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Midterm - Course Proposals
Midterm - Course Proposals
Course Description:
In this course, students will use multiple forms of technology to engage with music
that is relevant to them in new and meaningful ways. Students will use programs that
make engaging with music accessible, with an emphasis on creation rather than on
perfect technique. Projects in this class will involve recreating existing music in new
ways (covers, arrangements, etc.), modifying and engaging with existing music
(remixing, sample based producing, etc.), and creating entirely new music using
technology. Some examples of programs and technologies students will use include
MusEDLab, Makey Makeys, Garageband, and others. Students will also look into
different apps that are used for music making, and discuss the pros and cons of each app.
The course will include a few performances over the course of the school year, where
students can showcase the work they have done. However, they will share their music in
a casual setting with their peers in class as often as they can, and give and receive
feedback from one another. Another project the students will work on is a kind of expo,
where they will invite other students and members of the community to join them and
engage with different music technologies. Each student will have a different program or
tool that they become an expert on, and they answer questions and show others how to
use them.
Course Proposal #2
Course Description:
In this course, students will experiment with combining music with different
mediums of art with music to create holistic artistic experiences. They will engage with
music, dancing and movement, theatre and storytelling, visual art, videography, and other
art forms. This class has a focus on expression, and will challenge students to use music
in combination with other art forms to be the most expressive they can be. Every project
the students do will involve music, but as the course progresses, students will work on
involving more and more different art forms in a single artistic experience. The class will
include several group performances and presentations, and students will also have
chances to share their individual work. The class will also cater to students of all ability
levels, and allow for students to lead and learn from each other. Students who have
strengths in certain areas will help teach others, and can act as leaders for each other. This
class will also spend time looking at other artistic experiences that combine music with
other art forms, and studying how art forms interact to express a message to an audience.
Students will give critiques and commentary, and discuss why certain parts are effective
and why other parts are not as effective.
Course Proposal #3
Course Description:
In this course, students will examine music that aims to make social and political
statements and commentary on society in the United States. The class will focus
especially on music that represents commonly oppressed or minority groups such as
racial and ethnic minorities, women, etc. The class will study different social and political
movements in America (Civil Rights Movement, gay rights, etc.) and look at music that
was produced during that time, and study how that music reflected the opinion of
musicians and the public. The music studied will reflect a wide array of views and
opinions, to give students an accurate look into American history. They will also study
public reactions to songs that make social and political statements, and how opinions
change over time. For one project, students will carefully study a specific song and give a
presentation that discusses the artist, the content of the song, and historical context of the
song, and the public reaction to the song and how it changed over time. Lastly, the class
will look at current music to see what political messages popular songs aim to send.
Looking at music through a political lens will give students another way to look at music,
in addition to examining music as a musician.
Allsup, R. E., & Shieh, E. (2012). Social justice and music education: The call for a
public pedagogy. Music Educators Journal, 98(4), 47-51.
Kratus, J. (2007). Centennial series: Music education at the tipping point. Music
Educators Journal, 94(2), 42-48.
Shuler, S. (2011). Five Guiding Principles for Music Education. Music Educators
Jounral, 97(3), 7-9.