MU 6515: Music Appreciation B (Exploring Music in Culture)

Course-wide Enduring Understandings 1. Students will listen to, analyze, and describe jazz, rock’n’roll & music/dance from non-Western cultures, using the terminology of music (Grad at Grad: Intellectual) 2. Students will experience a varied repertoire of music, using digital/electronic technology when appropriate. (Grad at Grad: Open to Growth) 3. Students analyze the role of music in past and present cultures throughout the world. (Grad at Grad: Open to Growth) 4. Students derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music & aesthetic qualities of the culture in which it was created (Grad at Grad: Committed to Justice) 5. Students apply what they learn in music across subject areas (Grad at Grad: Open to Growth)

Course-wide Essential Questions 1. What are the key elements used to identify non-Western music, including African, Latin American, Middle Eastern and Chinese music? 2. How does non-Western music differ from that of the USA? 3. How do people in a particular culture use and respond to specific musical works from that culture? 4. What are appropriate terminology used to describe non-Western music? 5. What elements of European, African, and early African-American music led to the development of jazz in America? 6. What defines Swing? 7. Who are the famous artists and bands that influenced the development of ragtime, swing, bebop, funk and 1950s jazz singers?

Unit 1: “Roots of Jazz - Exploring Non-Western Music” Music & Culture in Africa, Latin America, China & the Middle East Enduring Essential Essential Essential Skills Assessments Understandings Questions Knowledge Students will Students will explore: Students will know: Students will be able to: Assessments may understand: include: What are the key The essential elements Critically analyze selected elements used to identify and characteristics of music from African, Latin The arts reflect and African, Latin American, & African, Chinese, Latin American, China, Middle In-class journal entries. shape culture and Middle Eastern music? American, Middle Eastern Eastern repertoires of history. music. music. Unit Quiz How does the music of The arts penetrate all Africa, Latin America, and Cultural norms and Identify rhythms, meters, cultures. the Middle East differ beliefs that influence and instruments used in Small group & class from that of the USA? how music was/is music from Africa, China, discussion The arts are a universal experienced in Latin Latin America, Middle language. What cultural norms and America, China, Middle East. Group Project: Compose beliefs shape how East, Africa. & Perform a song Not all cultures Africans, Latin Americans, Compare and contrast the demonstrating your experience and Middle Easterners, characteristics of music understanding of 8-10 of appreciate music and Chinese experience and from Africa, China, Latin the 15 essential dance the same way as appreciate music in their America, Middle East, and elements learned from we do in America; there lives? the USA. Latin America and Africa. are different ways to show appreciation and Identify 10 to experience music. songs/artists/musical Listening Sheet characteristics from African, Latin American, Midterm Listening Test Chinese, Middle Eastern music examples played in class.

MU 6515/Unit 2: The Development of Jazz & “the Golden Age”

Enduring Essential Essential Essential Skills Assessments Understandings Questions Knowledge Students will understand: Students will explore: Students will know: Students will be able to: Assessments may include:

Jazz is the first truly What elements of The main genres of jazz: Name and describe a “American” music. European, African, and ragtime, swing, bebop, famous & influential Small group (2 people) early African-American 1950s jazz singers, jazz- artist/band in each genre presentation on a jazz Jazz developed from music led to the funk, R&B, soul. of jazz. artist or band (use Jazz African, Latin American development of jazz in History app) and American music. America? Famous & Influential Describe the musical artists/bands in each characteristics of the Listening sheets. Jazz is a reflection of Who are the famous sub-genre. blues and ragtime, and American culture growth artists and bands that how they led to the and development. influenced the The instruments/set up development of jazz. Small group & class development of ragtime, of a swing band & jazz discussion Jazz developed from an swing, bebop, funk and combo. Identify specific reed and informal, loosely defined 1950s jazz singers? brass instrument solos In-class journal entries. music genre into an The life of Louis from listening to big internationally Do I like music in each Armstrong and how his bands in class and suggest Write a song in recognized art form. sub-genre? Why/why career mirrored the possible soloists. Garageband on your ipad not? development of jazz. using the blues After the golden age of Describe the swing era, progression. Play song for swing, jazz separated How did Ragtime and Major world events naming bands and artists, class. into many new, smaller Blues fuse together to occurring throughout and how/why it was the sub-genres. create jazz? How do they the swing era (1925- first “American” music, differ? How are they 1945). using world events to similar? illustrate points. A defining characteristic What are the and song from each Be able to play the 12-bar characteristics of genre of jazz. blues progression on your Dixieland? ipad. 12 bar blues What defines Swing? progression

MU 6515/Unit Three: Music & Politics Enduring Essential Essential Essential Skills Assessments Understandings Questions Knowledge Students will understand: Students will explore: Students will know: Students will be able to: Assessments may include:

The connection between How do musicians 5 major national/world Identify and describe 10 Music and Politics music and politics, express their political events from each popular bands and their Journal. particularly political opinions? decade of the past fifty political message from expression in music, years that have the past 50 years. Attend Winter/Spring exists in many cultures. Even if music is a influenced society so Concert and support reflection of culture, do much that musicians school jazz program. The arts reflect and musicians also influence have expressed their (in-class reflection). shape culture and cultural development opinions and reactions history. through the political through their creation Music & Politics project: messages in their music? of popular music. Present band to class. Music can be used in anti-establishment or What national and world 20-30 popular bands Final Exam: Jazz Listening protest themes, including events have most from the past 50 years anti-war songs, although influences musicians over that have pro-establishment ideas time? influenced/been are also used, for influenced by society, example in national What have been major world and national anthems, patriotic songs, national/world events events. and political campaigns. during the past fifty years?

Political music is usually made in the political context of the time it was made.