Professional Documents
Culture Documents
Grades 10-12
Maggie Rabe
Course Description
In this course, students will examine popular music that aims to make social and
political statements and commentary on society in the United States, starting from WWI
and going to present day. The class will focus especially on music that represents
commonly oppressed or minority groups such as racial and ethnic minorities, women, the
LGBTQ+ community, etc. The class will study different social and political movements
in America (Civil Rights Movement, gay rights, etc.) and look at music that was
produced during that time, and study the public reaction to specific pieces of popular
music. The class will also look at how the music has had influences that are still relevant
today. The music studied will reflect a wide array of views and opinions, to give students
an accurate look into American history. For one project, students will work in groups and
study one specific political/social movement, and research the music from this time
period, and the significance of the music. They will then put together their research in a
cohesive, clear format, and also put together a creative response to the music they
researched. In addition to music from the past, the class will also study current popular
music to see what political messages in music are important in todays society. Looking
at music through a political lens will give students another way to look at music, and a
deeper understanding of the role popular music plays in the U.S.
Project Pitch
Project Title: Connecting American Culture and Popular Music
Day 2
Class goes over various research methods that could that are valid for their project
Videos, textbooks, databases, newspapers, etc.
Students use time to research and work in groups on the research component of their project
Students are given homework to brainstorm ideas for the groups creative response
Day 3
Students half of time to work on research component, half of time to work on creative response
Each group meets in with teacher to check progress and receive advice for what next steps to take
Teacher will look at students sources to check they are reliable
Teacher will look at students list of possible creative response ideas
Day 4
Students have time to finish/rehearse creative aspects of project
Resources that students need will be available to them (video cameras, music technology, art supplies, etc.)
Teacher will be available for help as needed
Day 5
Groups will pair up with other groups to give and receive feedback on their project (both parts)
Groups will meet back together to revise/add to their project based on their peer feedback
Class has discussion on the significance of the project (reference essential questions)
Class discusses current movements in America, and discusses examples of music that responds to these movements
Day 6
Groups present their creative responses to the class
Students give feedback to their peers
o Students write down a minimum of three positive comments and one questions or suggestion for
improvement
ADAPTATIONS & MODIFICATIONS What changes related to color, size, pacing, and modality will you need to make
available overall? How can you increase or decrease the challenge/complexity while retaining focus. Be specific and provide
examples.
Color
Students can use color in their research presentation
One color for facts about musicians, one color for general background information
Students can use color in their creative response
A color coded timeline
Drawings, paintings, etc.
Size
Students can display their research information and their creative response at a size that suites them (ex: a poster
rather than a regular paper)
Pacing
Students could be given just one musician to study in the context of a specific movement (rather than a whole
movement).
Student could focus on just one aspect of the project (research or creative)
Modality
Students get to choose the modality of their project
Kinesthetic- skit, presentation, performance
Auditory- podcast, performance, speech
Visual- poster, drawing, music video
EXAMPLE END OF PROJECT ASSESSMENT RUBRIC:
Sources (5 points) 5 points- Students 3 points- Students 1 point- students cite 0 points- students do
probably cites at least cites four sources, three sources not properly cite any
four relevant sources using mostly correct credible sources
citation methods
Research Presentation 20 points- Information 15 points- Information 10 points- Information 0 points- Information
(20 points) very thoroughly covers most of the provides some does not provide any
covers background of background of the understanding of the understanding of the
the movement studied, movement, most key topic, but is missing topic assigned to
key figures and figures and muscians, important aspects of group
popular musicians of and most important the movement and/or
the time, how music characteristics of the key figures
responded to the music and public
movement, and how response
this music was
received by the public
Mechanics of writing 5- Information is 3 points- Information 1 point- information is 0 points- information
(5 points) presented very is presented not presented very is not presented
coherently, using coherently, using clearly, contains many coherently, and/or is
proper mechanics of mostly correct errors not in an approved
English, in a way that mechanics of English format
enhances the
information presented
Creative response (20 20 points- Creative 15 points- Creative 10 points- Creative 0 points- Creative
points) response demonstrates response demonstrates response demonstrates response demonstrates
students extensive students adequate little knowledge of the no knowledge of the
knowledge and knowledge of topic, is assigned topic, is not students topic, is not
understanding of the rehearsed, and very rehearsed, and rehearsed, and does
topic assigned to involves all members does involve all not involve all
them, is very well fairly equally students fairly students (or no
rehearsed, and equally creative response was
involves all members prepared)
of the group
Budget
Electric keyboard Students will have these available for $75 9 $675
projects throughout the year
Potential Grant
The Association of American Educators Classroom Grant provides grants of up to
$500 each year, for a variety of projects and materials, including but not limited to
books, software, calculators, math manipulatives, art supplies, audio-visual equipment,
and lab materials. This grant would help cover the costs of textbooks and other
equipment this class would need to get started. This grant is available to all full time
educators, and additional weight is given to AAE members. These grants are fairly
competitive, and applications are due accepted fall and spring
Works Cited
Allsup, R. E., & Shieh, E. (2012). Social justice and music education: The call for a
public pedagogy. Music Educators Journal, 98(4), 47-51.
Eyerman, R. (2002). Music in Movement: Cultural Politics and Old and New Social
Movements. Qualitative Sociology, 25(3). 443- 458.
Green, L. (2006). Popular music education in and for itself, and for other music: current
research in the classroom. International Journal of Music Education, 24(2). 101-118.
Kratus, J. (2007). Centennial series: Music education at the tipping point. Music
Educators Journal, 94(2), 42-48.