Ci - Unit Plan Final

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UnitPlan
History of Rock & Roll (1920s-1990)

Guitar 10/20/30 (General Music Curriculum)
Kelly Spoering
April 14/14
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Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
Title Page
Table of Contents
Idea Web
Unit Plan
a. Topic/Rationale
b. Learning Objectives
c. Modifications
d. Summary of Lessons
Appendix
a. Guided Listening Worksheets Part I
b. Midterm Project Guidelines
c. Guided Listening Worksheets Part II
d. Final Project Guidelines
e. Project Contract
f. Self/Peer/Teacher Project Evaluation
Bibliography
Sample Lesson Plans
a. Lesson #2
b. Lesson #11
c. Lesson #17
Analytical Reflective Critique
1
2
3
4
13
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39
45
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Idea Web
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Unit Plan History of Rock & Roll

UL ED 3601 Music
Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate further learning by stimulating questions, thinking,
discussion, activity, curiosity, and creativity and that enable students to make connections with what is important within a topic or domain (i.e. big idea).
Generative Topic: How did Rock & Roll music evolve and change between the 1920s and the 1980s?
Unit Title (Based on a Generative Topic): History of Rock & Roll
Synopsis. Summarizes the unit (i.e. the unit in a nutshell) and lists the following
information:
a. Central focus, theme, topic, big idea, generative topic;
b. Grade, musical program of study (i.e., band, orchestral, guitar, etc.);
c. Time allotment (minutes/hours/periods) for the unit; and
d. Rationale explaining its relevance to achieving the aims and goals of the
provincial music curriculum.
Synopsis:
Class: Guitar 10/20/30 (General Music Curriculum)
This unit will give the students a good general overview of the history of Rock &
Roll music, from its early roots in Jazz & Blues music coming out of New
Orleans in the 1920s through to the change to Heavy Metal in the late 1980s.
Students will participate in lecture/discussions about several major styles &
trends in Rock music, as well as social, political, and technological changes that
impact the music world. They will also have the chance to listen to examples of
the major styles, including critical listenings which will require them to describe
what they were hearing and present evidence for why certain songs fell into
certain categories. The unit will be divided into two halves, 1920s-1967 and
1968-1990, with each half also involving a playing project incorporating many of
the styles they learned about. The unit is projected to take 4 weeks, with classes
occurring daily.
This unit fulfils the Performance/Listening GLEs, and several of the Valuing
Music GLEs from the General Music Program of Studies (details below).
This unit fulfils SLEs from the Theory, Making Music, World Music, Jazz, and
Popular Music sections of the Program of Studies (details below).
Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
performance, recording) explaining how these are authentic performance
tasks and how they bring the unit to an appropriate closure.
Culminating Activity/Products:
The unit will use both a midterm and final project. Students will be expected to
select from the list of genres for each half of the unit and prepare either a
stylistic element (unique chords/scales/techniques) of two of those genres or a
song of their choice from two of the genres, depending on their guitar ability.
They will perform their projects for their classmates, including a description of
the genres they chose and why their stylistic element or song fits that particular
genre. They will be graded by themselves, their peers, and their teacher on both
their explanation/understanding of the genres they have chosen and their
performance skills on the guitar. They will also complete a series of guided
listening worksheets designed to focus their understanding of the different
styles we are studying.
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Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper understandings and appreciations. Based on a
generative topic.
Aim/big idea: By the end of the unit, students will understand how Rock & Roll music developed and evolved over the 20th century.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry throughout the unit.
Essential questions:
1. How did Rock music evolve over the course of the 20th century?
2. What social, political, and technological advances influenced the evolution of Rock music?
3. What are some general trends and/or similarities between the many styles of rock music?
4. What are some significant differences between the many styles of Rock music?
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Desired Results/Learning Outcomes (Scope & Sequence)

General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .
By the end of the unit, students will be able

to . . .
Assessment/Evaluation
(Summative i.e. assessment of
learning at the end of the unit)
GLE/GLO: 1 - develop understanding of the elements and structures of music as they apply to music making and listening
SLE/SLO: 1.1 level I Theory recognize and discuss musical elements that
repeat, and musical elements that contrast
ULE: 1.1.1 Recognize Chorus & Verse in

popular music
ULE: 1.1.2 Identify repeating trends
(certain chords, techniques, etc.) that occur in
multiple genres
SLE/SLO: 1.2 - level I Music Making - demonstrate proper sound production
ULE: 1.2.1 Demonstrate proper hand
position on the guitar
ULE: 1.2.2 Demonstrate proper
strumming/picking/fingerpicking technique
on the guitar
SLE/SLO: 1.3 Level I & II Music Making - comment on the accuracy of ones ULE: 1.1.1 Evaluate their own project
own performance and that of others
presentation in terms of understanding &
achievement
ULE: 1.1.2 Evaluate their peers project
presentations in terms of understanding and
achievement
SLE/SLO: 1.1 level I Music Making analyze the aesthetic and stylistic
ULE: 1.1.1 Explain why their chosen
qualities, through the performance, of a musical selection
song/technical skill fits within a particular
style
ULE: 1.1.2 Explain why songs they are
listening to fit into a given style
SLE/SLO: 1.2 - Jazz Appreciation - define and discuss the following basic
ULE: 1.2.1 Aurally identify 12-bar blues
elements and structures of jazz: blues, improvisation, swing
progressions in different popular music styles
ULE: 1.2.2 Discuss the importance of
improvisation vs. non-improvisation in
different styles of rock music
SLE/SLO: 1.3 Popular Music - identify and analyze, through critical listening ULE: 1.1.1 Aurally identify each of the
and/or other forms of study, four styles of popular music, with specific reference genres/styles we listen to based on their
Formative
Discussion/Listening responses
Formative
Formative & Summative
Project work/Project Presentation
Formative
Formative
Formative
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to musical elements and structures
structural elements
ULE: 1.1.2 Describe why particular songs
they listen to fit within one of the styles we
have studied
GLE/GLO: 2 develop the ability to make intellectual and aesthetic judgments based on critical listening and analysis.
SLE/SLO: 2.1 - level II Theory recognize aurally the way that different
ULE: 2.1.1 Identify song genres based on
genres use the elements of music
the elements of music present
SLE/SLO: 2.2 Popular Music - demonstrate an understanding of critical
listening skills as applied to recorded examples of popular music

Formative
ULE: 2.2.1 Identify different song genres

using guided listening
ULE: 2.2.2 identify musical elements
present in different genres using guided
listening
GLE/GLO: 3 develop a knowledge of music history and literature and their relationship to world history
SLE/SLO: 3.1 World Music Level II - identify and describe the movement of ULE: 3.1.1 Identify elements of African
Sub-Saharan African people, during the slave trade period, and the influence of music present in early Jazz & Blues music
their music in other world cultures
ULE: 3.1.2 Describe how elements of
African music (especially rhythm) continue
to influence later rock genres
SLE/SLO: 3.2 Jazz Appreciation - analyze the fusion of music and cultures
ULE: 3.2.1 Identify the origins of different
that collided to give birth to the jazz idiom.
musical elements present in Jazz
GLE/GLO: 4 - appreciate the contributions music has made in our cultural heritage and civilization

SLE/SLO: 4.1 World Music Level II - identify and describe the movement
of Sub-Saharan African people, during the slave trade period, and the influence
of their music in other world cultures
Formative
Formative
ULE: 4.1.1 Identify elements of African

music present in early Jazz & Blues music
ULE: 4.1.2 Describe how elements of
African music (especially rhythm) continue
to influence later rock genres
SLE/SLO: 4.2 Popular Music - demonstrate a historical understanding of the ULE: 4.2.1 Identify the roots of popular
development of popular music
music (Jazz & Blues)
ULE: 4.2.2 Describe in general terms the
changes popular music goes through during
the 20th century
SLE/SLO: 4.3 Popular Music - demonstrate an understanding of how popular ULE: 4.3.1 Identify major social, political,
music reflects and affects society through the exploration of historical
and technological changes that influence the
perspectives, cultural responses, social implications, and its relationship to other development of popular music in the 20th
aspects of living
century
Formative
Formative
Formative
Formative
Formative
Formative
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ULE: 4.3.2 Describe the connection of

popular music and race in North America
GLE/GLO: 2 grow in the appreciation, understanding and enjoyment of music as a source of personal fulfillment
Master List of Major Learning Activities and Experiences
1. Mini-lectures/Class Discussion about the major trends and styles of
Rock Music, 1920s-1967
2. Guided Listenings related to the major styles of the 1920s-1967
3. Performance Project students choice of two major styles, 1920s1967
4. Mini-lectures/Class Discussion about the major trends and styles of
Rock Music, 1968-1990
5. Guided Listenings related to the major styles of the 1968-1990
6. Performance Project students choice of two major styles, 1968-1990
Master List of Materials, Equipment, and Resources
1. Computer/projector/speakers
2. powerpoint slides
3. youtube
4. guitars
5. pop/rock songbook
6. internet songbook resources
7. Notes from University of Lethbridge World Music & History of Rock
& Roll courses
8. Textbooks from University of Lethbridge World Music & History of
Rock & Roll courses
Formative
Special Considerations
Modifications and accommodations for learners with special
Social context issues. How you will address any relevant social context issues
needs/Adaptive strategies. Strategies used to accommodate the needs of
in your planning. For example,
exceptional learners. For example musically gifted, ADD, ADHD, Asperger, or
students unable to dance or perform or listen to patriotic or particular
Tourette Syndrome. Identify and briefly describe the diagnosed condition and
religious music for religious and/or cultural reasons
the strategies you will use to meet the needs of these student and why.
school is a faith-based institution
large number of FNMI students
a large number of ESL students
inner-city issues, etc.
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Modifications accommodations to be made for learners with special

needs/Adaptive strategies in the teaching of this unit:
Description of strategies to be used or steps to be taken to address social

context issues in the teaching of this unit:
One of the girls in this class needs large accommodations on class projects due
to a combination of not speaking English, having no musical or guitar
background, and being incredibly shy about speaking in public. I worked out a
system where she could present privately and receive a grade from her peers
based on her work ethic during the project time, instead of her presentation.
Because of the complete lack of musical background, she also has the option of
only doing one genre for each project, as long as she works hard at it. I also
modified her listening assignments to verbal feedback, since guided questions
help her focus her thoughts far better than even simplified worksheets managed.
SeveralofthestudentsinthisclassareESL;thepowerpointslidesand
questionssheetswereadaptedtohavemuchsimplerlanguage,andclass
discussionsfrequentlyrevolvedaroundsimplyphrasedquestions.Additionally,
someofthestudentscannotaccesstheirinstrumentsathomeforvarious
reasons;theprojectswereadaptedtoinclassprojectstoaccommodatethem.
Lesso
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Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . . Formative &/or Summative
(i.e. assessment as, of, for
learning).
Precursors of Rock & Describe the main features of Jazz and
Class discussion as & for
Roll early Jazz and Blues music, including how, why, and
Listening worksheets as & for
Blues
where they were created, and identify
Jazz and Blues songs aurally.
Music in the
Describe the main features of Rhythm & Class discussion as & for
1930s/early 1940s Blues, Country & Western, and Tin Pan
Rhythm & Blues,
Alley music, including how, why, and
Country & Western, where they were created, and identify
and Tin Pan Alley
Rhythm & Blues, Country & Western,
and Tin Pan Alley songs aurally.
The late 1940s/early Describe the main features of Rockabilly, Class discussion as & for
1950s Rockabilly, Doo-Wop, and Early Mainstream Rock
Doo-Wop, and Early music, including how, why, and where
Mainstream Rock
they were created, and identify
Rockabilly, Doo-Wop, and Early
Mainstream Rock songs aurally.
The late 1950s/early Describe the main features of Surf, Soul, Class discussion as & for
1960s Surf, Soul,
Folk, and Pop music, including how, why, Listening worksheets as & for
Folk, and Pop music and where they were created, and identify
Topic
Learning Activities/ Instructional Strategies
Mini-lecture
Class discussion
Listenings
Guided Listenings with worksheets.
Mini-lecture
Class discussion
Listenings
Mini-lecture
Class discussion
Listenings
Mini-lecture
Class discussion
Listenings
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Surf, Soul, Folk, and Pop music songs

aurally.
The 1960s Folk
Describe the main features of Folk Rock,
Rock, the Hippie
the Hippie Movement, and The British
Movement, and The Invasion, including how, why, and where
British Invasion
they were created, and identify Folk Rock
and British Invasion songs aurally.
The late 1960s
Describe the main features of Garage
Garage Bands
Bands, including how, why, and where
Project Introducion & they were created, and identify Garage
Suggestions
Band songs aurally.
Understand the requirements of the
midterm project, and select an option that
is within their abilities.
Project work day
Select two songs or two musical concepts
from one of the acceptable resources, and
have started working on them.
Project work day
Continue work on their selected project.
Project work day
Continue work on their project for the
Presentation day
first half.
Present their project to the class in the
second half.
The late 1960s/early

1970s Black Pop &
the Civil Rights
Movement,
Psychedelic Rock,
and Glam/Theatre
Rock
Describe the main features of Black Pop

& the Civil Rights Movement,
Psychedelic Rock, and Glam/Theatre
Rock, including how, why, and where
they were created, and identify Black Pop,
Psychedelic Rock, and Glam/Theatre
Rock songs aurally.
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Mini-lecture
Listening worksheets as & for Class discussion
Listenings
Mini-lecture
Listenings
Introduction of project guidelines & acceptable song
resources
Playing time to work on their project.
Formative As
Playing time to work on their project
Formative As
Summative they will be
graded by themselves, their
peers, and me on three criteria;
whether they had a good plan
for their project, whether they
performed it well, and whether
they were focused in their work.
Summative the two highest
marks form the listening
examples will be taken as the
written grade for this half.

Presentatio
n of
projects to
the class in
a miniconcert.
Mini-lecture
Class discussion
Listenings
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The 1970s
Country/Southern
Rock, Jazz Rock, and
Prog Rock
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Describe the main features of

Country/Southern Rock, Jazz Rock, and
Prog Rock, including how, why, and
Country/Southern Rock, Jazz Rock, and
Prog Rock songs aurally.
The 1970s
Describe the main features of
Singer/Songwriters, Singer/Songwriters, Black Rock, Funk,
Black Rock, Funk,
and Reggae, including how, why, and
and Reggae
Singer/Songwriters, Black Rock, Funk,
and Reggae songs aurally.
The late 1970s
Describe the main features of Disco,
Disco, Punk, and
Punk, and New Wave, including how,
New Wave
why, and where they were created, and
identify Disco, Punk, and New Wave
songs aurally.
The 1980s 80s Pop Describe the main features of 80s Pop and
and the beginning of the beginning of MTV, New
MTV, New
Traditionalists, and Mainstream vs.
Traditionalists, and
Alternative Rock, including how, why,
Mainstream vs.
and where they were created, and identify
Alternative Rock
80s Pop, New Traditionalists, and
Mainstream vs. Alternative Rock songs
aurally.
The 1980s Rap and Describe the main features of Rap and
Heavy Metal
Heavy Metal, including how, why, and
Project Introducion & where they were created, and identify Rap
Suggestions
and Heavy Metal songs aurally.
Understand the requirements of the
midterm project, and select an option that
is within their abilities.
Project work day
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Mini-lecture
Listenings
Mini-lecture
Listenings
Mini-lecture
Listenings
Mini-lecture
Listenings

Mini-lecture
Listenings
Introduction of project guidelines & acceptable song
resources
Playing time to work on their project.
Formative As
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Project work day
Formative As
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Project work day
Formative As
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Project work day

Project work day
Presentation day

Continue work on their project for the
first half.
Present their project to the class in the
second half.
Formative As
Summative they will be
graded by themselves, their
peers, and me on three criteria;
whether they had a good plan
for their project, whether they
performed it well, and whether
they were focused in their work.
Summative the two highest
marks form the listening
examples will be taken as the
written grade for this half.

Presentation of projects to the class in a miniconcert.
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Appendix Worksheets
Country & Western Listening

Country & Western as a genre began in the 1920s, but rose to prominence in the 1930s
and 1940s with the popularity of Western movies. Some Country & Western musical
artists even crossed over into successful careers as actors. Many of the most popular
Country & Western songs are from the soundtracks to these movies. Country & Western
has a very distinct vocal sound, as well as a simple beat and minimal instrumentation.
Listen carefully to Hey Good Lookin by Hank Williams, and answer the following
questions:
1) What word best describes the vocal style of this song?
2) What instruments do you hear?
3) What are the lyrics about? (1-2 sentences)
4) What is the main rhythm used? (you may use either the actual name or the slang
term)
Pop/Tin Pan Alley Listening

Pop/Tin Pan Alley music rose to prominence mainly in the 1930s & 1940s. It was
characterized by light, memorable melodies and slow tempos. Faster songs tended to be
bouncy and cute. The lyrics were designed to be as inoffensive and innocent as possible,
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to appeal to the widest audience. The rhythm was straight and uncomplicated. Songs were
professionally written, and sung by professional singers with professional backup
musicians.
Listen carefully to the song Music, Music, Music by Teresa Brower, and answer the
following questions:
1) Is the singer or the instrumental line more important?
2) Is this an example of fast or slow Tin Pan Alley style?
3) Do the lyrics tell a story?
Rhythm & Blues Listening

Rhythm & Blues (also called Race Music) rose out of Jazz & Blues when large numbers
of young black people left the deep south and moved to cities all over the USA. These
new communities of urban black people wanted upbeat music they could dance to.
Record companies capitalized on the new market, creating independent labels to sign
black artists. They kept the rhythmic complexities and harmonic structure of Jazz/Blues
music, but added a more upbeat and energetic performance.
Listen carefully to the song Shake, Rattle & Roll by Joe Turner, and answer the
1) What harmonic structure is this song using? (hint: they kept the harmonic
structure of an older musical style.)
2) Compared to Pop & Country music, is the subject of the song (the lyrics) different
in some way?
3) What word best describes the vocal style of this song?
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Rockabilly Listening
Rockabilly primarily rose out of a combination of R&B and Country music, with
elements also taken from Hillbilly & Folk music in the southeastern US. Rockabilly kept
features of both styles, and Rockabilly songs tended to cross over on the charts regularly.
Listen carefully to I Walk the Line by Johnny Cash, and answer the following
questions:
1) What vocal style did Rockabilly keep from Country & Western music?
2) Compared to Country & Western music, is there more or less instrumentation?
3) Compared to Country & Western music, is there more or less going on

rhythmically?
Do-Wop Listening
Do-wop music grew out of a combination of Pop/Tin Pan Alley styles and R&B.
Originally performed primarily by black groups, it eventually crossed over onto all the
major charts and became very popular. Groups of backup vocalists were important to this
style. Do-Wop also used a I-vi-IV-V-I chord progression that became so widely
recognized as a part of this style that it is sometimes called the 50s progression.
Listen carefully to the song Sh-Boom by The Chords, and answer the following
questions:
1) Compared to other genres, are the lyrics more innocent & inoffensive?
2) Are the vocals or the instruments more important?
3) What unique vocal style is used in Do-Wop music?
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Mainstream Rock Listening

Mainstream Rock & Roll arose in the early 1950s due to music crossing over & being
covered by a variety of different artists on different charts. The main influence on the
development of Rock & Roll was Rhythm & Blues music, but Rock & Roll wasnt
initially quite as suggestive as R&B it was cleaned up slightly to make it more
appropriate for middle-class white audiences (and their parents).
Listen carefully to the song School Days by Chuck Berry, and answer the following
questions:
1) What new demographic (group of people) was this music intended to represent?
2) Are the vocals and instruments equal, or is one more important than the other?
3) Compared to the earlier styles (R&B, Pop, Country), what is different about the
guitar in this song?
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Sweet Soul Listening

Sweet Soul returns to the slower Blues & Jazz themes from a couple of decades earlier,
but incorporates some of the newer trends in popular music, such as doo-wop background
vocals. Sweet Soul was sometimes influenced by Latin or Calypso music.
Listen carefully to Stand By Me by Ben E. King, and answer the following questions:
1) What instrument (or section of instruments) can you hear that identifies this
immediately as Sweet Soul?
2) Which instrument (or group of instruments) shows Latin/Calypso influence

(guitar, piano, rhythm section, bass, etc.)?
Pop Listening
Pop Music develops into 2 distinct styles in the early 1960s one slow, one fast. Pop
music at this time differed from earlier pop mainly in the way the audience responded;
dances were becoming more a matter of individual interpretation than strict forms.
Listen carefully to the song Its My Party by Leslie Gore, and answer the following
questions:
1) Which of the 2 styles of pop best describes this song (please us the proper name
for the style)?
2) What new technology helped this style of music become popular across America?
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Folk Music Listening

Folk Music becomes popular in the early 1960s in response to a number of social and
cultural changes occurring in America. Folk Music is more serious than most other genres
of popular music, dealing with social and political themes. Folk music is also much
simpler musically; the instrumentation is entirely acoustic, and usually limited to a single
instrument. The idea was for the performers to be able to perform anywhere at any time.
Listen carefully to the song If I Had A Hammer by Peter, Paul & Mary, and answer the
1) Is this song an example of a Protest Song or a Political/Social Activism Song?
2) Name the instruments you can hear in this song.
Surf Music Listening

Surf Music came out of California, specifically Hollywood, and was connected with the
popular Beach Party movie genre of the early 1960s. Surf Music fell into two categories,
depending on the instrumentation & vocal style used. Surf Music also featured some new
and unique guitar styles, including wet reverb effects and fast plucking that came out of
Central/South American Classical Guitar styles.
Listen carefully to the song Surfin USA by the Beach Boys, and answer the following
questions:
1) Which style of Surf Music best describes this song?
2) What are the continuous fast notes in the guitar meant to imitate?
British Invasion Listening
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The British Invasion could generally be divided into two categories. Softer pop-oriented
music, exemplified by bands like the Beatles, and harder rock-oriented music exemplified
by bands like the Rolling Stones. British Invasion bands drew their inspiration from the
Early Mainstream Rock of the 1950s in America.
Listen carefully to You Really Got Me by The Kinks, and answer the following
questions:
1) Is this an example of a Pop-oriented or Rock-oriented British Invasion song?
2) How do you know?
Folk Rock Listening

Folk Rock grew out of a combination of the Folk Revival of the early 1960s and the
growing influence of electric instrumentation popularized by the British Invasion bands.
While Folk Rock kept many of the political and social messages from plain Folk music, it
was designed to be played in larger concert venues and used instruments Folk music
wouldnt allow, such as the drum set. Fans of Folk music objected to many of their
favourite artists branching out into Folk Rock, and saw those artists as sell-outs to the
ideals of Folk.
Listen carefully to the song Mr. Tambourine Man by the Byrds, and answer the
1) What instruments can you hear in this song that would not have been included in
earlier Folk Revival music?
2) What other than the instrumentation tells you that this song is Folk Rock?
Garage Bands Listening
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Garage Bands were a response to the British Invasion. They get their name from a
common rehearsal location a band members parents garage. Most of them were either
only popular in their local area or became a One-Hit Wonder. A few rare bands succeeded
in making it big, but as soon as they became widely popular and started playing with a
slightly more refined sound for professional recordings, they were seen as sell-outs by
their original fans and other musicians of the Garage Band genre.
Listen carefully to Louie Louie by The Kingsmen, and answer the following questions:
1) Compared to other genres weve listened to, is this a professional-sounding
recording?
2) Is this song influenced by British Pop or British Rock?
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History of Rock Midterm Project

This project has two components: written and performance.
Written Component: On performance day, you will select two of your Guided Listening
worksheets for me which will count as marks.
Performance Component: Midway through the unit (Monday, March 24th) you will
present to the class on your guitar. Your presentation will be one of the following
two options:
1. 2 chord progressions or other musical concepts (eg. Blues Scale)
which fits in with any of the genres we have studied so far.
2. 2 songs of your choice from any of the genres we have studied so
far. You only need to play the first verse/chorus of the song. If
there are lyrics, you must at least mumble along with your playing.
Please show me this sheet no later than Thursday, March 20th, indicating which project
you intend to complete. You will be graded the same as in projects 1 &2: marks out of 5
for project planning, preparation, and performance.
If you are having difficulty narrowing down your project or finding songs, please use
available internet resources, myself, or Mr. Rogers for assistance.
Genres Studied
Blues
Jazz
Country & Western
Pop/Tin Pan Alley
Rhythm & Blues
Rockabilly
Doo-wop
Early Mainstream Rock
Folk Revival
Sweet Soul
Pop (Dance Craze or Splatter Platter)
Surf Music
British Pop
British Rock
Folk Rock
Garage Bands
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Project Suggestions (Option #1)
Blues & R&B

Blues scale
12-bar Blues progression (all or part)
Country & Rockabilly
Fingerpicking
Pop, Tin Pan Alley, & Doo-wop
I-vi-IV-V chord progression
Early Mainstream Rock
Rhythm guitar (choose a chord progression & play it using rock rhythms)
Folk or Folk Rock
Fingerpicking
Surf Music
Tremolo strumming
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Black Pop Listening

Black Pop grew out of earlier Blues and R&B styles. Social pressures, especially the
growing Civil Rights Movement, really changed how black music was being presented in
the USA during the late 1960s. Two main styles appeared, each associated with a major
recording company: Motown and Stax. Motown was entirely black owned and operated,
but focused on cleaning up its music. Motown songs were generally easy to listen to,
with singable melodies and inoffensive lyrics. The performers themselves were sent to
finishing school, to make them more acceptable to white audiences. Stax went the other
way; although the management and musicians were a mixture of black and white, they
focused on emphasizing the blackness of their music, and keeping the harder R&B
elements.
Listen carefully to Say It Loud by James Brown, and answer the following questions:
1) Is this an example of Motown or Stax style Black Pop?
2) How do you know?
Psychedelic Rock Listening

Psychedelic Rock incorporated a lot of the values of the Folk Revival and Folk Rock
movements. The growing Hippie culture with its emphasis on drugs and self-discovery
also had an impact on Psychedelic Rock. Songs in this genre tended to be longer than
standard radio format, and were written to make the listener feel like they were on a drug
trip. Other artistic elements such as album artwork and lightshows during live
performances enhanced the experience.
Listen carefully to the song White Rabbit by Jefferson Airplane, and answer the
1) How are the lyrics different to earlier styles of Rock weve studied?
2) What else about this song tells you that it is Psychedelic Rock?
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Glam/Theatre Rock Listening

Growing directly out of Psychedelic Rock, Glam/Theatre Rock took all of the live
performance elements a step farther. The stage show became equal to or more important
than the music. Two main styles develop; Glam or Glitter Rock and Shock Rock.
Musically they are very similar; the difference lies in the performance. Glam/Glitter Rock
pushed social boundaries by involving elaborate costumes, sets, and characters for the
performers, frequently bending social expectations around sexuality and gender. Shock
Rock also used elaborate costumes and sets, but tended to use violent imagery and
pyrotechnics and place less emphasis on created characters.
Listen carefully to the song Schools Out by Alice Cooper, and answer the following
questions:
1) Is this song an example of Shock or Glam Rock?
2) How do you know?
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Country/Southern Rock Listening

Country Rock and Southern Rock are two sides of the same genre. Country Rock took
older Folk and Country styles of music, and added elements of Rock to them. In Country
Rock, the emphasis was on the vocals and lyrics. Southern Rock, on the other hand, was
more influenced by Psychedelic Rock and used more instrumentation, often with
instrumental solos. Both Country and Southern Rock were heavily influenced by the
Blues, both have closely harmonized vocals, and both have lyrics and themes that tie
them to the Southern USA.
Listen carefully to Fortunate Son by Creedence Clearwater Revival, and answer the
1) Is this an example of Country Rock or Southern Rock?
2) How do you know?
Jazz Rock Listening

Jazz Rock combined elements of classical jazz and blues music with elements of
Psychedelic Rock. Fans of more standard Rock & Roll didnt really like it, and the
growing Punk movement made fun of it for being too highbrow, but Jazz Rock helped
bring new listeners in to the field of rock music. The use of more complicated
instrumental techniques and a fuller band made rock enjoyable for those who disliked the
simplistic guitar-drums-bass sound of earlier rock styles.
Listen carefully to the song 25 or 6 to 4 by Chicago, and answer the following
questions:
1) What are some of the instruments that Jazz Rock has added to the standard guitardrums-bass sound of other rock music?
2) Why is this song Jazz Rock instead of Prog Rock?
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Prog Rock Listening

Like Jazz Rock, Prog Rock incorporates elements of classical music and instrumentation
into rock music. Musicians in Prog Rock are usually classically trained, making the
music a lot more complicated than most rock fans were used to hearing. Like Jazz Rock,
the fans and other styles of rock didnt actually like Prog Rock because of this, but Prog
Rock brought another new crowd of listeners into the rock world.
Listen carefully to the song Living In The Past by Jethro Tull, and answer the following
questions:
1) Is this song an example of early or late Prog Rock?
2) How do you know?
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Singer Songwriter Listening

Singer Songwriters returned to the simpler Folk Rock styles and instrumentation. They
wrote all their own music, and the subjects were personal to the artist. This music was
geared more towards an adult audience. Women and men who didnt fit the hard-rock
oriented image of mainstream rock music found their niche here. Singer Songwriters
didnt have a specific unified style, since the only identifying characteristic of the genre is
that they wrote and performed their own music.
Listen carefully to the song Someone Saved My Life Tonight by Elton John, and
answer the following questions:
1) How does the subject (lyrics) of this song compare to the subjects (lyrics) of
earlier rock styles weve studied?
2) Compared to other styles from this time period, is the instrumentation smaller,
equal to, or greater?
Black Rock/Funk Listening

Black Rock and Funk are both tied very closely to the Blaxploitation films of the 1970s.
These films relied on stereotypes about urban African-American life, and were made by
and for Black people. Black Rock drew more from the Black Pop of the 1960s, while
Funk was more influenced by R&B, Soul, and Jazz.
Listen carefully to Whats Going On by Marvin Gaye, and answer the following
questions:
1) Is this an example of Black Rock or Funk?
2) How do you know?
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Reggae Listening
Reggae music developed in Jamaica and the Caribbean, and was heavily influenced by
early Jazz, Blues, and R&B coming out of New Orleans. The lyrics focused on hardships
faced by people living in those areas. It is similar to Black Rock and Funk in the ways
they were influenced by earlier genres, but Reggae incorporates Caribbean percussion
and rhythms in the bass and guitars that other styles dont use yet.
Listen carefully to the song Here Cant Blame the Youth by Peter Tosh, and answer the
1) How do the musical elements of this song (instruments, rhythms) identify it as
Reggae instead of Black Rock??
2) How do the lyrics identify this song as Reggae instead of Black Rock?
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Disco Listening
Disco used DJs with multiple turntables to create a non-stop dancing experience. The
music was smooth and sleek, and depended on technological innovations in studio
production. Disco openly catered to women, blacks, Hispanics, and homosexuals. Disco
was seen by many older people as contributing to the decline of Western Civilization,
because of its themes of sex and drugs.
Listen carefully to the song Thats the Way by K.C. and the Sunshine Band, and answer
the following questions:
1) Compared to other dance music weve heard, is this song smoother?
2) Is this song based around riffs (short, repeated melodic passages), or chord
progressions?
Punk Listening
Punk music was primarily based around three chords. Punk was created by and for angry
white teenagers, and rejected moral and religious rules. Punk also aimed to bleed the
blackness out of music. Its racism was one of the reasons punk never really achieved
large-scale radio play.
Listen carefully to Personality Crisis by The New York Dolls, and answer the following
questions:
1) Compared to other rock styles of this time period, are the lyrics understandable?
2) Compared to other music styles of this time period, does this song sound easier or
harder to play?
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New Wave Listening

New Wave bled all complexity from the music, making both the tunes and the style more
compact. It grew out of a combination of Punk and 80s Mainstream Rock. The lyrics
returned to subjects of teenage love and depression. Instrumental prowess wasnt really
necessary to play this music, in direct contrast to a lot of the styles that developed right
before.
Listen carefully to the song My Best Friends Girlfriend by The Cars, and answer the
1) Are there elements of styles from the 1950s present in this song?
2) Compared to other styles of this time period, is this song more or less
complicated?
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New Traditionalists Listening

The New Traditionalists used elements of older styles of Rock & Roll in their music
because they believed that the older styles were better than what was being produced
currently. Unlike the New Wave artists, there was no irony in the use of these styles by
New Traditionalists. They took their inspiration primarily from Rock styles of the 1950s
and 1960s.
Listen carefully to the song Rock This Town by The Stray Cats, and answer the
1) What earlier style influenced this song?
2) How do you know?
80s Pop Listening

80s Pop was heavily tied to the creation of music videos and the beginnings of MTV. It
was a very visual genre, with a lot of emphasis on the appearance of the performers. 80s
Pop saw a rise in the use of synthesizers and tape looping. It also saw women artists
move out of the singer/songwriter genre of the 1970s, and into more mainstream music.
80s Pop succeeded Disco as the primary choice for dance music. It was designed to
appeal to the widest possible audience.
Listen carefully to Thriller by Michael Jackson, and answer the following questions:
1) How did this song and video change how music was presented on TV?
2) What earlier Rock genre influenced this change?
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Mainstream/Alternative Rock Listening

Mainstream and Alternative Rock of this period both employed a harder sound than was
common in pop music. Mainstream Rock involved major record labels, and is generally
seen as the precursor to Heavy Metal. Alternative Rock used independent record labels
and grew out of the punk movement. Some Alternative Rock groups would go on to
major commercial success and cross over to become Mainstream Rock. Both genres
relied heavily on stage performance instead of video. Mainstream Rock had a more
unified style & sound, while Alternative Rock tended to have much more diverse roots.
Listen carefully to the song Heat of the Moment by Asia, and answer the following
questions:
1) Is this an example of Mainstream Rock or Alternative Rock?
2) How do you know?
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Rap Listening
Rap developed out of Hip Hop culture in New York. Originally it included break dancing
and DJs with a variety of disc spinning techniques and graffiti artists. Eventually MCs
were added for crowd control. Those MCs started developing a rhyming patter to involve
the crowd, and eventually this turned into rap. East Coast rap in New York started to
combine with other styles to create a varied and interesting musical genre. West Coast rap
remained pure rap, with no other stylistic elements, and is the forerunner to Gangsta Rap.
Listen carefully to the song Rock Box by Run DMC, and answer the following
questions:
1) Is this song West Coast or East Coast rap?
2) How do you know?
Metal Listening
Heavy Metal developed out of the pop and rock styles of the 1970s. It generally went in
two directions: pop-oriented Metal and rock-oriented metal. Many bands played both
styles. Pop-oriented metal tended to involve more solos, higher screaming vocals, and
you could sing along to the lyrics. Rock-oriented metal involved more full-band sound
and heavier, screaming vocals.
Listen carefully to Jump by Van Halen, and answer the following questions:
1) Is this Pop or Rock oriented Heavy Metal?
2) How do you know?
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History of Rock Project #2

This project has two components: written and performance.
Written Component: On performance day, you will select two of your Guided Listening
worksheets for me which will count as marks.
Performance Component: At the end of the second section (Tuesday, April 8th) you will
present to the class on your guitar. Your presentation will be one of the following
two options:
3. 2 chord progressions or other musical concepts (eg. Punk chords)
which fits in with any of the genres we have studied since project
#1.
4. 2 songs of your choice from any of the genres we have studied
since project #1. You only need to play the first verse/chorus of the
song. If there are lyrics, you must at least mumble along with your
playing.
Please show me this sheet no later than Thursday, April 3rd, indicating which project you
intend to complete. You will be graded the same as in project #1: marks out of 5 for
project planning, preparation, and performance.
If you are having difficulty narrowing down your project or finding songs, please use
available internet resources, the pop/rock songbook, myself, or Mr. Rogers for assistance.
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UnitPlan
35
Genres Studied
Black Pop
Psychedelic Rock
Glam/Theatre/Shock Rock
Country/Southern Rock
Jazz Rock
Prog Rock
Black Rock
Funk
Singer/Songwriter
Reggae
Disco
Punk
New Wave
New Traditionalists
80s Pop
Mainstream Rock
Alternative Rock
Rap
Heavy Metal
Project Suggestions (Option #1)
Jazz Rock
Blues scale
12-bar Blues progression (all or part)
Country/Southern Rock
Fingerpicking
Punk or New Wave
3-chord songs
Funk
Rhythm guitar (choose a chord progression & play it using funk rhythms)
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UnitPlan
36
Guitar 10-20-30 Performance

Project
Date:____________________
Project #__________
Title of
Project:_________________________________________________________________
___
Name:__________________________
Partner
(optional):__________________________
# of classes needed to complete_____
Due Date:___________
Description of Project:
Skills you already have to complete this project:
Skills you plan to learn/master during this project:
How will you document this project?
How will the success of this project be measured?
What will you demonstrate or present to the class?
LCI Guitar 10-20-30 Project Assessment
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37
Student Name: ____________________________________ Date: _________________

Instructions: Please circle the number that you feel is an HONEST and FAIR assessment
of your work so far this term. (4=Always, 3= Usually, 2=Sometimes 1=Never)
Self-Assessment
Participation, Cooperation, and Responsibility
4321
4321
4321
4321
4321
4321
4321
4321
I attended class regularly during this project.

I came to class ON TIME every day during this project.
I came prepared every day (guitar, pick, music, pencil, etc.)
I used my independent class time effectively.
I displayed a positive attitude towards my peers, my teacher, and myself.
I displayed confidence and took some risks during my project.
I regularly assessed my own performance and goals I set for myself.
I planned a good class presentation of what I learned from my project.
My independent FOCUS level was approximately __________% on average each day.

With regard to the above, my strengths are: ____________________________________
_______________________________________________________________________
I could have done better on: ________________________________________________
_______________________________________________________________________
Peer-Assessment
4321
4321
4321
X had a clear goal for personal improvement or learning.

X clearly and efficiently presented to the class what they learned.
To me, X was focused in their work on the project.
With regard to the above, my greatest strengths are: _____________________________

_______________________________________________________________________
An area where I know I can improve with some extra work is: _____________________
_______________________________________________________________________
Teacher-Assessment
Quality of presentation ____/10
Explanation of project/skills____/10
Quality of performance____/20
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Bibliography
Alberta Education. General Music 10-20-30 Curriculum Guide. Alberta Education, 1994.
Covach, John. Whats That Sound? An Introduction to Rock and Its History. New York:
W.W. Norton & Company, c. 2006.
Nettl, Bruno et. al. Excursions in World Music. Pearson Education Inc. 2001.
KellySpoering
UnitPlan
39
Sample Lesson Plans
Lesson
Title/Focu
s
Teach
er
History of Rock 2
Kelly Spoering
75 minutes
LEARNING OBJECTIVES
Students will:
1. Identify the early roots of Rock music found in early R&B, C&W, and Pop/TPA
Music (Listening GLE)
2. Listen to & identify stylistic and instrumental elements of early R&B, C&W,
and Pop/TPA Music(Listening GLE)
3. Develop a knowledge of music history and its relationship to world history
(Research GLE)
4. Appreciate the contributions music has made in our cultural heritage and
civilization (Valuing GLE)
5. Recognize and discuss musical elements that repeat/contrast (Theory SLE)
6. Describe structurally/recognize aurally 12-bar Blues (Listening SLE)
7. Popular Music SLEs
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Do students hear the presence of early rock elements? Are

they able to identify what theyre hearing?
What are these songs about? How are they
connected to later rock music?
Guided listening worksheet
5-chord song or progression of their choice from
first half of unit
LEARNING RESOURCES CONSULTED

Alberta Education Curriculum
Music 3200 Course (History of Rock & Roll)
World Music Course
MATERIALS AND EQUIPMENT

Computer/speakers
Worksheets
Pencils/pens
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Introduction
Invite students to gather around & pay attention
Already performed conversation with students
about what they know about where rock music
came from.
Time
Guitars away while were doing listenings.

1) Country & Western
2) Pop/Tin Pan Alley
3) Rhythm & Blues
Transition to Body
Activity #1
Country & Western: We will go through the

powerpoint/mini-lecture/discussion about the
origins of Rock & Roll, focusing on early Country &
Western music. Students will discuss events and
social conditions and their impact on the different
musical styles. Students will listen to Hey Good
25
minute
s
KellySpoering
Assessments/
Differentiation:
Activity #2
Assessments/
Differentiation
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
UnitPlan
Lookin by Hank Williams and answer questions
about stylistic elements of early C&W music.
Question students for understanding. Do they hear
elements of rock in these earlier musical styles?
Differentiation: several students in this class are
ESL; they may not contribute as much to the
conversation. I will ask some simply-phrased
guided questions to ensure they understand the
material. Worksheets are also phrased very simply
for these students to succeed.
Pop/Tin Pan Alley: We will go through the
origins of Rock & Roll, focusing on early Pop/Tin Pan
Alley music. Students will discuss events and social
conditions and their impact on the different
musical styles. Students will listen to Music Music
Music by Teresa Brower and answer questions
about stylistic elements of early Pop music.
Rhythm & Blues: We will go through the
origins of Rock & Roll, focusing on early Rhythm &
Blues music. Students will discuss events and
social conditions and their impact on the different
musical styles. Students will listen to Shake,
Rattle & Roll by Joe Turner and answer questions
about stylistic elements of early C&W music.
Do students understand the early musical
elements that led to the development of rock & roll
music? Are they able to hear those elements in
C&W, Pop, and R&B music?
Students will turn in their guided listening
worksheets.
Comments, questions, concerns?
Tomorrow: Early Rock & Roll: 1948-1955.
Rockabilly, the birth of Mainstream Rock, and
continuing development of R&B.
Pack up!
40
25
minute
s
25
minute
s
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UnitPlan
41
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?
Lesson
Title/Focu
s
Reflections
Keeping everything on a more coherent timeline worked
really well for this class. Students were much more able to
follow exactly where everything was occurring in relation to
developments in other genres. I may consider doing (or
having the students do) an actual paper timeline, on which
we can chart different developments as they happen. Given
the usual mood & level of attention this class shows, I think
theyre participating quite well and seem to be interested in
the subject, although they really dont like some of the early
music and arent trying particularly hard to master some of
the earlier and less rock genres (Country and Western was
definitely not their favourite). However, they are all still
staying engaged with the lesson, so I have to consider that a
success.
Massive technological difficulties today; the copyroom
printer and the classroom computer were both down, so we
jury-rigged a media center using my laptop and it seemed to
work. Actually, having all the students gather on couches
around the laptop was really effective for maintaining
involvement, and I may consider doing something like it
again deliberately.
Teach
er
History of Rock 11
Kelly Spoering
50 minutes
LEARNING OBJECTIVES
Students will:
8. Identify the early roots of Rock music found in Disco, Punk, and New Wave
(Listening GLE)
9. Listen to & identify stylistic and instrumental elements of Disco, Punk, and
New Wave (Listening GLE)
10. Develop a knowledge of music history and its relationship to world history
(Research GLE)
13. Describe structurally/recognize aurally different chord progressions (Listening
SLE)
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Do students hear the presence of early rock elements? Are

they able to identify what theyre hearing?
What are these songs about? How are they
connected to later rock music?
Guided listening worksheet
5-chord song or progression of their choice from
second half of unit
KellySpoering
UnitPlan

World Music Course
42
Computer/speakers
Worksheets
Pencils/pens
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Introduction
came from.
Time
Guitars away while were doing listenings.

4) Disco
5) Punk
6) New Wave
Transition to Body
Activity #1
Assessments/
Differentiation:
Activity #2
Assessments/
Differentiation
Disco: We will go through the powerpoint/minilecture/discussion about the origins of Rock & Roll,
focusing on Disco and its relationship to earlier
Black dance music. Students will discuss events
and social conditions and their impact on the
different musical styles, with a focus on how Disco
found a niche with women, homosexuals, and other
minorities. We will listen to a selection of Disco, to
identify some common themes. We will do a guided
listening to Thats the Way by K.C. and the
Sunshine Band.
elements of rock in these earlier musical styles? Do
they understand the social changes that resulted in
this music?
Punk: We will go through the powerpoint/minilecture/discussion about the origins of Rock & Roll,
focusing on Punk and how it develops out of earlier
mainstream rock. Students will discuss racial
tensions and the nihilistic themes that prevented
Punk from becoming a well-known genre. We will
listen to a selection of Punk songs to identify
stylistic elements, and then do a Guided Listening
to Personality Crisis by the New York Dolls.
15
minute
s
25
minute
s
KellySpoering
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?
UnitPlan
New Wave: We will go through the
origins of Rock & Roll, focusing on New Wave and
how it pays ironic homage to earlier Rock styles,
particularly those form the 1950s. Students will
discuss the similarities between New Wave and
several older genres weve already heard. We will
listen to a variety of songs to cement
understanding of style, and then do a Guided
Listening to My Best Friends Girlfriend by The
Cars.
43
25
minute
s

elements that led to the development of rock & roll
music? Are they able to hear those elements in
Disco, Punk, and New Wave?
Students will turn in their guided listening
worksheets.
Tomorrow: New Traditionalists, 80s Pop, and
Mainstream/Alternative Rock!
Pack up!
Reflections
Today was one of the best days for student involvement. The
styles chosen for today were quite different in a lot of ways
from what weve been hearing up until this point, and were
slightly more familiar/accessible to some of the students, so
that may have had something to do with it. There was
actually a strong classroom debate going on for a while as to
whether Disco or New Wave was a more interesting musical
genre, which put us slightly behind schedule but was very
worthwhile. I postponed the last guided listening until
Mondays class to allow them to continue their discussion,
since they were actively using a lot of the terminology and
concepts weve been going over in class. Especially in
relation to New Wave music; the students were able to make
definite, specific connections to earlier styles weve studied,
particularly Rockabilly.
One thing Ive noticed with this class is that there seems to
be a threshold amount of participation for students; too few
students, or too few comments from any of them, and the
entire class shuts down. But if everyone is present and at
least one person is willing to actually talk about what were
learning, the entire class opens up and we get some very
KellySpoering
UnitPlan
44
good discussions. The closer we get to music the students

are already familiar with, the easier this gets. This
engagement with the familiar will definitely inform my
teaching in the future; it will be far easier, I think, to start
students on familiar ground and then lead them off it, than
to start them with something completely unknown and
gradually bring them closer to the familiar.
Lesson
Title/Focu
s
Teach
er
History of Rock 17
Kelly Spoering
75 minutes
LEARNING OBJECTIVES
Students will:
15. Identify the early roots of Rock music found in styles from the 1960s-1980s
(Listening GLE)
18. Describe structurally/recognize aurally different chord progressions (Listening
SLE)
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Are students able to match their playing style to a

particular early Rock genre?
What do you need to do to play in the genre of your
choice? What needs to change about your sound?
song or progression of their choice from second
half of unit

World Music Course

Guitars
Pop/Rock Songbook
Computer online song
databases
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Activity #1
Introduction
came from.
Time
You are working on the project on your own.

Spread out around the room.
7) Review project guidelines
8) Free work time
Review of Project: We will go over the required
elements of the project, and the list of genres
studied so students can finalize their project
choice.
10
minutes
KellySpoering
Assessments/
Differentiation:
Activity #2
Assessments/
Differentiation
UnitPlan
Differentiation: The project has several different
levels of guitar ability built into it.
Free Work Period: Students are free to find a spot
in the room and work on their project in
preparation for presenting it on Monday. At some
point during the period, they must give me a
project plan including which genres they want to
perform in and what theyre going to perform.
They are allowed to change their minds over the
weekend.
Question students for understanding of the
project. Do they know what theyre doing? Do
they have a good grasp on the different styles
weve studied so far?
material. The project itself is differentiated for
several levels of guitar ability.
45
All
remainin
g time
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

elements that led to the development of rock &
roll music? Are they able to apply their knowledge
to the project?
Tomorrow: Project Presentation Day!
Pack up!
Reflections
Today wasnt the most focused lesson this class has had. I
think I may have given them a little bit too much time to
work on their own on their projects; I think several of them
were running out of things to fine-tune about their
presentations, and started playing around with unrelated
material. It never got to a point where it was disturbing to
those still working on their projects, but in future I might
consider shortening the work periods, or incorporating them
more into the lecture/listening days somehow.
One thing that has gone really well this time around is that
the extra in-class work time has allowed those students who
either struggle with guitar or who are unable to practice at
home a chance to really dig in and succeed. Most of them
are doing much better than they were at this point during
the last project, which I really like to see. Everyone has been
able to give me a really solid idea of what their project will
look like, and how they intend to present it tomorrow. I look
forward to hearing them all!
Analytical Reflective Critique
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UnitPlan
46
Overall I was very pleased with how this unit went. When I was initially
approached about doing it, I wasnt entirely sure I could put together a full unit based
around the development of rock music that would fulfill enough of the GLEs/SLEs from
the curriculum, but as I started putting it together it became a lot easier to see how
different things could be worked in. Initially, I intended to do a much shorter unit just
covering some of the general trends in the development of Rock & Roll and how they
related to earlier forms of music, but as it became clear that I could incorporate a number
of learning objectives, a longer unit with multiple activities became more feasible.
If I had to teach this unit again, I would break it up a bit more. I would have the
projects be ongoing throughout each half of the unit, with project work time scheduled
each day, rather than several solid days of it at the halfway and end point of the unit. I
think the students would have responded slightly better to a more integrated approach,
but I didnt come up with a really good idea for implementing that change until most of
the way through, so I didnt do anything about it this time.
I also found as the unit went on that I was adapting my listening worksheets more
to the language ability of the majority of the class, which resulted in a couple of the
students who actually have English as their first language finishing a bit earlier. If I had
to do this over, I would either find a way to create two levels of worksheets, or possibly
just create two rubrics and have the more English-capable group be required to give more
in-depth answers.
I think that the content was well-suited to this group; they werent entirely
engaged with some of the very early styles, but once they started to see the patterns and
to be able to recognize how the music we were studying related to things they listen to
KellySpoering
UnitPlan
47
outside of class, a number of them started participating actively. It was really great to see
the turn around between the students being slightly resistant to the entire concept, to them
actively debating about which musical styles their favourite modern artists were using as
inspiration. I generally maintained a positive and interested classroom atmosphere for this
unit. There were a few students who were more interested in their cell phones than in
what was going on in class, but regular reminders to put them away and pay attention
seemed to work. I only had to threaten to take a students phone away from them once
during the unit, and the student immediately corrected their behaviour.
It was hard to tell some of the time if the ESL students were actually engaged
with what was going on, since they didnt participate in the discussions as much. A
couple of them were dropped into the guitar class with neither interest nor experience,
since it fit their schedule and didnt require a lot of academic rigour, so they were a bit
hard to connect with. Once again, as we got slightly more towards the modern music that
they recognized, they started actually engaging with what we were listening to and
paying more attention. Their worksheet submissions were also generally well done, so
clearly they were actually absorbing a fair amount of what was going on in the class.
I think the use of the powerpoints to highlight the major aspects of each genre as I
was talking about them worked really well for this class, since the students who were
slightly better with written English could use that to cement what I was saying. I noticed
key words from the powerpoints appearing on their worksheet answers, so they were
clearly engaging with them on some level. If I had to do this over, I would probably clean
up the powerpoints a bit, possibly add more pictures and visual interest.
KellySpoering
UnitPlan
48
One other thing that worked well was breaking each day up into related genres or
styles. Students were much more engaged and willing to debate when we were able to
only use that days genres, instead of them having to page back through their notes and
remember specifics about earlier genres. I started putting more closely related genres
together during the second half of the unit, and it worked very well.
As I said, overall an effective and interesting unit. I would change some things, as
described above, if I were to do it again. I think that given the wide range of levels of
interest, ability, and English language fluency in the class, I presented the best unit I
could, and the students were definitely engaged and interested in at least some aspects of
it every day. We covered everything efficiently, with enough time for worksheets,
questions, debate, and individual student work on their projects. I was flexible with
answers and answer formats based on language difficulties, and also with project
requirements based on previous experience on the guitar. The students generally
responded very positively to me as a teacher, and the few times I had to crack down on
misbehaviour they respected my authority. Im pleased with how it went and would do
this unit again, with the modifications Ive indicated.

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KellySpoering

History of Rock & Roll (1920s-1990)

Unit Plan History of Rock & Roll

Desired Results/Learning Outcomes (Scope & Sequence)

By the end of the unit, students will be able

ULE: 1.1.1 Recognize Chorus & Verse in

to musical elements and structures

Formative & Summative

ULE: 2.2.1 Identify different song genres

Formative & Summative

ULE: 4.1.1 Identify elements of African

ULE: 4.3.2 Describe the connection of

Modifications accommodations to be made for learners with special

Description of strategies to be used or steps to be taken to address social

Learning Activities/ Instructional Strategies

Surf, Soul, Folk, and Pop music songs

The late 1960s/early

Describe the main features of Black Pop

Guided Listenings with worksheets.

Playing time to work on their project

Describe the main features of

Class discussion as & for

Class discussion as & for

Project work day

Continue work on their selected project.

Playing time to work on their project

Project work day

Playing time to work on their project

Project work day

Select two songs or two musical concepts

Playing time to work on their project

Country & Western Listening

2) What instruments do you hear?

3) What are the lyrics about? (1-2 sentences)

Pop/Tin Pan Alley Listening

2) Is this an example of fast or slow Tin Pan Alley style?

3) Do the lyrics tell a story?

Rhythm & Blues Listening

3) What word best describes the vocal style of this song?

2) Compared to Country & Western music, is there more or less instrumentation?

3) Compared to Country & Western music, is there more or less going on

2) Are the vocals or the instruments more important?

3) What unique vocal style is used in Do-Wop music?

Mainstream Rock Listening

Sweet Soul Listening

2) Which instrument (or group of instruments) shows Latin/Calypso influence

Folk Music Listening

2) Name the instruments you can hear in this song.

Surf Music Listening

British Invasion Listening

2) How do you know?

Folk Rock Listening

Garage Bands Listening

2) Is this song influenced by British Pop or British Rock?

History of Rock Midterm Project

Project Suggestions (Option #1)

Blues & R&B

Black Pop Listening

2) How do you know?

Psychedelic Rock Listening

Glam/Theatre Rock Listening

2) How do you know?

Country/Southern Rock Listening

Student Name: ____________________ Date: _