecamethetalkofLondoninthefallof1966.

TheExperience’sfirstsingle,“HeyJoe,”spenttenweeksontheUKcharts,toppingoutatspotNo.6inearly1967.Thedebutsinglewasquicklyfollowedbythereleaseofafull-lengthalbum“AreYouExperienced,”apsychedelicmusicalcompilationfeaturingwhatwouldbecometheanthemsofageneration.“AreYouExperienced”hasremainedoneofthemostpopularrockalbumsofalltime,featuringtrackslike“PurpleHaze,”“TheWindCriesMary,”“FoxyLady,”“Fire,”and“AreYouExperienced.”

AlthoughHendrixexperiencedoverwhelmingsuccessinBritain,itwasn’tuntilhereturnedtoAmericainJune1967thatheignitedthecrowdattheMontereyInternationalPopFestivalwithhisincendiaryperformanceof“WildThing.”Literallyovernight,TheJimiHendrixExperiencebecameoneofmostpopularandhighestgrossingtouringactsintheworld.

Hendrixfollowed“AreYouExperienced”with“Axis:BoldAsLove.”By1968,Hendrixhadtakengreatercontroloverthedirectionofhismusic;hespentconsiderabletimeworkingtheconsolesinthestudio,witheachturnofaknoborflickoftheswitchbringingclaritytohisvision.

BackinAmerica,JimiHendrixbuilthisownrecordingstudio,ElectricLadyStudios.inNewYorkCity.Thenameofthisprojectbecamethebasisforhismostdemandingmusicalrelease,atwoLPcollection,“ElectricLadyland.”Throughout1968,thedemandsoftouringandstudioworktookitstollonthegroupandin1969TheExperiencedisbanded.

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Thesummerof1969broughtemotionalandmusicalgrowthtoHendrix.InplayingtheWoodstockMusic&ArtFairinAugust1969,hejoinedforceswithaneclecticensemblecalledGypsySun&RainbowsfeaturingJimiHendrix,MitchMitchell,BillyCox,JumaSultan,andJerryVelez.TheWoodstockperformancewashighlightedbythefamousrenegadeversionof“StarSpangledBanner,”whichbroughtthemud-soakedaudiencetofrenzy.Theyear1969alsobroughtaboutanewanddefiningcollaborationfeaturingJimiHendrixonguitar,bassistBillyCoxandElectricFlagdrummerBuddyMiles.PerformingastheBandofGypsys,thistriolaunchedaseriesoffourNewYear’sperformancesonDecember31,1969andJanuary1,1970(highlightsfromtheseperformanceswerecompiledandlaterreleasedonthequintessentialBandofGypsysalbuminmid-1970andtheexpanded“Hendrix:LiveAtTheFillmoreEast”in1999).

As1970progressed,JimibroughtbackdrummerMitchMitchelltothegroupandtogetherwithBillyCoxonbass,thisnewtrioonceagainformedTheJimiHendrixExperience.Inthestudio,thegrouprecordedseveraltracksforanothertwoLPset,tentativelytitled“FirstRaysOfTheNewRisingSun.”Unfortunately,Hendrixwasunabletoseethismusicalvisionthroughtocompletionduetohishecticworldwidetouringschedule.Then,tragically,JimidiedonSeptember18,1970.Fortunately,the

recordingsHendrixslatedforreleaseonthealbumwerefinallyissuedthroughthesupportofhisfamilyandoriginalstudioengineerEddieKrameronthe1997release“FirstRaysOfTheNewRisingSun.”

Fromdemorecordingstofinishedmasters,JimiHendrixgeneratedanamazingcollectionofsongsoverthecourseofhisshortcareer.Hismusicembracedtheinfluencesofblues,ballads,rock,R&B,andjazz,acollectionofstylesthatcontinuetomakeHendrixoneofthemostpopularfiguresinthehistoryofrockmusic.

BiographycourtesyExperienceHendrixL.L.C.

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Introductory Activity:PlayapieceofmusicbyJimiHendrix(maybetheinstructor’sfavorite!)…

Askyourstudents:

Whoisthismusician?

Whatdoyouknowabouthim?

Whatdoyouassociatewithhim?

Doyouthinkhismusicinfluencedfutureartists?How?

KWHLChartUsingaKWHLchart,discoverwhatyourstudentsalreadyknowaboutJimiHendrixandwhattheywouldliketolearnabouthim.

K W H L Whatdowewant Whatdowewant Howcanwefindout Whatdidwelearn?

know? tofindout? whatwewanttolearn?

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Activity 1

ListentotheenclosedCDsofJimiHendrix’smusic,andthentothoseofhismusicalinfluences,linkstowhichareprovidedbelow.

DiscussionQuestions:

HowwouldyoudescribeJimi’smusic?

Whattypeofspecialeffectsdoyouhear?Whatdotheysoundlike?

In_______________________________(asongofyourteacher’schoice),whatdohislyricssay?WhattypeofmessageisJimitryingtosendtothelistener?

Oftheothermusicianswelistenedto,whodoyouthinkparticularlyinfluencedhim?How?

CanyouheartheinfluenceofJimi’smusicinotherartiststhatplayedafterHendrix?Who?

Arethereanymusicianstodaywhosoundlikehim?

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Jimi Hendrix Musical InfluencesInfluencesBB King

“TheThrillisGone”http://www.youtube.com/watch?v=4fk2prKnYnl

“Lucillehttp://www.youtube.com/watch?v=Y8QxOjuYHg&feature=related

Muddy Waters “ManishBoy”http://www.youtube.com/watch?v=w5IOou6qN1o

ContemporariesCream/ Eric Clapton

“StrangeBrew”http://www.youtube.com/watch?v=hftgytmgQgE

“WhiteRoom”http://www.youtube.com/watch?v=uRqipuLFXek

Buddy Guy “FirstTimeIMettheBlues”http://www.youtube.com/watch?v=k_rd8y8A2oE

”RedHouse”cliphttp://www.youtube.com/watch?v=GfPgTo-vAAM&feature=related

InfluencedPrince

“WhenDovesCry”http://www.youtube.com/watch?v=ucZRore0-EE&feature=related

Stevie Ray Vaughn “TexasFlood”http://www.youtube.com/watch?v=tWlw7nozO_U “PrideandJoy”http://www.youtube.com/watch?v=tWlw7nozO_U

Red Hot Chili Peppers “Can’tStop”http://www.youtube.com/watch?v=BfOdWSiyWoc “BytheWay”http://www.youtube.com/watch?v=JnfyjwChuNU&feature=related

Eddie Van Halen “WomenandChildrenFirst”http://www.youtube.com/watch?v=4ckFuURIWXc“FairWarning”http://www.youtube.com/watch?v=ergk9eF7398

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Woodstock, the “Counterculture” and Jimi HendrixTheWoodstockMusicFestivaltookplaceovertheweekendofAugust15th–18th(andintothemorningofthe19th),1969.ItwasheldatadairyfarmownedbyamannamedMaxYasgurinupstateNewYork.Over500,000peopleattendedthefestival,eventhoughitrainedmostoftheweekend,andfood,shelterandotherfacilitieswereinshortsupply.ThemusiciansrangedfromfolkartistsJoanBaezandRichieHavenstobluesandpsychedelicrockmusiciansJanisJoplin,theGratefulDead,theWho,ShaNaNa,andfinally,JimiHendrix.Hendrixwasoneofthefirstmusiciansaskedtoperform,andwasofferedtheclosingspot.HeperformedMondaymorning,asbedraggledconcertgoerswereleaving.Nevertheless,hisperformancewaselectrifying.

Theterms“60’scounterculture”relatestoamovementthatcameaboutmainlyinthe1960’sintheUnitedStates,whenmanyyoungpeoplebegantoquestiontheU.S.involvementinVietNam,racerelations,women’srights,traditionalfamilyvalues,andthemeaningofauthoritygenerally.Manynewculturaltrendsemerged,includingnewformsofmusicsuchas“pop”and“rock&roll.”

Activity 2Showstudentstheentire,orportionsoftheDVDs“JimiHendrix–LiveatWoodstock.”DiscusshowWoodstockgenerally,andJimispecifically,reflectedthe“countercultural”lifestylesmanypeoplewereexperimentingwithatthetime.Discussionquestionscaninclude:

WhydoesmusicbringlargegroupsofpeopletogetherthewayWoodstockdid?Wasitjustthemusic,orwastheresomethingelsethatbroughtsoanypeoplefromaroundtheworldtooneplace?

HavingseentheDVDofJimiHendrixplayingatWoodstock,inwhatwaysdoyouthinkherepresentedthecounterculture?Whatdidyounoticeabouthisperformancethatwasexcitingorespeciallyinteresting?

WouldyouhavegonetoWoodstockifyoucouldhave?

Haveyouattendedanyperformancesinyourlifethatmadeyoufeellikeyousharedalifestyleorpointofviewwiththosearoundyou?

Doyouthinkthecounterculturalmovementofthe1960’shashadaninfluenceonyourownlife?Ifso,inwhatways?

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Activity 3DigDeepCBAUsingtheartifactsinthetrunkandthebackgroundmaterialtheyhaveread,haveyourstudentsdevelopahistoricalquestiontheywanttoansweraboutJimi’slife.Someexamplesare:

n DoyoubelievethatJimi’smusicwastrulygroundbreaking?Why?

n Werethereexperiencesinhischildhoodoryounglifethatyouthinkinfluencedhissuccessasa musician?How?

n ArethereanymusiciansworkingtodaythatyouthinkareasinfluentialasJimiwas?Whoarethey andwhyaretheyimportant?

n Jimilivedduringatimewhenmanypeoplewereexperimentingwithdifferentwaystolive.Howdid this“counterculture”influenceJimiandhismusic?

Thenhaveyourstudentsprepareapaperorpresentationonthequestiontheyhavechosen(studentsmaydeveloptheirownquestion,also)inwhichtheystateapositiononthequestion,andprovidereasonsfortheirposition.Theyshouldinclude:

n Anexplanationofhowatleastthreeprimaryorsecondarysourcessupportwhattheybelieve;and

n evidencefortheirpositionusingtwoormoreofthefollowingsocialscienceperspectives:

– geographic

– cultural

– political

– economic

– sociological

– psychological

Intheirpaperorpresentation,theyshouldrefertothreeormorecrediblesourcesthatproviderelevantinformationANDcitethosesourceswithinthepaper,presentation,orbibliography.

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BiographyHowdoyoutellthestoryofsomeone’slife?Abiographyisthetruestoryofsomeone’slife,toldbyathirdperson.Biographiesareoftenwrittenaboutapersonwhohadanimportantplaceinhistory,oracurrentcelebrity,butlesswell-knownpeoplehavefascinatinglivesandstoriestotellaswell.Thebiographer’sjobistofindoutasmuchaboutthatperson’slifeaspossibleandcondenseitintoaformpeoplecanread.

Activity 4:Writeabiographyofsomeonewhointerestsyou.Aftercoveringtheelementsofabiographywithyourstudents(below),havethemresearchandwritethebiographyofapersonwhointereststhemorsomeoneintheirlifewhohasinfluencedtheminsomeway.

Quick “How to Write a Biography” Tips! n Findprimaryandsecondarysources.

n Readotherbiographiesonthesubject.

n Findathemethatdiffersfromcurrentbiographies.

n Researchthesubject’shistoricaltime.

n Getauthorizationfromthesubjectorhis/herestate.

n Takesomelimitedartisticlicense,butkeepitfactual.

Introduction

Step 1: Finding Sources Findingsourcesofinformationisthemostimportantpartofwritingabiography.Sourcescanbeprimary,secondaryortertiary(youcanthinkofthemas“first,”“second”and“third”sources).

Primary Sourcesareanythingwrittenbythepersonduringthetimetheywerealive.Theymayhavewrittenabook,letter,orarticle.Today,emailsandblogpostingsarealsoprimarysourcematerials.Solookfor:

n Letters

n Emails

n Blogpostings

n Journals

n Publishedwork,suchasbooks,articles

n Interviews

n TVappearances

n Factbasedarticles

n Youcanalsointerviewpeoplewhoareexpertsaboutthatperson.Theseinterviewsareprimary sources.

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Secondary Sourcesarefact-basedinterpretationsofsomeone’slife.Theseinclude:

n Interviewswithclosefriendsoracquaintances

n Editorialarticles

n Otherbiographies

Youcanalsoresearchthetimeinhistorythatpersonlived.ForinstanceJimiHendrixachievedhisfameintheUnitedStatesinthe1960s.ManysourcesexistaboutthistimeinhistorythatwouldprovidecontextforJimi’slife.

Tertiary Sourcesaregeneralsourcesthatincludeyoursubject.Thesecaninclude:

n Encyclopedias

n Almanacs

n Textbooks

n Bibliographies

Youcanalsoresearchthetimeinhistorythatpersonlived.ForinstanceJimiHendrixachievedhisfameintheUnitedStatesinthe1960s.ManysourcesexistaboutthistimeinhistorythatwouldprovidecontextforJimi’slife.

Pleasenotethatonlinesources,likeWikipedia,whichcontainsuser-generatedcontent,arenotalwaysaccurate.However,someideasforotherreferencesmaybegainedbylookingatthesesites.

Step 2: Getting Authorization Therearetwomajortypesofbiographies:authorizedandunauthorized.Authorizedbiographiesareonesthathavebeenapprovedbythesubjectherself,orifheorsheisdeceased,byherfamilyorrepresentative(her”estate”).Anunauthorizedbiographyisonethathasnotbeenapprovedbythesubjectorthesubject’sestate,ifheorsheisdeceased.(The Publishing Law Center: Publication of an Unauthorized Biography).Itcanbedifficulttogetaccesstoprimarysourcesifyoudonotfirstgetapprovalfromthesubject’sestateorrelatives.However,itisnotmandatorytohavethesecredentials.Inordertogetaccesstoprivaterecordsortoconductinterviewsyoushouldconsider:

Contact Subjects

Contactingasubjectdependsifheorsheisstillliving.Ifthesubjectisstillalive,youshouldcontacthim/herviaemailortelephone.AccessWashington:RequestanInformationalInterview.Obviously,ifthepersonisveryfamous,thiswillbedifficult,soyouwillneedtocontactthesubjectthroughothermeans,suchasheragent(literary,sports,etc.),publisher,orwebsite.

Ifthesubjectisdeceased,youneedtofindcontactinformationaboutthesubject’sestate.Ifthesubjectdidnotleavebehindasignificantestate,youneedtocontactrelatives.Again,thiscanbedonethroughapublisheroryoucanfindrelativesoracquaintancesonlineorviaaprinteddirectory.About.com: Top Ten Ways to Do a Free People Search On the Web Yellow Pages: Find a Person.

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Researching Without Authorization Ifyouareunabletointerviewyoursubjectinperson,orgainaccesstopersonalfiles,youwillhavetolookelsewhereforsourcematerial.Themainplacestoconductresearchare:

n Thelibrary,includingbothbookandperiodicalresources(Cornell University Library: The Seven Steps of the Research Process).

n TheInternet:About.com:TopTenWaystoDoaFreePeopleSearchOntheWeb

n Fieldwork:suchasvisitingthesubject’shometownorotherplaceswherethesubjectlived.The American Folklife Center: How to Do Fieldwork

Important Note:Anunauthorizedbiographycanresultinlegalaction,evenifthereisnothinglibelous(unjustlydescribingsomeoneinanunfavorablelight)inthebiography.Thesubjectcansueforinvasionofprivacy.However,unauthorizedbiographiesarealsoprotectedbythefirstamendment.Itisprobablyagoodideatotalktoalawyerbeforestartinganunauthorizedbiography.

Step 3: Conducting Interviews Asyouconductyourresearchintoaperson’slife,youshouldhaveanumberofquestionsinmind.Yourgoalistoproveathesis,ratherthanjustdrylylistfactsaboutaperson’slife.Asyoucontinueresearchingasubject,yourthesiswillexpand,orevenchange.

Step 4: Writing the Biography Thetricktowritingasuccessfulbiographyistobringyoursubject“alive.”Avoidmerelylistingasequenceofdates-abiographyismeanttobeanobjectivelookataperson’slifefilteredthroughthebiographer’sinterpretation(WritersServices.com: Writing Biography and Autobiography).Ofcourseyoudon’twanttofictionalize,butthebiographercantakesomeartisticlicense.Solongasyouhaveampleevidencefromyourresearch,youcanelaboratetosomedegree,forexample,astowhatthesubjectmighthavebeenfeelingorthinkingatacertainpoint.

Herearethemainpointstodetermineaboutasubject’slife(About.com: How to Write an Interesting Biography):

n Importantdatesintheperson’slife

n Howthehistoricaltimeimpactedthesubject.

n Howhe/sheimpactedhistory.

n Howheorshelearnedfromlifeexperiences.

n Majoreventsintheperson’slife.

n Mostinfluentialrelationships.

n Majorandminoraccomplishments.

Generally,biographiesarewritteninchronologicalorder.However,it’snotuncommonforthebiographytobeginwithamajoreventfromtheperson’slifeandthenbacktracktohowitallbegan.

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Conclusion Biographiescanbeseveralvolumesorjustseveralpages.Condensingalifetimeintoawrittendocumentcanbechallenging!Butifyouresearchabiographicalsubjectthroughawidevarietyofsources,you’llbeabletowriteanauthoritative,andhopefullyentertaining,biography.

Activity 5: WriteYourOwnBiographyTakingintoconsiderationwhatyouhavelearnedaboutwritingabiographyasaresultofstudyingJimiHendrix—allthatyoulearnedabouthimfromartifacts,pictures,andhismusic—tellyourownstory.Puttogetheracollectionofobjects,picturesanddocumentsthatmakeupyour“biography.”

n Whichobjectsrepresentyoubest?

n Wouldotherpeopleknowthisaboutyou?

n Whichpicturesofyouorothersaremostimportanttoyou?

n Whatdotheysayaboutyouorhelptellthestoryofyourlife?

n Arethereanydocumentsthatteachusaboutyou?

n Doyouhaveyourbirthcertificates,announcements,newspaperarticlesoronlinepostings?

n Whatactivitiesorpassionsdoyoupursueinlife?Sports?Music?Art?Volunteering?Spendingtime withfriends?

Putalloftheseitemstogetherandwriteyourownbiography.Whatwouldyouberememberedforatthistime?Whatdoyouhopetoaccomplishinyourlifeandhowfarhaveyoualreadycome?

Everybody’s story is different and important, whether they are famous or not.

Recommended ResourcesBooksBlack,Johnny.Jimi Hendrix: The Ultimate Experience,Thunder’sMouthPress,NewYork,NY.1999.

Hendrix,JamesA.My Son Jimi.AlJasEnterprises,L.P.,Seattle,WA.1999

Hendrix,JanieandJohnMcDermott.Hendrix an Illustrated Experience,AtriaBooks,NewYork,NY.2007.

Hendrix,Janie.Jimi Hendrix: The Lyrics,HalLeonardCorporation,Milwaukee,WI.2003

Shadwick,Keith.Jimi Hendrix: Musician,BackbeatBooks,SanFrancisco,CA.2003

Willix,Mary.Jimi Hendrix: Voices from Home,CreativeForcesPublishing,SanDiego,CA.1995

Websiteswww.blackpast.org

www.empsfm.org

http://www.jimihendrixmemorial.com

www.jimihendrix.com