Dala Study Guide
DALA STUDY GUIDE
Written by Shelley Quiala
Edited by Sheila Carabine, Amanda Walther and Mike Roth
©2013, DALA All rights reserved. Contents of this packet may not be reproduced in whole or in part without permission.
Table of Contents
Section Page
Attending Live Performances 1
Collaborating Musically 222
Song as Story 333
Meet Dala 444
Awards and Discography 555
Voices and Instruments 666
Musical Genre 777 7 8888
Vocabulary 999
Elements of Music 101010
Curriculum Connections/Classroom Activities 111111 11 17171717
Additional Resources 181818 Dala
Attending Live Performances Audiences play a special and important role in the performance. The performers are very aware of the audience while they perform and each performance calls for different audience responses. Lively bands, musicians and dancers may desire audience members to clap and move to the beat. Other performers require silent focus on the stage and prefer that an audience applauds only when a por on of the performance has been completed. As you enjoy the show, think about being a part of the performance.
• What are the differences between a ending a live performance and going to a movie or watching television?
• What are some different types of live performances? Name a few as a class.
• What kind of responses might an audience give in each circumstance?
• What are the different cues that a performer will give you so that you know how to respond? For example, might they bow or pause for applause?
Also, remember that you are part of a community of audience members and you all work together to create your theater experience! 1 About the Artists: Collaborting Musically
Dala is a Canadian acoustic folk/pop duoduoduo which features musicians and friends
Amanda Walther and Sheila Carabine. Amanda and Sheila blend their voices and instruments to create a beautiful combined sound, telling stories about friendship, identity, love, travels and life through original compositions and poetic lyricslyrics.
The two first met in high school band at Mary Ward Catholic Secondary School in Scarborough, Canada and quickly turned their friendship into a musical collaborationcollaboration, forming their group, Dala, in 2002.
Since then, the two best friends have released six albums and toured across North America. Their music was influenced by other acoustic pop and folk singers like Joni Mitchell, Neil Young and Bob Dylan, though their sound is uniquely their own.
To create rich musical sounds, Sheila and Collaborating musically: Amanda use the di erences in their voices and play a range of instruments to create Think about the times that you have sounds that are complimentarycomplimentary. The collaborated, or worked together result is a layered sound that uses the with another person or a group. Did musical elements of harmony and texturetexture. you all do the same things or did you Sometimes they sing the same notes sometimes do di erent things while together, focusing just on the melodymelody, and working together to accomplish a other times they sing harmony, using task? Try to name examples of other Amanda’s soprano vocal range and types of collaborations and describe Sheila’s altoaltoalto vocal range. how they work. How do your family members collaborate? How do the “Dala can sing! What beautiful flights of melody members of a sports team or dance and harmony, reminiscent of the Everly Brothers, group collaborate? Name the times the Louvin Brothers, Emmylou Harris and associates; though Dala can trade a melody line when everyone is doing the same and leave one wondering who is taking the lead thing and times when people are and simply leave one behind when the harmonies doing di erent things, but still kick in.” working together. Peterborough Examiner
2 About the Artists: Song As Story
More than just musicians, singers and Exceprt from LEVI BLUES songwriters, though, Amanda and Sheila written by: Sheila Carabine, Amanda are great performers, too. Their sincere Walther, Mike Roth and lively stage presence is what I’ll go to China write “I Love You” on the connects them with their audiences. The Wall sheer joy with which they perform is And maybe London, catch a show at infectious, and in between songs they tell Albert Hall funny and down to earth stories that make I’ll see the world in my Levi Blues, every show unique. But I’ll always come back, I’ll always come back, to you Part of what makes them so interesting to I’ll always come back, to you watch are Sheila and Amanda’s love of telling and sharing stories through their music. They use imagery and metaphor in Song as Story: their lyrics to reference specific places, people and events while they sing. Amanda and Sheila often write song lyrics that have a narrativenarrative. That is, they tell a story that has a character and a plot, even if that plot is simply the story of a pair of blue jeans as worn by a world traveler such as in Levi Blues. Their performance relays the story within their songs, relying on the tone and color of the music, the sound level of the voice and expressions on their faces to help tell the story by creating a mood. This is similar to the way a setting and costumes would create a mood in a play, or the way illustrations do in a book. Watch the video Levi Blues on the internet http:// www.youtube.com/watch? v=Alc8YvUXGL8 and make a list of all of the ways that Sheila and Amanda tell their story. What words can you think of to describe their facial expressions or the sounds of the instruments and their voices?
3
About the Artists: Meet Dala !
Meet Sheila Carabine! Sheila grew up in Toronto, Canada with her parents, who are originally from Ireland, and two older brothers. Sheila’s favorite things to do as a child included soccer, cross country running, drawing and playing piano, which she began studying when she was 8 years old.
In high school, Sheila joined band and learned to play the trumpet. It was in that band class that she met her friend Amanda Walther. Sheila eventually learned to play guitar and started singing and playing songs by some of her favorite pop artists, like the Beatles! She wrote her first song with Amanda when she was 18 years old.
In addition to writing songs and Sheila Carabine performing with Amanda, Sheila enjoys running, writing poetry, drawing and reading in her free time. Meet Amanda Walther! More than anything Amanda loves being with my family. Her Dad brings a guitar to every family gathering and sure enough a sing a long erupts! Amanda described it as a “little piece of heaven.”
Amanda grew up with two older brothers, just like Sheila. They taught her how to stand up for herself, how to play piano and how to build a fort out of couch cushions. Amanda enjoyed singing all by herself as a child, when no one was listening.
Now, when she’s not singing, she enjoys painting. Amanda has been bringing her watercolour set with her on the road to paint all of the beautiful places where Dala travels!
Amanda Walther
4 About the Artists: Awards & Discography When you love what you do, it shows! Below is a list of some of Dala’s awards for their songwriting and performing in the field of acoustic folk/pop:
• 2010 Canadian Folk Music Award for Vocal Group • Canadian Folk Music Award nomination (their fifth one!) for the 2009 album “Everyone Is Someone”. • Toronto Independent Music Award for Best Folk Group for the same album • The Irish Post named “Everyone is Someone” as the Album of the Year and the song “Horses” was nominated by National Public Radio in the US as one of the “Top Ten folk songs of 2009 ″. • The live album was nominated for a 2011 Juno Award in the category “Roots and Traditional Album of the Year: Group”. • Lead single "Levi Blues" was nominated in the Mainstream Adult Contemporary category at the 2010 Canadian Radio Music Awards
Dala has released six albums that have both original music and some o their favorite songs by other musicians which they sing as cover songs.songs.
This Moment Is a Flash Everyone Is Someone Released: 2005 Released: 2009 Big Bold Sun Music Universal Music
Angels and Thieves Girls From the North Released: 2005 Country Universal Music Released: 2010 Lenz Entertainment
Who Do You Think Best Day You Are Released: 2012 Released: 2007 Compass Records Universal Music
Listen to song downloads, read lyrics and follow chord charts: dalagirls.com/music
5 About the Performance: Voices & Instruments
Sheila and Amanda use di erent kinds of vocal styles to add variety and texture to their duet performances.
Listen for these vocal styles: call and responseresponse: in music, a form in which one voice sings a phrase and a sec ond voice or group responds guitarguitar: a flat bodied stringed harmonyharmony: simultaneous combination of instrument with a long fretted neck notes in a chord; Sheila typically sings the and usually six strings played with a lower, or alto , part, and Amanda the high pick or with the fingers er, or soprano part unisonunison: in music, when more than one singer sings the same note and phrase to create the e ect of “one voice”
Sheila and Amanda also play all of their own instruments! Watch for these instruments during the concert.
glockenspielglockenspiel: a percussion instrument with a series of metal bars tuned to the chromatic scale and played with two light hammers
piano: a musical instrument with a manual keyboard that causes tiny hammers to strike the wire strings, ukuleleukulele: a small four stringed guitar producing sounds that can be popularized in Hawaii in the 1880s softened or held by using the pedals
6 About the Performance: Musical Genre
What is folk/pop acoustic? Pop music (short for "popular") is a genre which originated in its modern “We are singer/songwriters who tell form in the 1950s, deriving from rock and stories through our lyrics, our melodies roll. As a genre, pop music is very and our harmonies.” Sheila Carabine eclectic, often borrowing elements from other styles; nonetheless, there are core Simply put, the musical genre of folk/pop elements which define pop. These acoustic is about telling stories. Because include short to medium length songs the focus of the genre is the story, all of written in a basic format (often the verse the musical elements work to support chorus structure), as well as repeated the narrative. choruses, melodic tunes, and catchy hookshooks. Pop music is usually Acoustic music is music produced by commercially recorded, intended to be instruments through entirely acoustic fun to listen to and to have a mass means, as opposed to electric or audience appeal. electronic means. That means that Dala creates their music without the use of Starting in the mid 20th century a new computer or technology, just with their form of popular folk music evolved. This voices and instruments like the piano and process and period is called the second guitar, which have strings that are folk revival and reached a peak in the plucked or keys that are pressed. 1960s. It is the singer/songwriters of this Because of this, Dala can perform their era that inspired Sheila and Amanda to music almost anywhere, even in places create their own music in the acoustic without electricity! folk/pop tradition!
Dala’s music is also considered to be folkfolkfolk music. All of us have likely taken part in some kind of folk music. Folk music is music that belongs to a people or a culture. Folk music is typically passed on through oral tradition and is related to a national or ethnic culture.
Folk music often commemorates historical and personal events. The songs have been performed, by custom, over a long period of time, usually several Joni Mitchell, born November 7, 1943 generations and include music such as nursery rhyme songs, songs for special One of Dala’s influences is fellow Canadian Joni celebrations or holidays, and Mitchell. Mitchell is a musician, singer songwriter, poet and painter. Mitchell began national anthems. singing in small nightclubs in her native Western Canada and then busking on the streets of Toronto. She is associated with the burgeoning folk music scene of the mid 1960s. 7 About the Performance: Musical Genre
Thinking about Folk Music and Pop Music:
Think of the times that you or people around you sing. It could be times that “We grew up with our parents’ music you sing alone, with a group or with and we wanted our music to be able to your family or friends. Write down a cross borders and to be able to touch few of these ideas. Do you sing at people of all ages and generations. I school? Do you sing on special think that is one of the things that I am occasions? most amazed by is you can look into a Dala audience and you have people that Then, make a list of the songs you sing are our parents’ ages, people older, peo- and try to remember how you learned ple our grandparents’ ages, people our those songs. If there are songs that age and then children as well. I do not you learned from TV or watching the think that is as common as it used to be. radio, they might be pop songs. If I would hope that there are more musi- there are songs that you learned from cians and bands that connect people your parents, teachers, family or friends from all ages, from all generations. I and that aren’t on the radio, they might think that is the thing that we have been be folk songs. Dala’s music will blend the most amazed by in terms of touch- both of these styles! ing our audiences,” – Amanda Walther , Interview with Joe Montague, Their catchy melodies, instruments and January 2011 voices create an acoustic folk sound, while their recordings and performances make them popular musicians. Dala is part of an acoustic pop/folk tradition that started in the mid 20 th century and continues today. Other acoustic folk/pop musicians include: Joni Mitchell, Neil Young and Bob Dylan .
8 Vocabulary album: a collection of composition: in music, musical elements: the tools recordings on long refers to an original piece used to create a piece of playing record, cassette, of music, the structure of a music; they are elements that or compact disc, issued as musical piece, or the are used to manipulate a single item process of creating a new certain aspects of the song to piece of music portray a certain meaning alto: the second highest or message voice part in a four part genre: a category of chorus artistic composition, as in narrativenarrative: a story or account music or literature, of events, experiences, or the chromatic scale: a characterized by like, whether true or fictitious musical scale with twelve similarities in form, style, or pitches, each a semitone subject matter sopranosoprano: the high female apart singing voice in opera, choir, harmony: the combination and music in general, with a cover songsong: a recording of of simultaneously sounded singing range from C4 a song that was first musical notes to produce (middle C) to D6 (D over a recorded or made popular chords and chord woman's high C) just over by somebody else progressions with a two octaves above pleasing e ect duo: a group of two stage presence: The ability singers influences: for artists, to command the attention of creators, musicians, etc, a theater audience by the duetduet: a performance by influences refer to the impressiveness of one's two people, especially people, works of art, songs, manner or appearance singers, instrumentalists, or other things that inspire or dancers a new creation or way of working collaboration: the action of working with someone lyrics: a set of words that to produce or create make up a song, usually something consisting of verses and choruses; the writer of complimentarycomplimentary: lyrics is a lyricist or lyrist combining two or more things in such a way as to moniker: a person's name, enhance or emphasize especially a nickname or each other's qualities alias
9 Definitions are derived from Dictionary.com, Britannica.com and Wikipedia. Understanding Music
Music Elements Web Diagram
Tone Color: or timbre, refers FormForm: to the quality of the the organization sound. Vocal, RhythmRhythm: or structure of the instrumental, electronic, the time element of musical events within and environmental are music; the flow of the the music. Same, aspects of tone color. music through time. di erent, verse, refrain, Beat, pattern, duration, phrases, sections are tempo, and meter are aspects of form. aspects of rhythm.
Elements of Music The key properties of music Texture: are called the elements of music. DynamicsDynamics: the simultaneous Melody, rhythm, harmony, dynamics, volume or combination of tone color, texture and form are used intensity of sound, musical lines and the by performers, composers, and other the degree of density of the layers musical creators to make music and loudness, softness, of musical communicate meaning. But the true or changing components. determination of what the music volume. means happens in the meeting of sound and the human mind.
Harmony: MelodyMelody: the vertical a series of pitches arrangement of the that add up to a pitches when pitches sound recognizable whole. It is out simultaneously – how the aspect of music we the music sounds when remember the best. A pitches are stacked up. melody begins, then moves Chords, key, tonality and forward in a direction, modulation are aspects changes direction, and of harmony. creates the shape of a melody.
This page is reproduced with permission from Ordway Center for the Performing Arts. It was originally created by music education consultant Joanna Cortright.
10 Activities and Discussion Questions Grades 3 12
Song Lyrics and Poetic Devices: referred to as a tiger or an
Description: Students will practice the uncommunicative person as being as application of poetic elements in analysis “silent as stone”. A metaphor is a figure of Dala song lyrics. of speech that makes a comparison describing one thing as another, Duration: 1 to 2 class sessions suggesting a likeness between them. It
does not use “like” or “as.” A simile is a Objectives: • Students will gain insight to elements of comparison that is explicitly stated using an acoustic pop/folk song. the word “like” or “as.” • Students will identify poetic elements along with the theme of the song. • Write imageryimagery, metaphor and simile all • Students will enhance their research up on the board as column headers, and and critical thinking skills. as a class, come up with examples
Materials: of each. computer • Listen to the song Best Day by Dala. speakers
pen/pencil • Hand out a copy of the lyrics to students paper in the class (see page 13) song lyrics sheet – found on page 13
Poetic Elements Definitions sheet — • Ask students to individually circle the page 14 words or phrases in the song that make Dala’s Best Day ,” found here: http:// them ‘feel’ something or ‘see’ something www.youtube.com/watch? specific. Examples in this song would be: v=jcF5HNf88H4 parade, wind, and sun or could be ‘lead
the parade’ or ‘feel the sun on your skin.’ Grades 33 6666 As a prompt to help students distinguish • Explain to students that poetry often between the imagery and non imagery creates sensory experiences through words and phrases, let students know language that uses imagery, describing that you’re looking for words and phrases in the song that could be turned the way that things feel, look, smell or into a picture or illustration. If you can taste. Poems and song lyrics also use draw a picture of it, it’s poetic imagery. figurative language such as metaphor and simile to help and describe • Ask for volunteers to share their something in a deeper way. A thoughts with the class and list them on metaphor is a figure of speech in which the board.
a thing is referred to as being
something that it resembles. For example, a fierce person can be Continued on next page…
11 Activities and Discussion Questions Grades 3 12
Song Lyrics and Poetic Devices: cccontinuedc from previous page: • Ask students to share their results with • Then, go back to the lyrics and ask the class and go through the following students to identify the phrases that use set of questions: a metaphor or a simile. The simile in the song is “you are as free as the wind.” The metaphor could be “lead the parade.” Students may also come up with other answers. Discuss why these examples are a simile and metaphor. Discussion Questions: • Listen to more of Dala’s music (lyrics are available as downloads at • Which line or phrase in one of the www.dalagirls.com/music/ ) and do the songs that you studied stuck out to same exercise. you? Why do you think that is?
• For students in younger grade, and for • How did you or your group decide ELL students, focus on the poetic on matching the section of text with imagery and ask the students to create your poetic element? illustrations of the images that you named as a class from the lyrics and to • Was it di cult finding your chosen write those lyrics on the bottom of their poetic element in the song? Why or pictures. why not?
Extension for grades 77 12121212 • Out of all of the poetic elements
discussed, which one would you be • Hand out the poetic elements definition most interested in learning more on page 14. about or in experimenting with in
your own writing? • Hand out copies of Best Day (page 13) and one other set of lyrics to a Dala song. Lyrics are available as downloads at www.dalagirls.com/lyrics chords/ . Or, make copies of a number of Dala’s songs and allow students to pick which song(s) to work on.
• Divide students into groups of 3 4 and ask them to identify poetic elements within the song lyrics based on the definitions provided.
12 Student Handout: “Best Day” Song Lyrics
BEST DAY written by: Sheila Carabine, Amanda Walther, Mike Roth
(2012 album “Best Day”)
When you grow up Just feel the sun on your skin
you’re going to be you are as free as the wind
more than you ever dreamed of. because every day
And if you get lost is the best day...
lead the parade Just feel the sun on your skin
and then you’ll never be afraid. you are as free as the wind
because every day Just feel the sun on your skin is the best day of your life. you are as free as the wind
because every day Every day of your life.
is the best day of your life
When I grow up
I’m going to be
more than I ever dreamed of.
And if I get lost
I’ll lead the parade
and then I’ll never be afraid.
13 Student Handout: Poe c Elements Defini ons Grades 7-12 alliterationalliteration: the repetition of usually initial consonant sounds in two or more neighboring words or syllables, also called a head rhyme or initial rhyme Examples : “silly and snake” “three and thread” imagery: visually descriptive language that appeals to one or more of the senses Examples : “The victory was bittersweet.” “Her hair was as soft as silk.” metaphormetaphor: a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them Example : “drowning in money” personificationpersonification: an attribution of personal qualities; especially: representation of a thing or abstraction as a person or by the human form Example : “The stars danced playfully in the sky.” rhyme schemescheme: the pattern of rhyme between lines of a poem or song Example: (this rhyme scheme is a b a b) “Bid me to weep, and I will weep While I have eyes to see And having none, yet I will keep A heart to weep for thee” (this rhyme scheme is a a b a) Whose woods these are I think I know His house is in the village though He will not see me stopping here To watch his woods fill up with snow
similesimile: a figure of speech in which two fundamentally unlike things are explicitly com pared, usually in a phrase introduced by like or as Example : "Without warning, Lionel gave one of his tight little sneezes: it sounded like a bullet fired through a silencer." (Martin Amis, Lionel Asbo: State of England . Alfred A. Knopf, 2012)
theme: the all encompassing subject or topic of discourse of artistic representation Example : “This song/poem is about growing up and letting go of your childhood.” Or “This song/poem is about what it means to be a family.”
14 Music in the Classroom Grades 4 12
EAROBICS: Responding to music • Play the music and ask students to listen closely to the music. Description: EAROBICS is a descriptive • Inform students that when they have process that helps students work an idea for the web, they walk quietly collaboratively to communicate original to the board and write a response. thoughts about music. A group articulates Doodles and sketches also work; they many more ideas and insights than any may add an “X” to a prior response. individual. The word/concept bank that • Keep playing the music as long as they generate can be used in discussions students continue to respond. or written work related to the music, or • Ask “What else to you notice?” from when they speculate about the meaning. time to time to keep them focused. Do not add your own ideas or Duration: 1 2 class sessions opinions to the students’ description. When the responses slow down, add a Objectives/Learning Goals: second question, “What does the • Students will listen, reflect, and develop music remind you of?” Provide more a description of Dala’s song “Horses.” paper or space for this question. Read • Students will analyze and interpret the the responses out loud to hear their music as they make connections to collective wisdom. Congratulate them prior knowledge and other music. on their deep listening and thinking • Student will connect definitions from and then share the title and more the Elements of Music page to their information about the music! descriptions or write an analysis. Extension: Writing an Analysis Materials: Ask students to use the language that • Dala’s “Horses” http:// they generated as a class to compose a www.youtube.com/watch? 1 2 paragraph summary of the piece of v=YrFJFHRlsp8 music that they just listened to. • chart paper or chalk board space • chalk or markers OR smart board or Extension: Musical Elements other interactive technology based • Leave the language on the board. projection system • Make copies and hand out, or project for the class to see, the visual diagram Process: Don’t reveal the title, just explain of the Musical Elements on page 10. the process. Students exercise their ears • Divide students into small groups and and brains with simple prompts. ask them to take 3 5 words or phrases from the board that you generated as • Draw the center circle of a brainstorm a class and see if they can connect web on chart paper or board. them to a musical element based on • Place markers/chalk nearby. the definitions of each. • Write “What do you notice about this • Ask groups to share their results with music?“ and say it out loud. the rest of the class.
Parts of this activity are reproduced with permission from Ordway Center for the Performing Arts. Sections of the activity were created by music education consultant Joanna Cortright. 15 Activities and Discussion Questions Grades 2 6
Call and Response Clapping as clapping and stomping in unique ways, snapping, or patting (such as Description: Folk music is based on an clapping over your head or stomping oral tradition in which songs and stories while hopping on one foot). are passed on without written music. Call • Tell the students it’s important to not and response and rhythm games use only remember their rhythm, but also repetition to help people learn about a their peers’ rhythms as this game topic or remember stories and lessons. requires you to know both. The teacher will lead students in a call and • Go around the circle and ask each of response game using names and body the students take a turn saying his or percussion sounds: clapping, snapping, her name while playing their rhythm. patting, stomping, etc. Students will After each time someone says their imitate the rhythmic patterns performed name and does their rhythm, ask the first by the teacher and then by their whole group to repeat the rhythm a few peers. This lesson can be adapted for any times to help memorize it. topic and teaches a method of learning, • Ask each student to take a turn memorizing, and careful listening. clapping or stomping out a rhythm of another person’s name (without saying Duration: 1 class the name), and see if any of the other students can guess whose rhythm it is. Objectives: • It may take a few rounds before • Students will practice working with everyone gets the hang of it. Some various rhythms and creating their own. students may require a little help in the • Students will use their listening skills to beginning. Breaking into small groups pick out particular rhythms. or pairs may help. • Students will practice call and response as a way of learning and remembering Extension for grades 44 6666 information • Pick a subject that you are studying and assign the students to small groups Directions: in which they will take an idea or lesson • Ask students to stand in a circle. that they want to share with the group • Tell the students that they are going to through rhythm clapping. You could be playing a game involving rhythms. divide up sections of a story, select • Inform the students that each person in simple math problems, scientific the circle will take a turn saying his or principles or any small bit of her first name, while playing out the information that can be communicated rhythm of their names by either verbally and with rhythm. clapping or stomping out each syllable. • Repeat the activity above using these *For students with one syllable names, mini lessons or ideas in place of names. they can use a first & last name or a first • Talk about how rhythms and repetition & middle name. a ect students’ ability to remember the • Encourage the students to be creative information. Is it easier to remember and combine both stomping and the idea or phrase this way? Why or clapping to create their rhythm, as well why not?
16 Activities and Discussion Questions Grades 9 12
A Musical Timeline Directions: Description: Students will learn about the • Divide students into six groups. Assign development of the folk/pop and acoustic each group a decade, starting from folk/pop genres through research and 1950. group presentations. • Explain that they will be educating the rest of the class on their decade in Duration: Duration will vary depending on relation to folk/pop music. individual class schedule. • As a class, generate some inquiry questions that you might use to guide Objectives: your research. What kinds of things • In small groups, students each research might you look for when researching a a decade of folk/pop music, starting musical genre and its era? Help to get from 1950 and ending in 2012. them started and come up with at least • Groups come up with themes from 4 6 questions. Some might be: within each era...names of musicians, ◊ What were the major ways that people types of song content, etc. were listening to music at this time? • Students will create a presentation for (radio, concerts, etc)/ their decade on acoustic folk/pop or ◊ What were the most well-known folk/ folk/pop (both names will be found pop musicians of the time? when researching) outlining the main ◊ What kinds of things were these ideas in a handout for the class. musicians singing about? ◊ What part of the world were these Materials: musicians popular in? • note taking materials for students ◊ What were some of the popular songs? • access to the internet and the following ◊ What were the influences on the websites musicians of this era? • Give students time to research their http://folkmusic.about.com/od/ era, generate answers to these folkmusic101/a/Folk and Acoustic Pop questions and, then, create a Music.htm presentation that highlights the major characteristics of folk/pop music and http://folkmusic.about.com/od/ musicians in this era. folkmusic101/ss/FolkTimeline.htm • On the final day of the project, students will present their individual chapters to http://folkmusic.about.com/od/ the rest of the class. Each presentation historyo olk/a/Folk_History.htm should last about 7 to 10 minutes. • If possible, find a way to display an http://en.wikipedia.org/wiki/Folk_music overall timeline of highlights from the acoustic folk/pop genre somewhere in the room, starting from 1950 and leading up to the current year!
17 More Resources
Book Resources Internet Resources
Passing the Music Down By Sarah Sullivan. Illustrated by Barry Root. A young boy arrives in Appalachia from www.dalagirls.com Indiana. He has traveled all that way just to hear an old fiddler who is bent artsedge.kennedy center.org from stooping in the mines. The boy is a fiddler too and wants him to be his www.rivetingri s.com/Dala.html teacher, so the boy visits the old man's farm and they begin playing together. en.wikipedia.org/wiki/Folk_music They become close friends as the years pass. When the old man dies, the boy www.about.folkmusic.com promises to teach all of the music he wrote. As a young man, he begins to www.therootsagency.com/artist pass the music on. roster/dala
When Bob Met Woody : The Story of the Young Bob Dylan By Gary Golio. Illustrated by Marc Burckhardt This lyrical and gorgeously illustrated picture book biography follows Bob as he renames himself after his favorite poet, Dylan Thomas, and leaves his mining town to pursue his love of music in New York City. There, he meets his folk music hero and future mentor, Woody Guthrie, who changes his life.
This Land Was Made For You and Me By Elizabeth Partridge. Illustrated by Woody Guthrie. The author focuses on the artistic life of Woody Guthrie, a folksinger who composed more than 3,000 songs. Through interviews with Guthrie's children, his friend and fellow folksinger Pete Seeger, and bibliographic material, Partridge reveals a man who rose from a di cult background, felt deeply about the need for social change, and fought personal demons to create some of America's most beloved and well known music. 18