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Song Lyric Assignment
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Song Assignment
Due in class on 10/16/07 Length: About as long as a blog post: 300 words (1-2 paragraphs), or not more than 1 1/2 double-spaced pages
As I mentioned at the end of class on 10/9/07, I would like each of you to find a song from the 1920s (online is fine; see links below) and listen to it carefully. I'll be asking each of you about your song during our class on 10/16. I would like you to write a typed paragraph or two about this song (not more than about 300 words or 1 1/2 double-spaced pages) and bring that written work to class on Tuesday to turn in. You will receive credit for this assignment, but it will not receive a letter grade. You should plan to address at least some of these questions: 1. Note the title of the song, the principal musician, when (if you can tell) it was recorded, and so on. Indicate the site where you found it, if you found it online, so that we might be able to listen to it in class. 2. What genre (jazz, blues, ragtime, popular, novelty, dance music, etc.) do you think this song belongs to? Is it a love song, a protest song, a lament, or something else? 3. What do the lyrics and music tell you? What is the song trying to convey thematically? What story is it telling? How does it fit into a 1920s context, or what does it reveal about 1920s culture? Does it make any allusions to 1920s themes or culture (like the Arrow Collar man or other icons)? 4. Why did you choose this song instead of another one? What did you find compelling or appealing about it? You can write about this song for your blog assignment this week, if you like, and print out your blog post to turn in for this assignment. You can also write about something else (like _The Public Enemy_) for your blog post and just bring your written response to the song. You can find some songs here: http://www.redhotjazz.com http://www.wsu.edu/~campbelld/amlit/1920m.html http://www.dismuke.org
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English Song Lyric Assignment
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Soundtrack Assignment
Learning targets: phase 2.
- I can connect traits of fictional characters to song lyrics and create an original argument to connect the two unrelated texts.
- I can infer and analyze what the text explicitly says about characterization by citing relevant and thorough textual evidence.
- I can identify tone, theme, and characterization in the text and analyze their effect.
Phase 2: Characterization Assessment
Characterization: the creation and convincing representation of fictitious characters in a literary work
For this project, you will be creating a mini-soundtrack that represents a character in The Things They Carried. We want to make sure we have a cohesive, memorable selection that honors the characters O’Brien has created. In groups of 3-4, teams will be assigned a character from The Things They Carried . The teams will be in charge of arranging 3-4 teacher-approved songs (contemporary or retro/vintage) that would best fit the given character. Consider the style, theme, and tone of the lyrics, as well as the directly/indirectly presented details about your character.
Step 1: Find Evidence
- Find quotes from the novel that represent the different elements of D-STEAL .
- You may use a song of your personal choice, as long as it is school-appropriate and approved by your teacher
- Elements of songs include: genre, theme, tone, instrumentation, tempo, volume, and rhythm.
Step 2: Create a Google Site
Work with your team to build a Google Site to present your choices. Here is an example of how it could look. (Please remember that your Site is the ONLY information we will be grading, so, while you are presenting to one another, we will only grade the content on your website.)
Our wonderful librarians will give a presentation about the basics of building Google Sites. See Logistics below for requirements.
Step 3: Present your soundtrack choices
You will present your choices to your fellow music directors for them to see and approve. Each person will submit their feedback marking what they believe to be are the strongest song choices for the soundtrack. The top choices will be compiled and saved on public music outlets.
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- Complete the graphic organizer for your individual song.
- Creative and appealing style, using graphics and visual arrangement to enhance your presented playlist
- Introduction Page:
A) OPE introduction to chosen character
B) Character portrait
C) Your names
3. Song Pages:
A) CLEWTLEW for each song (it doesn't have to be in the exact format; it needs to be clear that you have all the components)
B) Evidence from novel with citation
C) Evidence from the song with citation
D) Direct links to musical evidence (embedded videos)
E) A label indicating who the author is
4. MLA Works Cited page with novel and all songs/videos
Rubric for Soundtrack Assignment
English 2150: Words and Music
Song presentation group assignment.
In this project, you will research the historical context for a song responding to a specific social issue. In groups, you will research the song’s meaning, figure out what social issues it is addressing (there could be more than one) and then conduct additional research into the issue spoken about in the song. Each group will write a short report on their findings and make a 5-minute presentation to the rest of the class on Zoom. For presentations, you may use google slides (or any other presentation platform) and it is your choice of whether to include parts of the song or not as you present.
Step 1: Meet with your group during class time on 2/04 and select a song to research.
Choose from the following options:
“ The Story of OJ” by Jay-Z
“Formation” by Beyoncé
“Hurricane” by Bob Dylan (also listen to Ani DiFranco’s version )
“Hello Birmingham” by Ani DiFranco
“Big Yellow Taxi” by Joni Mitchell
“Sunday Bloody Sunday” by U2
“The Revolution will not be Televised” by Gil-Scott Heron
“Changes” by Tupac Shakur
“Glad to be Gay” by Tom Robinson
“Sign “O” the Times” by Prince
“This is America” by Donald Glover, aka Childish Gambino
“Glory” by John Legend and Common
“Alright” by Kendrick Lamar
Research the song you selected and discover the context for its writing: during what time and in what place was it written? Does it seem to be responding to a specific incident, or a more general issue? Some of the songs deal with multiple issues—what are all the social issues you are able to locate in the lyrics? How does the music (not the lyrics) contribute to the storytelling? What approach does the song take—does it have an angry tone? An uplifting one? Which line stands out the most to you? Why? Now discuss whether you find the song effective—why or why not? Did you learn anything from listening to the song? What about from the research you did? Finally, who do you feel is the intended audience for this song? How can you tell?
Write 500-800 words about your song’s history, formatted in the usual format:
Times New Roman
1” margins on all sides
Double spaced
Page numbers
A proper heading
Meet with your group on Thursday, 2/04 (and at other times as needed) and come up with a 5-minute presentation for the rest of the class. Presentations will take place on Tuesday, Feb. 16th. The document you create should be emailed to me before class on 02/16 as a Google doc.
How this will be graded and how work can be divided:
I will give each group a grade on their report + presentation. You can decide how to break up the work (for example, if you have two people take the lead on the report writing and two others take the lead on the presentation, that is fine). I will also poll each member of the group afterward for an honest response to how evenly distributed the work was—I don’t want one or two people doing all the work for the whole group, for example. If there is a strong disparity in effort, I will adjust individual grades accordingly.
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