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SCS Instructional Map HS Contemporary Music History

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SCS Instructional Map HS Contemporary Music History SCS Instructional Map HS Contemporary Music History This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed Shelby County Schools 2020 provided student performance indicators are met. 40 of 40 SCS Instructional Map HS Contemporary Music History Knowledge and Skills Activities/Outcomes Assessments Resources CONNECT Foundation Cn1 Synthesize and relate knowledge and personal experiences to artistic endeavors. HS.GM.Cn1.A Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Foundation Cn2 Relate artistic ideas and works with societal, cultural, and historical context. HS.GM.Cn2.A Demonstrate understanding of relationships between music and other disciplines, history, culture, and daily life. Explore the history of the juke Demonstrate an understanding Rubrics Rhythm and Blues.org box, identifying various designs of the connections - Scoring Rubric and manufacturers; Discuss http://www.rhythmandtheblues.org.uk/public/shadeshistory/ history of Poplar Tunes [record between music and disciplines - Performance Rubric - store] its historical significance outside the arts. (8.3) Completed Self-Assessment (sold the first Elvis record, Rubric - Portfolio/Project distributed records (45s) to TIME - “The Day the Music Died” jukeboxes in local http://www.time.com/time/arts/article/0,8599,1876542,00.html establishments); Explore the Demonstrate an understanding of becoming a evolution of music distribution and consumption - from radio to responsible consumer of jukeboxes, 45s and LPs (33rpm) music. (8.4) RubiStar rubric creator (http://rubistar.4teachers.org/) to CDs to mp3s); Discuss digital piracy and copyright issues. Explore the origins of soul music Explore the reciprocal focusing on the music and relationship between history of STAX. Listen to and music and Analyze exemplary works from Otis Redding, San and Dave, the influences of history and The Staple Singers, Booker T. culture. (9.1) and the MGs, and other significant artists. Identify specific musical influences (blues, gospel, and country) and distinguishing characteristics of soul music This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed Shelby County Schools 2020 provided student performance indicators are met. 39 of 40 SCS Instructional Map HS Contemporary Music History Knowledge and Skills Activities/Outcomes Assessments Resources Listen to and Analyze recordings Analyze and describe music of Rubrics Voicethread (for student evaluation/self assessment, of rhythm and blues, rockabilly, various style periods and vocal - Scoring Rubric discussion) - http://voicethread.com/ and early rock and roll. and instrumental genres. (6.2) Compare/Contrast the different - Performance Rubric - styles, identifying distinguishing Completed Self-Assessment Glogster EDU - http://edu.glogster.com/ musical characteristics and Rubric - Portfolio/Project understanding the musical, Evaluate musical works using social, and cultural contexts of elements of music each. characteristic to each style RubiStar rubric creator period. (7.1) (http://rubistar.4teachers.org/) Listen to and Analyze audio and video recordings of Jackie Brenston’s “Rocket ’88”, Evaluate musical PBS.org - American Roots Music analyzing the 12-bar blues form, performances using instrumentation, “distorted” elements of music http://www.pbs.org/americanrootsmusic/index.html electric guitar, Ike Turner’s boogie-woogie piano style, and characteristic to each style thematic material. (Guiding period. (7.2) Question examples: Why is Sun Studio.com “Rocket ’88 regarded by many to be the first recorded rock and roll http://www.sunstudio.com/ song? What distinguished the Demonstrate an understanding song from other rhythm & blues of how the elements of songs from the same era?) Rock and Roll Hall of Fame music change from one style period to another. (8.1) dentify instruments of soul music http://rockhall.com/ (electric guitar, electric bass, keyboards/organ, drums, brass and woodwind instruments); Elvis.com - biography Review anthropological categories and families of http://www.elvis.com/about-the-king/biography_.aspx instruments. Relate to soul music instrumentation. This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed Shelby County Schools 2020 provided student performance indicators are met. 38 of 40 SCS Instructional Map HS Contemporary Music History Knowledge and Skills Activities/Outcomes Assessments Resources RESPOND Foundation R1 Perceive and analyze artistic work. HS.GM.R1.A Identify and describe the elements of music in visual and aural examples using appropriate vocabulary. HS.GM.R1.B Use suitable terminology and concepts to compare and contrast music from various historical periods, styles, and cultures within the appropriate context. Foundation R2 Interpret intent and meaning in artistic work. HS.GM.R2.A Use appropriate musical vocabulary and terminology to interpret and describe artistic intent and aesthetic qualities of musical works, citing as evidence the treatment of elements of music, context, and historical significance. HS.GM.R2.B Examine the historical and cultural development of masterworks within various genres of American traditional and classical music, including the music of Tennessee. Foundation R3 Apply criteria to evaluate artistic work. HS.GM.R3.A Apply appropriate criteria to evaluate varied musical works and performances. HS.GM.R3.B Identify and justify musical preferences using appropriate terminology, context, student opinion, and personal research gathered from varied sources. This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed Shelby County Schools 2020 provided student performance indicators are met. 37 of 40 SCS Instructional Map HS Contemporary Music History Knowledge and Skills Activities/Outcomes Assessments Resources Develop an original class Demonstrate an understanding Written Pre- and Post- PBS - The Blues production in the style of Soul of elements of music by Assessment (P/P-A) Train or American Bandstand singing/chanting. (1.1) http://www.pbs.org/theblues/ including a host, dancers, - Critical Listening as performers (performing live and Evidenced by Written lip syncing). Create a set similar Reflection to the ones seen in the two Demonstrate an understanding PBS - The Blues programs. Select original of elements of music by - Short Answer and Sentence http://www.pbs.org/theblues/ compositions and/or recorded playing on instruments. (2.1) Completion works from soul artists (or other styles) to perform on the show. - Peer evaluation/self Rehearse the program and assessment Demonstrate an understanding Chicago Blues 1946-1996: Curriculum and Resources on create posters and invitations to of elements of music, genres, - Selected Response iTunes U advertise and promote the and/or style periods through (Matching, Multiple Choice, production. Film the show and composition. (4.1) T/F) http://www.apple.com/education/itunes-u/whats-on.html edit on computer using video editing software. - Class Discussion/Group Critique (V/A, P/P-A) Library of Congress - Alan Lomax Collection Demonstrate an understanding of elements of music and/or Rubrics - Scoring Rubric - http://www.loc.gov/folklife/lomax/ style periods by arranging. Completed Self-Assessment (4.2) Rubric Demonstrate basic reading skills using standard and/or non-standard notation. (5.1) Demonstrate basic notating skills using standard and/or non-standard notation. (5.2) This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed Shelby County Schools 2020 provided student performance indicators are met. 36 of 40 SCS Instructional Map HS Contemporary Music History Knowledge and Skills Activities/Outcomes Assessments Resources CREATE Foundation Cr1 Generate and conceptualize artistic ideas and work. HS.GM.Cr1.A Describe, demonstrate, and document short musical ideas that represent personal experiences, moods, texts, visual images, and/or story lines. Foundation Cr2 Organize and develop artistic ideas and work. HS.GM.Cr2.A Assemble and organize sounds or musical ideas to express selected experiences, moods, images, concepts, texts, storylines, or ideas. HS.GM.Cr2.B Develop ideas or concepts into student-generated works that demonstrate musical structure and expressive elements. Foundation Cr3 Refine and complete artistic work. HS.GM.Cr3.A Evaluate evolving drafts of student-generated works by selecting and applying criteria and describing rationale for revisions. HS.GM.Cr3.B Enhance artistic works using technology or other suitable resources. HS.GM.Cr3.C Present and defend the final version of student-generated works. This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed Shelby County Schools 2020 provided student performance indicators are met. 35 of 40 SCS Instructional Map HS Contemporary Music History Knowledge and Skills Activities/Outcomes Assessments Resources Explore the origins of electric Analyze and describe music of blues focusing on the life and various style periods and vocal works of Muddy Waters, Willie and instrumental genres. (6.2) Dixon, B.B. King, and Howlin’ Wolf.
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