History of Rock and Roll and Popular Music

Home , Birth of Rock and Roll, Brill Building (genre), Rap metal, Rock and roll

Hazlet Township Public Schools

COURSE OF STUDY FOR History of Rock and Roll and Popular Music

July 2015 Raymond Lahaye

COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Why study rock? BRIEF SUMMARY OF UNIT: Students will understand why rock and other forms of popular music are important as a legitimate musical style.

LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

A: STUDENTS WILL KNOW: STUDENTS WILL: GUIDING QUESTIONS:  Basic music vocabulary and how it relates to popular music.  Where did rock come from?  Answer and discuss the essential questions  How the form of music known as “Rock  Participate in class discussions based on  When was “Rock and Roll” invented? and Roll came about. the essential questions.

 Relate this introductory material to future B: STUDENTS WILL UNDERSTAND THAT: units in the course of study.  Music of today was influenced by early rock artists.  Rock and roll evolved from blues, jazz, and country music.

C: STUDENTS WILL BE ABLE TO:  Appreciate all styles of rock and popular music as an art form.

1 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Introduction of the course as a whole briefly discussing content and goals.  Discuss the essential questions and relate them to the breakdown of the course.

2 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Introduction BRIEF SUMMARY OF UNIT: The Roots of Rock and Roll

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How did Rock and Roll emerge from A: STUDENTS WILL KNOW: existing forms of music? STUDENTS WILL:  How Rock and Roll was born

 Properly use music vocabulary to describe GUIDING QUESTIONS:  Musical terms and vocabulary that relate and discuss chapter material.  How did general society influence the  to “Rock and Roll”  Identify elements and principles of early birth of Rock and Roll? B: STUDENTS WILL UNDERSTAND THAT:  Rock music.  What are the key musical elements that  The attitude of culture and society make up “Rock and Roll”?  Identify by ear the instrumentation of early influenced the birth of Rock and Roll What was the basic instrumentation of  Rock music.   Post World War II brought about a sub- “Rock and Roll”?  Vocabulary quiz of all key terms. culture

C: STUDENTS WILL BE ABLE TO:

 Properly use terms and vocabulary to discuss early forms of rock music.  Identify musical form.

3 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Read and outline Chapter 1”Introduction”- Chapter 2 “The Roots of Rock and Roll”  Discuss how attitudes of society influenced the birth of Rock and Roll. (Use of internet research)  Study and discuss key vocabulary terms and how they relate to the roots of Rock and Roll  Study and understand elements of music. (rhythm, melody, harmony and tonality, timbre, texture, volume) In class listening of various recordings.  Study and identify early instrumentation of “Rock and Roll” (guitar, voice, drums, keyboards, saxophone) In class demonstration of instruments  Study and compare influential styles (country and western, rhythm and blues)

4 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Blues BRIEF SUMMARY OF UNIT: The blues is the basis for popular music in the 20th and 21st century. The students will be able to identify the influence of the blues in popular music. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How did the social and cultural events of A: STUDENTS WILL KNOW: STUDENTS WILL: the 19th century impact the evolution of  How early blues became the first Rock and the blues?) Roll songs.  Identify specific facts about this eras most  How did certain events during slavery help influential artists the evolution of the blues? B: STUDENTS WILL UNDERSTAND THAT:  Discuss the essential questions  Which musical influences supported the  Describe the historical events at the end of  Be evaluated through in class quiz using evolution of the blues? the 19th century. vocabulary, history , and listening of all  How is the blues structured and which  Cultural appropriation and co modification chapter material styles it has influenced?  Form, scale, techniques, genres in pop  Be able to evaluate artists and document GUIDING QUESTIONS: today personal reactions in their journals  What are the main characteristics of the  Classic and Rural blues blues? C: STUDENTS WILL BE ABLE TO:  During which time period did the blues  Identify by ear different artists of this early evolve? (How did the social and cultural Rock era events of the 19th century impact the evolution of the blues?)  Understand the early history of the ground breaking artists of this era.  What the African American root of the blues?  What were the two schools of early blues, and what led to their development?

5 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods  A wide variety of assessments and strategies complement the individual learning experience.

6 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Tin Pan Alley BRIEF SUMMARY OF UNIT: The students will be able to understand the evolution and influence of Tin Pan Alley. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 To what extent did the Tin Pan Alley Era A: STUDENTS WILL KNOW: effect the creation of popular music? STUDENTS WILL:  The composers of Tin Pan Alley.  To what extent did the composers’ careers  Discuss and answer all the essential rely on the sale of recordings and/or B: STUDENTS WILL UNDERSTAND THAT: questions printed music?  The effect of Tin Pan Alley on the music  Be evaluated through in class quiz using  How did the evolution of radio and its industry. vocabulary, history , and listening of all effects on the music industry?  The importance of copyright laws and chapter material  To what extent did the composers’ careers ASCAP.  Evaluate artist style in music journal and rely on the sale of recordings and/or  Music now reached a larger portion of the provide personal relations to the music. printed music? population  Small group assignment GUIDING QUESTIONS:  Students will show understanding of  How did the evolution of printed materials copyright laws. help the decimation of music

 How did the evolution of the phonograph C: STUDENTS WILL BE ABLE TO: expose the public to popular music?  Identify the artists of the Tin Pan Alley  How was African American music era. incorporated into Tin Pan Alley?  How did vaudeville affect the popularity  Will able to identify culture influences of Tin Pan Alley?

 How did commercial radio affect the music of Tin Pan Alley?

7 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

 How did the following composers contribute to the popularity of the Tin Pan Alley Era: Irving Berlin, George & Ira Gershwin, John Philip Sousa, Scott Joplin, W.C. Handy, Cole Porter, King Oliver, Oscar Hammerstein, Phil Ziegfeld, Al Jolson, Richard Rodgers & Lorenz Hart, and George Cohen?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Begin unit testing previous knowledge  Discuss the begins of the Tin Pan Alley Era.  Use YouTube videos as well other internet resources to show artists from this time.  Small Group Project: Have students prepare a presentation on different artists from this time period.  Formative assessment to conclude the unit.

8 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Country BRIEF SUMMARY OF UNIT: Country music is considered one the truest American musical art forms. The students will be able to recognize basic themes and structure of country music. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 Why was the term hillbilly used to define A: STUDENTS WILL KNOW: STUDENTS WILL: country music?  How country music is one of the truest  How did the use of yodeling, guitars, American art forms.  Be involved in class discussion. mandolins, steel guitars, and ukuleles  Demonstrate understanding through small influence country music? B: STUDENTS WILL UNDERSTAND THAT: group instruction  How did the radio contribute to the  Billboard Magazine importance in the  Through formative assessment strategies. promotion of country music? music industry.  Evaluate artist style in music journal and GUIDING QUESTIONS:  Students will understand the importance of provide personal relations to the music.  What is the origin of the term hillbilly? the representation of southern culture

 How was hillbilly used to define country music? C: STUDENTS WILL BE ABLE TO:  Students will be able to identify country  How did the following techniques and artists that changed the genre. instruments influenced country music: yodeling, guitars, mandolins, steel guitars,  Students will be able to identify how blues and ukuleles influence country music and country evolve into Rock and Roll  What was the CMA and their mandate?  To what extent did radio and Hollywood contribute to the promotion of the “singing

9 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

cowboy”?  How did the following artists contribute to country music: Fiddlin’ John Carson, Charlie Poole and his North Carolina Ramblers, Vernon Dalhart, Jimmie Rodgers, the Carter Family, Roy Acuff, Gene Autry, Bob Wills and His Texas Playboys, and Roy Rogers?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Discuss the Following artists. Fiddlin’ John Carson, Charlie Poole and his North Carolina Ramblers, Vernon Dalhart, Jimmie Rodgers, the Carter Family, Roy Acuff, Gene Autry, Bob Wills and His Texas Playboys, and Roy Rogers?  Small Group Project: How has country evolved from the beginning to now?  Use YouTube and other internet sources to show performances from influential artists.

10 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: The Eruption of Rock BRIEF SUMMARY OF UNIT: The evolution of rock is one of the most significant events in music history. The students will be able to recognize the different genres and influential artists of rock ‘n’ roll. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How did all genres of pop music affect A: STUDENTS WILL KNOW: STUDENTS WILL: doo wop?  How Rock evolved into an American art  To what extent did racism have on form.  Be involved in class discussion. suppressing African American artists?  Demonstrate understanding through small  How was gospel music different from B: STUDENTS WILL UNDERSTAND THAT: group instruction rhythm and blues?  How many artist evolved into different  Through formative assessment strategies.  To what extent did cultural diversity have genres in their music  Evaluate artist style in music journal and on rock ‘n’ roll?  The African American artist sounded to provide personal relations to the music. GUIDING QUESTIONS: Ethnic and how gospel music evolved into

 To what extent did the following artists R and B impact the promotion of doo wop: the Drifters, the Coasters, Dion and the C: STUDENTS WILL BE ABLE TO: Belmonts, the Platters, the Dell-Vikings,  Students will be able to identify beginning the Four Seasons? Rock artists  How did vocal sound contribute to the appeal of white artists to the mainstream  Students will be able to identify how blues audience? and country evolve into Rock and Roll

 How did the church influence R&B?  How did the following impact the eruption

11 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

of rock ‘n’ roll: Bill Haley and the Comets, Jerry Lee Lewis, Fats Domino, Little Richard, Pat Boone, Chuck Berry, Ritchie Valens, Big Bopper, Buddy Holly, Robert Byrd (Bobby Day), Bo Diddley, Jimmy Reed, Ray Charles, Sam Cooke, Jackie Wilson, Elvis Presley, and Carl Perkins? 

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Discuss the Following artists. the Drifters, the Coasters, Dion and the Belmonts, the Platters, the Dell-Vikings, the Four Seasons, Bill Haley and the Comets, Jerry Lee Lewis, Fats Domino, Little Richard, Pat Boone, Chuck Berry, Ritchie Valens, Big Bopper, Buddy Holly, Robert Byrd (Bobby Day), Bo Diddley, Jimmy Reed, Ray Charles, Sam Cooke, Jackie Wilson, Elvis Presley, and Carl Perkins  Individual Group Project: Artist Research Project  Use YouTube and other internet sources to show performances from influential artists.

12 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Reaction To Rock BRIEF SUMMARY OF UNIT: The backlash to rock ‘n roll only helped to solidify its status in music. The students will be able to analyze the various contributions to the music of this era. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 Why did middle class parents fear rock ‘n’ A: STUDENTS WILL KNOW: STUDENTS WILL: roll?  How society reacted to Rock and Roll  How did covers of popular songs  Be involved in class discussion. contribute to the “sanitization” of rock ‘n’ B: STUDENTS WILL UNDERSTAND THAT:  Demonstrate understanding through small roll?  Larger recorder labels were behind the group instruction  Why was the Brill Building considered times cater to adult audiences  Through formative assessment strategies. “the New Tin Pan Alley”?  Students will understand the evolution of  Evaluate artist style in music journal and  How did payola almost destroy the rise of the Radio DJ provide personal relations to the music. rock ‘n’ roll? C: STUDENTS WILL BE ABLE TO:

 To what extent did surf music define  Students will be able to identify artists American pop music? who represents a style of music popular in the 50’s (surf music, dance, country, teen GUIDING QUESTIONS: idols).  How did rock ‘n’ roll prepare teenagers to be good consumers?  How did the increase in independent labels help contribute to the rise of the pop market? audience?  Why did the record companies gathered together some New York’s best young

13 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

songwriters?  What was Alan Freed influence on rock?  Why congress got involved with the payola scandal?  To what extent did the following artists contribute to the reaction of rock ‘n’ roll: Johnny Ray, Conway Twitty, Pat Boone, Harry Belafonte, The Kingston Trio, Paul Anka, Neil Sedaka, Lesley Gore, Bobby Vinton, Chubby Checker, Duane Eddy, Ricky Nelson, Dick Dale & the Del-tones, Bill Doggett, The Champs, Cozy Cole, Bill Justis, The Ventures, The Beach Boys, and Jan & Dean?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Discuss the Following artists. Johnny Ray, Conway Twitty, Pat Boone, Harry Belafonte, The Kingston Trio, Paul Anka, Neil Sedaka, Lesley Gore, Bobby Vinton, Chubby Checker, Duane Eddy, Ricky Nelson, Dick Dale & the Del-tones, Bill Doggett, The Champs, Cozy Cole, Bill Justis, The Ventures, The Beach Boys, and Jan & Dean  Individual Group Project: Artist Research Project  Use YouTube and other internet sources to show performances from influential artists.

14 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: The 1960’s BRIEF SUMMARY OF UNIT: The students will be able to describe the differences between the various styles of music that flourished within and impacted this era. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How was the political and musical A: STUDENTS WILL KNOW: STUDENTS WILL: America perceived during the sixties?  How society reacted to Rock and Roll  How did the form and style of popular  Be involved in class discussion. music change during the advent of rock ‘n’ B: STUDENTS WILL UNDERSTAND THAT:  Demonstrate understanding through small roll?  Students will understand how the civil group instruction  Why did folk music incur a comeback rights movement changed the music  Through formative assessment strategies. during this time? industry.  Evaluate artist style in music journal and  To what extent did the Beatles completely  Motown’s involvement of the music provide personal relations to the music. revolutionize America? industry.

 How did mind-expanding drugs influence  How acid rock began to change Rock and rock ‘n’ roll? Roll.  The British invasion. GUIDING QUESTIONS:  Students will understand the difference  Why did civil rights activists tend to avoid styles of rock and roll the music of the sixties? C: STUDENTS WILL BE ABLE TO:  Students will be able to identify how  How were spirituals used to represent the society was impacted by the music civil rights movement? industry during the 1960’s. How did the color-blindness of the Civil   Students will be able to identify the Rights movement help promote white rock importance music played on the civil 15 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

‘n’ roll music? rights movement and peace movement.  To what extent did the following girl  Be able to identify the styles of rock and groups popularize rock ‘n’ roll music their corresponding artists. during this decade: the Shirelles, the Ronettes, the Shangri-Las, the Chiffons, the Supremes, and Martha and the Vandellas?  How did Motown define the sixties?  To what extent did the following Motown artists define the sixties: the Four Tops, Marvin Gaye, the Temptations, and Dionne Warwick?  How did the following artists contribute to the popularization of folk music during its revival: Pete Seeger, Woodie Guthrie, Bob Dylan, Janis Joplin, Phil Ochs, Peter, Paul, and Mary, Joan Baez, and Curtis Mayfield?  Why did the following American artists have chart topping hits during the British Invasion: Simon and Garfunkel, the Lovin’ Spoonful, and the Mamas and the Papas?  How did acid rock revolutionize blues music?  To what extent did the following blues artists bring psychedelic rock to the forefront: Jefferson Airplane, Grateful Dead, Blood, Sweat, & Tears, Cream, and Janis Joplin?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Motown research  Discuss the influential artist of the 1960’s and have students use music journal to discuss their importance.  Individual Group Project: Artist Research Project  Use YouTube and other internet sources to show performances from influential artists.

16 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: The Beatles BRIEF SUMMARY OF UNIT: By 1964, Rock and Roll reached its second decade with little direction at this time. But a group of 4 white young men changed everything. Ladies and gentlemen ….. The Beatles!! LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 Who were “The Beatles”? What did they A: STUDENTS WILL KNOW: do that changed Pop music forever? STUDENTS WILL:  How The Beatles began, progressed and  eventually finished a short but world  Identify all the members of the members GUIDING QUESTIONS changing career. of The Beatles.  Who were the men who made up “The  Identify all influential people which Beatles” B: STUDENTS WILL UNDERSTAND THAT: helped the success of The Beatles and  Who is George Martin? What did he do to  Every pop musical group from 1964 to what they contributed. help The Beatles? the present was in some way influenced  Identify the time line of The Beatles and  Who is Ed Sullivan? How did he help The by The Beatles. how their music changed with the quickly Beatles? changing times of the mid 1960’s C: STUDENTS WILL BE ABLE TO:  How did The Beatles influenced the drug  Be evaluated through in class quiz using counter culture?  Identify the members of The Beatles. vocabulary, history , and listening of all  Who is Yoko Ono?  Understand how world wide chapter material “Beatlemania” began.  Follow the journey the Beatles from their start to their finish.

17 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Read and outline chapter 6 – The Beatles  Group learning activity: How did Brian Epstein and George Martin influence the Beatles?  Experience how the Ed Sullivan Show / Shea Stadium. and American “Beatlemania” developed the Beatles’ legacy.  Listen to and evaluate the music of the middle period 1965, experimentation  Experience the start of the psychedelic era by listening to the albums Rubber Soul and Revaolver 1966  Listen to and evaluate later Beatles (Sgt. Pepper, The White Album, Abbey Road).  Group learning activity: How did the “death of Paul McCartney” and the breakup of The Beatles take place. Who was Yoko Ono?  Listen to and discuss the music after the Beatles. (Solo John Lennon, George Harrison, and Ringo Starr. Paul McCartney and Wings)  Musical Close-up – Analyze the technical side of the Beatles

18 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: The British Invasion BRIEF SUMMARY OF UNIT: Prior to 1964, Rock and Roll had been an American product. The British were lovers of American Rock. With The Beatles opening the flood gates to America, several British rock bands who emulated the new style came to the US. The most known and most successful was that of “The Rolling Stones”. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 What happened in Rock and Roll prior to A: STUDENTS WILL KNOW: 1964 that influence British Rock bands? STUDENTS WILL:  The rise of The Beatles opened up a

whole new market to both Rock fans and  Identify the members of the Rolling Stones GUIDING QUESTIONS artists. and their contributions to the History of  How did American Rock artists influence Rock and Roll. British groups and the country’s culture? B: STUDENTS WILL UNDERSTAND THAT:  Create a time-line of major developments  How did The Beatles influence the rise of  New Rock groups from Great Britain put which led up to the British Invasion. British Rock bands? their own style into Rock music creating  Be evaluated through in class quiz using  Who were “The Rolling Stones”? Why are a new era in Rock development. vocabulary, history , and listening of all they so important to Rock at this time?  The Rolling Stones were one of the most chapter material  Who are some other British Rock groups successful of these new British invasion  Understand vocabulary as it relates to the who had success in the mid 1960’s? bands. chapter( see key terms)

C: STUDENTS WILL BE ABLE TO:  Know how American rock artists affected British culture, music they listened to, and music they created.  Know how The Beatles helped make it

19 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

possible for new British Rock groups to have success in America.  Identify the members of the Rolling Stones and their contributions to the History of Rock and Roll

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Read and outline chapter 7 the British Invasion.  “The British Are Coming” Discuss the major developments which opened the doors to several British Rock acts.  Group learning activity: Discuss The Rolling Stones. The original members, their early musical contributions.  Listen to “Satisfaction” and discuss the rise of the “EP” extended play albums.  Identify the rise of social turmoil in late 1960’s  Discuss the breakout of violence at Altamont. (Hell’s Angels)  In class debate: How were The Rolling Stones the first of the “Bad Boys” of Rock and Roll?  Identify how the toll of drug and alcohol abuse affected the Rock and Roll lifestyle.  Writing assignment: What is the Rolling stones place in Rock history due to their longevity? (use of internet research)  Listen to and discuss other British invasion Bands (Dave Clark 5, Herman’s Hermits, The Yardbirds, Manfred Mann, The Kinks, The Troggs)  Musical Close-up – Analyze the musical style of the Rolling Stones  Internet research project – other bands of “The British Invasion”  Technology – identify the parts of a real sound board and how it operates to produce sound.

20 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: The Fragmentation of Pop BRIEF SUMMARY OF UNIT: The students will be able to compare and contrast the varying styles of music and the influencing artists of the late 1970s. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How did the improvement in the recording A: STUDENTS WILL KNOW: technology alter the production of music? STUDENTS WILL:  How the music industry has evolved due  Why was the term “progressive rock” to technology and culture. Be involved in class discussion. used to define the music of the seventies?  B: STUDENTS WILL UNDERSTAND THAT:  Demonstrate understanding through small  How were soft rock and hard rock  Students will understand the difference different? group instruction styles of rock and roll  Through formative assessment strategies.  How did the women rockers transfigure  Students will understand the women’s  Evaluate artist style in music journal and this era? rocker movement provide personal relations to the music.  GUIDING QUESTIONS: C: STUDENTS WILL BE ABLE TO:  Why was the new recording technology  Students will be able identify artist of the detrimental to rock ‘n’ roll? late 1960’s and early 1970’s.  Why is the Beatles’ album Sgt. Pepper  The importance of technology considered revolutionary in the music business?  Why was black music considered the foundation of progressive rock?  To what extent did the singer/songwriter have on the evolution of rock ‘n’ roll: Joni Mitchell, James Taylor, Carly Simon,

21 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

Carole King, and Helen Reddy?  How did Bruce Springsteen, Van Morrison, and soloist John Lennon break out of the restrictions of soft rock?  How did the women rockers transfigure this era: Maria Muldaur, Melissa Manchester, Bonnie Raitt, and Linda Ronstadt?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Discuss technology advances thus far.  The importance of the women rockers transfigure this era: Maria Muldaur, Melissa Manchester, Bonnie Raitt, and Linda Ronstadt  Individual Group Project: Artist Research Project  Use YouTube and other internet sources to show performances from influential artists.

22 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Punk and Disco BRIEF SUMMARY OF UNIT: The students will be able to compare and contrast elements, influences, and characteristics between punk and disco music LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 Why was popular music considered A: STUDENTS WILL KNOW: centrist, corporate, and safe during the late STUDENTS WILL:  The evolution of popular music and how 1970s? technology has changed the sound. Be involved in class discussion.  How were punk and disco different, and   the same from each other?  Demonstrate understanding through small B: STUDENTS WILL UNDERSTAND THAT:  How did disco record sales prosper group instruction  Students will understand the evolution of without radio airplay?  Through formative assessment strategies. Disco.  How were the two ends of the soul  Evaluate artist style in music journal and  Students will understand how punk rock spectrum considered different? Same? provide personal relations to the music. evolves into later genres of music. GUIDING QUESTIONS:

 To what extent did the following “lounge C: STUDENTS WILL BE ABLE TO: acts” have on this portion of music history:  Students will be able to identify important The Carpenters, Barry Manilow, Bette artist during the Disco and Punk Rock Era. Midler, Neil Diamond, Barbra Streisand, Captain and Tennille, and Paul  The importance of technology McCartney?  Why were the following pop rockers of this time considered only slightly more adventurous: Fleetwood Mac, Elton John, Billy Joel, and Steely Dan?  Why were the Sex Pistols considered so 23 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

important before and after their U.S. debut?  To what extent were the Sex Pistols and the Clash considered similar? And different?  To what extent did the following American punk groups influence the new genre: Patti Smith, Blondie, the Ramones, and Talking Heads?  How did KC and the Sunshine Band, Donna Summer, and the Village People contribute to the crossover of disco into the pop world?  Why were the Bee Gees considered the white super group in the disco world?  To what extent did Stevie Wonder, Earth, Wind, and Fire, Kool and the Gang, and George Clinton define the funk movement?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Discuss technology advances and how disco is born.  Individual Group Project: Artist Research Project  Use YouTube and other internet sources to show performances from influential artists.

24 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: The 80’s BRIEF SUMMARY OF UNIT: The students will develop an appreciation for the music, the artists, and the early video form of the 1980s. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How did the new technology of the early A: STUDENTS WILL KNOW: 1980s, cause a decline in record sales? STUDENTS WILL:  The evolution of popular music and how  How did MTV revolutionize the pop technology has changed the sound. Be involved in class discussion. culture in the early 1980s?    How did the record industry change  Demonstrate understanding through small B: STUDENTS WILL UNDERSTAND THAT: during the early 1980s? group instruction  Michael Jackson revolutions music and  Through formative assessment strategies.  How did the movies contribute to the becomes the “King of Pop” popularity of music?  Evaluate artist style in music journal and  MTV changes the music industry with the GUIDING QUESTIONS: provide personal relations to the music. first music video.  How did the introduction of synthesizer C: STUDENTS WILL BE ABLE TO: and electronic music change 80’s rock?  Students will be able to identify important  To what extent did the visual portion of a artist during the 1980’s music video out-do the musical portion?  The importance of technology and how it  How did Michael Jackson single-handedly makes the music industry grow. reformat MTV and the pop world?  Why is Madonna considered a progressive rock star?  Why did the LP make a comeback during this time?

25 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

 Why crossover projects were considered a sign of the times?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Writing assignment: Did the video really kill the radio star?  We Didn’t Start The Fire History Project  Individual Group Project: Artist Research Project  Use YouTube and other internet sources to show performances from influential artists.

26 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Heavy Metal BRIEF SUMMARY OF UNIT: Heavy Metal as a musical form was one the first true antiestablishment forms of music. Often Metal was meant to shock, both lyrically and musically. Heavy Metal was a multi continental effort which demanded it be heard and taken seriously LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

A: STUDENTS WILL KNOW:  How is Heavy metal different form other STUDENTS WILL:  How Heavy metal came about and how it styles of Rock music?  Identify the most influential Heavy Metal  progressed into a marketable form of Groups of the time. GUIDING QUESTIONS Rock.  Place heavy Metal Artists into the sub  Who were the pioneers to start the form of  Who the most influential heavy metal groups. Rock known as Heavy Metal? artists are of the 1970’s to the present  Be evaluated through in class quiz using  Do any sub groups exist in Heavy Metal B: STUDENTS WILL UNDERSTAND THAT: vocabulary, history , and listening of all music?  Political and economic issues not of the chapter material mainstream but of the counter culture  Understand vocabulary as it relates to the spawned the anger which is a part of chapter( see key terms) Heavy Metal.

C: STUDENTS WILL BE ABLE TO:  Identify the most influential Heavy Metal artists form the 1970’s to the present.  Categorize Heavy Metal Artists into sub categories created by the industry

27 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Read and outline chapter 15 Heavy Metal  Overview – “We’re Not Going To Take It Anymore” Identify the need for this rebellious form of music.  In class debate: Discuss the evolution of British Heavy Metal (Led Zeppelin, Black Sabbath, Ozzy Osbourne)  Listen to and evaluate American Heavy Metal (Alice Cooper, Kiss, Rush)  Discuss how 1980’s Heavy Metal continued (Guns and Roses, Van Halen, Metallica  Metal Fragments – (Hardcore, Thrash metal, Speed Metal, Death Metal) Categorize metal music into these different genres.  Identify and evaluate “Nu Metal” also called Rap Metal (Ice-T’s Body Count, Rage Against the Machine. Korn)  Listen to and evaluate other Nu Metal Artists (Kid Rock, System of a Down, Linkin Park  Musical Close-up –Analyze meter in Heavy metal and Alternative Rock.  Technology – Hands on training with Sound board and PA equipment (how to mix a band)

28 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Dance Music BRIEF SUMMARY OF UNIT: : From the 1950’s through the early 1980’s, recording studios and radio stations worked together to sell music. With the rise of cable TV in the early 1980’s, a new way to market music was born – “Music Videos”. The Birth of video music channels such as MTV and VH1 changed the landscape of music forever. One’s appearance and image became more important than the content of their music. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 How did the birth of MTV and video A: STUDENTS WILL KNOW: music change the landscape of Pop music? STUDENTS WILL:  Many innovations in music, how it was  How did dance music throughout the Rock sold, and how it was marketed had  Identify the most influential video music period influence the direction of Pop changed dramatically in the 1980’s stars of the 1980’s Music?  Dance music in many forms throughout  Create a time line of dance crazes and the

the decades is responsible for the music that fueled these crazes. GUIDING QUESTIONS direction of pop music trends.  Be evaluated through in class quiz using  What is a music video? vocabulary, history , and listening of all  How did cable TV channels such as MTV B: STUDENTS WILL UNDERSTAND THAT: chapter material and VH1 help drive record sales?  Music is a product in which is marketed  Understand vocabulary as it relates to the  Did MTV change pop culture in general? to specific audiences and age groups chapter( see key terms) How?  Video music made it possible to not only  How did the innovation of the Compact hear but see the artists.  Disc jump start music sales?  Can Dance music be divided into sub C: STUDENTS WILL BE ABLE TO: groups like Rock and Roll?  Discuss the many ways MTV and video music changed how music was presented.

29 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

 Identify the cutting edge artists of this very musically influential period.  Categorize the many dance sub groups throughout the Rock and Roll era.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Read and outline chapter 16 Dance Music  Overview: The selling of Rock – Changes in the 1980’s. discuss the new way music can be marketed  Discuss the birth of video music (MTV, VH1, veejays, video direction and concept)  In class debate: Was the development of the compact disc a positive thing for music? (the birth of digital music)  Discuss and evaluate Rock music soundtracks (Dirty Dancing, Footloose, Top Gun, etc.)  The return of Dance Music. Compare / contrast the “Philadelphia Sound” VS. Motown.  Group learning activity: discuss the rise and fall of Disco (Donna Summer, Saturday Night Fever, The Bee Gees, )  Motown Keeps Dancing . Identify reasons for the success of The Jackson 5, The Commodores, Michael Jackson  Listen to and identify other music for dancing (Madonna, Prince)  Listen to and evaluate Dance through the 1990’s and beyond (N’SYNC, The Spice Girls, Destiny’s Child)  Internet research project: How did the rise of the synthesizers and electronica change Pop music (techno, Rave music, House)  Listen to and evaluate the Latin Invasion (Gloria Estefan, Selena, Ricky Martin)  Musical close-up – The Anatomy of Disco. Identify and evaluate what made disco what it was.

30 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Rap and Hip-Hop BRIEF SUMMARY OF UNIT: : Urban poverty of black, inner city youth created the next revolution in Pop music – Rap and Hip-Hop. Rap was urban poetry set to a beat mixed with social commentary, often with a gritty subject matter. The addition of electronic dance beats created a form of expression never before heard. The developments of music, electronic, and computer technology added to growth of this exiting new form of Pop. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 What social climate did Rap and Hip-Hop A: STUDENTS WILL KNOW: emerge from? STUDENTS WILL:  The Most influential artists who created  What technological advances influenced and developed the form of music known  Identify the many advances in music Rap music, its creation, and development? as Rap. technology during the Rap /Hip-Hop era.

 The technological advances in music  Identify the major artist who shaped the GUIDING QUESTIONS from the 1980’s to today landscape of rap and Hip-Hop.  What is Rap? Where did it come from?  Be evaluated through in class quiz using  Who were the pioneers of early Rap? B: STUDENTS WILL UNDERSTAND THAT: vocabulary, history , and listening of all  Who were the artists who made rap and  Social and economic turmoil helped fuel chapter material Hip-Hop an important form of musical what is known as Rap?  Understand vocabulary as it relates to the expression?  Advancement of technology has shaped chapter( see key terms) the direction of Pop music for decades?

C: STUDENTS WILL BE ABLE TO:  Identify the most influential Rap artist of the time and understand their contributions to this new art form.

31 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

 Discuss how socio-economic issues of the late 1970’s and 1980’s helped Rap develop.  Categorize the different sub groups of rap and Hip-Hop.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Read and outline chapter 17 Rap and Hip Hop  Overview: identify and discuss how technology and the Internet, affected the Music Industry. (drum machines, sequencers, MIDI, digital sampling)  In class debate: The Internet – (MP3, file sharing websites) discuss how this new technology changed music distribution.  Listen to and evaluate Rap’s early beginning (rise of MC’s, Sugar Hill Gang, Run DMC)  Discuss how Rock and Rap joined forces (Aerosmith and Run DMC)  Listen to and evaluate the music of The Beastie Boys.  Listen to and evaluate the music of L.L. Cool J.  Group learning activity: List how “Gangsta Rap” of the West Coast came about and developed. (NWA, Snoop Doggie Dog, Ice-T, Dr. Dre)  Listen to and evaluate other influential Rap Artists (Salt and Pepa, Eminem,)  In class debate: discuss how the East Coast Vs. West Coast rivalry began and ended (Big E Smalls, Tupak Shakur, M. “Suge” Knight, Death Row Records)  Musical Close-up – Expressive Musical Performance – analyze the rhythmic delivery of Rap  Technology of Rap – Drum Machines, Sequencers, loop tracks, recording developments. Discuss how this new technology changed the landscape of music.

32 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

UNIT NUMBER AND TITLE: Future For The Music Industry BRIEF SUMMARY OF UNIT: The students will be able to identify elements of hip-hop and other genres of “new American music” while developing an understanding of what is considered legal and illegal in terms of downloading music and using music-based technology. LINK TO CONTENT STANDARDS: The Creative Process 1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. History of the Arts and Culture 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Performance 1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Aesthetic Responses1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. Critique Methodologies 1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

 Why did the record companies oppose the A: STUDENTS WILL KNOW: internet? STUDENTS WILL:  The problems and evolutions technology  How did government attempt to control has made for the music industry. Be involved in class discussion. the piracy and theft of popular music?   Demonstrate understanding through small  To what extent did Apple’s iTunes and B: STUDENTS WILL UNDERSTAND THAT: the legal Napster satisfy the record group instruction  How the government monitors downloads  Through formative assessment strategies. industry? and how companies such as Napster and  Evaluate artist style in music journal and GUIDING QUESTIONS: Apple revolutionized the music industry. provide personal relations to the music.  What was the record company’s biggest argument?  What effect did the internet have on their C: STUDENTS WILL BE ABLE TO: record sales and concert sales?  Students will be able to understand how illegal downloads damaged but also  What laws go on effect? changed the music industry forever.  How did the government track the infractions?  How did Napster become so popular?

33 COURSE TITLE: History of Rock and Roll and Popular Music GRADE(S): 9-12

 What agreement did this companies reached?  How did iTunes become the industries standard?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

 Genre Project: Students will be able to further research a certain genre and present their finding to the class.  Discussion question: Did technology destroy or help the music industry?  Use YouTube and other internet sources to show performances from influential artists.