Stage 1 Desired Results |
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ESTABLISHED GOALS - Cultural Literacy
- Critical Listening
- Artistic Tolerance and Appreciation
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Standards |
Students will be able to independently use their learning to… - draw connections between musical trends, social norms, and historical events of the 1950s, 1960s, and 1970s.
- assess and analyze a song's structure, lyrical content, and commercial appeal.
- develop an abiding sense of objectivism in determining how a song, artist, and/or genre might appeal to a particular demographic.
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Meaning |
UNDERSTANDINGS Students will understand that… - music is intimately and tangibly connected to a society's cultural norms, political/economic climate, and global events
- popular music comprises far more than just melodies and lyrics. It is an amalgamation of complex harmonic, textural, rhythmic and melodic variables.
- no musical artist or genre exists within a bubble; that all popular music trends have a cause and effect relationship with the world they inhabit.
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ESSENTIAL QUESTIONS - How do specific musical artists and genres utilize the social climate, technological advance, and pop culture of a particular era to gain mainstream acceptance and commercial viability?
- Why do two songs released in the same year but with seemingly nothing in common with one another both achieve widespread acclaim?
- In what ways do new musical trends access past influences and the current sociological climate to create music that is sometimes timeless but often ephemeral?
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Acquisition |
Students will independently be able to use their learning for... - the ability to relate music and its embedded emotional context to both micro and macro societal events.
- a nuanced capacity to judge a song's merit based on myriad factors that go beyond merely beats, words, and hooks.
- the development of a more objective and inclusive approach to assessing an artist's worth and influence.
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Students will be skilled at… - identifying the relationships between music and other aspects of culture.
- peeling back the layers of song to critically assess its genesis.
- accessing music through a variety of mediums in order to broaden their understanding of music's sweeping and varied influence.
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Stage 2 - Evidence |
Evaluative Criteria | Assessment Evidence |
- listening skills
- technological acumen
- writing samples
| PERFORMANCE TASK(S): - formative assessments
- summative assessments
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| OTHER EVIDENCE: - spotify playlists
- album reviews
- traditional tests (multiple choice, matching, T/F, etc.)
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Stage 3 – Learning Plan |
Summary of Key Learning Events and Instruction - 1940s/1950s popular music (traditional pop, country, etc.)
- 1950s rock and roll (R&B, rockabilly, blues)
- 1960s British invasion (Beatles, Rolling Stones, etc.)
- 1960s folk revival (Bob Dylan, Joan Baez, etc.)
- 1960s soul (Jackson 5, The Temptations, The Supremes, etc.)
- 1960s psychedelic rock (Beach Boys, Jefferson Airplane, Pink Floyd, etc.)
- 1970s hard rock and heavy metal (Led Zeppelin, Black Sabbath, Alice Cooper, etc.)
- 1970s funk (James Brown, George Clinton, Sly Stone, etc.)
- 1970s punk (The Clash, The Sex Pistols, The Ramones, etc.)
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