MUSC 486-20

18970

 

Social, Political, and Protest Songs: 

Music with a Message

 

Instructor:  Dr. Vicky V. Johnson

Email: vjohnson@tarleton.edu

Phone: Ext 9238

 

 

 

Syllabus       Blackboard       Finale       Staff Paper       Links   

   Compositions       ePortfolio     Performances      Writing

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Week 1

Jan 17 - 20

 

Tuesday:  Inventory

  • Syllabus

  • Semester plans

  • Short list of possible issues

  • Use of technology

 

 

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

Remembered

Repeated

Reflected upon

 

Assignments due:

Thu

Blackboard setup

  1. Log on to Blackboard

  2. Choose your course

  3. Click "My Settings" in the upper right portion of the screen.

  4. Select "My profile" tab and edit the profile to include the email address you actually check.

  5. Click Save.

  6. Now click on "My Tool Option" tab and scroll to the Mail portion of the screen.

  7. Select the box "Forward all mail messages to the e-mail address in my profile."

  8. Click Save.

Thu

Assignment 1

  1. Present one song that you consider to have been effective in carrying a message.

  2. Be prepared to explain how the song (both music and lyrics) effectively carried that message.

  3. Explain the background of the issue and of the songwriter

  4. Do enough research to share the consequent effect of the song

 

 

 

 

 

 

 

 

 

 

Week 2

Jan 23 - 27

 

Discussion of collaborative technology tools to be used in the course.

Assignments due:

Tue

Assignment 2

  1. PowerPoint presentation of 10 singer/songwriters (include both contemporary and historical, national and international):  1 per slide

  2. Include their most famous songs

  3. What they were protesting (their message)

  4. The effect (if any) and why or why not

   

 

Week 3

Jan 30 - Feb 3

 

Public domain protest songs

Assignments due:

Thu

Add 3 more slides to your PowerPoint

  1. one person/group from a country that does not speak English

  2. one from a time at least 75 years ago

  3. your choice of another in category 1 or 2

 

 

 

 

Week 4

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

Target audience

Self-absorbed or effective (or both)

 

 

 

 

No class on Thursday because of TMEA

Assignments due:

Tue

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.

 

Thu

Make a Wordle on each of your 3 ideas (www.wordle.net)

  1. 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)

  2. 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.

 

 

 

 

Week 5

Feb 13 - 17

 

We have 3 categories of resources to use:

  1. student

  2. professor

  3. technology

 

 

Assignments due:

Tue

First draft of first song to share

 

 

 

 

 

 

 

 

 

 

ePortfolio Guide

Week 6

Feb 20 - 24

 

February 27 is Anthology deadline

http://www.tarleton.edu/anthology

 

 

How do you compose?  What is the process?

 

1.  New

2.  Revision

3.  Finished (Performable)

4.  Notated

Assignments due:

Tue

Final draft of one poem to submit to Anthology

 

Thu

Revise and submit poem to Anthology

 

 

 

 

 

 

 

 

 

 

Week 7

Feb 27 - Mar 2

 

Choose prompts for mid-term reflection

 

PJ:  Finale notation for Song 1 (Song #1 complete)

Justin

Amanda

Waylon

Corey

Kevin

 

Direct message/hidden message

Assignments due:

Tue

 

Thu

 

 

 

 

 

 

 

 

 

 

 

Week 8

Mar 5 - 9

 

Mid-term reflection

 

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.

Assignments due:

Tue

Mid-term reflection

Last revision of first song

 

Thu

First song notated

 

 

 

 

 

 

 

 

 

 

  HAPPY SPRING BREAK! 

Week 9

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

 

Assignments due:

 

 

 

 

 

 

 

 

 

 

Week 10

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.)

Assignments due:

Tue

Song rubric assignment

Upload past assignments to Blackboard (see list in left column)

Thu

Score for Song #2 due in Blackboard

 

 

 

 

 

 

 

 

 

 

Week 11

Apr 2 - 6

 

Revisions of Song #3

 

Tuesday, we will meet with Doug Hanna for Chalk & Wire training.

Assignments due:

Thu

First draft of mini-tour poster

 

 

 

 

 

 

 

 

 

 

Week 12

Apr 9 - 13

 

Score for Song #3 due

Assignments due:

Tue

Finalize mini-tour poster

Thu

Score for Song #3 due in Blackboard

 

 

 

 

 

 

 

 

 

 

Week 13

Apr 16 - 20

 

Final rehearsals

Assignments due:

Tue

Posters out

 

 

 

 

 

 

 

 

 

 

Week 14

Apr 23 - 26

 

Performances

Assignments due:

FriLiterary Lion 7:00pm

Mon

(TSU) 12:00pm, Beans & Franks 6:00pm

Tue

Barefoot Market 7:00pm

Wed

The Pub 8:00pm

Thu

The Aardvark (FW) 7:00pm

 

Week 15

Apr 30 - May 2

Last day of classes is Wed., May 2

Assignments due:

   

 

 

 

 

 

 

 

 

 

Final Exam

Tuesday, May 8 9am

 

Note:  You can take back notated assignments for revision until your final exam

 

Final Reflection

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

 

Final Reflection

Due Tues. May 8 at 9am (Final exam time)

Upload to Blackboard and to ePortfolio

 

 

Class rubrics

Students will fill out rubrics on classmates

 

 

 

 

 

 

Upload to ePorfolio the following:

  1. Final Reflection
  2. One video link of your choosing
  3. One score (different song from your video link)
 

Song Rubric

Criteria

Performance Indicators

Failing

(No)

Unacceptable

(Really?)

Poor

(Huh?)

Fair

(Ok . . .)

Good

(Ahh!)

Excellent

(Wow!!!)

Message

 

 

 

 

 

 

 

 

 

0 points

24 points

28 points

32 points

36 points

40 points

Lyrics

 

 

 

 

 

 

 

 

 

 

0 points

12 points

14 points

16 points

18 points

20 points

Music

 

 

 

 

 

 

 

 

 

0 points

12 points

14 points

16 points

18 points

20 points

Score

 

 

 

 

 

 

 

 

 

 

0 points

12 points

14 points

16 points

18 points

20 points

Total points

 

Performance indicators will be completed by students as an individual assignment and then revised as a group activity.

Reflection Rubric

sfaalst

 

 

LINKS

DATABASES:

 

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 .

bullet

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.

bullet

America: History and Life
Indexes articles, reviews, and dissertations for U.S. and Canadian history.

bullet

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.

bullet

JSTOR
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.

bullet

Project Muse
Full text of 100+ scholarly journals in the humanities, social sciences, and mathematics from Johns Hopkins University Press and nine other academic presses.

 

 

WEBSITES:

 

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.

bullet

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.

bullet

American Memory
"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."

bullet

American Protest Songs 1928-1953
This record available on Amazon.com offers a list of protest songs.

bullet

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.

bullet

Protest Songs (Songfacts)
List of 68 protest songs (worldwide) with a statement of what is being protested.

bullet

http://33revolutionsperminute.wordpress.com/

       Information on current event protest songs

 

Bibliography

 

 

 

Writing

 

bullet

Poetry assignment

One set of song lyrics (poetry form) will be submitted to the TSU Anthology

bullet

Background research on issues related to one song

5 pages, double spaced, 12 pt. Times New Roman, with citations and bibliography

bullet

MidTerm reflection (free form)

 

bullet

Final reflection

From the syllabus: 

bullet

Articulate how they have applied learning from music theory, political science, history, sociology, and writing in composing music with a message

bullet

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

Compositions in progress may be in any written form:

 

bullet

Finale files

bullet

Lyrics with lead sheet symbols

bullet

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.

Performances

bulletEach 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.
bulletPerformances will be critiqued by the class and again, students will use a constructivist approach in setting criteria for evaluation.
bulletVideos 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.'

ePortfolio

ePortfolio Guide

 

Final Examination Schedule - Stephenville

Exam Time8:00-10:30 AM11:30 AM-2:00 PM3:00-5:30 PM6:30-9:00 PM
Thursday, May 3
 
  
 
All Freshman English, EDU 404 and 430
 
Friday, May 4
 
All Freshman ChemistryMWF 8
 
MWF 3:00 and other times not listed on exam schedule
 
M-F 5pm or later
 
Monday, May 7
 
MWF 9
 
MWF 10
 
MWF 11
 
M 5pm or later; MW 6pm
Tuesday, May 8
 
TR 8
 
All Math 107
 
TR 2:25T 5pm or later; TR 7:30pm
Wednesday, May 9
 
MWF 12
 
MWF 1
 
MWF 2W 5pm or later; MW 7:30pm
Thursday, May 10
 
TR 9:25TR 1
 
TR 10:50R 5pm or later; TR 3:50; TR 6pm

 

 

 

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Created and maintained by Vicky V. Johnson