Submitted by Megan Espe-Och, Chris Sedarski
Objectives:
Content:
Students will:
· analyze how social, political, geographic, and demographic factors (i.e. age, social economic class, gender, education) influence the music that they listen toCultural:
Students will:
· identify how music conveys messages about a country's political situation
· analyze music to understand the message that the artist hopes to convey
· identify groups that listen to a particular type of music
· identify reasons to explain why different types of music appeal of different types of people
Language: Content Obligatory
Students will:
· use and review vocabulary related to music, musical themes and topics
Sample Vocabulary:
música
génera
historia
década
siglo
CDdisco compacto
en concierto
cultura
la demográfica
tema
sonidola Guerra
la droga el amor libre
LSD
"hippie" flores
paz
demonstraciónamistad
tolerancia
rebelión
antiestablicimiento
la política
signos astrológicosla edad
fraternidad
hermandad
Volkswagen "bug"· use and review the use of comparaciones and descripciones in the presente, imperfecto and pretérito tenses
Language: Content Compatible
Students will:
· utilize structures to politely express preferences in a variety of phrases with gustar, preferir, opinar, creer and no creer
· employ the present subjunctive in phases expressing emotions and opinions
Learning Strategies / Social and Skills Development:
Students will:
· analyze, compare and hypothesize about cultural phenomena
· work cooperatively in small groups
· share information with classmates in a respectful manner
· work toward a large goal with various components needed for completion
Time Frame:
One 60 minute session
Materials Needed:
· Overhead projector and transparencies - or large sheets of paper on the wall
· CD player
· CDs from the 1960's - (Forrest Gump sound track is good source for music from the 60's for possible songs "Come On People/San Francisco" by Scott McKenzie, Medley: "Aquarius/Let the Sunshine In" by Fifth Dimension)
· Copies of some of the lyrics from the example songs
Description of Assessment (Performance Project):
Students will be asked to identify musical trends in the U.S. by decade. As a class we will brainstorm different types of music by the decade and write them on transparencies or the wall paper. Then we will look closely at popular music for young people from the 1960s. We will listen to several songs and give students a copy of the lyrics.
In groups they should analyze the lyrics for political and social messages and hypothesize about the demographics i.e. Who listened to this type of music and why? (Forrest Gump soundtrack))
After discussing in small groups (students again list on transparency or large paper), each group should share the ideas they came up with and the teacher should facilitate a class discussion of the cultural and political contexts of music. The students will identify content specific vocabulary needed to discuss the topic in Spanish.
Assessment:
The teacher will monitor students during group discussions and may require the vocabulary list to be turned in. This is an informal assessment.
References and Resources:
Forrest Gump soundtrack
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)(none)