Course Proposal: Elective for Juniors and Seniors

By Abby Wiegand

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Overview:

This course is a twist on the classic idea of a global music course that students often
take as part of their major or general education. Instead of exploring pre-selected cultures
assumed to be far outside students‘ realm of experience, this course focuses on the state of
music and the global music industry today. Using a combination of online learning and in-person
meetings and a series of projects, this course invites students to analyze and alter the way they
connect to music and media. To begin with, students will engage in the world of hip-hop by
exploring its origins in New York, charting its transmission across the globe to Asia, and building
on the genre by adding their own music to it. From there, we will follow the same process in
reverse by exploring the world of K-Pop, charting its travel to the Western world, and once
again, adding our own music to the genre. For the final few months of the semester, students
will apply the processes they have mastered to research their own favorite music, find their own
voices, and express themselves in meaningful musical ways. This class is a chance to apply all
they‘ve learned in music technology, history, and their daily lives.

Rationale:

According to a 2004 study out of Florida State University, only half of adults retain their
ability to read music later in life. When asked how they engage with music in their daily lives,
most adults describe listening and connecting to meaningful pop music. If most of the children
we teach now will be interacting with music in this way for the rest of their lives, it is our duty to
help them understand how that music was made, produced, and transmitted across the globe.
Furthermore, studies in the Netherlands indicate that music education makes a more lasting
impact when students are able to learn about the kind of music that speaks to them (Evelein
2006). Students should understand the historical and cultural contexts of the music they hear
and the services or platforms they use to consume it. The national arts standards followed by
the Taipei American School should have a direct relationship to how the arts exist in the world
today and how our young learners can engage with music in a meaningful way.
To begin this process, we turn to the rising popularity of hip-hop in Asia. Hip-hop music
has made its way from the Bronx halfway across the world to Southeast Asia, becoming a
dominant force in culture and politics in this region. Hip-hop is an apt case study in how musical
genres grow and develop over time.
As Southeast Asia is influenced by the West, so too is the West influenced by Southeast
Asia. The rise of K-Pop and Mandarin pop globally is a relatively new phenomenon worth
exploring, especially for music students from this broader region of Asia who have seen their
culture repackaged and transmitted to gain massive global attention.
In the final months of the year, students will draw on the models they developed
throughout this course to focus on the origin and meaning of music they themselves listen to.
This student-directed portion of the course answers key questions about music and its

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relationship to identity. By exploring the personal implications of the music we intentionally
engage with, we are connecting musicianship to personhood in order to create informed citizens
with socially conscious methods of self-expression. The Taipei American School’s diverse
population is particularly in need of these tools, as all students hold foreign passports in Taiwan.
These students deserve to form an understanding of the culture and music around them as well
as what they, as individuals, add to the school’s and the country’s culture.

Expected Impact on Students:

This course promotes greater understanding of how the music industry shapes the way
music works in our lives, in terms of our perceptions of ourselves, our neighbors, and cultures
halfway across the world. We will create informed learners who can critically examine media
that is presented to them and truly comprehend the origin and development of the art they
consume. Students will be encouraged to explore their cultural and personal identities in a way
that promotes understanding and self-reflection. In a classroom filled with children who have
foreign passports and are living in a particularly heterogeneous district of a particularly
heterogeneous country, such reflection and exchange advances the interests of their school and
theirselves, while also developing the research and creative problem solving skills they will need
at university.

Expected Community Impact:

This class will engage with the surrounding community through public and online
performances, as well as interactions with local artists, experts, and community members.
Students will become more accustomed to their environment by connecting with others and
learning from the diverse group of people living across the street and next door. Art created over
the course of the school year can also be available to the community online or in more
permanent physical installations.

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Course Goals:

1. T3: I can describe and contribute to the way music affects my community (KSU)

2. T4: I can work with other members of my community to generate creative content (SU)

3. T5: I can use the internet and multimedia to learn more about places I have never been and
people I have never met (SU)

4. US1: I can identify appropriate music that can be added to particular cultural settings and
contexts (What music is played here?) (KS)

5. US2: I can identify motivations of musicians whose music supports a narrative or evokes an
emotion based on the cultural setting and context of its original creation (SU) (WHY- in context)

6. US3: I can identify motivations of musicians using musical terminology to describe different
genres of music and characteristics of different artists. (SU) (WHY- music itself)

7. US4: I can use musical terminology to describe my aesthetic response to a piece of music
identify specific areas of possible improvement (KSU)

8. US5: I can create my own compositions given a set of criteria (can be wound forward and back,
zoomed in and out) (S)

9. US6: I can explain what I want my creative music to say about me and my context (S)

10. US6: I can make compositional decisions that support the intended message of my created
music (KU)

11. US7: I can respond to feedback in order to improve my creative output (KSU)

12. US7/US4: I can respectfully and professionally evaluate the work of my peers and provide them
with specific and usable feedback (KSU)

13. US8: I can identify and use streaming platforms that allow me to share y work with the internet
(KS)

14. US8: I can perform my own work and/or the work of others in front of an audience of peers or
the public. (SU)

15. US8/T4: I can collaborate with others to develop and improve a collaborative performance (SU)

Standards and Priorities Applied:

https://docs.google.com/document/d/1UAdcNdvLRrV_ebKyZCIB0bQHZNBBs14whlZ9e_L5eBs

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Learning Plan:

Getting to Know You Activities

Days 1-5:

1. Establish Hybrid Classroom Protocols-

- Each student needs a gmail account, access to Google Classroom, and the
usernames and passwords needed to access media platforms such as Spotify
2. Introduction/Exploration of DAWs, loop pedals, etc.
- Students will explore devices laid out for them in station format, and free-play
with devices at their station, similar to a petting zoo (Orff-inspired)
3. Getting to Know You Activities
- Mind-maps
- Improvisatory musical exercises

The school year is divided into three sections.

Section 1: September - December

HIP HOP IN ASIA
○ Projects:
i. Find a hip-hop music video, research influences, and describe reactions
in its country of origin.
● EVIDENCE: Class-made collaborative map of the world
ii. Explore how the themes of hip-hop are relevant in your own life. Using
songwriting and beat writing formulas, create a diss track for the things
that anger you or a track detailing your own come-up:
● INVOLVE: Jennifer Anderson, Honors Music Technology teacher
● EVIDENCE: 2 Minute song uploaded to YouTube or Spotify
iii. Create a TicToc that represents a significant moment in the history of
hip-hop and might help someone unfamiliar with that milestone to
understand it.
● Evidence: TicToc uploaded to class account, class-generated
electronic timeline every student has contributed to

Section 3: January-Mid March

K-POP + MANDOPOP
○ Projects:
i. Rewrite a song in your native language in K-Pop style. Translate it into
Korean for extra credit.
● INVOLVE: Jennifer Anderson, Honors Music Technology Teacher.
● EVIDENCE: music video uploaded to YouTube
ii. Mandarin and K-Drama inspired dance video
● EVIDENCE: dance video uploaded to YouTube or TicToc

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 ● INVOLVE: Dance 1&2, Deb Fleming
iii. Design your own K-Pop group
● EVIDENCE: presentation with PowerPoint, Prezi, or other media
(see full project below)

Section Three: March-End of Year

MUSIC FROM YOU
○ Project:
i. Construct a mind map based on the different sides of your heritage and
the music that reflects your personality.
● EVIDENCE: Drawing or web graphic
ii. Create a timeline of the post popular music in Taiwan for the past ten
years. For each song/genre, explain how and why this may have become
popular.
● INVOLVE: AP World History: Modern class
● EVIDENCE: Class-created collaborative
iii. Performance of the most important music in your life
● EVIDENCE: 5-minute video or public/private performance
● INVOLVE: community leaders and small performance venues

Typical Days:
1. collaborative feedback days
2. personal project development days facilitated by advice from the instructor. Projects
move in 7-9 day cycles.

End of the Semester: Evening Event:

Students will choose projects from throughout the year and present them in a musical
gallery walk-through that is open to the public. These projects can be performances, recordings,
posters, or other presentations.

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 Project Example and Layout:

KPop IDOL:

Essential Questions:

How are world famous KPOP groups structured and created?

What impact does global media have on how I perceive Korean culture?
How can I build compassion for others into a formulaic and impersonal industry?

VA Standards (for reference, US National Responding + Creating Music Standards

Apply:

HGII.17 The student will explore historical and cultural aspects of music by
5. comparing and contrasting career options in music;

HGII.18 The student will analyze and evaluate music by

1. explaining the importance of composers’ use of style, cultural influences, and
historical context for the interpretation of works of music;
4. describing performances of music, using music terminology; and
5. applying accepted criteria for critiquing musical performances of self and others.

HGII.19 The student will investigate aesthetic concepts related to music by

1. analyzing and explaining how the factors of time and place influence characteristics
that give meaning and value to a work of music;
2. describing personal emotional and intellectual responses to works of music, using
music terminology;
3. analyzing ways in which music can evoke emotion and be persuasive;
4. applying aesthetic criteria for determining the quality of a work of music or importance
of a musical style

Goals:
I can explain how KPop stars become globally famous (HHII.17.5) (U)
I can compare and contrast different personalities and musical characteristics of KPop
Groups (HSII.18.4, HSII.18.5, HSII.19.2) (S)
I can provide examples of factor that play into K-Pop’s global spread and appeal
(HSII.19.1, HSII.19.3, HSII.19.4)
I can use a critical eye when viewing media content related to various pop idols
(HSII.18.1) (U)
I can identify key components of the KPop genre (HSII.18.4, HSII.18.5) (K)
I can identify and describe elements of different types of pop music that appear in KPop
songs (HSII.18.1) (U)

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 Evidence:

Goal 1: I can explain how KPop stars become globally famous (HHII.17.5) (U)
DEVELOPING: Student understands the concept of KPop groups as a marketed product
but cannot describe examples or processes.
MEETS: Student uses examples from provided media to describe the idolization
process.
EXCEEDING: Student uses examples from provided and indecently discovered media to
describe the idolization process and apply it directly to a chosen KPop group.

Goal 2: I can compare and contrast different personalities and musical characteristics of
KPop Groups.
DEVELOPING: Student identifies a few similarities and differences in the public images
of BTS and Twice.
MEETS: Student uses provided media and chosen songs from 2 KPop groups to
determine similar and different characteristics between Twice and BTS.
EXCEEDING: Student uses provided media and chosen songs from 2 KPop groups to
determine similar and different characteristics between Twice and BTS, using music terminology
as well as observations of personalities.

Goal 3: I can provide examples of factors that play into K-Pop’s global spread and
appeal
DEVELOPING: Student can identify things they personally find appealing or unappealing
about KPop.
MEETS: Student provides numerous examples of factors that make KPop globally
appealing, including Americanization of lyrics.
EXCEEDING: Student provides numerous examples of factors that make KPop globally
appealing, including Americanization of lyrics and explains why these practices are effective for
marketers.

Goal 4: I can use a critical eye when viewing media content related to various pop idols.
DEVELOPING: Student understands the concept of KPop groups as a marketed product
but cannot describe examples or processes.
MEETS: Student understands how KPop idols were molded and marketed to appeal to a
broad audience, and approaches articles about individual KPop idols skeptically.
EXCEEDING: Student understands how KPop idols were molded and marketed to
appeal to a broad audience and can identify potential motivations behind news releases and
creative decisions regarding individual KPop idols.

Goal 5: I can identify key components of the KPop genre.

DEVELOPING: Student has a working definition of KPop.
MEETS: Student can explain defining characteristics of KPop using clear adjectives.

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 EXCEEDING: Student can explain defining characteristics of KPop using clear
adjectives and music terminology.

GOAL 6: I can identify and describe elements of different types of pop music that appear
in KPop songs.
DEVELOPING: Student has a working definition of KPop.
MEETS: Student can identify components of different types of pop music from around
the world and identify their presence or absence in KPop.
EXCEEDING: Student can identify components of different types of pop music from
around the world and identify their presence or absence in KPop, as well as brainstorming
possible motivations for the use of these cultural influences

Learning Experiences and Instruction:

Pre-Project Assignment:
Read this article:
https://www.cnn.com/2018/10/05/asia/kpop-schools-south-korea-intl/index.html

And this one: https://www.cnn.com/2018/05/28/asia/bts-billboard-chart-intl/index.html

Visit the BTS website and read member profiles: https://ibighit.com/bts/eng/profile/

Visit this K-Pop site and read TWICE member profiles:

https://kpopping.com/profiles/artist/178-Dahyun

Answer the Following Guiding Questions:

How would you feel about going to Idol School?

What are the basic personality types of the different members of BTS and Twice?
What do these two groups have in common?
How are these two groups different?
What elements of American pop music are present in the public images of BTS and
Twice?
How does knowing that these KPop idols went to idol school change your opinion of
them?

In Class:
10-15 minute discussion on reading materials

Partner Activity:

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 Conceive and design your own KPop group. Name your group. Create between 4 and 8
members and use the examples above to describe their individual personalities. Come up with
fun facts about each band member. Describe their outfits and what makes them unique and
interesting.

Pre-Project Assignment:
Listen to the BTS album “Love Yourself- Answer” (2018). Read the track listings for the
Twice EP “Fancy You.” Read album reviews. Look up translations of a few songs in the
language you understand the best.

Answer the Following Guiding Questions:

1. What are some common emotional themes in the music?

2. What makes these themes universally appealing?
3. Describe the way this music sounds (use music terminology)

Look at the track listings for Ariana Grande’s 2018 album “Sweetener.” Read an album
review. Listen to a few of the songs (I encourage you to listen to non-explicit versions). Look up
translations of one or two songs in the language you understand best.

Answer the Following Guiding Questions:

1. What are some common emotional themes in the music?

2. What makes these themes universally appealing?
3. Describe the way this music sounds (use music terminology).
4. What are some similarities and difference between Ariana Grande and the KPop
music you listened to?

In Class:

20 minute class discussion on assignment

Partner Activity:
Come up with a track listing for your K-Pop group’s first album. Write a short album
review (5-8 sentences). Describe your music using music terminology.

Pre-Class Assignment:
Take an extra look at the cover art for the albums you listened to last week. How does
the art relate to the music? Look at cover art for some of your favorite albums. Take notes. Be
ready to discuss your findings in class.

In Class:
Sharing examples of how cover art relates to music for 20 minutes.

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 Partner Activity:
Sketch out a few cover art ideas for your album. Finish before next class.

Pre-Class Assignment:
Work with your partner to finish your cover art.

In Class:
Work with your partner to prepare a short presentation on your KPop band. Explain your
influences, introduce us to the members, and describe the music and your first album.
Presentation should be 3-5 minutes long.

Pre-Class Assignment:
Finish and polish presentation.

In Class:
Present KPop Idol Project in collaboration with your partners!

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Proposed Budget: $2000

DAW/Subscriptions:

Ableton: $99
Soundtrap: $249
Spotify: $99
Apple Music: $99
Netflix: $108
New York Times: $52

Technology:

Loop Pedal: $100

Launchpad: $140
Camera: $110
Microphone: $99

Instruments:

3 Acoustic Guitars: $330

6 Ukuleles: $480
Classroom Rhythm Instruments: 3

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 References:

ERIC Policy- Integrating Local Cultures in Music Education in Taiwan (2006 Government
Mandate) ​https://files.eric.ed.gov/fulltext/EJ814924.pdf

Evelein, F. (2006). Pop and world music in Dutch music education: two cases of
authentic learning in music teacher education and secondary music education. International
Journal of Music Education, 24(2), 178–187. ​https://doi.org/10.1177/0255761406065479

Min-soo (2012) „Lessons from k-pop’s global success“

https://search.proquest.com/openview/c4d60736ebd1c7c9608dcee43ba577ea/1?pq-ori
gsite=gscholar&cbl=54960

Moscowitz (2009) „Mandopop under siege: culturally bound criticisms of taiwan‘s

pop music“
https://www.cambridge.org/core/journals/popular-music/article/mandopop-under-siege-c
ulturally-bound-criticisms-of-taiwans-pop-music/D1B01C1EA248478DAE7B7C8180C34
A95

VanWeelden, K., & Walters, S. (1970, January 1). A Survey of Adult Music Practices:
Implications for Secondary General Music Classes - Kimberly VanWeelden, Sandra Walters,
2004. Retrieved from ​https://journals.sagepub.com/doi/pdf/10.1177/10483713040170020105

Zaugg (2018), „The hothouse academies offering kids a shot at k-pop stardom”
https://www.cnn.com/2018/10/05/asia/kpop-schools-south-korea-intl/index.html

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