What was the role of Music in the Birmingham Children’s March?
ARTS.9-12.Cn.1 · Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
ARTS.9-12.Cn.2 · Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
ARTS.9-12.Pr.7 · Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.
ARTS.9-12.Pr.8 · Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers’ technical skill to connect with the audience.
ARTS.9-12.Re.12 · Apply criteria to select music for a variety of purposes, justifying choices by citing knowledge of the music and the specified purpose and context.
ARTS.9-12.Re.13 · Explain how the analysis of structures and contexts inform the response to music.
ARTS.9-12.Re.14 · Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied research sources.
ARTS.9-12.Re.15 · Evaluate works and performances based on research as well as personally-developed and collaboratively-developed criteria, including analysis and interpretation of the structure and context.
ARTS.9-12.Re.13 · Explain how the analysis of structures and contexts inform the response to music.
SOC.9-12.USH.1 · analyze the transformation of the United States through its civil rights struggles, immigrant experiences, and settlement of the American West in the Post-Reconstruction Era, 1865 to the 1920s.
Students will be able to:
- Listen to different examples and practice composing African rhythms
- Discuss different songs from and how the type of African Rhythms we have listened to can be found in music from 60’s, 70’s, R&B, Jazz, & Pop
- Choose a song from the Civil Rights Movement and be able to instruct the class on why the song chosen was important at the time the song was written and why it is important now
- Be able to discuss different styles of music and decades of music and how it was influenced by African rhythms/African culture
- Work in two separate large groups to compose a small verse and chorus presentation that communicates a theme close to them and their idea of a solution.
Approximately 3 Days; activities can be modified to best fit your class time
Valerie Price’s Playlist (Linked above)
- Day 1 Student Leaders will present with their composed rhythms based off African rhythm examples. Student groups will present and discuss with the class the song they chose from 1960-1970 and what rhythms remind them of the African rhythms listened to in class.
- Day 2 After reading Ms. Price’s story students watch a slideshow put together by one of their peers. The slideshow includes a few choices of music Ms. Price shared with us. She shared many different songs from different styles and times while expressing each one had helped, encouraged, strengthened, and gave hope to her from the time of her story in 1963 to now.
- Day 3 In two separate large groups, students will compose a small verse and chorus presentation that communicates a theme close to them and their idea of a solution. It will be conveyed through lyrics and rhythms chosen by the students.
