Jan 17 - 20
Why was this song created?
What were the conditions that lead to the creation of the song?
Who were the "we" and who were the "them" (if applicable)?
What effect did the song have?
Music as a vehicle must carry the message
to the intended audience
to achieve the intended purpose
If that is the prime concern, it governs the word flow
the style of music
the acceptability to the venue
You want the song to be heard
Log on to Blackboard
Choose your course
Click "My Settings" in the upper right portion of the screen.
Select "My profile" tab and edit the profile to include the email address you actually check.
Now click on "My Tool Option" tab and scroll to the Mail portion of the screen.
Select the box "Forward all mail messages to the e-mail address in my profile."
Present one song that you consider to have been effective in carrying a message.
Be prepared to explain how the song (both music and lyrics) effectively carried that message.
Explain the background of the issue and of the songwriter
Do enough research to share the consequent effect of the song
Jan 23 - 27
Discussion of collaborative technology tools to be used in the course.
PowerPoint presentation of 10 singer/songwriters (include both contemporary and historical, national and international): 1 per slide
Include their most famous songs
What they were protesting (their message)
The effect (if any) and why or why not
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Jan 30 - Feb 3
Public domain protest songs
Add 3 more slides to your PowerPoint
one person/group from a country that does not speak English
one from a time at least 75 years ago
your choice of another in category 1 or 2
Feb 6 - 10
Synthesis and Choices
Serious, humorous, innuendo, sarcastic, hidden meaning
Pop, rock, country, folk, rap (and subgenres)
Added visuals (art, video, costume, body language)
Imitative or original
Self-absorbed or effective (or both)
No class on Thursday because of TMEA
List the 3 issues upon which you would like to comment through your songs. Put them in priority order (not in order of the importance of the issue, but in order of which song you want to do first).
You will write them on the board and briefly explain the message you hope to convey through your songs.
Make a Wordle on each of your 3 ideas (www.wordle.net)
put in words (size will be determined by the number of times you use a word; Ex: war war war war will make that word larger)
to keep words together, use a ~ (Ex: Music~with~a~Message will all appear together)
Since there is no class on Thursday because of TMEA, post your Wordle on the MWAM Facebook page.
Feb 13 - 17
We have 3 categories of resources to use:
First draft of first song to share
Feb 20 - 24
February 27 is Anthology deadline
How do you compose? What is the process?
3. Finished (Performable)
Final draft of one poem to submit to Anthology
Revise and submit poem to Anthology
Feb 27 - Mar 2
Choose prompts for mid-term reflection
PJ: Finale notation for Song 1 (Song #1 complete)
Direct message/hidden message
Mar 5 - 9
How has the class helped you grow?
What effect has it had on your awareness?
How would you define a protest song?
Describe the context that leads you to protest through song.
Double spaced, 12-pt Times New Roman in a Word document, 3-5 pages
Submit in Blackboard by class on Tuesday.
Last revision of first song
First song notated
HAPPY SPRING BREAK!
Mar 19 - 23
Song rubric assignment:
Fill in the rubric with appropriate performance indicators
Upload Anthology poem into Blackboard
Upload Finale files into Blackboard Song #1 must go in before next class meets
Mar 25 - Mar 29
Revisions of Song #2
Score for Song #2 due
Upload to Blackboard
1. One Wordle (your choice; pick the one you like the best) - see Note below
2. Score #1 in Finale format
3. The poem that you submitted to Anthology
4. Your midterm reflection in Word format
5. The PowerPoint that you did at the beginning of the semester (13 slides)
Note: The easiest way I have found to pull off the Wordles is to download Jing (it's free). It is a capture software that saves whatever you select on the screen as a .png. Then just attach upload it in the submission as an attachment. I need the Wordles to be in some graphic format (.png, .jpg, .tif, etc.)
Song rubric assignment
Upload past assignments to Blackboard (see list in left column)
Score for Song #2 due in Blackboard
Apr 2 - 6
Revisions of Song #3
Tuesday, we will meet with Doug Hanna for Chalk & Wire training.
|First draft of mini-tour poster|
Apr 9 - 13
Score for Song #3 due
Finalize mini-tour poster
Score for Song #3 due in Blackboard
Apr 16 - 20
Apr 23 - 26
|Fri||Literary Lion 7:00pm|
(TSU) 12:00pm, Beans & Franks 6:00pm
Barefoot Market 7:00pm
The Pub 8:00pm
The Aardvark (FW) 7:00pm
Apr 30 - May 2
Last day of classes is Wed., May 2
Tuesday, May 8 9am
Note: You can take back notated assignments for revision until your final exam
Due by Tuesday, May 8 at 9am
Include in your Final Reflection the following:
Students will analyze how this applied learning experience enabled them to apply what they learned from their courses, both in major and core curriculum areas, and from their extracurricular experiences to the real world.
Students will evaluate how the applied learning experience expanded their views of academic, political, social, cultural, and/or economic environments and prepared them to contribute more meaningfully to a global society.
Also include your own personal thoughts, opinions regarding anything else you found to be significant about the experience.
Requirements: Double spaced, 12-pt Times New Roman in a Word document, 3-5 pages
Due Tues. May 8 at 9am (Final exam time)
Upload to Blackboard and to ePortfolio
Students will fill out rubrics on classmates
Upload to ePorfolio the following:
- Final Reflection
- One video link of your choosing
- One score (different song from your video link)
(Ok . . .)
Performance indicators will be completed by students as an individual assignment and then revised as a group activity.
Use the following databases to search for information about a particular song, the composer of the song, or the condition(s) described in the song .
Academic Search Complete
A comprehensive scholarly, multi-disciplinary full-text database, with more than 5,400 full-text periodicals, including more than 4,500 peer-reviewed journals. In addition to full text, this database offers indexing and abstracts for more than 9,300 journals and a total of 9,850 publications including monographs, reports, conference proceedings, etc. The PDF content goes back to 1865.
America: History and Life
Indexes articles, reviews, and dissertations for U.S. and Canadian history.
Historical New York Times
The Historical New York Times offers full page and article images with searchable full text back to the first issue. The collection includes digital reproductions providing access to every page from every available issue. Coverage begins September 18, 1851.
Contains fulltext backfiles of more than 1,000 core scholarly journals, many dating from the 19th century. Articles for most topics on Islam can be found in JSTOR.
Full text of 100+ scholarly journals in the humanities, social sciences, and mathematics from Johns Hopkins University Press and nine other academic presses.
The following is a list of websites on various protest songs. While some of the information from these websites is considered legitimate for academic purposes, the content should be thoroughly evaluated by the reader to detect inaccuracies, irrelevance, currency, and bias.
50 Greatest Protest Songs
This blog lists 50 of the "greatest" protest songs from the world. A brief description of what is being protested is included.
10 Best Protest Songs of All Time http://www.rollingstone.com/music/lists/readers-poll-the-10-best-protest-songs-of-all-time-20141203/bob-dylan-masters-of-war-20141203
"American Memory provides free and open access through the Internet to written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience. It is a digital record of American history and creativity. These materials, from the collections of the Library of Congress and other institutions, chronicle historical events, people, places, and ideas that continue to shape America, serving the public as a resource for education and lifelong learning."
American Protest Songs 1928-1953
This record available on Amazon.com offers a list of protest songs.
Classic Protest Songs from Smithsonian Folkways
Provides a list of 22 protest songs from the Folkways record. The site includes the liner notes for the CD that provides background information on the song.
Protest Songs (Songfacts)
List of 68 protest songs (worldwide) with a statement of what is being protested.
Information on current event protest songs
One set of song lyrics (poetry form) will be submitted to the TSU Anthology
Background research on issues related to one song
5 pages, double spaced, 12 pt. Times New Roman, with citations and bibliography
MidTerm reflection (free form)
From the syllabus:
Articulate how they have applied learning from music theory, political science, history, sociology, and writing in composing music with a message
Evaluate how this applied learning experience has expanded their views of academic, political, social, cultural, and/or economic environments and prepared them to contribute more meaningfully to a global society.
Compositions in progress may be in any written form:
Lyrics with lead sheet symbols
Hand-written notation on staff paper
The final product, however, must be scored in Finale and converted to PDF for inclusion in the ePortfolio.
Students will employ a constructivist approach in setting criteria by which their compositions will be judged.
|Each song-writer will put together and rehearse the performer/performers for his/her song. The song-writer must participate in at least one performance of his/her compositions.|
|Performances will be critiqued by the class and again, students will use a constructivist approach in setting criteria for evaluation.|
|Videos are required for each composition performed to be included in the ePortfolio. Videos do not have to be of the performance itself, but may be made 'in studio.'|
Final Examination Schedule - Stephenville
|Exam Time||8:00-10:30 AM||11:30 AM-2:00 PM||3:00-5:30 PM||6:30-9:00 PM|
|Thursday, May 3|
| || |
|All Freshman English, EDU 404 and 430|
|Friday, May 4|
|All Freshman Chemistry||MWF 8|
|MWF 3:00 and other times not listed on exam schedule|
|M-F 5pm or later|
|Monday, May 7|
|M 5pm or later; MW 6pm|
|Tuesday, May 8|
|All Math 107|
|TR 2:25||T 5pm or later; TR 7:30pm|
|Wednesday, May 9|
|MWF 2||W 5pm or later; MW 7:30pm|
|Thursday, May 10|
|TR 9:25||TR 1|
|TR 10:50||R 5pm or later; TR 3:50; TR 6pm|