Inquiry based Learning Lesson Plans

How did the political scene of the 1960s impact the music scene at that time and for decades to come?

Robyn Clay 200216432 EMus 202 Winter 2011 Deidre Baird

Theme: Society and Social issues in the 1960s

Lesson #1: Cause and Effect Component: Cultural/Historical Materials and Resources: Computer/Sympodium in classroom with access to internet The 1960s Counterculture - True Origin: http://www.youtube.com/watch? v=qinnlAc0mnc The 60s: Part 1: http://www.youtube.com/watch?v=rklVelmLGPs The 60s, Part 2: http://www.youtube.com/watch? v=AYY_0NNUejY&feature=related Set: Pose this question to the class: How did the political scene of the 1960s impact the musicians and music of the time? Discuss. Hand out the questions to go with the videos. Development: Have students view the lms The 1960s Counterculture and The 60s, Part 1 &2. They will answer the following questions: The 1960s Counterculture - What was the purpose of the 1960s counterculture movement? - What were the goals of the movement? - Who were the main proponents of this revolution? - What was the role of music and musicians in the movement? - Explain how the period of counterculture could be dened as a culture war. The 60s, Part 1 &2 - What were the major political forces of the time?

Closure: Allow students the time to discuss their reactions to the videos and their answers to the questions. Encourage them to share their impressions of the 1960s with the class. Objectives: Students will be able to: - identify the importance and impact of world politics on music - think critically about world events and the relationship to music Assessment:

Students will be graded accordingly on their participation in the discussion of the videos and their knowledge and impressions of the 1960s. They will also be graded for answering the questions on the handout. Mark = 10 points for handout, 5 points for participation in the discussion.

Lesson #2: Learning from Listening

Materials and Resources: internet and library access CDs and CD players Component: Critical/Responsive Set: After watching the videos and completing the discussion, Briey introduce the music styles of the 1960s. Have students create a listening journal based on musical selections from that period of their own choice. Development: Have students listen and respond to several pieces of music from that time. Have them focus on what they are hearing in the music and what the songs make them feel. Pass out the attached handout on Music Listening Journal Entries to the students and clarify the expectations of the assignment. Closure: Students will choose 10 songs to use for their music listening journals. Journals will be handed in at the end of a 5 week period. Assessment: Students will be graded based on the following: - participation in the in-class listening. Marks = 5 points given for - the quality of knowledge (non-musical and musical) presented in the entries of their journals. Marked out of 45 points. Objectives: Students will be able to: - identify musical elements and styles - critically and personally respond to musical stimuli - reect on how music can be used to express varying worldviews and cultural diversity

Music Listening Journal Entry Form: Song title: Dated recorded:

Artist: Album: Nationality:

Other musicians on recording: About the song: 1. Identify the style (ie. swing, funk, motown, folk, rock, etc) 2. Describe what musical characteristics dene the style (ie. instrumentation, where the melody is heard, the meter, rhythm, mood, timbre, etc) 3. Describe the lyrics and the relationship of the instrumentation and the lyrics. Is the contour of the lyrics reected someplace in the instrumentation? What do you feel the artist was trying to express? 4. Any other musical elements that are important to the song. 5. Your feelings toward the song. Relate this to what was going on in the world at the time that the song was written/recorded as well as what was going on the musicians personal life. Number of songs required: 10 (=10 entries); these CANNOT all be from the same genre and at least 3 must be by Canadian artists. Midterm check-in due date: Students may submit a rough draft of their journal entries to the teacher for feedback. No marks will be given for this; it is completely optional. Due date: Students will have approximately 5 weeks to work on the assignment. Inclass time will not be allotted, but it is expected that students will work on this assignment during spare classtime, as well as outside of class. You must also submit a CD of the songs with your journal. Extensions: If, for any reason, a student is in need of an extension, they must speak to the teacher ONE week prior to the due date. Any late submissions will be penalized at 1% off per day after the due date.

Lesson #3: Back to the Future Component: Creative/Productive Materials and resources: Library and internet access access to recording material and instruments Set: Ask students to respond to the following question and have them brainstorm answers. Question: What are the social issues we face today? Are they the same or different than those of the 1960s? Development: Ask the students to split into small groups of 3-4 (depending on the size of the class). Their assignment will be to write a 3 minute song that examines current social issues in the style of a musician from the 1960s. Groups will be allotted two class periods to work on their compositions. Closure: The students will present their work to the class, giving a short presentation about their inspiration and the artist they chose after their performance. Assessment: Students will be graded on the following: - attention to current social issues - attention to musical style and elements - musical structure and content will be graded as follows: 5 points for participation in brainstorming activity 15 potential points for group work (students will assess this themselves) 15 potential points for performance and submission of song and presentation to teacher. Objectives: Students will be able to: - think critically about the social issues facing their generation and - relate these social issues to another time period - compose and create their own musical work using the style of another artist

Brainstorm

- How can music be used to express nature? - how can we express ourselves through the music that we create? - how can one create a sense of place and time through music? - How did the music of the 20th century change through the decades? - how do world politics effect music? - What does music creation allow us to learn about ourselves and our communities? - How can images of Saskatchewan or Canada be evoked in music? - How is Saskatchewan represented through the works of musicians from the province? - What styles of music are indigenous to Saskatchewan? - How can we use music to learn about other historical periods and the social issues of the time?