9. Understanding music in relation to history and culture

Concepts and Skills



In order to be successful at this standard what do students need to know?
  • History
    • Familiarity with the basic time periods of Western classical music, and composers of those eras
      • Renaissance
      • Baroque
      • Classical
      • Romantic
      • 20th Century
      • How do the above genres correlate to time periods in Western history?
    • General historical periods
      • What was happening historically during that time?
      • What were important world/regional events were taking place during that time?
      • What music were people listening to/singing/performing?
      • Who was performing this music?
      • Where and why were they performing it?
      • What instruments were used (if any)?

  • Culture
    • Basic familiarity with music of other cultures
      • Understand the notion that "good music" is subjective, according to a culture.
      • How do different cultures compose music?
      • What kinds of different roles does music play in various cultures?
    • Familiarity with the basic broad categories of music
      • Art music
      • Popular music
      • Folk music
      • Sacred vs. secular music
    • Familiarity with some of the main genres of popular music in today’s American culture
    • Ability to recognize aspects of Multicultural music
      • Rhythms
      • Instruments
      • Tonalities
    • Determining cultural influence(s) of a piece of music, as well as how a piece of music can influence culture


Activities



What kind of activities should students be able to do to complete this standard?
How will you teach it?

  • Daily/Weekly
    • Include songs in the daily rehearsal repertoire from different eras, genres, styles, and cultures
    • Have students research the background information (historical and cultural context) of the pieces being played using the "Score Study Worksheet"
      • “Score Study Worksheet"
        • Composer:
          • Birth
          • Death
          • Nationality
          • Influences/style/”club”
          • Other works
          • What was going on in the composers life when he/she wrote the piece?
          • Who did he write it for?
          • What other pieces were being written by this composer at or about the same time?
          • Who were the composers' contemporaries?
        • Background of work:
          • When and why was it written
          • Historical period
          • Meaning and importance of title
          • Compositional techniques used
          • Relationship to other works by composer
          • Relationship to similar works by other composers
    • Listening to recordings of multicultural music & recordings of period music
        • Understand differences/similarities with Western music
        • Familiarity with the five elements of music:
          • Form
          • Timbre
          • Melody
          • Harmony
          • Rhythm
    • Observe live performances (or video) of authentic historical/multicultural performances
      • Compare and contrast with typical Western band music and/or popular music (use the five elements)
  •  Projects (Deeper Learning)
    • Study composers of different eras and styles
    • Study different styles and genres of non-classical music: music from other cultures, other time periods, etc.
    • Study how these different styles interacted with culture and society in their time, and if applicable, what influence they have on today's society
    • Form a historical/multicultural ensemble and give a recital in the style/time period of the group.
      • The group can perform using authentic elements of the group
        • Authentic wardrobe/costumes
        • Authentic instruments
        • Original language
    • Research the origins of one culture or nation's music.
    • Research (compare and contrast) current trends in pop music between the US and another country.
    • Marching band program
      • Students involved can observe the social and cultural impact that an ongoing program has on:
        • The students' school
        • The band itself
        • The community
        • The local school band community
    • Have students conduct an interview with a person of another culture that performs music authentic to their culture.
      • Students will then make a presentation that explains the significance of this music to everyday life in that culture.



Lesson Plans



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