| Week 1 Listening List Chapter 1: Tin Pan Alley and American Popular Song Chapter 1 Study Guide
Chapter 2: American Musical Theater Chapter 2 Study Guide Chapter 3: African Origins and Acculturation in the New World Chapter 3 Study Guide Chapter 4: Early Commercialization of African-American Music Chapter 4 Study Guide The commercial success of American popular music reached its apex with rock music. Many different sub-genres have since developed from this popular style. Where do you think rock music is headed in the future? How will the move from CDs to digital music affect it? Answer the questions by Friday (midnight) and post responses by Sunday (midnight). 
| Discussion 9: Trendsetters (content graded by Dr. J) Throughout the evolution of rock there have been a number of trend setters who have revolutionized the industry. Who are a few of these distinct individuals who metaphorically broke ground on new concepts? What are some of the styles that resulted in these innovations? Answer the questions by Friday (midnight) and post responses by Sunday (midnight) |
| Discussion 10: Your Questions (content graded by peers) Based upon your reading about rock & roll, form what you would consider to be a thought-provoking discussion question. This should be a question that could theoretically be posed in a discussion forum such as the one in which you have participated. Then choose two of your classmates' questions to answer. Your question is due by Friday (midnight) and your posts to your peers' questions are due by Sunday (midnight). |
Definitely add that they must use at least 3 sentences in a response for it to count.
| Make one of the assignments, this evaluation: To assist faculty members in implementing a personal course feedback system, below are 20 course feed back questions.
The 20 Questions are:
1. The most important thing I have learned in this course so far is. . .
2. The most interesting new idea I have learned in this course is. . .
3. The aspect of this class that is the most helpful for my learning is. . .
4. The most challenging part of this course is. . ..
5. The most difficult aspect of this course for me is. . .
6. The one thing I can do to improve my learning in this course is. . .
7. I would have an easier time learning in this class if I could. . .
8. The one thing I expect out of this course that is not being provided is. . .
9. I would improve this course by. . .
10. The great weakness of this course that I would correct is. . .
11. The part of the course that I have liked the most so far is. . .
12. I know the following techniques are used in other classes and I believe they could be used effectively in this class. . .
13. I have the following questions or suggestions for you [class instructor]. . .
14. I suggest that you [class instructor] make the following changes in the course between now and the end of the semester to help me learn better. . .
15. My recommendation for improving class participation and discussion is. . .
16. To help me learn, you [class instructor] should start doing the following things. . .
17. To help me learn, you [class instructor] should stop doing the following things. . .
18. I have the following suggestions for how you [class instructor] can use other media or other technologies in this course.
19. Please comment on how well the required readings tie in with classwork and discussions.
20. Please comment on how well each class session helps you synthesize the major ideas for the lesson.
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PowerPoint Example Add: Note: the audios are not included here because of copyright issues, but you can tell by the icon where they would be included. This student earned a 95. | Week 2 Chapter 5: American Blues Traditions Chapter 5 Study Guide need to add a section on Robert JOhnson, etc. Chapter 6: Jazz in New Orleans and Chicago Chapter 6 Study Guide Chapter 7: Jazz Pioneers in Chicago Chapter 7 Study Guide Chapter 8: Big Bands and the Swing Years Chapter 8 Study Guide
Chapter 9: Popular Styles in Jazz Since the Swing Era Chapter 9 Study Guide 14. Elvis Presley, "Don't Be Cruel". Recorded July 1956. This was the first major peak in the rock 'n' roll explosion. "Don't Be Cruel" reached number one simultaneously on Billboard's pop, R&B, and country charts, the first record ever to do so. The symbolism is obvious: blacks, country folk, and average suburban whites were all enthralled with the phenomenon represented by Elvis. Topping both the pop and R&B charts at once was actually fairly common for both black and white artists in the early 1950s, and sporadically thereafter; it was bringing in the country fans that was more remarkable. Presley would do the trick a couple of more times, and the Everly Brothers and Jerry Lee Lewis would also achieve the same feat in the next two years, but country music listeners soon retreated from the rock 'n' roll coalition, and recent decades have seen a fairly sharp separation between country music and rock music, with the pop charts tilting back and forth between derivatives of each. Black popular music, in particular, no longer displays any significant relation to country, and vice versa. For a brief time, however, there was certifiable unity across these highly diverse audiences, adding to the legend of primeval rock 'n' roll.
| 12-bar Blues Form Additional assignment: Write words for a blues song in 12-bar form The Formation of Jazz http://www.maniacworld.com/History-of-Rock.html history of rock in 30 seconds Louis Armstrong Unit 1 Practice Test 
| Week 3 Unit 1 Test Review Unit 1 Test over Chapters 1-9 Chapter 10: The Folk Origins of Country Music Chapter 10 Study Guide Chapter 11: Early Commercialization of Country Music Chapter 11 Study Guide Chapter 12: Country Meets Western Chapter 12 Study Guide Chapter 13: Nashville Becomes Music City, U.S.A. Chapter 13 Study Guide Chapter 14: From Bluegrass to Young Country Chapter 14 Study Guide Unit 2 Test Review
Unit 2 Test over Chapters 10-14
| Do-It-Yourself Country Music Songkit Unit 2 Practice Test Have you heard about the new Atkins diet? The CHET Atkins diet-- you just pick at your food. |
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| Week 4 Chapter 15: The Origins and Development of Early Rock Chapter 15 Study Guide
Chapter 16: Fifties Pop and Folk Rock Chapter 16 Study Guide Chapter 17: The British Invasion Chapter 17 Study Guide
Chapter 18: Psychedelic Rock and Roots Revivalists Chapter 18 Study Guide Chapter 19: Gospel, Soul, and Motown Chapter 19 Study Guide
Chapter 20: From Progressive Rock to Reggae in the 70's Chapter 20 Study Guide Chapter 21: Hard and Soft Rock in the 70's Chapter 21 Study Guide Chapter 22: New Heights and High Tech in the 80's Chapter 22 Study Guide Chapter 23: Many Sounds from Many Places in the 90's Chapter 23 Study Guide Unit 3 Test over Chapters 15-23
| TakeMeBackToTheFifties 
TakeMeBackToTheSixties | Country Music Today Though she is often considered a crossover or mainstream country artist, no discussion of recent developments in bluegrass music would be complete without mention of Alison Krauss. A vocalist/fiddler whose first album was released when she was just 16, Krauss and her band, Union Station, were major contributors to the soundtrack of O Brother, Where Art Thou? As a solo artist, collaborator, producer and with Union Station, Krauss has won, as of 2006, 20 Grammy Awards, the most of any female artist in history. She is now tied for 7th place on the all-time winners list. | Unit 3 Practice Test 100 Greatest Rock Songs (VH1) 100 Greatest Pop Songs Top 10 Best Selling Singles http://solosong.net/pie.htmllink to American Pie page | Characteristics of '50s Music Styles Characteristics of Folk, Surf & Dance Music Styles Characteristics of Acid Rock, Jazz Rock, Art Rock, Glitter,
Punk, Heavy Metal, Mainstream, Etc. Characteristics of '90s Alternative Music Styles Rock & Roll Instrumentation ('50s, '60s, etc.) "Gold & Platinum" (numbers) British Invasions (#1 & #2) Terms Guidelines for Written Report *TEST ONE Study Guide* *TEST TWO Study Guide* *TEST THREE Study Guide* *TEST FOUR Study Guide* *TEST FIVE Study Guide* *FINAL EXAM Study Guide* Trivia Beatles' Albums Story of White Christmas  | How to set up the PowerPoint presentation to automatically advance the slides |
Note: You are not required to do this. If you elect to do so, make sure that you don't advance the slides too rapidly (so that your audience doesn't have time to read the text) or too slowly (so that your audience must wait too long).
On the Slide Show tab, in the Set Up group, click Rehearse Timings. The Rehearsal toolbar appears, and the Slide Time box begins timing the presentation. While you time your presentation, do one or more of the following on the Rehearsal toolbar: To move to the next slide, click Next. To temporarily stop recording the time, click Pause. To restart recording the time after pausing, click Pause. To restart recording the time for the current slide, click Repeat.
After you set the time for the last slide, a message box displays the total time for the presentation and prompts you to do one of the following: To keep the recorded slide timings, click Yes. To discard the recorded slide timings, click No.
Slide Sorter view appears and displays the time of each slide in your presentation.
Open Winzip (make sure you select Classic style.) Point to and Click on File (from the main pull-down menu - a submenu appears on screen) Point to and Click on New (you will see the following menu appear on your screen) Name your new archive file: Powerpoint_yourname.zip Point to and Click on Ok. (your screen will turn back to the classic screen) Point to and click on the Add icon button When you click on the Add icon, another window will open and here you can select the folder you want to have zipped. You should have only one folder - the one named Powerpoint_yourname that contains your PowerPoint and your mp3 files. Point to and Click on Add (you will be returned to the classic menu screen) To Exit the program.... do the following: Point to and click back on File (from the main pull-down menu -- a submenu will appear) Point to and click on Close Archive.
 Because of the July 4 holiday, Exam 3 will be on MONDAY night (July 5) between 8 and 10pm.
On some discussions, these ratings will partially determine your discussion grade. I will determine your participation points on every discussion (number of ratings given, how many responses you post, how many posts you read). On some discussions, I will also grade the content (those designated on your Course Outline by "Content graded by Dr. J"). On others, your classmates will grade the content (those designated on your Course Outline by "Content graded by peers"). Here is the rubric for those weeks in which content is evaluated by your peers: Criteria | Performance Indicators | Failing | Poor | Fair | Good | Excellent | Original Post | No original post = zero 1 star = up to 30 | 2 stars | 3 stars | 4 stars | 5 stars | | 0 - 30 points | 35 points | 40 points | 45 points | 50 points | Responses | No responses including “I agree” responses with no new information | One response missing or one response is an “I agree” response with no new information | Acceptable responses, but little new information | 2 complete responses that include new information | More than 2 responses that include new information | | 0 points | 21 points | 24 points | 27 points | 30 points | Peer Review | No ratings given | 1-4 ratings given | 5-7 ratings given | 8-10 ratings given | More than 10 ratings given | | 0 points | 7 points | 8 points | 9 points | 10 points | Posts Read includes responses | No posts read | Less than 20 read | Less than half read | More than half read | All posts read | | 0 points | 7 points | 8 points | 9 points | 10 points | | | | | | | | Total points | 0 | 70 | 80 | 90 | 100 |
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