Overview URL for the Social Studies Lessons Module from Museums of the …
Overview URL for the Social Studies Lessons Module from Museums of the West in Grand Junction, CO. This URL links to Modules on three topics. 1) The Original Coloradans provides students with an understanding of the peoples that inhabited the Western Slope before the arrival of the Utes. Designed for grades 3-4, but can be used with older students. 2) Clues from the Landscape allows students the opportunity to study historical photographs and maps of western Colorado in order to assess the challenges of homesteading. Designed for grades 2-4, but can be used with older students. 3) Mountain Men was compiled as part of a PBL at Grand Junction High School in 2018. Some of the lessons herein were developed and tested by GJHS students with the help of 4th grade classes at Pomona Elementary. It would not have been possible without the partnership between the MWC and D-51 schools. For the purpose of this educational kit, some lessons have been adapted from other existing museum kits including the History Colorado Mountain Man Kit and the Wyoming State Museum Mountain Man Discovery Trunk. This kit is to be used as an educational tool and is strictly non-profit in order to adhere to educational fair use policy.
Welcome to Music 101. I think youve made a smart choice to …
Welcome to Music 101. I think youve made a smart choice to spend some weeks studying some of the greatest music ever written. Consider for a moment how quickly a hit pop song passes from fashionable to forgotten. Those of us that have been out of high school or college more years than we care to remember have certainly had the experience of hearing a favorite anthem of our youth and thinking, Oh yeah, that song! Id forgotten that one. Think about that: the song was totally loved, then completely forgotten within a matter of just a few years. Then consider that many of the composers that we will study have been dead for over two hundred years, and yet their music has never been forgotten and never stopped being performed and loved. That, quite simply, is amazing.
This course is an exposition of the philosophy, principles, and materials of …
This course is an exposition of the philosophy, principles, and materials of music from the Baroque Period to contemporary period with illustrative examples from the Baroque Period, Classical Period, Romantic Period, Contemporary Classical Music and Popular Music. The course is designed to give the student an appreciation of music by exposing them to many musical styles, composers, historical trends, as well as increasing their aural, verbal and writing skills in describing music.
This text covers basic elements and vocabulary of music; appreciation and understanding …
This text covers basic elements and vocabulary of music; appreciation and understanding of diverse styles of music past and present; developing listening skills. Includes opportunities for experiencing music (recorded and/or live). I. Music Fundamentals II. History of Western Music before 1600 III. History of Western Music after 1600 IV. Music of the 20th and 21st Centuries V. Listening to Genres VI. Music of Louisiana, the Americas, and the World
Welcome to Music 1300, Music: Its Language History, and Culture. The course …
Welcome to Music 1300, Music: Its Language History, and Culture. The course has a number of interrelated objectives: 1. To introduce you to works representative of a variety of music traditions.These include the repertoires of Western Europe from the Middle Agesthrough the present; of the United States, including art music, jazz, folk, rock, musical theater; and from at least two non-Western world areas (Africa, Asia, Latin America, the Caribbean, the Middle East, Indian subcontinent). 2. To enable you to speak and write about the features of the music you study,employing vocabulary and concepts of melody, rhythm, harmony, texture, timbre,and form used by musicians. 3. To explore with you the historic, social, and cultural contexts and the role of class, ethnicity, and gender in the creation and performance of music,including practices of improvisation and the implications of oral andnotated transmission. 4. To acquaint you with the sources of musical sounds—instruments and voices fromdifferent cultures, found sounds, electronically generated sounds; basic principlesthat determine pitch and timbre. 5. To examine the influence of technology, mass media, globalization, and transnationalcurrents on the music of today. The chapters in this reader contain definitions and explanations of musical terms and concepts,short essays on subjects related to music as a creative performing art, biographical sketchesof major figures in music, and historical and cultural background information on music fromdifferent periods and places.
In this lesson, created in partnership with the Association for Cultural Equity, …
In this lesson, created in partnership with the Association for Cultural Equity, students gain a deeper understanding of what life might have been like for a working class person during this period of American history by examining the songs and stories of Nimrod Workman. Born in 1895, Workman began working in the West Virginia coal mines at fourteen years old, and continued for 42 years. By analyzing Workman's songs and personal stories, which were recorded by Alan Lomax in 1983, students gain a first-hand account of one of the most dangerous, violent, and least regulated industries in American history, and discover the relationships between labor, industry, and the government from the 1890s to the end of World War II.
In this lesson, created in partnership with the Association for Cultural Equity, …
In this lesson, created in partnership with the Association for Cultural Equity, students discover how the banjo and music making more generally among slaves contributed to debates on the ethics of slavery. They listen to slave narratives, examine statistics, and read primary sources to better understand how slavery was conceptualized and lived through in the 18th and 19th centuries. Throughout the lesson, students return to videos created by Alan Lomax of pre-blues banjo player Dink Roberts as a way to imagine what music among slaves in the United States may have sounded like.
In this lesson, created in partnership with the Association for Cultural Equity, …
In this lesson, created in partnership with the Association for Cultural Equity, students discover the causes, characteristics, and lasting effects of the Second Great Awakening by examining the biographies of historical figures associated within the movement. They also consider how Sacred Harp Singing represents the ideals of the Second Great Awakening by watching Alan Lomax's ethnographic videos of a Sacred Harp performance.
In this lesson, created in partnership with the Association for Cultural Equity, …
In this lesson, created in partnership with the Association for Cultural Equity, students trace how the French and Indian War led to the Acadians' displacement and their resettlement in Louisiana by examining historical maps and reading excerpts from Henry Wadsworth Longfellow's poem Evangeline: A Tale of Acadie. In addition, students will examine historical documents and ethnographic film clips from the Alan Lomax Collection to consider how music and dance has been a way for the Acadian/Cajun community to preserve their cultural and genetic lineage, even in the most perilous of circumstances.
Music Theory for the 21st–Century Classroom is an openly–licensed online college music …
Music Theory for the 21st–Century Classroom is an openly–licensed online college music theory textbook that is meant to take the student from the basics of reading and writing pitches and rhythms through twelve–tone technique and minimalism over the course of four semesters. This text differs from other music theory textbooks by focusing less on four–part (SATB) voiceleading and more on relating harmony to the phrase. Also, in traditional music theory textbooks, there is little emphasis on motivic analysis and analysis of melodic units smaller than the phrase. Whenever possible, examples from popular music and music from film and musical theater are included to illustrate melodic and harmonic concepts, usually within the context of the phrase. Practice exercises (with answers), homework exercises, and practice tests are included.
Music Theory for the 21st–Century Classroom is an openly–licensed online four–semester college …
Music Theory for the 21st–Century Classroom is an openly–licensed online four–semester college music theory textbook. This text differs from other music theory textbooks by focusing less on four–part (SATB) voiceleading and more on relating harmony to the phrase. Also, in traditional music theory textbooks, there is little emphasis on motivic analysis and analysis of melodic units smaller than the phrase. In my opinion, this led to students having difficulty with creating melodies, since the training they are given is typically to write a “melody” in quarter notes in the soprano voice of part writing exercises. When the assignments in those texts ask students to do more than this, the majority of the students struggle to create a melody with continuity and with appropriate placement of harmonies within a phrase because the text had not prepared them to do so.
Students will whistle while they work on this lesson, creating a photomontage …
Students will whistle while they work on this lesson, creating a photomontage movie of their interpretation of a favorite song's lyrics that will end everyone's day on a high note.
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