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Standing up to Peer Pressure, One Song at a Time TEACHER’S GUIDE OCTOBER 2016 VOL.36 NO.1 WRITING BACHATA LYRICS The Dominican A Practical Music’s Rise to Guide Global Fame LISTENING GUIDE Prince’s NOT FOR “When Doves ALESSIA Cry” DISTRIBUTIONCARA Standing Up to Peer Pressure, NOW One Song at PLAYING a Time The Minimoog Model D INCLUDES LESSON PLANS FOR The Art of the Lyric • How Bachata Got Its Groove • Listening Guide: Prince’s “When Doves Cry” • Song of the Month: “Wild Things” by Alessia Cara This issue supports National Core Arts Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, and 11 FROM THE EDITOR Welcome to the 36th season of Music Alive! Beginning with this season, I’ll be following in the foot- October 2016 steps of my esteemed colleague Mac Randall as the new ed- Vol. 36 • No. 1 itor-in-chief of Music Alive! Magazine. As a writer, musician, and part-time music teacher, I’m excited to be in a position CONTENTS of selecting and editing content to be shared with young music students through Music Alive! Music’s value as an educational subject 3 The Art of the Lyric is frequently reported on by the media, but for those of us who are passionate about music education, its importance is common knowledge. Whether or not 4 How Bachata students intend to become professional musicians, we know that their studies Got Its Groove in music will be invaluable to them. As we move forward with Volume 36, we hope to provide you and your 5 Listening Guide: students with content that will not only inspire them but will also challenge Prince’s “When them—whether it’s in understanding a technical aspect of music, wrapping Doves Cry” their minds around the inner workings of the music industry, or opening their ears toNOT the sounds of different FOR cultures and subcultures. We think arts 5 Quiz Answers education can help in promoting tolerance and acceptance of the world around us, and in shaping better human beings. 6 Song of the Month: Hopefully, you find this first issue to be a positive contribution to your “Wild Things”by teaching. We look forward to the many issues to come. Alessia Cara DISTRIBUTION—Kate Koenig, Editor-in-Chief 7 Crossword TRACK LISTING October 2016 NATIONAL CORE ARTS HEAR THE MUSIC EXTENDED PLAY STANDARDS: A SUMMARY Jacob Collier: “Hideaway” 1. Song of the Month – Alessia Cara: As you use this Teacher’s Guide, “Wild Things” Bob Dylan: “My Back Pages” Bon Iver: “Perth” refer to this summary of the 11 2. Joni Mitchell: “Goodbye Pork Pie Hat” NCCAS anchor standards: Smokey Robinson & the Miracles: “I Second that 3. Little Big Down: “Boondocks” Emotion” Carole King: “I Feel the Earth Move” Cr1. Generate and conceptualize 4. B.o.B.: “So Good” artistic ideas and work Stevie Wonder: “Superstition” 5. José Manuel Calderón: “Qué Será de Mi Lauryn Hill: “Ex-Factor” Cr2. Organize and develop (Condena)” Dawes: “When My Time Comes” artistic ideas and work Cr3. Refine and complete artistic 6. Juan Luis Guerra: “Bachata Rosa” Juan Luis Guerra: “Burbujas de Amor” ideas and work 7. Aventura: “Enseñame a Olvidar” José Manuel Calderón: “Borracho de Amor” Leslie Grace: “Will You Still Love Me Tomorrow” Pr4. Analyze, interpret, and select 8. Listening Guide – artistic work for presentation Prince: “When Doves Cry” Trio Los Panchos: “Quizas, Quizas, Quizas” Prince Royce: “Culpa al Corazon” Pr5. Develop and refine artistic work for presentation Blas Durán: “Consejo a las Mujeres” NOT FORGary Numan: “Cars” Pr6. Convey meaning through the presentation of artistic work Re7. Perceive and analyze artistic work HOW TO CONTACT US Re8. Interpret intent and meaning in artistic work CUSTOMER SERVICE Re9. Apply criteria to evaluate Please visitDISTRIBUTION musicalive.com for basic information regarding subscriptions and artistic work customer service. If you need assistance regarding any problems with magazine Cn10. Synthesize and relate knowledge delivery or damaged components, please e-mail musicalive@intunepartners. and personal experiences to make art com. Remember, we need your complete name and address to respond to and Cn11. Relate artistic ideas and works solve your problem. Please provide as much detail as possible in your message, as with societal, cultural, and historical well as how and when to contact you. We’re committed to providing you with not context to deepen understanding only great educational materials, but also great service. BACK ISSUES Music Alive! (ISSN 1051-8975), is published eight times each year, To inquire about past issues still available for purchase, please e-mail us at from October through May, by In Tune Partners, LLC, 582 North [email protected]. Broadway, White Plains, NY 10603, Fax 914-948-4045, Phone 914-358-1200. EDITORIAL QUESTIONS Music Alive! is independently owned and operated. No part of this publication may be reproduced, stored in any retrieval system, or For any content-related questions or comments, or to suggest an artist or topic for transmitted, in any form, by any means, electronic, mechanical, future coverage, please e-mail the Editor at [email protected]. photocopying, recording, or otherwise, without prior written permis- GEORGE PIMENTEL/GETTY IMAGES sion of the publisher. Music Alive! © 2016 In Tune Partners, LLC, We welcome your feedback. 582 North Broadway, White Plains, NY 10603. FEATURE The Art of the Lyric Meets National Core Arts Anchor Standards 2, 7, and 9 OBJECTIVES • Do you find yourself listening more to the music or • Organize and develop artistic ideas and work (Cr2) to the lyrics? (Subjective.) • Perceive and analyze artistic work (Re7) • What is the song about? (Feeling proud about growing • Apply criteria to evaluate artistic work (Re9) up in a rural area.) • Can you remember the first few lines of the chorus? MATERIALS (“I feel no shame/I’m proud of where I came from/I was born • Music Alive! magazines (October 2016) and raised in the boondocks.”) • Computer or mobile device with Internet access • Would you say this is a memorable chorus? • Music Alive! Classroom Worksheet #12: Staff Paper (If students can recall the chorus after listening to the song (download at musicalive.com) once, yes.) • Piano • What’s an obvious way in which the music is con- nected to the lyrics? (Country is a type of music that came START about in the rural south, so traditional country instruments Have students read “The Art of the Lyric” on pages 6–9. like the guitar and banjo, not to mention the vocal harmo- Then go over the following words. [This reinforces nies, fit the message in the lyrics.) comprehension and vocabulary.] • Do you feel as if you’re in the countryside when you listen to the song? (Subjective.) INSIGHTS—deep understandings of people or things AMPLE—enough 3. Play “So Good” by B.o.B. (Hear the Music playlist PROFICIENT—skilled at something track 4 at musicalive.com). INITIAL—occurring at the beginning INHERENT—existing in something ASK • Which genre does this song fit into? (Hip-hop.) DEVELOP • Do the instruments sound acoustic or electronic? 1. Play “Goodbye Pork Pie Hat” by Joni Mitchell (Electronic.) (Hear the Music playlist track 2 at musicalive.com). • Why do you think the verses are rapped and the cho- ruses sung? (The changes keep the listener engaged:The ASK verses offer the listener some interesting rhythms while the • What type of music is this? (Jazz.) choruses provide a nice melodic change of pace.) • What instruments do you hearNOT in the beginning? FOR• What are the lyrics about? (The narrator imagines going (Fretless electric bass, soprano saxophone, and drums.) on adventures with a woman who he views as high-class.) • Does what they’re playing sound pre-composed or • Hip-hop is full of references. Did you hear any in this improvised? (Improvised.) song? (Artists like Michelangelo, Picasso, and Da Vinci; • How can you tell? (The freeness of the rhythms, irregu- schools like Harvard and King’s College, etc.) larity of the phrases, etc.) • In your opinion, which of these three songs has the • Are the chords simple triads or something more most interesting lyrics—and why? (Subjective.) complex? (More complex—there are several seventh • In your opinion, which song had the most interesting chords with extensions.DISTRIBUTION [Demonstrate a few on the piano.]) music? (Subjective.) • What do you think the lyrics are about? (The lives of famous musicians—For example, “Charlie” refers to CLOSE Charles Mingus, who composed the music of the piece. Give the students copies of the staff paper worksheet and [Joni Mitchell, the singer, added the lyrics.] “Lester” refers to have them write simple songs based on their own recent LesterYoung, a saxophone great.) observations using some of the techniques suggested in • Can you picture what Joni Mitchell is singing about? the articles.The songs should have a melody line and chord MICHAEL OCHS ARCHIVES/GETTY IMAGES (Subjective.) symbols. Have the students share their songs with the class. • Do you think the music fits the lyrics? Why or why not? (Subjective.) ASSESS 2. Play “Boondocks” by Little BigTown • Did the students read the article? (Hear the Music playlist track 3 at musicalive.com). • Did they talk about the listening selections? • Did they compose their songs and share them? ASK • Which genre does this song fit into? (Country.) • What instruments do you hear in the song’s intro? (Dobro, a type of metal guitar that in this case is played with a slide, and acoustic guitar.) MUSICALIVE.COM • October 2016 3 FEATURE How Bachata Got Its Groove Meets National Core Arts Anchor Standards 2, 7, and 9 OBJECTIVES • How would you describe what the guitar is •
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