OBJECTIVE:
Get students to begin thinking about how music reflects world, national
and local events.
TOPIC:
Overview
of the main pre-WW I musical movements (1900-1916). Who were some
of major composers of that time?
LITERACY:
Students will recount in their journals what their favorite songs
are and will select one that they think makes some sort of socio-political
statement. They will write some of the lyrics from memory then write
what point the song is trying to make. If they are having difficulty
thinking of a song they may use one of the classroom computers to
go on I-Tunes to listen to samples.
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OBJECTIVE:
Students will be exposed to the music of the late Romantic period.
Listening examples will accompany.
TOPIC:
The cultural dominance that German music had over the rest of Europe.
Did this play into Germany's collective mindset when they invaded
other countries during WW I?
The
life and times two key late Romantic composers: Gustav Mahler, Richard
Strauss. Listening examples will accompany.
LITERACY:
Journal Entry: Think about the song you wrote down yesterday. How
can music make us feel empowered? What is it about the words and
the music that "gets to you?"
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OBJECTIVE:
Students will be exposed to the Expressionist movement. Listening
examples of dissonant chords and harmonies follow.
TOPIC:
The life and times of Alban Berg who was a key composer of the Expressionist
movement. Listening examples will accompany.
LITERACY:
Journal Entry "Adjectives Only": Students will listen
to the musical examples again and begin a list of adjectives to
describe what they are hearing.
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OBJECTIVE:
Students will be exposed to the Impressionist movement. Listening
examples will accompany.
TOPIC:
The life and times of Maurice Ravel and Claude Debussey and samples
of their music.
LITERACY:
Students
will journal write their thoughts as the listen to the above listening
examples.
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OBJECTIVE:
Students will be exposed to the Blues and Ragtime styles.
TOPIC:
The history of the Blues as a unique America art form.
The
origins of Blues dating back to the days of slavery.
The first modern musical art form to have not formal system of musical
notation. Everything was improvised around a few simple chords.
LITERACY:
Students will be asked to read from their texts on the styles of
music that were covered during the week. Each student must write
in their journals at least 3 questions and/or observations of the
music they listened to that week.
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