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DIDACTIC UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

DIDACTIC UNIT PROPOSAL:


Pop-Rock Music

Ana Cataln
Mar Moreno
Mar Parra
UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

INDEX
1 INDEX 1

1 INTRODUCTION 2

3 TEACHING OBJECTIVES 2

3 CONTENTS 2

5 COMMUNICATION 3

6 MATERIALS/RESOURCES 4

6 FINAL TASK 5

7 ACTIVITIES 5

8 METHODOLOGY 6

9 CROSS ELEMENTS 7

10 ASSESSMENT CRITERIA 7

11 ASSESSMENT RESULTS 8

13 ASSESSMENT TYPE 8

14 UNIT ACTIVITIES 9

15 CONCLUSIONS 14

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

1 INTRODUCTION

AREA: MUSIC
ED. LEVEL: BACHELORS DEGREE
UNIT 9: POP ROCK MUSIC
LESSONS: 8 SESSIONS
PLANNING: APRIL: FIRST AND SECOND WEEK

The pop rock has influenced all the generations arisen since 1950, creating a new popular
culture, a common language for people of different countries, races and religions, in the
whole world. As it happens with sport, pop rock has turned into a show capable of attracting
huge quantities of public. Festivals such as Woodstock (New York, 1969), that gathered half
million of youngsters during several days, or the one celebrated in the island of Wight (Great
Britain) in 1970, have turned into pop symbols of a whole period. All of these, and even
moreso with the appearance of the Internet and the worldwide, immediate communication
system, we can only define pop-rock as phenomena of mass culture.

From its early starts, rock has been engaged with the contemporary world events, and in
some cases, it has become the voice of the claims of a part of society: the opposition to the
Vietnam war, and the anti-racism movement or the fight for the civil rights in the United
States in the 60s; later on, it has echoed the third worlds problems, has supported pacifist,
environmentalist and anti-globalisation movements, fighting against hunger or the apartheid
in South Africa. On the other hand, it has collected subjects so important for the
contemporary society such as drugs or sexuality.
All this has contributed to give form to the aesthetics of opposition and protest that usually
impregnates the image of rock and its contents, and also to give it a character of testimonial
of the contemporary history.

3 TEACHING OBJECTIVES

- Make the students recognize the instruments used in pop-rock music


- Guide the students learn and analyze different styles of pop-rock music
- Show the students the main pop-rock music characteristics
- Help the students acquire new vocabulary based on pop-rock music language

3 CONTENTS

General contents
- Historical and cultural context (from the 50's)
- Main characteristics of pop-rock music
- Pop-rock songs structure
- Origins and evolution through ages of pop-rock music

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

Specific contents

- Main characteristics of pop-rock songs


- The roots of the urban popular music: the birth of the pop-rock music
- Precedents: rhythm and blues and rockabilly
- The rock and roll as a sociological phenomenon: Elvis Presley, Chuck Berry
- After the rock and roll: high school, doo woop, musician of dance, surf
- Golden age: decade of 1960
- First half of the years 60 in United States: the soul, the folk and the song protests
- First half of the years 60 in the United Kingdom: the beat (The veta'ls), the rhythm
and British blues (The Rolling Stones), the mod movement
- Second half of the years 60 in United States: the Fol.-Rock, the psychedelic or acid
rock, the experimental rock, the underground, the meridional rock
- Second half of the years 60 in the United Kingdom: the symphonic rock, the
progressive rock, the hard rock.
- The decade of 1970
Reaction to the previous proposals: glam and heavy metal
Extension of borders: reggae and German rock
Musician of dance: funk and musician disk
Commercialisation: AOR or current mainstream
Crisis and split: punk.
- The decade of 1980: new styles
United Kingdom: the new wave or United States: mainstream and electro funk
The alternative rock: new American rock, hardcore, noise, grunge
The hip-hop: characteristic and development
The heavy metal: main styles of the heavy metal
The electronic musician: characteristic, house, techno, electronic listening, trip-hop

5 COMMUNICATION

- Students will learn vocabulary related to 20th-century music, namely pop-rock


- Students will learn the characteristics of each type of music and its evolution
throughout the different decades
- Students will learn language focusing on the analysis of lyrics and symbolism in
music/modern poetry

- LANGUAGE FOR THE TOPIC

- VOCABULARY: sound, instrumentation, timbre, lyrics, rhythm,


harmonic, genre, form, fan, fandom, bass(-guitar), guitar, keyboard,
drums, vocalist, chorus, live performance, theme, success, guitar riff,
dynamics, lineup, swing, jukebox, bass, double bass, drums, drums
set, polyphonic melody, tune, harmony, interlude, coda, timbre, pop
idol, psychedelic rock, folk, reggae, single, new wave, grunge, ...

- STRUCTURES:

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

- Relative clauses
- Past perfect
- Present (to give opinions)
- Conditionals
- Comparative and Superlative

- LANGUAGE FOR INTERACTION

- Identify different music genres.


Express opinions about pop-rock music and its characteristics and support
them with arguments:

- What do you mean by + -ing ?


- I see what you mean, but
- In my opinion / Under my point of view
- I agree / I disagree
- Which music genre do you think this song belongs to?
- Could you say the name of some pop-rock interpreters?
- Do you know some pop-rocks style?
- Do you know the most common instruments used in pop-rock music?
- What philosophy of life and clothing style use rock fans?

LANGUAGE SKILLS

- Listening: Students will watch O.V. videos and listen to songs in English
- Reading: Adapted texts about the unit topic and song lyrics.
- Writing: Activities about tables completion about songs and its social and
historical context.
- Speaking: Students will be constantly participating in class with activities such
as brainstorming and debates, etc.

6 MATERIALS/RESOURCES

- Internet connection (WIFI)


- Youtube music videos and different audios.
- Song lyrics.
- Pieces of music documentaries.
- Photographs and written information about pop-rock music bands and singers,
lifestyles and urban tribes.
- Readings.
- Listenings (mp3).
- Web page (to create podcasts): www.ivoox.com
- Music player and speakers.
- Projector.
- Computers.

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

COGNITION

- Encourage students to listen and value the music of this period.


- Provide students tools to understand meaning behind lyrics.
- Enable students to use expressions and language to speak and critique music, and
allow them expand language knowledge to different contexts.
- Provide students with criteria to expand their curiosity and their areas of knowledge.

CULTURE

- Students will learn to break down stereotypes of music genres and the demographics
in which they fall.
- Students will learn to evaluate, analyze and be educated critics of lyrics within music
genres.
- Students will learn to compare the cultures embedded within each music genre and
relate them to their own cultural input.
- Students will learn to be tolerant in a global society.

COGNITIVE PROCESS

- Knowledge: Students will know and identify the differences and main characteristics
of musical pop-rock genres through the different written and audiovisual materials.
- Comprehension: Students will prove their cognition through the different speaking
and written activities.
- Application: The students will do a final task applying everything learnt throughout the
unit.
- Analysis and synthesis: Students will be able to summarize and clarify the main
points of the topic.
- Assessment: Students will create the final task using the knowledge and tools given
to complete it with some additional research.

6 FINAL TASK

Making a podcast using www.ivoox.com to show the students acquisition of the knowledge
and to prove their understanding of the activities proposed within the whole unit.

7 ACTIVITIES

- Brainstorming, debates and sharing previous knowledge


- Comprehensive readings
- Songs listening

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

- Songs analysing: instruments, structure, genre, etc.


- Lyrics comprehension and vocabulary activities
- Oral explanation of the characteristics of a music band, song or music style.
- Research and podcast elaboration and presentation.

8 METHODOLOGY

This DU is based in CLIL methodology, using scaffolding and promoting the students
participation within the whole learning process.

Methodological suggestions:

Comprehensive listening of different styles of urban popular music analysing its


main characteristics: instruments, rhythm, composition, structure, etc.
Comparing musical pieces of different music styles to identify their differences.
Score analysis identifying the different rock style characteristics.
Using different research tools to know more about the social, political and
historical context of the periods of interest, music styles or music bands.
Giving personal opinions about the quality and relevance of the different
musical styles belonging to different ages.
Looking for social reflections in music within different ages.
Performing of the most relevant urban suggested music pieces.

Time organization of the unit:

This unit is divided in eight sessions, they will all take place in the classroom.
The classroom must have computers with Internet connection and a projector,
to allow students make some research when needed, and a projector to show
easily the materials provided by the teacher.
There will be both individual and group activities. The debates and
brainstormings will be , except for the debates and brainstormings and the
final task which will be done in groups.

Materials/Resources:
All the materials will be provided by the teacher
The resources needed will be: computers with Internet connection, a
projector, audio player and the classroom.

Competences:

Linguistic communication competence.


This DU offers the possibility to use English as a medium of content
learning.
Competence in the interaction with the musical context.

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

The study of the origins of the pop-rock music forces to introduce


different countries and cultures.
Mathematical competence.
Studying different dates implies the use of maths
Learning to learn competence.
The proposed activities will encourage the students capacity to
summarize and extract the main points of a set of contents and link
their previous knowledge to understand the relationship between a
determined historical period and its corresponding artistic productions.
Social and civil skills.
Students must give their opinions and learn to respect the others.
They will also be encouraged to work in teams.
Sense of initiative and entrepreneurship.
The activities encourage the autonomy and self initiative of the
students.

Conscience and cultural expression.


Music has special connection with culture. It cannot be separated from music
and a great way to learn about a determined period culture is listening to the
music produced within it.

9 CROSS ELEMENTS

Encourage reading comprehension, speaking and writing through the different


activities suggested in each session.
Audiovisual communication. During the sessions and activities planned and to
achieve the final task, the use of ITC will be needed, due to the need to do several
listenings and music creations using this kind of technology.
Entrepreneurship. Initiative sense and spirit to convert ideas into acts, take risks and
manage projects with creativity and in an innovative way.
Civic and institutional education. Encourage collaborative work, democracy,
participation and inclusion during the lessons period.

10 ASSESSMENT CRITERIA

The students capacity to analyze the characteristics of pop-rock music through


listening or watching, justifying its relationship with the socio-cultural aspects of this
historical period.
The student's interest, positive attitude and attention during the learning period.
The student's work in the activities given by the teacher during the different sessions
of the unit.
The student's use of English for the interaction in class (not pointing out if the
communication is not 100% correct in that language). The use of English for
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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

communicative process within the class will be taken into account in the assessment
results.

11 ASSESSMENT RESULTS

At the end of the unit, the students must be able to:


Recognize, read and reproduce the musical language elements with the
music arguments related to the urban popular music.
Know the main characteristics and the most representative styles of urban
popular music and locate them in their corresponding period and style.
Differentiate in the listenings different bands, vocal styles, rhythm patterns
and structures in a critic comment.
Connect styles and main compositions with the historical and social context.
Use their knowledge to analyse their musical environment and think about the
music consumption and distribution.
Use the most basic ICT applications applied to music to create and reproduce
sounds.
Analyze the musical production processes to assess the different
professionals intervention.
Actively participate in the musical basic performance tasks.

13 ASSESSMENT TYPE

Assessment will be continuous and differentiated while the student shows interest in the
subject, because the general progress of the student is a value to be assessed.
The evaluation will take out the average of the three quarters.

Assessment criteria

The marks of each period will be calculated according to the following percentages:

Conceptual contents 60%


Written tests and tasks.
Speaking tasks.
Participation in class.

Procedural contents 20%


Exercises and oral presentations (podcasts).

Behavioural contents 20%


0,1 points will be subtracted for each negative point, the maximum negative points
possible to pass will be 15. Assistances and punctuality. It compulsory to assist at
least to the 80% of the lectures.

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

Carry the necessary materials to the classroom.


Behaviour.
Fulfilment of tasks and active participation during the lessons.
Individual work and participation.

14 UNIT ACTIVITIES

SESSION 1.- Origins

- Warm up activity: Listen to Queens song I want to break free.


- Debate: Previous knowledge debate. The teacher will introduce the pop-rock music
briefly. Afterwards, the students will answer some questions about the topic:
Do you know the name of some pop-rock stars or music bands?
Which pop-rock music styles do you know (if any)?
Which instruments can you relate to pop-rock?
What can you say about the rock lovers lifestyle?

- Activity 1: Historical context from the 50s to the 90s. Timeline creation: Research
the main events and facts.

SESSION 2.- 50s

- Warm up activity: Brainstorming

- Students will be shown images of four types of music groups and


discuss about them.
- Students will be given a set of vocabulary words in English. They
should define these words and make the link between the images.

- Activity 1: After a brief explanation about song analysis by the teacher, analyze the
song: Jailhouse Rock Elvis Presley.
- Students will be encourage to recognize the main elements of a
famous rock and roll song.
- Students will have to distinguish between the different components of
the song following the suggested chart:

Song and author

Genre

Style

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

Lineup

Dynamics

Structure

Instruments

Topic of the lyrics

Historical and cultural context

- Activity 2: Reading and listening comprehension


- Students will read the lyrics of Chuck Berrys Roll over Beethoven.
- Students will comment the song and later they will listen to the song
and fill in the gaps.

Roll Over Beethoven - Chuck Berry

I'm gonna write a little ________,


gonna mail it to my local ______
It's a jumpin' little record
I want my jockey to _______
Roll Over Beethoven and tell Tchaikovsky the news

I got the rockin' pneumonia,


I need a shot of ____________ and ________
I think I'm rollin' arthritis
sittin' down by the rhythm review
Roll Over Beethoven and tell Tchaikovsky the news

Well, if you _________ you like it


go get your lover, then reel and rock it
Roll it over and move on up just
a trifle further and reel and ___________ it,
roll it over,
Roll Over Beethoven and tell Tchaikovsky the news

________ Beethoven,
Roll Over Beethoven,
Roll Over Beethoven,
Roll Over Beethoven,
Roll Over Beethoven.

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

You know she wiggles like a glow ________,


________ like a spinnin' top
She got a crazy partner,
you oughta see 'em reel and rock
Long as she got a dime the ________ will never stop

Roll Over Beethoven,


Roll Over Beethoven,
Roll Over Beethoven,
Roll Over Beethoven,
Roll Over Beethoven and tell Tchaikovsky the news.

SESSION 3.- 60s

- Warm up activity: Main characteristics.


- Listen to Love me do (The Beatles) and talk about the characteristics
of this type of music. Why is it called pop and not rock?

- Activity 1: Watch the music video of the song Satisfaction (The Rolling Stones)
and link it to the chronological social context. Look for the lyrics online and comment
it in groups.

- Activity 2: Listen to the song Blowin in the wind (Bob Dylan) and discuss about its
message.

SESSION 4.- 70s

- Explanation: Main characteristics and emerging music styles during this decade.

- Activity 1: Listen to some music pieces and decide which song corresponds to
which soundtrack and style:

Sex Machine (J.Brown) symphonic rock

Space Odity (D. Bowie) techno-pop

Smoke on the water (Deep Purple) disco

Pocket calculator (Kraftwerk) funky

Saturday night (Bee Gees) glam rock

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

Dreamer (Supertramp) punk

Is this love (Bob Marley) hard rock

God save the Queen (Sex Pistols) reggae

SESSION 5.- 80s

- Activity 1: Search online two different songs from different of the studied decades
and compare them (duration, instruments, etc.).

- Activity 2: Listen to some music pieces and decide which song corresponds to
which soundtrack and style:

Our house (Madness ) new wave

Iron Maiden (Iron Maiden) techno-pop

Thriller (Michael Jackson) new age

Magnetic fields (Jean Michel Jarre) disco-funky

Tubular bells (Mike Oldfield) main stream

Dreamer (Supertramp) heavy metal

Every breath you take (The Police) ska

With or without you (U2) white reggae

SESSION 6.- 90s

- Warm up activity: Comment the images of music bands given and talk about styles
and preferences.

- Activity 1: Listen to some music pieces and decide which song corresponds to
which soundtrack and style:

All together now (The Farm) Grunge

Wonder wall (Oasis) Manchestersound

Corazn espinado (Santana) Brit pop

Smells like teen spirit (Nirvana) Latin rock

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

The right time (The Corrs) Hip-hop

Lose yourself (Eminem) Celtic pop

- Activity 2: Listen to the song Another brick in The Wall (Pink Floyd) and fill the
table:

Title: Another brick in The Wall

Composer:

Country:

Genre:

Age:

Rhythm:

Main characteristics:

SESSION 7.- Final tasks

- Activity 1: Watch a part of the film Great Balls of Fire which is a biography of Jerry
Lee Lewis and listen to the song with the same title. Talk about it in an open debate
in class.

- Activity 2: Think about the script of a soundtrack to be recorded in groups talking


about the pop-rock music using the online tool www.ivoox.com. Students can freely
choose what they are going to talk about related to the pop-rock music.

SESSION 8.- Podcast presentation and closure

- Final Task: Podcast listening. In groups, present the podcasts and let the rest of the
class comment and tell their opinion about the content theyve just heard, they can
also ask questions to the authors.
An example of podcast would be:
https://gb.ivoox.com/en/a-dip-into-history-rock-and-roll-audios-mp3_rf_5524321_1.ht
ml

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UNIT: Pop-Rock Music Ana Cataln, Mar Moreno, Mar Parra

15 CONCLUSIONS

The Didactic Unit presented above was developed to cover the contents intended in a music
history class, following the current law (LOMCE) and adapted for the Valencian Community.
This Didactic Unit was created using CLIL founded methodology in order to achieve the
purpose of teaching both language and content. Through the many activities proposed, the
students will be able to work cognitively, and develop new abilities and skills regarding
musical practical and theoretical concepts and English language.

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