Mr. Baum - Music
Course Description
Grading Policy35% Effort
(Preparation Participation Conduct) 25% In class work 20% Homework/Projects 20% Assessments Music classes will receive a number grade on report cards |
In music class, students will experience music through a multi faceted approach to help address all of the New York State educational standards for music as well as enrich the school’s dedication to addressing the Common Core Learning Standards. It is my goal to make music an effective supplement to the school wide curriculum in order to prepare our students with the skills needed to succeed in the real world. I believe music education provides opportunities to develop creative thinking, teamwork, self-confidence and an understanding of what makes us both unique and alike as members of a global community. Music also fits in well to the Renzulli Schoolwide Enrichment Model which focuses on helping each student to develop his or her own unique set of talents.
For in-classroom instruction, we will be exploring a variety of topics to broaden students understanding of what music is. We will learn that music is not just a subject in and of itself, but can be looked at through the scope of several other disciplines such as science, math, history, social studies, language arts and more. This approach aims to help contribute to the school’s instructional goals of engaging students in high quality discourse to improve their performance in both written and oral responses. In 7th grade, students will also be given an opportunity to experience music making through technology resources provided by the school. We will be using Sonic Pi, a coding environment used for music making, as a vehicle for composition and understanding music theory. Students will have the chance to write their own songs as well as learn basics of computer programming. |
Contact email - lbaum@thebellacademy.com
Links
Homework, practice assignments and upcoming performance assessments will be posted on the calendar page the day they are assigned.
Contact via email for any questions or concerns.
Contact via email for any questions or concerns.
WHat's going on in class
Unit 1 - Genres
Week 1 - What is genre?
Genre: a category of artistic, musical, or literary composition characterized by a particular style, form, or content (As define by Merriam-Webster Dictionary)
Week 2 - How do we classify songs by genre?
Students brainstormed how many different genres they could think of and what criteria we can use to categorize songs into specific genres.
Musical characteristics to classify genres
- Types of instruments - Language - Subject Matter - Tempo/BPM
- Dynamics(Loud/Quiet) - Meter -Vocals/Instrumental - Rhythm
- Country of Origin - Emotional Content/Feel - Lyrical Structure - Harmony
- Frequencies(High/Low, Bass/Treble) - Vocal Style (The way people sing) - Melody
Week 3 - Genre Analysis
Students wrote descriptions of genres using characteristics discussed in class.
Students listened to the following 3 songs all from the same genre.
Genre Description Assignment
Write a description about the genre these 3 songs come from based on the musical characteristics you observed when listening to each song
Week 1 - What is genre?
Genre: a category of artistic, musical, or literary composition characterized by a particular style, form, or content (As define by Merriam-Webster Dictionary)
Week 2 - How do we classify songs by genre?
Students brainstormed how many different genres they could think of and what criteria we can use to categorize songs into specific genres.
Musical characteristics to classify genres
- Types of instruments - Language - Subject Matter - Tempo/BPM
- Dynamics(Loud/Quiet) - Meter -Vocals/Instrumental - Rhythm
- Country of Origin - Emotional Content/Feel - Lyrical Structure - Harmony
- Frequencies(High/Low, Bass/Treble) - Vocal Style (The way people sing) - Melody
Week 3 - Genre Analysis
Students wrote descriptions of genres using characteristics discussed in class.
Students listened to the following 3 songs all from the same genre.
Genre Description Assignment
Write a description about the genre these 3 songs come from based on the musical characteristics you observed when listening to each song
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Week 4 - Compare/Contrast Songs
Genre Compare/Contrast Assignment
Determine which song better fits into the genre CHILLWAVE and explain why by comparing and contrasting musical characteristics(See jupitered for specific due dates)
Genre Compare/Contrast Assignment
Determine which song better fits into the genre CHILLWAVE and explain why by comparing and contrasting musical characteristics(See jupitered for specific due dates)
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Chillwave Musical characteristics
Slow-to mid tempo
Steady drum beats
Mellow Vocal style
Electronic sounds
Heavy use of effects
Escapist/Relaxed lyrical content
Sparse use of lyrics
Dreamy/Airy/Calm feel
Little change in dynamics (medium quiet/medium loud)
Song #1 . Song #2
Slow-to mid tempo
Steady drum beats
Mellow Vocal style
Electronic sounds
Heavy use of effects
Escapist/Relaxed lyrical content
Sparse use of lyrics
Dreamy/Airy/Calm feel
Little change in dynamics (medium quiet/medium loud)
Song #1 . Song #2
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Week 5 - Old Town Road discussion preparation - Initial responses/Important info
Students gave initial response to discussion question:
Do you think Billboard made the correct decision by removing the song 'Old Town Road' from the Hot Country chart?
Students gave initial response to discussion question:
Do you think Billboard made the correct decision by removing the song 'Old Town Road' from the Hot Country chart?
)Students brainstormed what we need to know in order to make an informed decision about the discussion question:
1. What is Billboard?
2. Billboard's reasoning
3. Billboard criteria for categorizing songs
4. Genre Descriptions of Country and Rap
5. Musical Characteristics of 'Old Town Road'
6. Background Info/ Precedent
- Country Songs w/ Rap qualities
- Other Songs by Lil Nas X
- Original Producer's intent
Student analyzed Billboard's official statement about why they removed 'Old Town Road' from the Hot Country Chart:
“upon further review, it was determined that ‘Old Town Road’ by Lil Nas X does not currently merit inclusion on Billboard‘s country charts. When determining genres, a few factors are examined, but first and foremost is musical composition. While ‘Old Town Road’ incorporates references to country and cowboy imagery, it does not embrace enough elements of today’s country music to chart in its current version.”
Week 6 - Old Town Road discussion preparation - Analyzing Country Characteristics
Students listened to multiple country songs and made lists of musical characteristics in order to develop a description of the genre. All songs chosen have a connection and context relevant to our discussion question
Songs:
I'll Hold You in my Heart ('till I Can Hold You in my Arms) - Eddy Arnold
Context - Most consecutive weeks at #1 on Country Chart pre-internet (1959)
1. What is Billboard?
2. Billboard's reasoning
3. Billboard criteria for categorizing songs
4. Genre Descriptions of Country and Rap
5. Musical Characteristics of 'Old Town Road'
6. Background Info/ Precedent
- Country Songs w/ Rap qualities
- Other Songs by Lil Nas X
- Original Producer's intent
Student analyzed Billboard's official statement about why they removed 'Old Town Road' from the Hot Country Chart:
“upon further review, it was determined that ‘Old Town Road’ by Lil Nas X does not currently merit inclusion on Billboard‘s country charts. When determining genres, a few factors are examined, but first and foremost is musical composition. While ‘Old Town Road’ incorporates references to country and cowboy imagery, it does not embrace enough elements of today’s country music to chart in its current version.”
Week 6 - Old Town Road discussion preparation - Analyzing Country Characteristics
Students listened to multiple country songs and made lists of musical characteristics in order to develop a description of the genre. All songs chosen have a connection and context relevant to our discussion question
Songs:
I'll Hold You in my Heart ('till I Can Hold You in my Arms) - Eddy Arnold
Context - Most consecutive weeks at #1 on Country Chart pre-internet (1959)
I Don't Know About You - Chris Lane
Context - Recently was a Top 5 Song on Hot Country Chart
Context - Recently was a Top 5 Song on Hot Country Chart
Beautiful Crazy - Luke Combs
Context - #1 song on Hot Country Chart when Old Town Road was removed
Context - #1 song on Hot Country Chart when Old Town Road was removed
Cruise - Florida Georgia Line
Context - #1 song on Hot Country Chart for 24 consecutive weeks (2012-2013) 3rd longest run
Context - #1 song on Hot Country Chart for 24 consecutive weeks (2012-2013) 3rd longest run
Like A Back Road - Sam Hunt
Context - #1 song on Hot Country Chart for 30 consecutive weeks (2017) 2nd longest run
Context - #1 song on Hot Country Chart for 30 consecutive weeks (2017) 2nd longest run
Week 7 - Old Town Road discussion preparation - Country genre description
Students looked for similarities in the Country music examples from the previous week and then wrote a description of Country music based on these similar characteristics.
Week 8 - Old Town Road discussion preparation - Analyzing Rap Characteristics
Students listened to multiple Rap songs and made lists of musical characteristics in order to develop a description of the genre. Songs where chosen to provide historical context of what the genre used to sound like and current examples to highlight what the genre currently sounds like.
Week 9 - Old Town Road discussion preparation - Rap genre description
Students started by comparing/contrasting specific characteristics of the historical rap examples ("Old School") and current rap examples to clarify possible misunderstanding about certain characteristics.
Types of Instruments
Old School rap appears to have more traditional instruments like guitar, bass and horns while current rap includes more electronic synths and computer generated sounds. However, it was established that Old School rap uses a technique called Sampling which takes music from old recordings and adds them to a new song. This technique uses electronic devices therefore all types of instruments in rap can be considered electronic.
Rhythm (specifically drums)
Because of sampling used in Old School rap, many drums have a rhythm which sounds like a person playing the drums because the drum sounds used are samples of recordings of a drummer playing. These drumbeats are called Breakbeats.
In current rap, drums are made using electronic programs and sound more computer generated. These drums include very low frequencies kick drums and frequent changes in the hi hat rhythm. These drumbeats are called Trap drums.
Vocal style
The word 'Rap' refers to a vocal style where people are speaking fast in rhyme over a beat. To be considered Rap music, a person has to 'rap'.
Old School rapping sound more like speaking or yelling without much of a melody.
Current rapping has more of a singing quality to it where there is melody that people can sing along to.
Students then looked for similarities in the Rap music examples and wrote a description of Rap music based on these similar characteristics.
Week 9 - Old Town Road discussion preparation - Old Town Road analysis
Students completed Venn diagrams to distinguish musical characteristics for Country and Rap music
Students looked for similarities in the Country music examples from the previous week and then wrote a description of Country music based on these similar characteristics.
Week 8 - Old Town Road discussion preparation - Analyzing Rap Characteristics
Students listened to multiple Rap songs and made lists of musical characteristics in order to develop a description of the genre. Songs where chosen to provide historical context of what the genre used to sound like and current examples to highlight what the genre currently sounds like.
Week 9 - Old Town Road discussion preparation - Rap genre description
Students started by comparing/contrasting specific characteristics of the historical rap examples ("Old School") and current rap examples to clarify possible misunderstanding about certain characteristics.
Types of Instruments
Old School rap appears to have more traditional instruments like guitar, bass and horns while current rap includes more electronic synths and computer generated sounds. However, it was established that Old School rap uses a technique called Sampling which takes music from old recordings and adds them to a new song. This technique uses electronic devices therefore all types of instruments in rap can be considered electronic.
Rhythm (specifically drums)
Because of sampling used in Old School rap, many drums have a rhythm which sounds like a person playing the drums because the drum sounds used are samples of recordings of a drummer playing. These drumbeats are called Breakbeats.
In current rap, drums are made using electronic programs and sound more computer generated. These drums include very low frequencies kick drums and frequent changes in the hi hat rhythm. These drumbeats are called Trap drums.
Vocal style
The word 'Rap' refers to a vocal style where people are speaking fast in rhyme over a beat. To be considered Rap music, a person has to 'rap'.
Old School rapping sound more like speaking or yelling without much of a melody.
Current rapping has more of a singing quality to it where there is melody that people can sing along to.
Students then looked for similarities in the Rap music examples and wrote a description of Rap music based on these similar characteristics.
Week 9 - Old Town Road discussion preparation - Old Town Road analysis
Students completed Venn diagrams to distinguish musical characteristics for Country and Rap music
Students discussed what could be considered Defining characteristics of each genre.
Students listened to 'Old Town Road' by Lil Nas X and wrote down musical characteristics they observed. They then categorized those characteristics as to whether they fit better into Rap or Country.
Week 10 - Old Town Road discussion - Choose a Side (genre)
Based on the characteristics they observed in Old Town Road, students had to pick a side as to which genre they felt the song fits into better: Rap or Country.
Students had to justify why they chose the side they were on and also justify why they thought people would chose the other side.
Week 11 - Old Town Road discussion - Constructing an Argument
Responses from the previous week were gone over in class to determine what made up an exemplary response to prepare for their written response.
Old Town Road Genre Written Response (Check jupitered for specific due dates)
Task: Construct a written response about which genre you think ‘Old Town Road’ fits into better. You will also explain why it could fit into the other genre.
Response structure w/ Checklist Rubric
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Week 12 - Article Analysis: Paragraph Summaries
Students read and summarize select paragraphs from Rolling Stone article to find additional information to support their answer to the discussion question.
Article
Students read and summarize select paragraphs from Rolling Stone article to find additional information to support their answer to the discussion question.
Article
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Week 13 & 14 - Article Analysis: Paragraph analysis
Class reads through each paragraph and summary to determine if the point made in the paragraph does or does not support Billboard's decision to remove Old Town Road from the Hot Country chart.
Students then choose two of the best points made for each side of the argument
Week 15 - Choose a Side
Students decide which side of the argument they are on based on points made in the Rolling Stone article. Students discuss why they chose their side and why the other side chose that side. Then after hearing the other side's reasons, students consider how they would respond to those points using evidence from the article.
Class reads through each paragraph and summary to determine if the point made in the paragraph does or does not support Billboard's decision to remove Old Town Road from the Hot Country chart.
Students then choose two of the best points made for each side of the argument
Week 15 - Choose a Side
Students decide which side of the argument they are on based on points made in the Rolling Stone article. Students discuss why they chose their side and why the other side chose that side. Then after hearing the other side's reasons, students consider how they would respond to those points using evidence from the article.