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)

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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. Listen to and Analyze audio and video recordings of electric blues music and Evaluate musical works using performances, analyzing and elements of music identifying instrumentation, characteristic to each style expressiveness, and 12-bar period. (7.1) form.

QUARTER 4 PERFORM Foundation P1 Select, analyze, and interpret artistic work for presentation. HS.GM.P1.A Research sound sources and artistic repertoire using technology and other available resources. HS.GM.P1.B Apply criteria to select appropriate repertoire from varied genres, cultures, and styles suitable for presentation. HS.GM.P1.C Defend and describe repertoire choices using appropriate musical vocabulary. Foundation P2 Develop and refine artistic techniques and work for presentation. HS.GM.P2.A Interpret standard or non-traditional music notation and expressive elements to convey artistic ideas HS.GM.P2.B Develop and apply appropriate rehearsal strategies to identify and discuss areas of needed improvement. HS.GM.P2.C Refine artistic works through focused listening and application of established criteria. Foundation P3 Convey and express meaning through the performance of artistic work. HS.GM.P3.A Employ appropriate performance techniques and/or practice to present artistic works using varied sound sources. HS.GM.P3.B Apply appropriate expressive elements to convey meaning of artistic works. HS.GM.P3.C Defend artistic choices using appropriate musical vocabulary. HS.GM.P3.D Demonstrate suitable performance and audience etiquette in multiple venues or performance contexts.

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. 34 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Explore the origins of ragtime, Demonstrate an understanding Rubrics The Barnes Foundation focusing on the life and works of of elements of music by - Scoring Rubric Scott Joplin, identifying singing/chanting. (1.1) http://www.barnesfoundation.org/ed_c_highlights.html significant works and salient - Performance Rubric - biographical information, and Completed Self-Assessment understanding the relationship Rubric - Portfolio/Project Voicethread (for student evaluation/self assessment, between Scott Joplin’s music Demonstrate an understanding discussion) - http://voicethread.com/ and the publication of sheet of elements of music, genres, music throughout the late and/or style periods through Glogster EDU - http://edu.glogster.com/ nineteenth/early twentieth improvisation. (3.1) centuries. Explore the origins of spirituals, RubiStar rubric creator analyzing lyrics of exemplary Analyze and describe music of (http://rubistar.4teachers.org/) songs and understanding the various style periods and vocal cultural and historical and instrumental genres. (6.2) significance of the style. Understand the connection to the Underground Railroad. Evaluate musical works using elements of music Explore the origins of Delta characteristic to each style Blues, focusing on the music of period. (7.1) W,C, Handy, Son House, Charlie Patton, and Robert Johnson; LIsten to and Discuss early recordings of Ma Rainey and Bessie Smith. Listen to and Analyze audio and video recordings, identifying instrumentation, expressiveness, and emotional quality of performances.

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. 33 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Identify and Analyze the 12-bar Demonstrate an understanding Center for Southern Folklore blues progression (I-IV-V of how the elements of chords) and lyrical structure. http://store.southernfolklore.org/ Identify “swing” rhythm music change from one style commonly used in blues period to another. performances. Listen to (8.1) recorded examples such as Robert Johnson - Biography, Legend (The Blues Foundation) Muddy Waters’ “I Got My Mojo http://www.fezocaonline.com/rjpage/rjpage.html Working” to illustrate and Demonstrate an understanding experience 12-bar form. of the connection of Understand the cultural and elements (e.g., color, balance, D’Edge Art Gallery historical significance of the SUN texture) between (Memphis Recording Service) http://www.d-edgeart.com/ and CHESS record labels. music and the other arts disciplines. (8.2)

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. 32 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Listen to and Analyze recordings Demonstrate an understanding of field hollers, work songs, and of how the elements of spirituals. Compare/Contrast the different styles, understanding music change from one style the musical, social, and cultural period to another. (8.1) contexts of each.

Listen to and Analyze audio and video recordings of the Fisk Jubilee Singers, analyzing singing style, expressiveness, and emotional quality of performance.

Analyze lyrics and thematic material of exemplary Delta Blues songs. Identify and Discuss the relationship between language arts and blues, specifically the use of metaphors and symbolism in blues lyrics. Compare/Contrast the different styles, understanding the musical, social, and cultural contexts of each. (ex. Son House’s “John the Revelator”)

Identify the Mississippi Delta region and describe the Delta environment in the late nineteenth/early twentieth centuries. Understand and Explain how the Delta environment influenced the Delta Blues.

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Knowledge and Skills Activities/Outcomes Assessments Resources musical, social, and historical contexts of Armstrong’s and Holiday’s careers and accomplishments. (ex. Armstrong’s experiences with poverty (childhood) and racism (minstrel shows), Analyze Holiday’s “Strange Fruit” - lyrics and expressiveness of live performance (video))

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. 30 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Listen/Analyze - Listen to Evaluate musical works using Rubrics PBS.org - American Roots Music recordings and watch videos of elements of music - Scoring Rubric ragtime music and characteristic to each style http://www.pbs.org/americanrootsmusic/index.html performances, analyzing and period. (7.1) - Performance Rubric - identifying instrumentation, Completed Self-Assessment PBS - The Blues rhythm, and [piano] performance Rubric - Portfolio/Project style. EXTENSION: Define http://www.pbs.org/theblues/ “virtuoso” and identify other Evaluate musical virtuosos throughout history. performances using elements of music NegroSpirituals.com - History Compare/Contrast different characteristic to each style arrangements of Scott Joplin’s http://www.negrospirituals.com/history.htm music, such as a solo piano period. (7.2) performance of “Maple Leaf

Rag” and orchestral arrangements of the piece. Demonstrate an understanding Fisk Jubilee Singers.org - History Compare/Contrast ragtime of how the elements of [piano] music with fiddle tunes, http://www.fiskjubileesingers.org/our_history.html country music, and other styles music change from one style explored in semester one. period to another. (8.1) The Blues Foundation Listen/Analyze - Listen to recordings and watch videos of http://www.blues.org/ Louis Armstrong’s music and performances, analyzing and identifying instrumentation of his Smithsonian Folkways - The Blues on iTunes U various ensembles (Hot Fives, Hot Sevens, and others), http://www.apple.com/education/itunes-u/whats-on.html development of improvisation and scat singing, and unique singing style. EXTENSION: Compare/Contrast Louis Armstrong’s performance style and personality (stage presence) with those of contemporary artists.

Discuss, Compare/Contrast the 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. 29 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

(bass part).

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. 28 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Identify and Discuss the Evaluate musical works using Written Pre- and Post- The Kennedy Center: Arts Edge historical significance of Tin Pan elements of music Assessment (P/P-A) Alley. characteristic to each style http://artsedge.kennedy-center.org/educators.aspx EXTENSION: Explore sheet period. (7.1) - Critical Listening as music cover art of the tin Pan Evidenced by Written Alley era. Have students create Reflection their own sheet music cover art Scott Joplin.org for their favorite songs. Demonstrate an understanding - Short Answer and Sentence http://www.scottjoplin.org/biography.htm mprovise simple melodies in the of the connection of Completion

“scat” style of Louis Armstrong. elements (e.g., color, balance, - Peer evaluation/self Students will perform to Billie Holiday.com recorded accompaniment (jazz texture) between assessment or other styles). EXTENSION: music and the other arts - Selected Response http://www.billieholiday.com/ Hold a student scat competition disciplines. (8.2) (Matching, Multiple Choice, in class having students vote for T/F) their favorite scat singer. Students will develop evaluation - Class Discussion/Group Tin Pan Alley online resources: criteria prior to performances. Demonstrate an understanding Critique (V/A, P/P-A) of the connections http://parlorsongs.com/insearch/tinpanalley/tinpanalley.php Create original works of folk art. Rubrics - Scoring Rubric -

Write a narrative describing your between music and disciplines Completed Self-Assessment work and explaining your outside the arts. Rubric creative decisions. EXTENSION: Voicethread (for student evaluation/self assessment, Students will Create multimedia (8.3) discussion) - http://voicethread.com/ presentations (video, Glog, Voicethread) discussing their Glogster EDU - http://edu.glogster.com/ thoughts on the blues, their favorite blues music/musician, and their folk art work.

Compose/Write an original 12- bar blues - Write lyrics (one verse or more) in the style of the blues set to traditional 12-bar accompaniment. Students will perform songs in class, sing/chanting lyrics and performing accompaniment on keyboard, drums, and/or vocals

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. 27 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

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. 26 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Sing/Perform - Perform bass Demonstrate an understanding Video/Audio Recording (V/A) notes (root) of 12-bar of elements of music by progression on keyboard and singing/chanting. (1.1) - Visual/Aural Observation drums, or by singing bass notes on blues rhythm (with or without - Audio/video recording drums). Students will perform a capella or with recorded Demonstrate an understanding - Class Discussion/Group accompaniment. EXTENSION: of elements of music by Critique (V/A, P/P-A) Students will notate four- or playing on instruments. (2.1) eight-beat rhythm pattern for bass part performance.

Movement Develop an original 12-bar blues dance, creating movement that emphasizes each chord in the progression (the I, IV, and V chords). Students can work in small groups or as a class. Record video of dancing and review in class for evaluation/assessment.

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Knowledge and Skills Activities/Outcomes Assessments Resources

PERFORM PBS - Ken Burns Jazz Standard 1.0 Singing: Students http://www.pbs.org/jazz/ will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will PBS Jazz Kids perform on instruments, alone and with others, a varied http://pbskids.org/jazz/ repertoire of music.

Standard 5.0 Reading and Notating: Students will read and Smithsonian Folkways - Tools for Teaching on iTunes U notate music. http://www.apple.com/education/itunes-u/whats-on.html

Smithsonian Folkways - Interactive Jazz Mixer

http://www.folkways.si.edu/jazz/mixer.aspx

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Knowledge and Skills Activities/Outcomes Assessments Resources

culture. (9.1) Explore the history format(s) of WDIA and WLOK (Memphis), identifying important deejays and on-air personalities (ex. Nat D. Williams, B.B King, Rufus Thomas) and understanding the historical significance of both stations. (Guiding Question example: What is the historical significance of these two local radio stations?)

QUARTER 3 PERFORM Foundation P1 Select, analyze, and interpret artistic work for presentation. HS.GM.P1.A Research sound sources and artistic repertoire using technology and other available resources. HS.GM.P1.B Apply criteria to select appropriate repertoire from varied genres, cultures, and styles suitable for presentation. HS.GM.P1.C Defend and describe repertoire choices using appropriate musical vocabulary. Foundation P2 Develop and refine artistic techniques and work for presentation. HS.GM.P2.A Interpret standard or non-traditional music notation and expressive elements to convey artistic ideas HS.GM.P2.B Develop and apply appropriate rehearsal strategies to identify and discuss areas of needed improvement. HS.GM.P2.C Refine artistic works through focused listening and application of established criteria. Foundation P3 Convey and express meaning through the performance of artistic work. HS.GM.P3.A Employ appropriate performance techniques and/or practice to present artistic works using varied sound sources. HS.GM.P3.B Apply appropriate expressive elements to convey meaning of artistic works. HS.GM.P3.C Defend artistic choices using appropriate musical vocabulary. HS.GM.P3.D Demonstrate suitable performance and audience etiquette in multiple venues or performance contexts.

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. 23 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Extension: Explore history of Demonstrate an understanding Written Pre- and Post- PBS.org - American Roots Music each instrument - students of elements of music, genres, Assessment (P/P-A) create reports on the history and and/or style periods through http://www.pbs.org/americanrootsmusic/index.html development of country music composition. (4.1) - Critical Listening as instruments (written, poster Evidenced by Written board, multimedia presentation, Reflection (P/P-A) web-based presentation) Demonstrate an understanding - Short Answer and Sentence Explore significant developments of elements of music and/or Completion (P/P-A) in technology that had a direct style periods by arranging. impact on the early music (4.2) - Peer evaluation/self industry - recording, radio, assessment instruments (Example: 1877 - - Selected Response Thomas Edison files patent on Demonstrate basic notating (Matching, Multiple Choice, his cylinder-playing phonograph; skills using standard and/or T/F) (P/P-A) 1887 - Heinrich Hertz detects non-standard notation. (5.2) radio waves) - Class Discussion/Group Critique (V/A, P/P-A) Create visual or “digital” timeline of historical events and Analyze and describe music of developments in technology that various style periods and vocal Rubrics had a direct impact on the music and instrumental genres. (6.2) - Scoring Rubric industry (consider using - Completed Self- assignment as a Think Show Assessment Rubric project) Demonstrate an understanding of how the elements of Explore the formats of early radio shows such as the Grand music change from one style Ole Opry and WSM Barn Dance, period to another. identifying from and to where (8.1) they were broadcast, how many listeners were tuning in, and who was listening. (Guiding Question Explore the reciprocal example: Why were radio shows relationship between such as the Grand Ole Opry so music and popular during the Great Depression?) the influences of history and

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. 22 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

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. 21 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Identify instruments of early Demonstrate an understanding country music (fiddle/violin, of elements of music by guitar, mandolin, banjo, bass, singing/chanting. (1.1) harmonica, tin whistle); Discuss anthropological categories (chordophone, aerophone, idiophone, membranophone) Demonstrate an understanding and families (string, woodwind, of elements of music, genres, brass, percussion) of and/or style periods through instruments. improvisation. (3.1)

Listen to recordings of original Grand Ole Opry, WDIA, WLOK, Analyze and describe music of and WHER broadcasts various style periods and vocal (available online and on CD); and instrumental genres. (6.2) Compare/Contrast the quality of the performances and the radio signal, as well as the level of personal interest in the radio Evaluate musical works using shows among students in your elements of music class; Have students record their characteristic to each style reactions/emotional responses period. (7.1) as they listen to the recorded broadcasts, then discuss together in class. Evaluate musical performances using elements of music

characteristic to each style period. (7.2)

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. 20 of 40 SCS Instructional Map HS Contemporary Music History

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Special”); Watch video of banjo texture) between player Earl Scruggs and his trademark high speed, three- music and the other arts finger picking style. disciplines. (8.2)

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Listen to and Analyze Fiddle Demonstrate an understanding Rubrics Art History.net Tunes and Dances; Discuss the of elements of music by Completed rubrics can be influence of fiddle tunes on singing/chanting. (1.1) scanned or photographed for http://www.arthistory.net/ contemporary music. use in artifact portfolios. Alternatively, completed Compare/Contrast W.H. Stepp’s rubrics can be recorded on a “Bonaparte’s Retreat” (recorded Demonstrate an understanding separate document such as a Art History Guide.com 1937) to Aaron Copland’s “Hoe of elements of music, genres, text document or http://www.arthistoryguide.com/ Down” (1942), Leizime and/or style periods through spreadsheet.

Bruscoe’s “French Four (Sailor’s improvisation. (3.1) teoria.com - theory tutorials and activities Joy)” (recorded 1940) to Mark http://www.teoria.com/index.html O’Connor’s “Sailor’s Joy” (2001) - Performance Rubric

- Scoring Rubric Demonstrate an understanding Voicethread (for student evaluation/self Listen to and Analyze recordings of elements of music, genres, assessment/discussion) - http://voicethread.com/ and Videos of musicians and and/or style periods through Video/Audio Recording (V/A) performances emblematic of the composition. (4.1) styles - Carter Family: guitar - Visual/Aural Observation style, instrumentation (guitar, - Audio/video recording autoharp, bass), song form, Demonstrate an understanding vocal harmony, thematic of elements of music and/or - Class Discussion/Group material (lyrics); Jimmie style periods by arranging. Critique (V/A, P/P-A) Rodgers: yodeling (influenced by (4.2) Swiss singing group the Tyrolese Rainer Family during their 1839 tour of rural America), guitar style, song style, thematic Evaluate musical material (as analyzed in lyrics) performances using elements of music

Bluegrass characteristic to each style Explore the development of period. (7.2) bluegrass music, analyzing its musical characteristics - tempo, instrumentation, performance style. Listen to and watch video Demonstrate an understanding of bluegrass musician Bill of the connection of Monroe (“Blue Moon of Kentucky”, “Orange Blossom elements (e.g., color, balance,

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. 18 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

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. 17 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Compose/Write a song verse Demonstrate an understanding drawing on contemporary of elements of music and/or events; Arrange/set to simple style periods by arranging. rhythmic/harmonic (4.2) accompaniment (I-IV-V or other progression, with guitar, violin, and/or drums and percussion); Perform/Record Demonstrate basic notating songs. Play song recordings in skills using standard and/or class for assessment (class non-standard notation. (5.2) discussion, student written self- critique, reflective writing opportunity). Extension: Improvise yodel (a la Jimmie Rodgers) during performance.

Create an original radio show Explore the reciprocal with live student performances relationship between (of original compositions from music and the previous units), interviews (featuring students “acting” as a influences of history and musician, historian, or other culture. (9.1) significant/relevant figure), and news (presenting historical events studied in previous units, as well as personal experiences and narratives). Record the “broadcasts” and post them online as audio clips or podcasts. Recordings can also be burned to CDs with student- designed cover art, and distributed to students and family. Consider using for Exhibition Project.

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. 16 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Written Pre- and Post- Alokli West African Dance YouTube Channel Assessment (P/P-A) http://www.youtube.com/user/alokliphilly

Administer a written assessment (existing or teacher-developed) prior to Music Theory.net introduction of new content http://www.musictheory.net/lessons/15 (pre-assessment). Give students the same or similar assessment at middle or end of lesson, unit, or activity to MuseScore.org evaluate understanding and http://musescore.org/ measure growth (post-

assessment). All pre-and post-assessment documents theoria.com - theory tutorials and activities (written work such as http://www.teoria.com/index.html reflection, narrative, essay/report) can be scanned or photographed for use in artifact portfolios. RubiStar rubric creator (http://rubistar.4teachers.org/) Alternatively, pre- and post- scores can be recorded on a separate document such as a text document or spreadsheet.

- Selected Response (Matching, Multiple Choice, T/F) (P/P-A)

- Score Notation Test (P/P-A)

- Musical Form Test (P/P-A)

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Movement Analyze and describe music of Watch and analyze video of various style periods and vocal traditional European (folk) and instrumental genres. (6.2) dances - Reel, Hornpipe, Schottische, Waltz. Analyze and demonstrate through improvised and original choreographed dance movements the duple and triple meters associated with each dance.

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. 14 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Video/Audio Recording (V/A) ARM, MRIL Use video or audio recorder (from stand-alone devices or smart phone apps) to capture Smithsonian Folkways - Tools for Teaching on iTunes U and evaluate student understanding and measure PBS.org - American Roots Music growth. http://www.pbs.org/americanrootsmusic/index.html NOTE: Begin recording at the start of each grading period to capture “where students are” prior to the specific The Kennedy Center: Arts Edge lesson, unit, or activity for http://artsedge.kennedy-center.org/educators.aspx which they will be assessed.

- Visual/Aural Observation This World Music http://thisworldmusic.com/videos-2/ - Sight-Reading Test -

SInging and Instrumental UP Kekeli African Drum and Dance Ensemble Performance (V/A) http://www.youtube.com/user/upkekeli - Peer Group/Self Assessment (V/A)

- Class Discussion/Small Alokli Dance Video Clips Group Critique (V/A) http://www.alokli.com/site/video/video.html

Alokli Dance Repertoire http://www.alokli.com/site/dances/dances.html

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. 13 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

PERFORM Foundation P1 Select, analyze, and interpret artistic work for presentation. HS.GM.P1.A Research sound sources and artistic repertoire using technology and other available resources. HS.GM.P1.B Apply criteria to select appropriate repertoire from varied genres, cultures, and styles suitable for presentation. HS.GM.P1.C Defend and describe repertoire choices using appropriate musical vocabulary. Foundation P2 Develop and refine artistic techniques and work for presentation. HS.GM.P2.A Interpret standard or non-traditional music notation and expressive elements to convey artistic ideas HS.GM.P2.B Develop and apply appropriate rehearsal strategies to identify and discuss areas of needed improvement. HS.GM.P2.C Refine artistic works through focused listening and application of established criteria. Foundation P3 Convey and express meaning through the performance of artistic work. HS.GM.P3.A Employ appropriate performance techniques and/or practice to present artistic works using varied sound sources. HS.GM.P3.B Apply appropriate expressive elements to convey meaning of artistic works. HS.GM.P3.C Defend artistic choices using appropriate musical vocabulary. HS.GM.P3.D Demonstrate suitable performance and audience etiquette in multiple venues or performance contexts.

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. 12 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Art - View/Analyze selected Neo- Demonstrate an understanding Written Pre- and Post- Classical works from Jacques of the connections Assessment (P/P-A) Louis David and Jean Auguste Dominique Ingres, and various between music and disciplines - Critical Listening as examples of Rococo outside the arts. Evidenced by Written Art - View/Analyze selected Reflection (P/P-A) works from Delacroix and (8.3) Géricault (France), Turner and - Short Answer and Sentence Constable (England), Caspar Completion (P/P-A) David Friedrich (Germany), and Explore the reciprocal Goya (Spain) - Peer evaluation/self relationship between assessment music and the - Selected Response influences of history and (Matching, Multiple Choice, culture. (9.1) T/F) (P/P-A)

- Class Discussion/Group Critique (V/A, P/P-A)

Rubrics - Scoring Rubric - Completed Self-Assessment Rubric QUARTER 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. 11 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Analyze - Students will be able Demonstrate an understanding PBS.org - American Roots Music to analyze song lyrics and song of the connections forms, comparing and http://www.pbs.org/americanrootsmusic/index.html contrasting literature of the between music and disciplines period or origin outside the arts. (9.1) (century/decade/region)

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. 10 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Classical, and Romantic Analyze and describe music of Periods various style periods and vocal Students will listen to and and instrumental genres. (6.2) analyze selected works of exemplary composers from each period, identifying music characteristics specific to each Evaluate musical works using style period, and understanding elements of music salient biographical knowledge characteristic to each style of selected composers. period. (7.1)

Baroque Period Listen/Analyze - Selected works Evaluate musical of Bach, Handel, Monteverdi, performances using Vivaldi, and other exemplary composers from the period elements of music Art - View/Analyze selected characteristic to each works from Caravaggio and Bernini (Italy), Rubens (Flemish), style period. (7.2) Velazquez (Spain), and Dutch master Rembrandt

Classical Period Demonstrate an understanding Listen/Analyze - Selected works of how the elements of of Mozart, Beethoven, and other exemplary composers from the music change from one style period. period to another. Art - View/Analyze selected Neo- (8.1) Classical works from Jacques Louis David and Jean Auguste Dominique Ingres, and various examples of Rococo

Romantic Period Listen/Analyze - Selected works of Beethoven, Saint-Saens, Debussy, Strauss, and other exemplary composers from the period. 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. 9 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Roots Influences Demonstrate an understanding Rubrics Art History.net Students will be able to identify of elements of music, genres, Completed rubrics can be and describe characteristics of and/or style periods through scanned or photographed for http://www.arthistory.net/ European Folk Music and improvisation. (3.1) use in artifact portfolios. African Song Styles, citing Alternatively, completed exemplary works and rubrics can be recorded on a cultural/historical significance separate document such as a Art History Guide.com Improvise, alone or with text document or http://www.arthistoryguide.com/ Listen/Analyze - Students will others, a short melodic, spreadsheet. listen to audio recordings and rhythmic, or harmonic passage teoria.com - theory tutorials and activities watch video of European folk to demonstrate a given http://www.teoria.com/index.html music and fiddle tunes, and emotion. (3.2) - Performance Rubric traditional (West) African - Scoring Rubric drumming and dancing, Voicethread (for student evaluation/self identifying and describing Demonstrate an understanding assessment/discussion) - http://voicethread.com/ musical characteristics and Video/Audio Recording (V/A) of elements of music, genres, cultural/historical significance and/or style periods through - Visual/Aural Observation composition. (4.1) Evaluate - Students will be able - Audio/video recording to establish criteria for evaluating music - recorded works and - Class Discussion/Group classroom performances of Demonstrate an understanding Critique (V/A, P/P-A) original compositions - and of elements of music and/or justify personal preferences, style periods by arranging. verbally and non-verbally. (4.2)

Analyze and describe music of various style periods and vocal and instrumental genres. (6.2)

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. 8 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Create original visual art works Demonstrate an understanding characteristic of the three of how the elements of periods using recorded examples of exemplary works for music change from one style inspiration; Write a narrative period to another. describing your work and (8.1) explaining your creative decisions [and/or] Create multimedia presentation/timeline of developments in music and art from early Baroque to late Romantic periods using web- based applications such as Glogster, Voicethread, or other application. 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.

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. 7 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Compose - Students will be able Demonstrate an understanding Written Pre- and Post- Alokli West African Dance YouTube Channel to compose and perform simple of the connection of Assessment (P/P-A) http://www.youtube.com/user/alokliphilly rhythmic pieces, using standard notation to notate patterns in elements (e.g., color, balance, Administer a written unison and polyrhythmic settings texture) between assessment (existing or teacher-developed) prior to Music Theory.net music and the other arts introduction of new content http://www.musictheory.net/lessons/15 Improvise - Students will be able disciplines. (8.2) (pre-assessment). Give to perform short improvised students the same or similar rhythm patterns (4- or 8-beats), assessment at middle or end solo and with drumming of lesson, unit, or activity to MuseScore.org accompaniment, in call-and- Demonstrate an understanding evaluate understanding and http://musescore.org/ response style and other forms of the connections measure growth (post-

(ternary, rondo) assessment). All pre-and between music and disciplines post-assessment documents outside the arts. theoria.com - theory tutorials and activities (written work such as http://www.teoria.com/index.html Compose/Arrange/Perform (8.3) reflection, narrative, original dance routine in the style essay/report) can be of traditional African dance, scanned or photographed for and/or Develop and Perform use in artifact portfolios. RubiStar rubric creator (http://rubistar.4teachers.org/) dance with specific movements Alternatively, pre- and post- allocated to each rhythm symbol scores can be recorded on a or pattern. separate document such as a text document or spreadsheet.

- Selected Response (Matching, Multiple Choice, T/F) (P/P-A)

- Score Notation Test (P/P-A)

- Musical Form Test (P/P-A)

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. 6 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

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. 5 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

Rhythm Review (African Song Demonstrate basic reading Video/Audio Recording (V/A) ARM, MRIL Styles) - Students will be able to skills using standard and/or identify, read, and perform non-standard notation. (5.1) Use video or audio recorder simple rhythmic patterns from (from stand-alone devices or standard notation (on drums and smart phone apps) to capture Smithsonian Folkways - Tools for Teaching on iTunes U percussion instruments) and evaluate student Demonstrate basic notating understanding and measure PBS.org - American Roots Music skills using standard and/or growth. Movement - Students will watch non-standard notation. (5.2) http://www.pbs.org/americanrootsmusic/index.html and analyze video of traditional NOTE: Begin recording at the African dance, identifying start of each grading period patterns and understanding to capture “where students The Kennedy Center: Arts Edge artistic/cultural relevance of are” prior to the specific lesson, unit, or activity for movements. Students will be http://artsedge.kennedy-center.org/educators.aspx able to learn traditional dance which they will be assessed. and/or develop original movements and gestures set to traditional African drumming – - Visual/Aural Observation This World Music http://thisworldmusic.com/videos-2/ - Sight-Reading Test -

Singing and Instrumental UP Kekeli African Drum and Dance Ensemble Sing - Students will be able to Performance (V/A) sing various European, African, http://www.youtube.com/user/upkekeli and American folk tunes from - Peer Group/Self score, identifying individual parts Assessment (V/A) and applying expressiveness appropriate to style - Class Discussion/Small Alokli Dance Video Clips Group Critique (V/A) http://www.alokli.com/site/video/video.html

Alokli Dance Repertoire http://www.alokli.com/site/dances/dances.html

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. 4 of 40 SCS Instructional Map HS Contemporary Music History

Knowledge and Skills Activities/Outcomes Assessments Resources

QUARTER 1 PERFORM Foundation P1 Select, analyze, and interpret artistic work for presentation. HS.GM.P1.A Research sound sources and artistic repertoire using technology and other available resources. HS.GM.P1.B Apply criteria to select appropriate repertoire from varied genres, cultures, and styles suitable for presentation. HS.GM.P1.C Defend and describe repertoire choices using appropriate musical vocabulary. Foundation P2 Develop and refine artistic techniques and work for presentation. HS.GM.P2.A Interpret standard or non-traditional music notation and expressive elements to convey artistic ideas HS.GM.P2.B Develop and apply appropriate rehearsal strategies to identify and discuss areas of needed improvement. HS.GM.P2.C Refine artistic works through focused listening and application of established criteria. Foundation P3 Convey and express meaning through the performance of artistic work. HS.GM.P3.A Employ appropriate performance techniques and/or practice to present artistic works using varied sound sources. HS.GM.P3.B Apply appropriate expressive elements to convey meaning of artistic works. HS.GM.P3.C Defend artistic choices using appropriate musical vocabulary. HS.GM.P3.D Demonstrate suitable performance and audience etiquette in multiple venues or performance contexts.

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. 3 of 40 SCS Instructional Map HS Contemporary Music History

How to Use the Arts Education Curriculum Maps

The SCS Arts Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all arts disciplines, this is generally reflected in the following quarterly framework:

Knowledge and Skills- This column reflects the anchor standards and essential tasks associated with grade level mastery of each discipline.

Activities and Outcomes- Generally phrased similar to “I Can” statements, this portion identifies the specific performance indicators that are expected for students at a given time within the quarters/semester.

Assessments- This section of the quarterly maps focuses on the formative and summative methods of gauging student mastery of the student performance indicators listed in the activities/outcomes section.

Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) that are designed to strengthen authentic development of aural/visual literacy in the arts content areas as well as support larger district goals for improvement in literacy.

Throughout this curriculum map, you will see high-quality works of art/music literature that students should be experiencing deeply, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources available for teacher use.

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. 2 of 40 SCS Instructional Map HS Contemporary Music History

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

• 80% of our students will graduate from high school college or career ready • 90% of students will graduate on time • 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards- aligned instruction. Designed with the teacher in mind, the Performing Arts Education Curriculum Maps focus on teaching and learning correspond to the 2018 Tennessee Department of Education Revised Standards for Arts Education.

A high quality arts education is essential to the social, emotional, and intellectual growth of every student. Therefore, SCS will provide a broad range of innovative, inspiring, and relevant arts education offerings so all students learn to express their unique voice and shape a thriving Memphis/Shelby County community. Shelby County Schools will foster collaboration, creativity, and self-expression through equitable, high quality, and sequential K-12 arts experiences, empowering all young people to strive for artistic and scholastic excellence. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS Arts Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

The SCS Arts Education curriculum maps are designed to create artistically/musically literate students by engaging them both individually and collaboratively in creative practices of envisioning, investigating, constructing, and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: perform, create, respond, and connect. Sample related lesson plans for General Music may be found at: https://scsk12- my.sharepoint.com/:f:/g/personal/davisonpd_scsk12_org/EilT608zwqFEh8kURkzsJngBwELebiBDkP6ypJpxjQFHeQ?e=y9mmKM