Can You Hear the People Sing?

: Music of the Revolutions

Grade 8

By: Karen Mari, Logan Bloom, Gina Rico, and Leslie Collins

1. Big Question: a. How does music function as a means of social reform? 2. Course Description a. In this course, students will examine how musicians throughout history

have utilized their art to express revolutionary ideals and help drive social change. Students will gain the proper tools to create their own musical response to current social reform.
3. List of teacher resources 1. Text: a. Books: i. The Sacred Harp ii. Songs of the Vietnam Conflict by James Perone b. Internet Text Source: i. Sheet music and chords for simple Revolutionary songs (Yankee ii. Doodle, Liberty Tree, When Johnny Comes Marching Home, etc.) iii. Song Tablatures - http://www.ultimate-guitar.com/ iv. http://www.besthistorysites.net/index.php/american-

2. a.

3. a.

history/1900/vietnam v. www.vh1.com vi. www.scrippsnews.com Audio: CDs: i. Bob Dylan. Blowin In The Wind. The Freewheelin Bob Dylan. Columbia, 1963. CD. ii. John Coltrane. Alabama. The Very Best of John Coltrane. Atlantic, 2001. CD. iii. Revolution, The Beatles (1968) iv. I-Feel-Like-Im-Fixin-To-Die rag, Country Joe and the Fish (1965) v. Fortunate Son, Creedance Clearwater Revival Videos: Internet: i. Yankee Doodle Fife and Drum video: http://www.youtube.com/watch?v=6HOc9WVZbts&feature=related ii. Sacred Harp 479 Chester, by William Billings http://www.youtube.com/watch?v=wqQrWKfLNcw iii. Joan Baez- Oh, Freedom (Live 1966). http://www.youtube.com/watch?v=mdaHb4oG24A iv. Shirley Verrett Sings Oh, Freedom http://www.youtube.com/watch?v=XKlgL4SkkqA

Freedom Songs The Music of the Civil Rights Movement Marvin Gaye, The Staple Singers. http://www.youtube.com/watch?v=ZaR6AuDQ7uQ b. DVD: i. Woodstock (1970), documentary 4. Materials Needed: Computer, Internet, PowerPoint, chalkboard, 5. Instruments Needed: a. Unit 1 - Penny Whistles, guitars, drums, voices. b. Unit 2 - Rock band instruments: acoustic guitar, electric guitar

and amplifier, electric bass and amplifier, drum set, piano, microphone. c. Unit 3 - Drums, handheld percussion, guitars. d. Unit 4 - Garage Band, piano, guitar, small drums, tambourine, recording equipment.
4. Course Summative Assessment a. In groups of four, students will create their own musical responses to

current social reform. They will use instruments that are commonly used in the musical examples listened to in class.
5. Course Learning Goals a. Students will be able to sing, alone and with others, musical examples from

various periods of social revolution (National Standard 1). b. Students will be able to perform on instruments, alone and with others, musical examples from various periods of social revolution (NS 2). c. Students will be able to read and notate music from various periods of social revolution (NS 3). d. Students will be able to improvise melodies and accompaniments for music from various periods of social revolution (NS 4). e. Students will be able to compose their own musical response to current social reform (NS 5). f. Students will be able to listen to, analyze, and describe music to discover the different musical elements that correspond to the various periods of social revolution covered throughout the course (NS 6). g. Students will be able to understand how music of social revolutions relates to other arts and disciplines outside the arts (NS 7). h. Students will be able to understand how musical responses to the various social revolutions relate to history and culture (NS 8). i. Students will be able to evaluate the music they listen to in class relating to social revolutions and evaluate the performances of their own compositions (NS 9).

Unit 1: The First American Music Tunes of the American Revolution By: Karen Mari 1. Unit Description: This unit will explore how the first truly American music

was formed as a reaction to the events of the American Revolution. 2. Unit Objectives: 1. Students will sing simple songs of the American Revolution alone and with others 2. Students will play simple songs of the American Revolution on an instrument alone and with others 3. Students will read, notate and interoperate music of the American Revolution 4. Students will improvise melodies and accompaniments within the style of music of the American Revolution 5. Students will compose in the style of music of the American Revolution 6. Students will listen to, analyze, and describe music of the American Revolution 7. Students will understand the relationship between American Revolutionary music and other art forms of the same era 8. Students will understand the relationship between American Revolutionary music and the political and historical context of the Revolution. 9. Students will evaluate their peers compositions. 3. Materials: a. Text: Sheet music and chords for simple Revolutionary songs (Yankee Doodle, Liberty Tree, When Johnny Comes Marching Home, etc.) b. Books: The Sacred Harp c. Audio (CDs): None d. Videos: i. Internet: 1.Yankee Doodle Fife and Drum video: http:// www.youtube.com/watch?v=6HOc9WVZbts&feature=related 2. Sacred Harp 479 Chester, by William Billings http://www.youtube.com/watch?v=wqQrWKfLNcw ii. DVD: None. iii. Film: None. 4. Instruments Needed: Penny Whistles, guitars, drums, voices 5. Student Projects: a. Students will participate in a lecture covering the background of early American music and the music of the Revolution (6, 7, 8) b. Students will perform a piece of early American music and give a short presentation on the history and Revolutionary significance of the song of their choosing. (1, 2) c. Students will choose one piece of American Revolution music to analyze and describe to their peers (3, 6)

d. Students will compose their own song in the style of American Revolutionary music perform it for their peers (1, 2, 3, 4, 5, 9) 6. Formal Assessment: Students will use what theyve learned in this unit to compose a revolution song in the style of American Revolution music. They will then present this song to the class.

Unit 2: Music of the Civil Rights Movement By: 1. Unit Description: This unit explores the musical responses of the social revolution happening in America during the 1950s and 60s: the civil rights movement. 2. Unit Objectives: a. Singing alone and with others: The students will sing the

songs we listen to as examples as a class. The teacher will provide some basic rehearsal, in which the students may be asked to sing by themselves. b. Playing an instrument alone and with others: Students will perform a song from the civil rights movement, playing the instruments they choose from the instruments taught about in class. c. Reading, notating, and interpreting music: Song sheets with chords and lyrics will be given to the students or presented on a large display (board or PowerPoint) to read while listening to the example songs of the unit. Chord progressions, song form/structure, and instrumentation will be discussed in correlation with listening. d. Improvising melodies and accompaniments: Students will be asked to contribute to a class activity of composing a protest song. Each student will make up and sing a phrase for the song on the spot for the class. e. Composing and arranging music within specified guidelines: The students will compose during the class activity of writing a song. They will arrange music when they choose and perform their cover songs for the assessment. f. Listening to, analyzing, and describing music: Students will listen to and analyze a variety of styles of music written in response to the civil rights movement. g. Understanding the relationship between music, the other arts, and disciplines outside the arts: Students will understand how music from the civil rights movement relates to other arts of the time such as literature, visual art, and cinema. They will also understand how that music relates to other disciplines. h. Understanding music in relation to history and culture: Students will learn about the historical context of the musical examples played in class in conjunction with analyzing the music. i. Evaluating music and music performances: Students will informally evaluate the music they listen to and the videos of the performances they watch. Auditory Learning: The listening examples in this unit will be played several times and analyzed for specific musical elements. Visual Learning: Song sheets will be used as a form of musical notation for this unit. Videos of live performances will be used as well. Kinesthetic Learning: Students will play the instruments they see in the lessons when they perform a cover song for the unit assessment. 3. Materials: a. Text: i. Internet Text Source: Song Tablatures - http://www.ultimate-

guitar.com/ Audio (CD or MP3): i. Bob Dylan. Blowin In The Wind. The Freewheelin Bob Dylan. Columbia, 1963. CD. ii. John Coltrane. Alabama. The Very Best of John Coltrane. Atlantic, 2001. CD. c. Videos i. Internet: 1. Joan Baez- Oh, Freedom (Live 1966). http://www.youtube.com/watch?v=mdaHb4oG24A 2. Shirley Verrett Sings Oh, Freedom http://www.youtube.com/watch?v=XKlgL4SkkqA 3. Freedom Songs The Music of the Civil Rights Movement Marvin Gaye, The Staple Singers. http://www.youtube.com/watch?v=ZaR6AuDQ7uQ 4. Instruments Needed: a. Rock band instruments: acoustic guitar, electric guitar and amplifier, electric bass and amplifier, drum set, piano, microphone. 5. Student Projects: a. Students will write a song as a class with the guidance of the teacher. The teacher will mediate the process by asking students for lyrics and song form. (NS 1, 4, 5) b. Students will choose an event to research from the civil rights movement and write about how music contributed to that event in a onepage paper format. Students can write about how music was a part of the actual event or how it acted as a response to it. (NS 6, 7, 8, 9) c. The class will play a game of charades using different musical icons from the civil rights movement. Students will be assigned a musician to perform. As part of the performance, students will be required to sing part of a song from the artist they are assigned to perform. (NS 1, 6, 9) d. Students will learn to play several open position chords on guitars in preparation for the formal assessment. The teacher will use tablature diagrams to teach the chords to the students. (NS 2) 6. Formal Assessment: In groups of four, students will choose a song to learn and perform from the songs studied in class. They will use song sheets and sheet music provided by the teacher.
b.

Unit 3: Music of the Vietnam War Era By: Gina Rico 1. Unit Description: This unit explores the musical responses of the social revolution happening in America during the 1960s and 70s: the Vietnam war era.
2. Unit Objectives:

a.

Singing alone and with others: students will sing songs taught in class such as protest songs relevant to the Vietnam war era. Students may be

asked to sing alone as necessary. b. Playing an instrument alone and with others: Students will participate in lessons teaching basic guitar and hand held percussion skills in order to later perform an original composition in the cumulative project. Reading, notating, and interpreting music: Students will learn to read guitar tablature and will understand basic chord structures. Students will be asked to notate the basic elements (rhythm, melody) of some songs listened to in class either traditionally or in a creative but logical manner. Improvising melodies and accompaniments: Students will participate in a drum circle style improvisation activity as a group. Composing and arranging music within specified guidelines: Students will participate in a transcription assignment asking them to transcribe a song listened to and discussed in class, and then will be asked to compose original material based on the form and ideas discussed in class. Listening to, analyzing, and describing music: Students will analyze lyrics and attitudes of songs discussed in class from the Vietnam War era. Understanding the relationship between music, the other arts, and disciplines outside the arts: Students will participate in a class discussion on major events which shaped the Vietnam War era and in which music played a role. Understanding music in relation to history and culture: Students will create a timeline of events during the Vietnam war era and connect it with musical responses to events. Evaluating music and music performances: Students will watch videos of musical performances related to the Vietnam War era and discuss content through teacher guided discussions in class.

c.

d. e.

f.

g.

h.

i.

3. Materials:

I. Text a. Songs of the Vietnam Conflict by James Perone b. Web resources: http://www.besthistorysites.net/index.php/american-

history/1900/vietnam c. Lyrics to songs listed below II.AV Sources a. Woodstock (1970), documentary III. Music a. I-Feel-Like-Im-Fixin-To-Die rag, Country Joe and the Fish (1965) b. Revolution, The Beatles (1968) c. Blowin In the Wind, Bob Dylan (1963) d. Fortunate Son, Creedance Clearwater Revival (
4. Instruments Needed:

a. b.

Drums and hand held percussion instruments for improvisation and composition. Guitars for guitar instruction.

5. Student Projects:

a. b. c. d.

Students will transcribe music, if not in traditional notation then in a logical manner, from songs listened to in class Students will perform an improvised piece on percussion instruments as a group. Students will create a timeline showing major events of the Vietnam war and linking them with musical and other cultural responses to them. Students will Analyze lyrics of songs discussed in class and then write lyrics of their own based on guidelines given by the teacher.

6. Formal Assessment: Students will create a skit depicting aspects of the Vietnam

War era discussed in class, and include a performance of a song they transcribed and/or analyzed in class.

Unit 4: The Real Meaning Behind Our Revolution By: Leslie Collins
1. Unit Description: This unit is an introduction to analyzing the lyrics of the recent

revolutionary songs in different genres. By doing this students can interpret and infer more about the meaning of each verse, and therefore become more meaningful listeners to modern day music. 2. Unit Objectives: a. Students will be able to sing as a small group, examples of songs that represent social reform within music. (NS 1) b. Students will be able to play instruments along and in groups when each student creates their own protest song. (NS 2) c. Students will interpret music as they use their critical listening skills to determine and describe the mood, genre, and purpose of each song. (NS 3) d. Students will develop improvisation skills as students add drum patterns and accompaniments to the read aloud poetry, or lyrics. (NS 4) e. Students will compose melodies to accompany their written lyrics at the end of this unit. (NS 5) f. Students will listen to, analyze, and describe the songs given in almost every exercise and assignment given in this course. This is one of the key elements of analyzing lyrics and discovering the deeper meaning of each verse. (NS 6) g. Students will realize the relationship between protest songs and other disciplines due to the analyzing and comparison to social and political change in modern day. (NS 7) h. Students will draw connections to cultural and political topics in most given protest songs. (NS 8) i. Students will use evaluation skills while writing responses to each song, as well as the lyrics that their peers create. (NS 9) 3. Materials: a. Text: None. b. Internet Text Source: www.vh1.com, www.scrippsnews.com

c. Audio (CDs): None. d. Videos: None. e. Internet: YouTube music videos to demonstrate further the use of music to

spark social and political reform.

f. DVD: None. g. Film: None. 4. Instruments Needed:

a. Access to compositional and other media oriented tools Garage Band, IMovie, etc. b. Access to computers for examples and class research. c. Piano, guitar, small drums, tambourine, for improvisation, composition, and accompaniment. d. Recording equipment 5. Student Projects: a. Students will research protest songs and come back to school with 5-7 examples of current rock, pop, folk, and punk song that either obviously or discreetly rebel against current political and social events. Students should list the artist, year written, and a brief summary of the inspiration for each song. (NS 3, 6, 7, 8) b. Students will engage in class discussion on determining individual perspectives of what lyrics from a popular music clip truly mean. (NS 6, 7, 8). c. Students will break into small groups and find a popular protest song and sing, in their opinion, the most striking and meaningful verse. Students should be able to give a brief verbal presentation on why this is so (NS 1, 3, 6, 7, 8) The teacher must approve lyrics. d. Students will keep an in class journal, writing down responses to song clips that the teacher shares every week. Students will write looking for common themes, reason behind protest, mood of song, instrumentation, genre of song, etc. (NS 3, 6, 7, 8, 9). 6. Formal Assessment: With the knowledge of modern protest music, students will be assigned to write verses (length, form, and style of their choosing) based on a rebellious, protest topic that they feel strongly about in their current day lives. Students will present these verses to the class like a poetry reading, during which, each audience member will write a short response to the verses read. Students will then be asked to make these verses into simple lyrics, adding instrumentation if desired. (NS 1, 2, 5, 8, 9)