Post for June 28th / Holocaust and Suicide

Assignment 1:

**Look at various songs pertaining to the Holocaust. Respond personally and critically.

Purpose: Before reading the Book Thief, students should first understand the context in which it was written. This book takes place in Nazi Germany; looking at various songs about the Holocaust will provide students with an access point into the novel. Although the book is ficitious, the setting in which it occurs is very real.

Materials:

-Lyrics / music to:

• Angel of Death (by Slayer)
• Belsen Was a Gas (By Sex Pistols)
• Red Sector A (by Rush)
• Zog Nit Keynmol (by Hirsh Glick)

-Computer / speakers

-Journal / writing utensil

Procedure:

Students will:

1. split into 4 groups (each group will take one of the songs from above).

2. listen to the song, while also reading the lyrics.

3. Respond critically, answering the following questions:

• What is the song about?
• Who is the audience?
• From whose point of view is it being told?
• What is the tone?

4. Respond personally, answering the following questions:

• Did you like song?
• Can you relate to it in any way?
• How does it make you feel?

5. Students will answer these questions individually , as well as in a group. (Everyone should be writing).

6. Each group will be asked to share their lyrics / songs, as well as their personal and critical responses.

Assignment 2:

Revelation of a Theme (suicide)

Purpose: Students will look at suicide and how it is revealed through various aspects.

Materials:

• Ode to Billie Joe (lyrics/song)
• Ode to Billy Joe (Movie)

**Note: This song stirred up a lot of questions regarding the content and characters within the lyrics. It was nominated for 8 grammy awards and won 3 in 1967.

Procedure:

Students will:

1. talk about suicide as a large group.

• What is it?
• Who commits it / why commit it?
• Where is it common?
• What are some stereotypes surrounding this theme?

2. listen to song "Ode to Billie Joe," and have students respond to it critically. Have them take notes on it and share it with a partner. Then come back to a large group discussion. Share with students possible theories that have generated over time regarding the plot.

Possible theories include:

a) "The most common theory is that Billy Joe and the speaker were indeed involved in some degree of romantic / sexual relationship that was kept hidden from the speaker's family because the father strongly disliked Billy Joe. This in turn is commonly interpreted as meaning the couple had an unplanned child at some point, and they threw the baby off the bridge together rather than deal with this manifestation of their illicit relationship. The guilt stemming from the murder of his own child later in turn caused Billy Joe to kill himself.
Some have gone even further and speculated that because the child was unwanted, it was either stillborn or aborted in some haphazard fashion, and then quietly "disposed" of off the bridge to hide the proof that the pregnancy had ever occurred. I've heard some point to the relevance of the "Child, what's happened to your appetite" line as a subtle key to this. Loss of appetite commonly occurs after giving birth. But it also commonly occurs when someone is depressed.

b) Another theory is that Billy Joe and the speaker are different races. This is consistent with the song's Southern theme and may explain the speaker's motivation for keeping her relationship with Billy Joe hidden. The food being eaten at dinner may be intended to represent traditional black Southern cuisine, and the mother's use of the word "child" to address her daughter is a rather distinctly African-American expression. The speaker similarly mentions picking cotton, which is likewise a chore that has been primarily associated with Southern blacks since the days of slavery. An inter-racial relationship during the period in which the song is set would clearly be a social taboo, and may have led the speaker to break up with Billy Joe, who proceeded to commit suicide. The unwanted child theory can be similarly strengthened by this premise, as a mixed-race baby would be even more socially unacceptable than an mixed race romance.

c) A third theory says that Billy Joe's suicidal tendencies were well-known to the speaker. The thing thrown off the bridge was thus a gun, after she successfully convinced Billy Joe not to kill himself. But then later he jumped off the bridge anyway, proving the failure of her efforts."

Theories taken from: http://www.filibustercartoons.com/billyjoe.htm

3. watch the movie. Pay special attention to the role suicide plays. Also, students should be taking notice of differences and similarites between the movie and song (main focus, however, should be on suicide).

4. construct an essay comparing and contrasting the song/lyrics with the movie, with a focus on the theme, suicide, and the role it plays within each.

Click here to view the video for the song: http://www.youtube.com/watch?v=CZt5Q-u4crc

Post for June 25 / "Make that Change!" - RIP MJ

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/44/21.pdf


This was the first website I explored, which talks about the history of rap music, as well as how it can be integrated in the classroom.



http://hiphopclassroom.com/ - This site is AWESOME!! It shows multiple ways to use hip hop while teaching vocabulary. Students have also changed famous speeches into rap as well to better understand it!

http://www.youtube.com/watch?v=UxlwYP0HNdc - A youtube phenomenon...a group of students changed the lyrics from "Whatever you like" by artist T.I to explore the presidential election, going into detail about both McCain and Obama's campaign. Absolutely fantastic!

http://www.pbs.org/jazz/classroom/transcend.htm - Student look at various types of music (jazz, hip hop, and rap) from different periods of time. They look at messages, themes, and topics within the lyrics to learn about the lifestyle and culture within that time period.

http://trailfire.com/mathorpe/trailview/66847 - Using rap to teach poetry; this site provides other links and resources for teachers on how to integrate rap and hip hop into the classroom.





Assignment 1

Class: Creative Writing - poetry unit


**Looking at various poetic devices and the purposes they serve.



Procedure:



Students will:

1. receive a handout with various types of poetic devices (terms), along with their definition.

2. read over the devices and their definitions as a class

3. listen to a song / read the lyrics (song choice is up to instructor) - for this one I'd choose "Under the Bridge" by Red Hot Chili Peppers.

4. identify 3 poetic devices and state their purpose (as a class).

5. then look at a free verse poem (poem is up to instructor) -



**This serves as an entry point for studying poetic devices. Students are already familiar with music, therefore it appears less daunting than poetry...whose term along carries a lot of weight.



Assignment 2



Class: Creative Writing

(Could take 2 weeks)



Students will brainstorm struggles/issues that individuals and/or society is facing today. Rather than constructing a poem, students will have the choice to take a song and substitue their own lyrics with the beat.



Materials:

• "Man in the Mirror" by Michael Jackson


• "Vote However you Like" video clip


• Paper / writing utensil


• imove / computers

Procedure:

Students will:

1. listen to/watch video for "Man in the Mirror" and watch "Vote However You Like" on youtube in class.

2. discuss the message being presented in the lyrics, as well as its relevancy.

3. choose one of the topics we brainstormed earlier (or a different one if they choose) and create a song to go along with the beat of their song.

4. Questions to consider when constructing your song / message

• Who is your audience?


• What purpose is this song serving? What is the meaning/message??


• Is it relevant to today?


• What poetic devices could you use?

5. After creating their lyrics, students would then use imovie to create a video, using images to add to the meaning of their song. If they do not want to sing, they could simply have the lyrics displayed on the screen...corresponding with the beat.

Music is a universal language...why not spread your message through it?

Assignment 2 / rationale - June 21st

Assignment 2:

Creative Writing:
Unit: Perspective / 2-voice poems

Materials:

• Computer / Speakers to play songs
• "Cinderella" remix - by Rihanna and Chris Brown
• "Summer Lovin" - grease soundtrack
• White Board / marker

Procedure:

Students will:

1. listen to the "Cinderella," then make a t-chart, one side "Rihanna," the other "Chris Brown."

2. make a list of each singer's thoughts / messages, as well as their qualities and characteristics

3. look at components of a 2-voice poem and see that 2 perspectives are CRUCIAL to constructing this accurately.

4. listen to "Summer Lovin," and follow the same steps as in #3.

5. read an actual 2-voice poem (The Honeybees) from "Joyful Noise" and discuss the 2 perspectives (worker bee and the queen bee)

5. choose a topic to write about (for example - cellphones) and then think of 2 perspectives (for example - teacher and student).

6. Students will then begin creating their 2-voice poem

Rationale:

When creating 2-voice poems, students will learn that 2-voice poems are seen in their everyday lives (music). "Summer Lovin" has 2 perspectives: Danny and Sandy. Each talks about their summer experience together, which ends up being quite different. However, they still share some of the lines within the song. The "Cinderella" song is much the same. Rihanna talks about how she'll always be there, while Chris Brown searching for "the one with the glass slipper" and how Rihanna could be the one. By relating the 2-voice poem to music students are familiar with, it deepens their understanding about perspectives, as well as the components of the 2-voice poem. Of course, "Honeybees," is included because it is a 2-voice poem in its essence.

Assignment 1 / Rationale for June 21st.

Assignment 1:

Class: Creative Writing
Unit: Multigenre Paper

Materials:

• Rap song by 2Pac (Until the End of Time).
• Interview with 2Pac on MTV
• Quotes from 2Pac
• Images of 2Pac's tatoos
• White board / Marker
• Overhead
• Computer / speakers - to play the song

Procedure:

A. Students will:

1. listen to the song by 2Pac (copy of lyrics will be displayed on overhead) and brainstorm a list of what we learn about 2Pac from this song.

2. read the 2Pac's interview with MTV (Question and answers), then brainstorm a list of what we learn about him from this.

3. read his quotes, then brainstorm a list of things we learn about him from them.

4. study his tatoos, then brainstorm a list of things we learn about him from them.

B. After identifying how we learn different things about 2Pac from these various genres, students will look at an aspect or story in their life that they wish to tell through various genres. For example, if the decide to do it on a relationship with their significant other, their paper might look something like this:

• A free verse poem to tell how they met
• An invitation to show how one asked the other out on the first date
• Song lyrics to show them falling in love
• 2-voice poem to show one meeting the other's parents
• A journal entry to show where the relationship stands today

Rationale:

The multigenre paper may be difficult for the students to comprehend since they are so used to following the typical 5-paragraph essay. 2Pac is ubiquitous and his music is received openly and happily by adolescents. 2Pac is an immediate way to grab the students attention. AND they will actually ENJOY reading about his life. Starting this process with something they know will deeper their understanding about the components of the multigenre paper. It will also be something we can refer back to time and time again, should the students ever get confused.

Chapter 7 - Banning Music

This posting is in reference to Chapter 7 in Popular Music in Theory: an Introduction. I would like to start by stating my utter shock and disbelief in the regulation of music that occurred in Nazi Germany. I guess it seems understandable what with everything else the Nazis’ regulated, but we did not hear as much about the regulation of music as the physical and mental abuse the Jews endured. Within the text, it states that, “musicologists were…called upon to investigate and identify ‘Germanness’ in music” (203). If the components of music were in any sort of way related to a foreign country, it was banned and considered propaganda. This included instruments, composers, song artists, singers, and players. During ancient Greece, “Plato argued that the social effects of music often went unnoticed because it appeared to be a rather innocent aspect of ‘play.’ [He also] worried that music might generate lawlessness” (200). I think that Plato was on to something.

After looking at various parts of this chapter, I am compelled to think about music that has been banned or regulated in the United States. Immediately, I go in search for some of these songs or experiences, and this is a sample of what I found:

• In 1962, a catholic school forbid students to dance to “The Twist,” because it is associated moves are un-christian (P.A).
• Same year, “Bob Dylan refuses to perform on the Ed Sullivan Show…after producers tell him he cannot sing ‘Talking John Birch Paranoid Blues.’ Dylan is never invited to perform on the show again” (P.A).
• In 1990, “a Tennessee judge rules that 2 Live Crew's Nasty As They Wanna Be and N.W.A.'s Straight Outta Compton are obscene under state law. Anyone arrested for selling the records could face fines from $10,000 to $100,000, depending upon the involvement of minors in the offense” (P.A).
• In 2000, “A private school in San Antonio, Texas, suspends four students for attending a Backstreet Boys concert in March. The students are suspended for one day for violating a school policy forbidding "involvement in inappropriate music [or] dancing” (P.A).
• In 2001, “MTV decides to air the popular tune “Because I Got High”—but only in certain day parts because of its drug theme. The network says it will not air the video during its popular teen show, ‘Total Request Live’” (P.A).

Our society has seen its fair share of trying to regulate and/or ban some aspect of music – i.e. production, sales, airing of songs, concerts. I think that Plato was right in suggesting that music, whether it be the beat or message, can have a negative affect on society. However, I also think that U.S. citizens have the right to listen to any music they please (freedom of choice). I DO think it is advisable to have “warning” stickers on alum covers, as some music is not appropriate for younger children, much like PG-13 and R rated movies.

The thing is, a big chunk of America liked a lot of this music that has been banned or regulated over time. How does one draw the line between what is and is not appropriate for society? Who decides that? It is not that black and white. If singers / songwriters have a message they want to convey via music, it is their right to do so. However, I also think it is the right of the radio stations, music distribution centers, DJs, and television networks to decide whether they want to associate themselves with this song/album. Every type of art (painting, film, photograph, song) has a certain message the creator wishes to convey. But there are always multiple interpretations behind the meaning of the song and can lead many different directions (as mentioned in the beginning of this chapter); this makes it difficult to argue that a song is solely meant to create rebellion or some other form of negative response amongst society.

Works Cited

Parental Advisory: Music Censorship in America

http://www.ericnuzum.com/banned/incidents/90s.html

Chapter 3 Response: Sound and Music Videos

This post is going to focus on the music video section in chapter 3 of Popular Music in Theory: An Introduction. The part that captivated me was the analysis of the relationship between sound and image, not only in video, but in song as well. Goodwin states that “the ‘image’ [of a song or album] was signified in the surrounding texts of popular music, such as album sleeves, newspaper and magazine articles, publicity photographs and descriptions of performers given on radio and even by the stereo ‘positioning’ of instruments. All contributed to how audiences were encouraged to ‘imagine’ the music. Video had not suddenly and simply added images to music…but built on visual codes that were already in circulation” (87). Here, Andrew Goodwin is arguing that even if a song lacks a music video, there is still an image suggested through the media and other resources available to the public.

This got me thinking about music/songs I have heard without seeing the videos and the types of images I constructed on my own. Within the text, it also states that with the music video, “the construction of an image had become more important than the production of sound and the ability of the listener to imagine their own images” (87). I concur with this idea to a certain extent. When I first heard the song, “White Flag,” by Dido, I imagined a woman very much in love with a man; it is obvious they were in a relationship at one time, and that it eventually reached its demise when she says, “I promise I’m not trying to make your life harder or return to where we were.” It seems as though the singer wants him back, but she knows their relationship and problems cannot be fixed. Therefore, she does not know what to do with her emotions. I was able to relate to this song greatly, for I was going through a breakup at the. I recently watched the video and it was slightly on target with my original image. However, the singer never actually confronts or talks to the man she loves. The video shows both the man and Dido carrying on with their everyday lives apart. In the end, the viewers see the man sitting on his bed, with a collage of pictures of Dido hanging up on his wall as he stares blankly ahead. The viewer is led to think that he is still in love with Dido, which is not evident in the lyrics. Now, every time I hear that song, all I can think of is the video. Other than the video, I had not seen any articles or album covers; therefore, the video is the only thing that affected my image.

After thinking about music videos, it provoked me to think about movie soundtracks and how greatly they affect the mood and interpretation of a scene. For example, in the movie Wedding Crashers, the two main characters decide to attend a myriad of weddings, solely to hook up with women and get intoxicated at receptions. This is portrayed through a montage, and the song “Shout” is playing while this occurs. I can think of two reasons why they chose this song: it is common wedding song and is also very upbeat and energetic. This allows the audience to find humor and entertainment in the scene. Had it been accompanied by a depressing song, such as “Take a Bow,” by Rihanna, the audience would have been more compelled to sympathize with all of the women the men hook up with. However, this is not the goal. This is one of my favorite scenes in the movie, and I know that if the song sent a different message, that scene would not have been as accepted by audiences.

With that being said, I think this suggests that music combines with videos or movies to convey a certain meaning and tone. By only looking at one, a viewer constructs an image in his/her head, based on either the lyrics or the scene, depending on whether they are listening to a song or watching a movie. We all have the capability of developing our own interpretation, and our interpretations are greatly affected by what WE bring to the song or scene. Combining the two makes the writer’s message that much clearer.

School of Rock Response

In the movie, School of Rock, Jack Black’s character transforms from a drunk, selfish band member into a selfless human being that yearns to see his students succeed. Even though his ideas of success aren’t necessarily academically related, he equips them with important, indispensable skills that can be used within the academic field. One value assumption of Jack Black is that of a mentor. Not all teachers can be considered mentors; it depends on the individual teacher’s philosophy of teaching. In the media, I would have to argue I see teachers represented as a mentor/friend more than a strict disciplinarian. Is this to say that more teachers also serve as a mentor and only a few choose not to? The audience sees Dewy listening to his students’ problems and giving them advice. This can be seen when he’s talking with a black, female student (I can’t remember her name) about her weight, as well as when he listens to the pianist about feeling ostracized. In other words, he could also be seen as a savior to some of these students, especially Zach. Zach struggles with self-esteem issues and is constantly informed by his father that he is never good enough. When Dewy overhears Zach’s father scolding him for having a negative attitude and spending more time on music, he makes an effort to show Zach that music is NOT a waste of time and that he is a gifted guitarist. Without Dewy, Zach might have continued to be unhappy and have low-esteem. I think that music definitely adds to this “type,” because it is through music that he becomes their mentor and savior. Music is a way for people to identify themselves, as well as connect with others.

Viewers also see that he’s a “content expert.” He knows a lot about the subject he’s teaching and knows which area each of his students excel. We also see he (unintentionally) finds a myriad of ways to deliver “lesson plans,” such as powerpoints, videos, and CDs. Essentially, this allows the teacher to capture and engage a variety of students with different learning preferences. He also recognizes that to begin his “course,” the students need to be front-loaded on the history of Rock; hence where the powerpoints come on and there is a picture of the band “The Ramones.” Music definitely confirms this “type” in regards to teaching, because it’s his way of differentiating his lesson plans and assignments.
Once he begins teaching, it does become evident that he really does not have much of a life outside of his “profession.” There is one instance when he takes the principle out for a drink, but it’s solely to get her permission to take the students on a field trip. In other words, teaching takes over his life.

After viewing this movie, I’m torn about whether or not I think that this is a good representation of teachers. I mean, isn’t answering this question just stereotyping a profession? All teachers are different, and I think that’s a good thing because it increases the chance of students making a connection with at least one teacher. Within the article we had to read for today, teachers picked their top ten movies that they believe best represents a “good” teacher movie. Every person/teacher/student has a different definition of what it means to be a good teacher. How can a movie “best” represent something that is so subjective? It would be like asking yourself, “Pick your top ten movies that best depict female adolescents.” To me, it just seems like looking back at your OWN experience and things you’ve witnessed and making conclusions off of that. Obviously, a teacher who makes no jokes during class, has no relationship with the student other than that within the classroom, and scares the living daylights out of them is not going to pick Mr. Holland’s Opus as a movie he/she thinks best represents teaching. I’m now making myself a bit confused as to where I stand in regards to this movie. However, I believe that it’s very important to know your students and serve as a mentor, as well as a facilitator of learning. In the beginning of the film, Dewy starts teaching music only for HIS own benefit. The person he becomes, however, is a solid definition of a teacher (in my opinion). He finds fantastic ways to deliver his lessons, he meets with students individually to see how they’re doing, he responds to their needs, and he wants nothing more than for them to succeed.