Gr. 11/12 Music History Unit (Seminar)

HISTORY OF POPULAR MUSIC - SEMINAR

 

ASSIGNMENT:

  • Each one of you is assigned an important genre in 20th Century Music popular music.
  • Each group of you is assigned a presentation date.
  • One group will present per assigned day.
  • Students are NOT to miss their presentation day as seminars are in historical order.
  • Your presentation will explore a combination of the following:

WHAT

  • Describe the genre and its identity. (Its defining and recognizable features.)
  • Describe the musical aesthetics and characteristics of the genre (What does it sound like? Imagine you are explaining it to someone who has never heard of it before.)
  • Explain what musical properties form those aesthetics. (Consider form/structure, harmony, melody, rhythm, orchestration, text [if any], consonance vs. dissonance, tonality [or not], etc.)
  • What different genres were happening at the same time? (Ex. When John Cage wrote his most influential aleatoric piece 4’33’’, Elvis Presley was months away from making his debut in Rock ‘n Roll history, and bebop was in its prime in jazz.)

WHO

  • Major figure(s) of origin. Was there an individual or small group who started this genre?
  • Who were the major figures that most defined this genre?

WHERE

  • Country of origin.
  • Geography of influence. (Did this genre influence the music movements in other countries? If so, where?)

WHEN

  • Dates.
  • What other genres was your genre sandwiched in between?
  • What other genres were happening in music at the same time? (Pop forms, other classical forms, jazz forms, etc.)

HOW

  • How did we get to this genre from the music era before?
  • How are the musical forms and aesthetics of this genre new in comparison to what came before it?
  • How are the musical forms particular to this genre and/or the composers who developed it?
  • How was this genre reaction to what came before it? (An anti-movement?)
  • How was this genre different from what other forms were happening during the same time period?
  • How did it influence what came after it?

WHY - IDEOLOGY

  • What is the ideology/philosophy/beliefs behind the creation and execution of his genre?
  • What did the creators believe in?
  • What is happening in the world at that time, in politics, in society that is influencing the ideology of the people?
  • Is this genre conforming to, contrasting from, or creating the ideology of the era?
  • How is the ideology of the music and lyrics reflected in the branding (fashion, image) of those artists?
  • What is the cultural context of the artists/genre and how do you make sense of this music's ideology with this context in mind?

PARALLEL MOVEMENTS

  • Parallel movements in other art fields (Similarities in aesthetics? Comparing ideologies and how they are evident in other art forms.)
    • Visual Art** (painting, sculpture, installation art). Major figures, major works – draw similarities.
    • Fashion. (Is fashion part of your genre’s ideology and identity? If so, how? How?)
    • Literature, poetry – does this influence the development of lyrics? How?

 

ANTI-MOVEMENT (The pendulum effect)

Changes in history, and art, occur as reactions to what is happening around us. We begin to reject the rules of the world react by creating an idealized new way of doing things. That in turn upsets people who want to maintain the status quo. While these new movements satisfy those wanting change, it inevitably creates a new set of rules that another group of people, with a different ideology don’t want to accept, and eventually reject. This is called, the pendulum effect. (You may refer or merge this section with “conforming to, contrasting from, or creating” in the Ideology section.

  • How was your genre a reaction to what came before it; different from what other forms were happening during it; and how did it influence what came after it? (What preceding era was it the “anti-movement” to?)
  • What reaction did your assigned genre instigate? What “anti-movement” followed your genre?

 

SUCCESS CRITERIA

v  On time. Organized. Time efficient.

v  Presentation is visually appealing

v  Engaging presentation with evidence of in depth research

v  Knowledge off paper (not reading entire time)

v  Presenter is respectful of genre.

v  Clarity of information

v  Clarity of voice in presentation

v  Music examples - multiple

v  Visual examples – multiple

v  Insightful connections between genre/era and parallel art movements

v  Insightful connections between genre and other genres (“reactions”)

v  Student answers questions

v  Prezi/Google Slides includes proper Works Cited (MLS) final page listing all sources used.

v  Prezi/Google Slides is emailed to teacher or shared on USB stick.

Provide the class with point form synopsis of your genre with a link to the music you discussed. Include the name of the composer, piece, instrumentation and year of composition.

Plagiarism will result in mark of 0.

 

Group 1: Early 20th C.     Dec. 11

Folk Music & Blues & Gospel: Angels, devils, grass roots and protest        

Jazz & The American Songbook: Big Bands and Big Singers

Remelyn, Daniela, Salvatore, Danielle,

 

Group 2: Mid 20th C.       Dec. 12

Boogie Woogie to The Birth of Rock n Roll & Doo Wop                                     

From Elvis to The Beatles: Epic changes                                                

Carlye, Michael,  Catarina, Joseph, Cassandra,

 

Group 3: Mid 20th C.         Dec. 13

Motown & Stax: The bowtie and soul of popular music                           Psychedelia & Birth of Hard Rock-From the Beatles and Hendrix to Zeppelin 

Megan, Briana, Stefano, Janie, Matthew,

 

Group 4: Late 20th C.      Dec. 14

The Singer-Songwriter: From Dylan to Carol King , Joni, Stevie and beyond       

Punk, Mods & Rockers: Can’t we all just get along?

Thomas, Nicole, Genevieve, Natasha, Katrina,

 

Group 5: Late 20th C.     Dec. 15

Funk & Early Rap: From James Brown to The Sugar Hill Gang and beyond

Disco & Anti-Disco movement to Soul and The King of Pop                                 

Giuliana, Lauren, Peter, Taliya, Nicholas,

                                               

Group 6: Late 20th C.      Dec. 18

Epic Rock and Prog Rock: From Queen to Yes -- Taking it to another level 

80’s Changes: New Wave (New Romantics), Hair Bands -- Excess + Hairspray          Cynthia, Lucas, Andrew, Alessia

 

 

20TH CENTURY HISTORY SEMINAR (RUBRIC) PRESENTER_________________________ TOPIC_____________________    

 

R – Below 50    L1 – 50s  L2 – 60s        L3 – 70s     L4 – 80s       L4+ 90s              Insufficient       Fair         Satisfactory     Good          Excellent     Exceptional

 

RESEARCH - Inquiry

 

Content is rich, varied, and informative demonstrating in-depth research.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

                                   

Assignment questions answered as well as student’s own questions from research addressed.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Hand-out is well organized and includes pertinent information, musical examples, composers/songwriters names and pieces.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

 

PRESENTATION - Knowledge

 

Knowledge and understanding of historical, aesthetic, musical, ideological concepts is evident.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Student is able to present off script with clarity and definition.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Q & A – Student answers questions regarding topic from peers/teacher demonstrating research and understanding.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

 

PRESENTATION - Application

 

Multiple musical examples with explanation of how music expresses genre’s aesthetics and ideology

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Multiple visual examples including people, art, fashion, (etc.) with description of how visuals express ideology

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Division of presentation and responsibility among group members is evident of being even, equitable, and fair.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

 

PRESENTATION - Communication

 

Student is prepared, organized, and time efficient.

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional 

        

Clarity of voice and expression

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Grammar

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

Works Cited (MLA)

Insufficient       Fair         Satisfactory        Good           Excellent    Exceptional

 

NOTE:

Exceptional is when a student can speak off script for extended periods of time (or entire time) with authority demonstrating deep understanding of genre and style, while making exceptional connections between aesthetics and ideologies of era with reference to both musical and visual examples.

 

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