Episode 2 Rock Music with an Attitude 1OVERVIEW Rock Music Has Been One of the Driving Forc- Es of Youth Culture Since the 1950’S

Home , Country rock, List of rock genres, Pop rock, Rockabilly, Rock music

Unit 4 Music Styles Episode 2 Rock Music with an attitude 1OVERVIEW Rock music has been one of the driving forc- es of youth culture since the 1950’s. Expres- sive and emotional, rock is music with an exclamation point! To express their outrage that a local park is going to be turned into a mega-store, the band takes up Quaver’s chal- lenge to express themselves through rock music. While they work on their song in the studio, Quaver and Repairman dive into the genre by looking at its history, instrumenta- tion, sound, form, lyrics, and feel.

LESSON OBJECTIVES

Students will learn: • Rock songs have a number of basic elements: a rock drum rhythm, three simple chords, a repeated lyric about something you care about, verses (A), and a chorus (B). • Rock uses microphones and amplified instruments so music is louder and reaches a bigger audience. • Rock bands commonly employ: a lead singer, drummer, electric guitarist or two, and an electric bass player. • Rock music has a strong, heavily accented, driving meter of 4. • Rock music has developed into many separate rock styles including punk, grunge, heavy metal, pop rock, pop, folk rock, and country rock.

Vocabulary A section Chorus B section Lyrics Chords Amplifier Verse

MUSIC STANDARDS IN LESSON 1: Singing alone and with others* 2: Playing instruments 4: Composing and arranging music* 6: Listening to, analyzing, and describing music 7: Evaluating music and music performance 8: Understanding the relationship between music and the other arts 9: Understanding music in relation to history, style, and culture

Complete details at QuaverMusic.com

Key Scenes Music What they teach Standard

1 Paving a park to put up a The themes of rock music are often about life and per- 9 parking lot sonal experience.

2 This how-to musical tutorial identifies the unique build- Elements of rock 6 ing blocks of rock music.

3 Roots of Rock ’n’ Roll news- Highlights in the history of rock ’n’ roll are presented. 9 cast

4 Often lyrics provide strong clues that help identify rock Let’s Rock! quiz show 6 songs.

5 The house band performs their finished song, incorporat- Song: Write a Rock Song 6 ing all the elements of rock.

2LESSON INTRO Introducing the episode Ask students what they know about rock music. Write their answers so everyone can see them. Compile a list of their favorite bands based on music they own. The students may tend to think of current bands, so begin building the history of the genre by asking them to name ten bands that have been famous for more than ten years such as the Beatles, the Rolling Stones, Aerosmith, Nirvana, Green Day, and U2.

Next divide students into groups and ask them to come up with a cool name for a rock band. Have them announce their names to the class and describe what the band’s music would sound like. If they can’t think of any names, try these “make-a-rock-band” equations.

The name of their street + last name = Michigan Jones A loud noise + the name of a metal = Crash Iron Something in a desert + an extreme weather condition = Cactus Hurricane

Crank up the volume as you dig into the history, song-writing, and sounds of rock music.

2-2 • QuaverMusic.com * concepts included in the Teacher Guide, but not in the DVD Rock 3 PLAY EPISODE Discussion Points • How many chords are needed to play rock music? three • What do rock musicians use to make their guitars louder? amplifiers • What are the three most important instruments of a rock band? guitar, bass, and drums • Name a style of rock music mentioned in the episode? punk, grunge, heavy metal, pop rock, pop, rock’n’roll, and rockabilly 4 CLASS ACTIVITIES Different Rocks Tracks 1, 2, 3 & 4 Materials Purpose: Introducing students to different kinds of rock music Needed Rock music is a very broad term encompassing a wide variety of sounds. Listen to these four tracks of rock music: - Microphone or substitute mic Track 1 Change the World - rock anthem - Orff instruments or Track 2 Never Let the Sun Go Down - pop rock keyboard Track 3 Dig Your Scene - punk rock Track 4 Happy Together - country rock

Ask students to closely observe the differences and similarities of each piece. Have them brainstorm five words to describe each track. Write down their answers so all can see. Poll students to determine which track is their favorite, and have them discuss why they named the song as they did.

My Rock Moves Track 5 Purpose: How performance is an integral part of rock A dynamic performance is part of the appeal of rock music. This track, My Rock Moves (Track 5), features the house band singing the verse, but the chorus is left without vocals so students can step to the front and audition. Use a broom handle as a microphone or borrow a real mic. Get the rest of the class clapping as the student performs. You might even want to select a panel of student judges who would critique performances as on TV tal- ent competitions.

PRINTPRINT Track 6 Worksheet # 1 WOWORKRKSHEETSHEET Write a Rock Song Purpose: Introduces the idea of verse- and chorus-writing As portrayed in the episode, the verse of a song carries the story line and the chorus is the catchy part that everyone remembers. Using the Rock Backing Track (Track 6) (a very simple rock piece) and the worksheet, ask students to come up with their own lyrics to fit the music. The verse and the chorus will have four lines each. If this proves too challenging, students could just write a chorus.

2-3 Unit 4 Music Styles

IWB 1 Follow the Chord Chart Track 6 Purpose: How to play chords to a rock beat Rock, like the blues, uses three main chords: C, F, and G. Direct students’ attention to the chord chart on the IWB. First, play the chords on the first beat of each measure, counting four for each measure. When students are profi- cient, turn on the backing track Rock Backing Track (Track 6), and see if they can play in rhythm with the drum- beat. Students can play along on their keyboards or Orff instruments.

VIDEO REPLAY IWB 2 Write a Rock Song Track 7 Purpose: How to sing in a rock style Replay Write a Rock Song (Track 7), which concludes the episode, and encourage students to sing along with a rock star attitude. Work out rock moves to go with the track as well.

5WEB ACTIVITIES

QGrooves Metro / Style Venues With QGrooves, students can select Ride the Metro to the Rock “Rock” style and build their own song Concert venue in exciting San with keyboards, synth/brass, drums, Francisco, California! Listen as percussion, and bass. Add a guitar part Quaver introduces the venue, from QStrum and boom-chic-a-boom, then read all about the roots they have a really groovin’ rock tune! of rock-and-roll. Hear some great rock music while assem- bling the puzzle or playing the matching game. It’s a rockin’ Play activities on your IWB INTERACTIVE White Board good time!

2-4 • QuaverMusic.com Rock 6HOMEWORK Worksheet # 2 PRINTPRINT My Rock Interview WOWORKRKSHEETSHEET Purpose: Respecting the music of parents and grandparents Assign students to interview their parents, grandparents, and neighbors about their interest in rock music using the worksheet provided. Ask them to bring in notes from their conversations so they can report to the class. If the interviewees like older rock music, perhaps they would be willing to loan age-appropriate songs to the student so the class can listen at your next session.

I Protest Purpose: Music can be a power for change Ask students to pay careful attention to news stories in coming days and come up with a list of five things that elicit a strong response, such as an issue of social conscience.

For example, they may have deep feelings about the environment, war, or treatment of animals. In your next session, discuss whether these would be great subjects for a rock song. If so, how might they approach the subject in a song?

Additional session activities 7 ASSESSMENT Rock Assessment Tracks 8, 9, 10, 11 & 12 Worksheet # 3 Assign students the questions on the worksheet. Then play the following tracks for students to identify which songs are rock.

PRINTPRINT WOWORKRKSHEETSHEET Track 8 Will It Ever Be the Same? - rock (pop) Track 9 Daddy’s Girl - country folk Track 10 Rock ‘em - rock (1960’s) Track 11 Giuliani’s Variations on a Theme by Handel - classical guitar Track 12 Feeling Fine - rock (indie)

Note: After the assessment, you may want to discuss with students the reasons for their answers.

2-5 Unit 4 Music Styles 8 CROSS-CURRICULUM ACTIVITIES Social Studies Rock music has been a powerful way to raise money for charity. In 1985, a musician named Bob Geldof was so moved by news reports about famine in Ethiopia, he decided to stage a rock concert to fund humanitarian relief. It became one of the most-watched TV events of all time (a reported 1.4 billion viewers) and ultimately raised $200 million. Discuss why music is so great for reaching a big audience. What is it about music that brings people together?

Science Without amplification, Rock music just wouldn’t be the same. Electric instruments require such de- vices to provide power to their performance. How does an amplifier work? Have students research microphones and amplifiers. Is music always better loud? Are there situations where amplification and loud instruments are not appropriate?

Why not designate one lesson as your rock lesson? Have students bring in headbands, wrist bands, rocker wigs, and sweatbands. Let’s rock!! 9 DIGGING DEEPER Invite a Band Purpose: To show how a band plays and rehearses together Even the smallest cities are home to at least one Rock band. Locate one through your local high school, community center, church, or club, and invite the band’s members to be your guests in your class. Stu- dents will be super excited. Note: It might be wise to hear their music and talk to them before inviting them into your class!

Ask students to write at least two questions to be given to the band members prior to their visit. Ex- amples: How did the band start? How often do they practice? Do they practice on their own as well as together? How do they make money? Do they “cover” the songs of others or write their own? If it is pos- sible, arrange for the band to perform live.

Start a Band Purpose: How to start a band Many bands are formed casually through friendships, but others require a more organized approach. Why not start a band with your students? To get the word out, place posters around the school that announce auditions for a new band. Prior to auditioning, potential band members need to know exactly what is required, such as level of proficiency and the amount of time expected for rehearsal.

2-6 • QuaverMusic.com Rock

Featured Instruments TEACHER NOTES

Drum Kit

Electric Bass

Electric Guitar

Orff instruments

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