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Make a Statement

Music as a Social and Political Statement in America

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.

Rationale/Need For the Course


This course aims to help students better understand the intentions of popular
musicians, and the messages that they send through their music. In this course,
composition and improvisation are taught as inseparable from political and economic
response (Allsup, 2012, pp.51). The class will help students uncover bias and implicit
messages songs may send, so they understand how truly connected music is with political
and social issues. The course also looks at history and how the American public responds
to politically and socially charged music, which provides a look into the past that many
standard history and music classes to not look into with much scrutiny. This course is
especially relevant to students today, who are likely hearing more and more music with
political messages from artists, as America goes though a transitional time concerning
politics.
Another reason this course is needed to create well rounded students who have
compassion and open mindedness towards others. This class will look at music of groups
that are generally oppressed, and not only look at the music these groups produce, but
also why they have used music to express themselves. In his article Music in Movement:
Cultural Politics and Old and New Social Movements, author Roy Eyerman discusses
how important music is to groups in expressing there ideas as a whole. He also says that
such cultural expressions, texts and other material artifacts permit the presentation of the
collectives view of events free from the censorship of the dominant culture (Eyerman,
2002, pp.447). Studying the music of a specific cultural group gives a very real look into
their thoughts and feelings. An example of what the class may study is the Black Lives
Matter movement, which is a movement happening in American right now. Students will
study music that is being produced from this movement, and learn why the Black Lives
Matters movement came to be, and what messages the music is sending. This kind of in
depth studying (for multiple different groups) will help them understand people who are
different from them, and who have different experiences in the American from their own.
This course will also provide a way for students to engage with music outside of
the traditional ensemble setting. John Kratus writes about the declining enrollment in
music classes in the pubic education system. He states, not only have in-school music
experiences become disassociated from out-of-school music experiences, but tried-and-
true music education practices have become unmoored from educational practices used in
other disciplines (Kratus, 2007, pp. 45). Knowing this, a music class that is structured in
a new way may bring in more students, and give them an opportunity to still be involved
with music in a way that is relevant to their lives, without being in an ensemble.
Lastly, a class that includes in depth studying of the importance and impact of
popular music a important because it validates students interest in music. Most students
listen to popular music outside of school, but it is rarely included as a real, significant
part of studying music in schools. Rather, the overwhelming majority of schools place the
most emphasis on classical music, or what students think of as school music (music
that does not hold significance to them outside of the classroom). In her study Popular
music education in and for itself, and for other music: current research in the
classroom, author and researcher Lucy Green says that popular music has at times been
included in schools to pander to pupils tastes, in the hope that this will lead them on to
something more worthwhile (that is, classical music) (Green, 2006, pp.102). However,
this can lead to students who do not play/study classical music to think that their interests
are somehow of lesser value, and it also implicitly downgrades the value of popular
music in and for itself (Green, 2006, pp. 102). A class that exclusively studies popular
music will be an beneficial to students who are interested in popular music, because it
will encourage involvement in music of all types, not just one genre.

Expected Impact on Students:


This course addresses the Virginia High School General Music standards
involving music history and cultural context in a way that differs from many standard
music classes. By looking at music and examining it for commentary, this course also
aims to create well rounded, inquisitive citizens who take into account the background of
musicians and the historical context music was created in. Through this course, students
will also hopefully become more open minded towards others, and more understanding of
the diverse experiences that different people in America go through. The class will foster
empathy and understanding, which are important characteristics in well rounded citizens.

Expected Impact on School/Community:


This course will hopefully get students more interested in studying music, and spark
interest in students and community members who may be looking for other ways to
engage with music. Perhaps a student does not have a passion for composing or creating
music- this course will show them new ways they can be connected to music. Also, this
course will result in people who can listen critically to music to hear the underlying
messages the artist may be trying to convey. Lastly, hopefully this course will have a
community wide effect of creating open minded, empathetic citizens. This would benefit
the area as a whole, and open the door to more experiences for everybody in the
community.

Project Pitch
Project Title: Connecting American Culture and Popular Music

Project Description (a vignette or some paragraph):


For this project (as a part of the course Studying Music as a Social and Political
Statement in America), students will research a specific time period or political/social
movement in America, and the popular music of time that is associated with the
movement. The project will have two parts- first, they will provide a well researched,
informational component that describes main characteristics and causes of the movement,
the music that responded to it, influential people/musicians of that time period, and the
short and long term impacts of the movement and its music. This part of the project can
be a paper, a PowerPoint, a blog/website, a study guide, or some other approved
method of presenting their information. The other aspect of the project is the creative
response. For this part, students will come up with some creative way to respond to their
presented research. This could be through a performance of a song from the time period
they studied, a music video, a presentation to the class, a podcast, skit, or even a visual
response (an artistic timeline, a drawing, etc.). Students will work in small groups.

UbD Planning Template:


Stage 1 Desired Results
ESTABLISHED GOALS Transfer
with Standards Students will be able to independently use their learning to
Goals: T1.) Critically examine different art forms for social and political messages.
To listen to music with the T2.) Understand the historical significance of music from different political/social movements
intent of understanding the in American history, and understand how it still influences modern society.
deeper political/social T3.) Use their creativity to present a meaningful response to music from American history.
messages. T4.) Examine, interpret, and investigate how historical and socio-political moments in history
To form a creative response impact the creation of art.
that shows their
understanding of the Meaning
movement they chose to UNDERSTANDINGS ESSENTIAL QUESTIONS
study. Students will understand that Q1.) In what ways have musicians and
U1.) People use the creation of music and songwriters reflected on and impacted socio-
Standards: High School other arts to respond to socio-political and political happenings?
General Music Virginia historical issues. Q2.) How does popular music of past
Standards of Learning U2.) A lot of music that came from past movements in the United States still have
Music History and Cultural movements in the United States still has influences today?
Context influence today- their messages are often Q3.) How do political and social movements in
The student will investigate responded to or echoed in todays popular the United States affect popular music?
the role of music in society music. Q4.) Why is it important to listen and try to
by U3.) Messages in popular music can be understand messages that music aims to send?
1. comparing and very important, or even represent a
contrasting the development movement or group of people who are
of music in diverse cultures underrepresented/oppressed in the United
throughout history; States.
2. examining various
opportunities to experience
music in the community;
and
3. describing the role of Acquisition
technology and social media Students will know Students will be skilled at
in the development of K1.) How different political/social S1.) Researching information and finding
music. movements can have long lasting impacts reliable sources of relevant information.
that can change over time. S2.) Putting their research findings together in
Analysis, Evaluation, and K2.) What role musicians in society, a coherent, clear way that outlines what they
Critique especially those who make music as a were assigned to study.
The student will analyze social/political response. S3.) Brainstorming and putting together a
music by K3.) How the message of politically creative response in a group setting,
2. defining and classifying charged music can be changed and demonstrating their knowledge of what they
various musical styles that influenced by public reactions. studied.
represent different historical K4.) How popular music can have long
periods and cultures; lasting influences.
3. examining the importance
of composers use of style,
cultural influences, and
historical context for the
interpretation of works of
music
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Thorough research PERFORMANCE TASK(S):
Clear presentation Students have thorough understanding of the topic assigned to them
of findings Can provide reliable resources (at least 4)
Well Can put their research together in a clear, coherent way, including the
rehearsed/prepared important characteristics and people involved with their movement.
creative response Students prepare a thoughtful, creative response that demonstrates their understanding
of their research
Provide a list of possible creative response ideas
Present a well prepared/rehearsed creative response that relates to their topic
Demonstrates their understanding of their research
Thoughtful OTHER EVIDENCE:
Accountable Students able to give constructive feedback to members of other groups about their
Constructive work
Students work well with their peers by contributing to all parts of the project
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction (these would be the summaries of the actual experience designs: Outline a
project for 6+ days
Day 1
Introduce concept of listening to music for its political and social messages
Students will listen to a piece of popular music in groups, and together write down (in 1-2 sentences) what
message they think the song is trying to send
Go over several key political/social movements of United States
Civil Rights, Black Power, Counterculture, Feminist, Gay Rights, etc.
Briefly go over a few key musicians from each movement
Discuss why popular music is important to these movements
Introduce project- students form groups and pick a movement to study

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

Item Name Use Cost Quantity Overall


(linked to provider) (How will this be used by students/teacher?) (per unit) Cost

American Popular Students will use this book as a $65 15 $1,300


Music Textbook reference to study American popular
music, and how it has developed in
America today.

33 Revolutions Students will use this book as an $16 20 $320


Per Minute additional source to study how music
has been used as a response to
political/social movements in
America

Electric keyboard Students will have these available for $75 9 $675
projects throughout the year

Video Recorder Students will be able to use cameras $52 3 $156


for projects throughout the year.
Total Cost: $2451

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.

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