32-1621-Online - Introduction To Black Music, Spring 2017 - Navigating This Course

Getting Started

The catalog description defines this course as a course that offers a general survey of black music with a primary emphasis on important music forms, styles, and historical and sociological environments in the United States. For this on-line section, the course requires student participation in forums that are integrated as part of the course Topics and supplemented by videos and listening assignments.


To be successful you must be self- motivated and in control of your priorities as they relate to our personal timelines. On-line courses and their due dates can creep up on you and you will find yourself getting behind. You need to be proactive in meeting this challenge. One way is to implement the Ten Time Management Tips PDF.


Remember to post any questions you have to the Q&A Forum on the Introduction page.

32-1621-Online - Introduction To Black Music, Spring 2017 - Navigating This Course

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Introduction To Black Music 32-1621 – 02 (ONLINE) 3 Credits

Class day and time, room / location:

Online

Navigating This Course:

When you first log into your Moodle account for this course, the first page you see will

provide an introduction comment, links to the weekly schedule and a link to all course tools.

To begin, scroll down to the “Course Materials and Information” menu and review the course information associated with this course. I highly suggest you review all information provided before the end of the first week to help you fully comprehend the requirements of this course.

Once you have reviewed the “Course Materials and Information Chapters”, you can return to the Introduction page to begin the course. (You can always go back to the course main page by clicking on the course number at the top of any Moodle page; “FA2016-32-1621-Online”).

To navigate the different Topics in your Moodle course, Click on the “Section ” link (topleft -hand side of the window) tolink directly to a topic (week).

“Administration”- Here you have a link to your Gradebook, links to each of your course peers and other Moodle links. Scroll down and you will see the “Activities Menu” for this course and the “Navigation Menu”.

“Activities Menu” - Provides links to all activities (quizzes, forums, assignments, etc.) specific to this course.

“Navigation Menu” - provides links to your main Moodle “Dashboard” (other courses including this one). It also provides links to selected overall Columbia College Moodle “Site Pages”. Important here is a calendar that provides timelines for this class as well as other courses that may have calendar entries.

You can always go back to the course main page by clicking on the course number at the top of any Moodle page “FA2016-32-1621”.

Students desiring an “A” for the Forums (6pts ea.) should post an initial forum post associated with each discussion within the due date prescribed in the syllabus and at least one reply to a peer Forum post, also by the due date for responses.

You will have four quizzes during this course. Questions on the quiz are multiple- choice, true-false and will cover material from the selected week’s readings. Due dates and times for quizzes are annotated after each quiz title.

Your instructor welcomes all of your questions but asks that you please ask them through the Q&A Discussion Board so all students can benefit from the answers. Besides your instructor, you also have other resources for help during this course. Please go to “Course Materials and Information” menu (on the introduction page) and click on “Student Support and Policies” to see all that is available.


If you need to communicate with your instructor outside of the Q&A Forum, please email to kwilliams@colum.edu.


32-1621-Online - Introduction To Black Music, Spring 2017 - General Administration

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Introduction To Black Music 32-1621 (ONLINE) 3 Credits

Class day and time, room / location:

Online

Add/Drop and Withdraw

dates:

Add Deadline: 1/28/17

Drop Deadline: 2/4/17 Pass/Fail Deadline: 2/16/17 Withdrawal Deadline: 3/18/17 Grade Deadline: 5/20/17

Course description & prerequisites:

Course offers a general survey of black music with major emphasis on significant music forms, styles, and historical and sociological environments in the United States. Required student participation is integrated with lectures that are supplemented by films, demonstrations, live concerts, visiting artists, and listening assignments. For the Online section of this course student participation through forums is integrated with Topics that are supplemented by videos and listening assignments.

Instructor’s name:

James-Kimo Williams

Instructors office phone and location:

312 369-7664, 1040 South Michigan Ave Room 333



Instructors Office hours:

7 days a week 9am to 9pm (via internet, kwilliams@colum.edu). If you need to schedule a specific time) sign up for the office hour times (Thursdays 1 to 5pm) on OASIS and we can determine the best way to provide you assistance. However I can best advise virtually. Either way you will receive an email from me to establish the best way to connect to answer your questions or provide academic advising.

Instructors E-mail address:

Here is the link to email your instructor: kwilliams@colum.edu

Department phone and location

312 369-6145, 1040 South Michigan Ave Room 300

Instructional Resource Fees

$115.00


Required Textbook and Course Materials

African American Music: An Introduction 2nd Edition by Mellonee V. Burnim (Editor), Portia K. Maultsby (Editor)

Here is the link to your textbook on Amazon http://www.amazon.com/African-American-Music-An- Introduction/dp/0415881811.

Your text is also available Available in the Columbia College bookstore.



Technology Requirements

Reliable internet access is required for this course.

This course is designated as a Fully-Online Course which utilizes multiple areas of asynchronous online environments including: Columbia College Chicago College Website which includes the Moodle Rooms Learning Environment, Instructor Webpages, and the CCC Libraries Widget.


Beginning the first week of the semester, the instructor will assume that students are well acquainted with the Moodle

environment and have become proficient at the following:

  • navigating through Moodle;

  • emailing through colum.edu (Your instructor will only respond to emails originating from your colum.edu email account.

  • attaching documents;

  • creating forum postings;

  • submitting assignments

  • browsing the Internet;

  • creating and formatting documents in a standard word-processing application;

  • saving documents as a "pdf"


By the end of the first week of the semester, all students should have resolved all technical issues with the Columbia College Chicago Helpdesk and be ready to fulfill the requirements of the course. No exceptions will be made; no excuses will be accepted.

Important Notice:

This syllabus is intended to give the student guidance in what may be covered during the semester and will be followed as closely as possible. However, instructors reserve the right in their discretion to modify, supplement, and make changes as course needs arise.

32-1621-Online - Introduction To Black Music, Spring 2017 - Course Objectives

After completing this course the student will be able to:

ibm_CLO_01

1. Describe different aspects of American Black music and its relationship to entertainment

organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

ibm_CLO_02

2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

ibm_CLO_03

3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

ibm_CLO_04

4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

ibm_CLO_05

5. Distinguish and describe the common thread of the development of American Black music in America to the traditions of African Music.

ibm_CLO_06

6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

ibm_CLO_07

7. Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

ibm_CLO_08

8. Show in written format an evaluative assessment of course content and delivery.

32-1621-Online - Introduction To BlackMusic, Spring 2017 - Topic Objectives

After completing these Topics the student will be able to discuss in written form and/or show an understanding of the following:

t01_ibm-C1 with Aligned Course Objectives

t01_ibm-C1_obj01

1. The timeline dates for specific Sacred and Secular Black music introductions.

Aligns with Course Objective #3. Recognize important eras, styles, and genres of American Black music and describe their development.

t01_ibm-C1_obj02

2. How African cultural traditions was transmitted from Africa to America.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t01_ibm-C1_obj03

3. The African tradition of "Lection Day".

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t01_ibm-C1_obj04

4. How slave owners viewed African Instruments especially drums.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t01_ibm-C1_obj05

5. How slave game songs passed down through generations.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t01_ibm-C1_obj06

6. The primary elements of African music that was so criticized by outsiders.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t01_ibm-C1_obj07

7. The main objective from a traditional perspective, of the African instrumentalist when performing with his instrument.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t01_ibm-C1_obj08

8. Able to recognize through hearing the musical structure of the African Call-and response.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t01_ibm-C1_obj09

9. How A.M. Jones describes The African Rhythmic contrast to the European Harmony.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t01_ibm-C1_obj10

10. How Blacks manipulated time to shift accents.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.


11

image


11

t02_ibm-C2 with Aligned Course Objectives

t02_ibm-C2_obj01

1. What caused the Stono Rebellion in New York City.

Aligns with Course Objective #3. Recognize important eras, styles, and genres of American Black music and describe their development.

t02_ibm-C2_obj02

2. How African Americans transformed the body into a melodic instrument.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t02_ibm-C2_obj03

3. The concepts relating to Juba and African American music

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C2_obj04

4. How Fiddlesticks were used when slaves wanted to play music.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t02_ibm-C2_obj05

5. How the uniqueness of the jazz saxophonist Coleman Hawkins intersects with African American Music (besides he being black).

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t02_ibm-C2_obj06

6. The qualifications of jazz drummer Max Roach to describe Black musicals having a far-reaching impact upon American culture more than any art form in the past forty years.

Aligns with Course Objective #1. Describe American Black music and its connection to the cultural fabric of the United States.

t02_ibm-C2_obj07

7. How the traditions of body percussion were spawned among African Americans during the period of slavery and how hip-hop is similar with the voice as percussion instrument.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C2_obj08

8. How DJs made turntables and sound systems, formerly tools for producing music, into musical instruments.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C2_obj09

9. From analyzing audio/video tracks, the types of instruments used to create new and innovative sounds in black music.

Aligns with Course Objective #7. Show in written format an understanding of assigned chapter reading and assigned audio and video presentations.

t02_ibm-C2 with Aligned Course Objectives

t02_ibm-C2_obj01

1. What caused the Stono Rebellion in New York City.

Aligns with Course Objective #3. Recognize important eras, styles, and genres of American Black music and describe their development.

t02_ibm-C2_obj02

2. How African Americans transformed the body into a melodic instrument.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t02_ibm-C2_obj03

3. The concepts relating to Juba and African American music

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C2_obj04

4. How Fiddlesticks were used when slaves wanted to play music.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t02_ibm-C2_obj05

5. How the uniqueness of the jazz saxophonist Coleman Hawkins intersects with African American Music (besides he being black).

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t02_ibm-C2_obj06

6. The qualifications of jazz drummer Max Roach to describe Black musicals having a far-reaching impact upon American culture more than any art form in the past forty years.

Aligns with Course Objective #1. Describe American Black music and its connection to the cultural fabric of the United States.

t02_ibm-C2_obj07

7. How the traditions of body percussion were spawned among African Americans during the period of slavery and how hip-hop is similar with the voice as percussion instrument.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C2_obj08

8. How DJs made turntables and sound systems, formerly tools for producing music, into musical instruments.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C2_obj09

9. From analyzing audio/video tracks, the types of instruments used to create new and innovative sounds in black music.

Aligns with Course Objective #7. Show in written format an understanding of assigned chapter reading and assigned audio and video presentations.


12

t02_ibm-C3 with Aligned Course Objectives

t02_ibm-C3_obj01

1. How Frederick Douglass' viewed misconceptions about slaves and why they sing.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t02_ibm-C3_obj02

2. How the peoples of Africa viewed music.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t02_ibm-C3_obj03

3. The concepts of call and response.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and understand its history of development.

t02_ibm-C3_obj04

4. How Europeans viewed African polyrhythms.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t02_ibm-C3_obj05

5. The role of the banjo in early African music.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t02_ibm-C3_obj06

6. Why African culture had little impact upon European music and dancing.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music to the traditions of African Music

t02_ibm-C3_obj07

7. The intermingling of cultures in Richmond before 1820, was exemplified by which African fiddler?

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t02_ibm-C3_obj08

8. The importance of Congo Square in Louisiana to African traditions.

Aligns with Course Objective #5. Distinguish the common thread of the development of American Black music in America to the traditions of African Music.

t02_ibm-C3_obj09

9. The time period relating to the transformation of African culture into something that came to be called African American

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t02_ibm-C3_obj10

10. How Acculturation occurs and how it is defined.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


13

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13

t03_ibm-C4 with Aligned Course Objectives

t03_ibm-C4_obj01

1.The religious music of African Americans during slavery.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t03_ibm-C4_obj02

2. A metrical composition in strophic form based on biblical scripture.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C4_obj03

3. How cultural memory played an important role in fashioning the Spiritual as a uniquely American product.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C4_obj04

4. How Christianity is connected to The Great Awakening.

1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t03_ibm-C4_obj05

5. The concept of The Invisible Church where slaves worshipped in secret.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t03_ibm-C4_obj06

6. The practice of ecstatic worship, in which participants expressed themselves through altered states.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its social, economical and political climate.

t03_ibm-C4_obj07

7. How spirituals conveyed slaves’ desire for freedom, with double entendre texts.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t03_ibm-C4_obj08

8. The difference between how music tempos were used in different types of African music.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C4_obj09

9. The characteristics of the Shout style of Black music.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C4_obj10

10. Why the establishment of the independent AME congregation began.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


14

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14

t03_ibm-C5 with Aligned Course Objectives

t03_ibm-C5_obj01

1. Early African American sacred a cappella vocal groups.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj02

2. The definition of an African American quartet.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj03

3. The sub-divisions of African American quartet tradition.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj04

4. The development of sacred quartet singing traditions.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj05

5. The Strophic song form.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t03_ibm-C5_obj06

6. Minstrel and how the performances were model for showmanship, humor, and entertainment.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t03_ibm-C5_obj07

7. Minstrel quartets as it relates to gender and musical training.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t03_ibm-C5_obj08

8. Quartets and the Jubilee period.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj09

9. How the harmony voices functioned in the Jubilee quartets

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t03_ibm-C5_obj10

10. The lyrical styling's of University Quartets.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t03_ibm-C5 with Aligned Course Objectives

t03_ibm-C5_obj01

1. Early African American sacred a cappella vocal groups.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj02

2. The definition of an African American quartet.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj03

3. The sub-divisions of African American quartet tradition.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj04

4. The development of sacred quartet singing traditions.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj05

5. The Strophic song form.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t03_ibm-C5_obj06

6. Minstrel and how the performances were model for showmanship, humor, and entertainment.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t03_ibm-C5_obj07

7. Minstrel quartets as it relates to gender and musical training.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t03_ibm-C5_obj08

8. Quartets and the Jubilee period.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t03_ibm-C5_obj09

9. How the harmony voices functioned in the Jubilee quartets

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.

t03_ibm-C5_obj10

10. The lyrical styling's of University Quartets.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, and genres of American Black music and describe their development.


image

15

t04_ibm-C6 with Aligned Course Objectives

t04_ibm-C6_obj01

1. Ben Harney's role in the history of ragtime.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t04_ibm-C6_obj02

2. Tom Turpin and his role in the history of ragtime.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t04_ibm-C6_obj03

3. The obstacles African Americans faced in the ragtime publishing industry.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its social, economical and political climate.

t04_ibm-C6_obj04

4. The impact of White musicians on the compositional and playing style of ragtime.

Aligns with Course Objective #1. Describe American Black music and the artists/personalities/peoples that impacted on its connection to the cultural fabric of the United States.

t04_ibm-C6_obj05

5. How transcriptions were used in notating ragtime.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t04_ibm-C6_obj06

6. How Americans became acquainted with ragtime.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t04_ibm-C6_obj07

7. Listen to recorded example of ragtime and identify significant recorded titles.

Aligns with Course Objective #7. Show in written format an understanding of assigned chapter reading and assigned audio and video presentations.

t04_ibm-C6_obj08

8. The relationship of Scott Joplin and White rag composer Joseph Lamb.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t04_ibm-C6_obj09

9. Which rag performer was called the King of Ragtime and why.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t04_ibm-C6_obj10

10. The term cutting contest and how it was used.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t04_ibm-C6 with Aligned Course Objectives

t04_ibm-C6_obj01

1. Ben Harney's role in the history of ragtime.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t04_ibm-C6_obj02

2. Tom Turpin and his role in the history of ragtime.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t04_ibm-C6_obj03

3. The obstacles African Americans faced in the ragtime publishing industry.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its social, economical and political climate.

t04_ibm-C6_obj04

4. The impact of White musicians on the compositional and playing style of ragtime.

Aligns with Course Objective #1. Describe American Black music and the artists/personalities/peoples that impacted on its connection to the cultural fabric of the United States.

t04_ibm-C6_obj05

5. How transcriptions were used in notating ragtime.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t04_ibm-C6_obj06

6. How Americans became acquainted with ragtime.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t04_ibm-C6_obj07

7. Listen to recorded example of ragtime and identify significant recorded titles.

Aligns with Course Objective #7. Show in written format an understanding of assigned chapter reading and assigned audio and video presentations.

t04_ibm-C6_obj08

8. The relationship of Scott Joplin and White rag composer Joseph Lamb.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t04_ibm-C6_obj09

9. Which rag performer was called the King of Ragtime and why.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t04_ibm-C6_obj10

10. The term cutting contest and how it was used.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.


image

16

t05_ibm-C7 with Aligned Course Objectives

t05_ibm-C7_obj01

1. The decade that blues songs began.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black

Music development.

t05_ibm-C7_obj02

2. How Jim Crow laws impacted black music.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t05_ibm-C7_obj03

3. How blues music combatted how Whites stereotyped all Blacks.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

3. Recognize important eras, styles, instruments, artists, and genres of American

Black music and describe the impact on Black Music development.

t05_ibm-C7_obj04

4. How the blues genre would incopprorated singers, instrument, and gendar roles in contrast to "Folk Blues".

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

2. Identify, analyze and describe selected examples of American Black music in relation to its social, economical and political climate.

t05_ibm-C7_obj05

5. African element sound in the blues.

Aligns with Course Objective #5. Distinguish and describe the common thread of the development of American Black music in America to the traditions of African Music.

t05_ibm-C7_obj06

6. The traditional role of West African Griot.

Aligns with Course Objective #5. Distinguish and describe the common thread of the development of American Black music in America to the traditions of African Music.

t05_ibm-C7_obj07

7. How the field holler impacted on the basic melodic style of the blues.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t05_ibm-C7_obj08

8. How the folk ballad style impacted on the harmonic and structural form of the blues.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t05_ibm-C7_obj09

9. The rationality of blues performers.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t05_ibm-C7_obj10

10. Why the performance of the blues existed for listening but not for dancing.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t05_ibm-C7 with Aligned Course Objectives

t05_ibm-C7_obj01

1. The decade that blues songs began.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black

Music development.

t05_ibm-C7_obj02

2. How Jim Crow laws impacted black music.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t05_ibm-C7_obj03

3. How blues music combatted how Whites stereotyped all Blacks.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

3. Recognize important eras, styles, instruments, artists, and genres of American

Black music and describe the impact on Black Music development.

t05_ibm-C7_obj04

4. How the blues genre would incopprorated singers, instrument, and gendar roles in contrast to "Folk Blues".

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

2. Identify, analyze and describe selected examples of American Black music in relation to its social, economical and political climate.

t05_ibm-C7_obj05

5. African element sound in the blues.

Aligns with Course Objective #5. Distinguish and describe the common thread of the development of American Black music in America to the traditions of African Music.

t05_ibm-C7_obj06

6. The traditional role of West African Griot.

Aligns with Course Objective #5. Distinguish and describe the common thread of the development of American Black music in America to the traditions of African Music.

t05_ibm-C7_obj07

7. How the field holler impacted on the basic melodic style of the blues.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t05_ibm-C7_obj08

8. How the folk ballad style impacted on the harmonic and structural form of the blues.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and musical works have both reflected and shaped their social, musical, and cultural contexts.

t05_ibm-C7_obj09

9. The rationality of blues performers.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t05_ibm-C7_obj10

10. Why the performance of the blues existed for listening but not for dancing.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.


image

17

t06_ibm-C8 with Aligned Course Objectives

t06_ibm-C8_obj01

1. Newport Gardner and his role in the history of black music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj02

2. What role Philadelphia played in the history of Black America.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

t06_ibm-C8_obj03

3. The role of Francis Frank Johnson in the history of Black music.

Aligns with Course Objective # 1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj04

4. How The Emancipation Proclamation affected the development of Black music.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t06_ibm-C8_obj05

5. The obstacles for blacks who pursued education in academic institutions internationally and nationally.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj06

6. Understand how black composers came under the influence of the concept of musical nationalism.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t06_ibm-C8_obj07

7. Black composer Samuel Coleridge-Taylor and his influence on the history of Black music.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t06_ibm-C8_obj08

8. The Harlem Renaissance and its impact on Black music.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t06_ibm-C8_obj09

9. The Negro National Anthem and its composer(s).

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj10

10. Composer Clarence Cameron White and his role in the NANM.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8 with Aligned Course Objectives

t06_ibm-C8_obj01

1. Newport Gardner and his role in the history of black music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj02

2. What role Philadelphia played in the history of Black America.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

t06_ibm-C8_obj03

3. The role of Francis Frank Johnson in the history of Black music.

Aligns with Course Objective # 1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj04

4. How The Emancipation Proclamation affected the development of Black music.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t06_ibm-C8_obj05

5. The obstacles for blacks who pursued education in academic institutions internationally and nationally.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj06

6. Understand how black composers came under the influence of the concept of musical nationalism.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t06_ibm-C8_obj07

7. Black composer Samuel Coleridge-Taylor and his influence on the history of Black music.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t06_ibm-C8_obj08

8. The Harlem Renaissance and its impact on Black music.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t06_ibm-C8_obj09

9. The Negro National Anthem and its composer(s).

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t06_ibm-C8_obj10

10. Composer Clarence Cameron White and his role in the NANM.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


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18

t07_ibm-C9 with Aligned Course Objectives

t07_ibm-C9_obj01

1. How Jazz is categorized as it relates to music throughout the history of America.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t07_ibm-C9_obj02

2. The different characteristics of the Jazz style.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t07_ibm-C9_obj03

3 The types of popular song styles of the late nineteenth and early twentieth centuries that presented a stereotyped view of African Americans.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical

t07_ibm-C9_obj04

4. Coon Songs and how long they were popular.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t07_ibm-C9_obj05

5. Who wrote perhaps the most famous ragtime song.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t07_ibm-C9_obj06

6. March song forms and ensembles that performed this style.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t07_ibm-C9_obj07

7. The Creoles of Louisiana and how they impacted on American Jazz.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

t07_ibm-C9_obj08

8. Pianist/composer Jelly Roll Morton and his impact on American Jazz music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t07_ibm-C9_obj09

9. Buddy Bolden and his impact on American Jazz music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t07_ibm-C9_obj10

10. Where New Orleans music migrated to after WWI and why.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.


19

t08_ibm-C10 with Aligned Course Objectives

t08_ibm- C10_obj01

1. Define Gospel music

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t08_ibm- C10_obj02

2. Thomas Dorsey and his impact on Gospel music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t08_ibm- C10_obj03

3. The 1920 to 1930 migration of millions of Blacks.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t08_ibm- C10_obj04

4. The one-room folk church of the rural South and its counterpart in the north.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t08_ibm- C10_obj05

5. How shouting churches impacted the congregation.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t08_ibm- C10_obj06

6. The COGIC and its impact on Gospel music.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t08_ibm- C10_obj07

7. The meaning of Glossolalia as it relates to church going.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t08_ibm- C10_obj08

8. The musical versatility of Gospel composer Thomas Dorsey.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t08_ibm- C10_obj09

9. Listen to recorded examples and identify early styles of Black music.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t08_ibm- C10_obj10

10. The genre transformation of Thomas Dorsey.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


20

t09_ibm-C11 with Aligned Course Objectives

t09_ibm- C11_obj01

1. The Marigny Theater in 1883 New Orleans and its impact the local population.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj02

2. Thomas Dartmouth Rice and his impact on the history of Blacks in musical theater.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t09_ibm- C11_obj03

3. Describe what a Minstrel show is.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t09_ibm- C11_obj04

4. Minstrel shows and it's impact on the history of Blacks in musical theater.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t09_ibm- C11_obj05

5. How Blacks who performed in minstrel shows viewed black-face makeup.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj06

6. How Black minstrel performance took a stand against racial stereotyping.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj07

7. How independent touring companies impacted on the musical theater genre.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

t09_ibm- C11_obj08

8. Anna and Emma Hyers and there impact on the history of Blacks in musical theater.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t09_ibm- C11_obj09

9. Louisa Melvin Delos Mars and her impact on the history of Blacks in musical theater.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj10

10. The opera Treemonisha and the Pulitzer Prize.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm-C11 with Aligned Course Objectives

t09_ibm- C11_obj01

1. The Marigny Theater in 1883 New Orleans and its impact the local population.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj02

2. Thomas Dartmouth Rice and his impact on the history of Blacks in musical theater.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t09_ibm- C11_obj03

3. Describe what a Minstrel show is.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t09_ibm- C11_obj04

4. Minstrel shows and it's impact on the history of Blacks in musical theater.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t09_ibm- C11_obj05

5. How Blacks who performed in minstrel shows viewed black-face makeup.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj06

6. How Black minstrel performance took a stand against racial stereotyping.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj07

7. How independent touring companies impacted on the musical theater genre.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

t09_ibm- C11_obj08

8. Anna and Emma Hyers and there impact on the history of Blacks in musical theater.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t09_ibm- C11_obj09

9. Louisa Melvin Delos Mars and her impact on the history of Blacks in musical theater.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t09_ibm- C11_obj10

10. The opera Treemonisha and the Pulitzer Prize.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


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21

t10_ibm-C12 with Aligned Course Objectives

t10_ibm- C12_obj01

1. Race records and its impact on the history of Blacks as it relates to Rhythm and Blues (R&B).

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t10_ibm- C12_obj02

2. How the military draft is associated with the development of R&B.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric

of the United States.

t10_ibm- C12_obj03

3. How during World War II and the two decades that followed, an estimated 1,500,000 African Americans migrated from the rural South to large industrial cities and faced many obstacles.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t10_ibm- C12_obj04

4. How the demand for recordings inspired entrepreneurs to establish independent record labels and distribute music into many different venue possibilities.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t10_ibm- C12_obj05

5. Know the major hubs for independent R&B record labels.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t10_ibm- C12_obj06

6. The R&B style of combos.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t10_ibm- C12_obj07

7. The R&B styling's of trios

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t10_ibm- C12_obj08

8. Where Jump Blues originated from.

6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t10_ibm- C12_obj09

9. Where so many blacks migrated from to come to Chicago in 1950.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t10_ibm- C12_obj10

10. The job of an Artists and Repertoire person.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


22

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22

t11_ibm-C13 with Aligned Course Objectives

t11_ibm- C13_obj01

1. The characteristics of Soul music and its structure.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t11_ibm- C13_obj02

2. The Modern Civil Rights Movement time lines.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t11_ibm- C13_obj03

3. Who the Student Nonviolent Coordinating Committee (SNCC) was and it's connection to Civil Rights and the advent of Soul Music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t11_ibm- C13_obj04

4. The concept of Black Power movement and its impact on Black Music.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t11_ibm- C13_obj05

5. How the word riot was a misnomer in the eyes of Black America.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t11_ibm- C13_obj06

6. Soul and the role of DJs in making it popular.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t11_ibm- C13_obj07

7. How Billboard magazine impacted on the genre of Black Music, particular to Soul.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t11_ibm- C13_obj08

8. Listen to recorded examples of soul music and identify styles and its characteristics.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t11_ibm- C13_obj09

9. Contrast the style of James Brown compared to the style of Sam Cooke.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t11_ibm- C13_obj10

10. Sam Cooke and his dismay at the injustices of the music industry and how he positioned himself.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


23

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23

t12_ibm-C14 with Aligned Course Objectives

t12_ibm- C14_obj01

1. Funk and how to describe it.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t12_ibm- C14_obj02

2. How the music of Larry Graham and Sly Stone's funk music was labeled.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj03

3. How Civil Rights and the counterculture movements impacted on James Brown and Sly Stone and their creative output.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj04

4. How Sly Stone viewed himself as an African American musician.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj05

5. How why in the late 1970s and throughout the 1980s several issues help increase the level of poverty in inner- city black communities.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj06

6. Other terms that were used to describe Funk music.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t12_ibm- C14_obj07

7. What P-Funk was and how it impacted on the genre of Funk music.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t12_ibm- C14_obj08

8. How Funk music embraced many different approaches to performance.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t12_ibm- C14_obj09

9. Stevie Wonder and his use of innovative instruments.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj10

10. How technology helped usher in the Disco era.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.

t12_ibm-C14 with Aligned Course Objectives

t12_ibm- C14_obj01

1. Funk and how to describe it.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t12_ibm- C14_obj02

2. How the music of Larry Graham and Sly Stone's funk music was labeled.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj03

3. How Civil Rights and the counterculture movements impacted on James Brown and Sly Stone and their creative output.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj04

4. How Sly Stone viewed himself as an African American musician.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj05

5. How why in the late 1970s and throughout the 1980s several issues help increase the level of poverty in inner- city black communities.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj06

6. Other terms that were used to describe Funk music.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t12_ibm- C14_obj07

7. What P-Funk was and how it impacted on the genre of Funk music.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t12_ibm- C14_obj08

8. How Funk music embraced many different approaches to performance.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t12_ibm- C14_obj09

9. Stevie Wonder and his use of innovative instruments.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t12_ibm- C14_obj10

10. How technology helped usher in the Disco era.

Aligns with Course Objective #4. Demonstrate ways in which American Black music and other musical idoms have both reflected and shaped their social, musical, and cultural contexts.


image

24

t13_ibm-C15 with Aligned Course Objectives

t13_ibm- C15_obj01

1.The roots of how Disco came to be.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C15_obj02

2. The three main categories of dance music in the 80s and 90s.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C15_obj03

3. The role of the DJ and dancers in Disco music

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t13_ibm- C15_obj04

4. How the term Disco connects to France and the Jazz age.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj05

5. Parallel the development of the disco culture and the formation of increasingly vocal segments of society that felt largely shut out of the processes of decision-making and power-brokering in the country.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj06

6. The importance of the Stonewall Riots to the evolution of Disco.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj07

7. How Disco originated and where.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t13_ibm- C15_obj08

8. Contrast radio and the live DJ at clubs to the entertainment aesthetic of Disco.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj09

9. What the emphasis of Disco was as it relates to its audience.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t13_ibm- C15_obj10

10. The Disco DJ as a new type of pop star involved in concepts associated with; the edit, the mix, the remix, the instrumental, the break , and the 12-inch single.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm-C15 with Aligned Course Objectives

t13_ibm- C15_obj01

1.The roots of how Disco came to be.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C15_obj02

2. The three main categories of dance music in the 80s and 90s.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C15_obj03

3. The role of the DJ and dancers in Disco music

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t13_ibm- C15_obj04

4. How the term Disco connects to France and the Jazz age.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj05

5. Parallel the development of the disco culture and the formation of increasingly vocal segments of society that felt largely shut out of the processes of decision-making and power-brokering in the country.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj06

6. The importance of the Stonewall Riots to the evolution of Disco.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj07

7. How Disco originated and where.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t13_ibm- C15_obj08

8. Contrast radio and the live DJ at clubs to the entertainment aesthetic of Disco.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C15_obj09

9. What the emphasis of Disco was as it relates to its audience.

Aligns with Course Objective #6. Analyze different genres of Black American music as it relates to course content and describe its history of development.

t13_ibm- C15_obj10

10. The Disco DJ as a new type of pop star involved in concepts associated with; the edit, the mix, the remix, the instrumental, the break , and the 12-inch single.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


image

25

t13_ibm-C16 with Aligned Course Objectives

t13_ibm- C16_obj01

1. The primary forms of music associated with Detroit.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj02

2. The importance of the Rave culture to Detroit Techno.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj03

3. How the beat emphasis is essential to a performance of Detroit electronic music.

3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj04

4. The role of gender in Detroit vocal music associated with techno.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C16_obj05

5. The role drugs played in the development of Detroit techno.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t13_ibm- C16_obj06

6. The rise and fall of the Rave culture.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj07

7. How the term genre is used to describe music and cause confusion.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj08

8. The use of the term The Third Wave.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj09

9. What the overlapping term Post-soul identifies.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t13_ibm- C16_obj10

10. Who was called Electrifying Mojo and why?

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


26

image


26

t14_ibm-C17 with Aligned Course Objectives

t14_ibm- C17_obj01

1. The most recognizable component of Hip-hop.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black

t14_ibm- C17_obj02

2. How the term Toasting was used in Jamaica.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t14_ibm- C17_obj03

3. How the boasting of Jamaican DJs at a performance came to be.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t14_ibm- C17_obj04

4. The role American soldiers played in the development and exportation of Black music from Jamaica to the US.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t14_ibm- C17_obj05

5. The non-violent competitions in the 60s and 70s that kept young males out of gangs.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t14_ibm- C17_obj06

6. The early modes of transmission of rap expressions.

Aligns with Course Objective #2. Identify, analyze and describe selected examples of American Black music in relation to its musical, social, economical and political climate.

t14_ibm- C17_obj07

7. What a turntablist does and its impact on the foundation of musical expression.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t14_ibm- C17_obj08

8. Spoken word expression in hip-hop and how Kool DJ Herc, Afrika Bambaataa, and Grandmaster Flash helped its development.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.

t14_ibm- C17_obj09

9. Hip-hop dancing and b-boying/girling as it relates to Break-dancing.

Aligns with Course Objective #3. Recognize important eras, styles, instruments, artists, and genres of American Black music and describe the impact on Black Music development.

t14_ibm- C17_obj10

10. Afrika Bambaata and the Universal Congo Nation and its impact on the hip-hop culture.

Aligns with Course Objective #1. Describe different aspects of American Black music and its relationship to entertainment organizations, artists, personalities, politics, peoples and American society. Connect these relationships and show their impact on the cultural fabric of the United States.


27

image


27


32-1621-Online - Introduction To Black Music, Spring 2017 - Student Support and Services

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Introduction To Black Music 32-1621 (ONLINE) 3 Credits

Class day and time, room / location:

Online

Statement on academic integrity:

Here is the link for the Statement on academic integrity policy published in the

undergraduate student catalog: colum.edu/integrity

Students with Disabilities Statement:

Columbia College Chicago seeks to maintain a supportive academic environment for students with disabilities. Students seeking accommodations for a disability must register with the Services for Students with Disabilities (SSD) office. Once registered, a Columbia College Chicago accommodation letter will be provided to the student each semester. Students are encouraged to present their current accommodation letters to each instructor at the beginning of the semester so that accommodations can be arranged in a timely manner by the College, the department, or the faculty member, as appropriate. Accommodations begin at the time the letter is presented.

Students with disabilities who do not have accommodation letters should visit the SSD office, Room 304 of the 623 S. Wabash building, call 312-369-8296, email SSD@colum.edu or visit colum.edu/ssd.


Mandatory Attendance Policy Statement:

Students are required to attend class regularly. Failure to attend class in the first two weeks of the term will negatively impact financial aid. If your professor reports that you failed to attend and participate in class during the add/drop period, a grade of NS (no-show) will be entered on your record for the course. Please note, you will still be charged tuition and fees for any course for which you receive a NS grade. For more information on non-attendance please visit the Student Financial Services website.

Academic Progress Report Statement:

During week 6 of fall and spring terms, Columbia College Chicago measures the academic progress of all undergraduate students. The academic progress report is meant to provide a sense of your performance at this point in time. For each course in which you are enrolled, you will receive one of the following reports from your instructor:


  • Exceeds basic expectations: Demonstrating performance at a very high level in the course, typically shown as consistent attendance, earning high grades on assignments and displaying a deep engagement with course content.

  • Meets basic expectations: Demonstrating behavior proven to produce success in college, such as consistent attendance, class participation, and on-time completion of assignments.

  • Does not meet basic expectations: Demonstrating behaviors known to put students at risk for failure, such as excessive absences, lack of class participation, and missed or incomplete assignments.




While the academic progress report is not a final grade and will not affect your grade point average, it is a valuable indicator of your performance in the course to date.

Columbia College Chicago is providing you with this report because it is committed to your success. You will receive the reports via email during week 6, and you are encouraged to discuss them with your instructor(s).


Counseling Services Statement:

Counseling Services: 731 S. Plymouth Court, suite 112 , 312.369.8700 click here for counselingservices@colum.edu


Services are designed to help students increase self-awareness and address mental health concerns with the goal of empowering students to manage challenging areas in their lives. All counseling services staff follow professional standards of confidentiality. Information discussed within a counseling relationship is not disclosed without written permission of the individual. Counseling Services are provided free of charge. The most utilized services include individual sessions, group sessions, and linkage to community services. A Columbia College student in a relationship with another Columbia College student, can also receive couple sessions. All currently enrolled students are eligible to receive 12 individual sessions per academic year. Group sessions are unlimited

College Advising Statement:

College Advising Center 623 S. Wabash, Suite 300

312-369-7645 / Click here for collegeadvising@colum.edu


The College Advising Center assists undergraduate students with all transitional issues as they navigate their entire college experience. College advisors guide students in creating and implementing an educational and professional plan as they progress from orientation toward graduation. As students take responsibility for their academic and career goals, they should meet with their college advisor on a regular basis. Students at Columbia are expected to meet with their college advisor at least once a semester during their first year.


The Learning Studio Statement:

The Learning Studio: 33 E. Congress, first floor 312.369.8130 www.colum.edu/learningstudio

The Learning Studio is an excellent resource for academic progress and success for all students at any level. The Learning Studio provides tutoring in a number of disciplines including Accounting, the Science and Math Learning Center, the Foreign Languages Lab and the Writing Center. Students are encouraged to go to the Learning Studio and work with the tutors. Students can make an appointment through Oasis (using the “Make Appointments” tab) or by calling the Learning Studio.

Library Statement:

The Library serves students with resources and support for research, study, collaboration, fun, and information in all formats—books, ebooks, articles, primary sources, images, film, music, space, programs, technology, and equipment. Our specialized materials and services focus on what students need and want—textbook reserves, study rooms, collaborative technology, maker lab, 3D printer, light boxes, scanners, equipment checkout (cameras, camcorders, projectors) and research assistance by chat, text, email, phone, or in-person. For more, see the website http://library.colum.edu/or drop by the Library (624 S. Michigan).

32-1621-Online - Introduction To Black Music, Spring 2017 - Class Policies

32-1621-Online - Introduction To Black Music, Spring 2017 - Class Policies


Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:


Introduction To Black Music 32-1621 (ONLINE) 3 Credits


Class location:

Online

Course Rules and Policies

  1. Above all else: This is an open-minded classroom where we are all free to express our thoughts, so long as our thoughts are not meant in a rude or hateful manner.

  2. Netiquette: When corresponding with your instructor and classmates through email or on the discussion boards, please use proper grammar and a positive tone. Please avoid "netspeak" like "u,"

  3. Curriculum: Several of the videos viewed or selected content read as part of this course, may contain controversial language and ideas that, out of context, may be offensive—these controversial terms and ideas in no way represent the ideals, morals, values, or taste of your instructor or CCC. Instead, they represent the artistry of the author, and will be evaluated from a strictly scholarly perspective.

  4. Acts of plagiarism will result in an automatic “F” for the course (please undersdtand that there are a plethora of applications that can detect plagerism).

  5. Late Work: Late work is not accepted. Please pay close attention to deadlines and plan your time accordingly.

  6. Late Discussion Postings: The deadline for the forum postings on the week’s they are assigned is scheduled for the following Saturday by 11:00 p.m. Since all peer responses depend upon

  7. Final Paper Format: Your final paper must be submitted electronically via the appropriate Moodle assignment tool. Your uploaded final paper file should be as follows: “yourlastname_ibm02_finalpaper”


"r," "omg," and "lol." Please also refrain from using all CAPITAL LETTERS, as this is often interpreted as shouting. Treat your instructor and fellow students with respect at all times, and in all communications. To learn more about Netiquette, please read this explanation: Core Rules of Netiquette ( http://www.albion.com/netiquette/corerules.html).





Saturday’s initial postings, any student who does not meet the Saturday night deadline, will receive a deduction in grade.




Grading Policy

GRADING SCALE (points)

93-100 = A

77-79

= C+

90-92 = A-

73-76

= C

87-89 = B+

70-72

= C-

83-86 = B

60-69

= D

80-82 = B-

0-59

= F


image

GRADE BREAKDOWN:

*Forums (6) ……….… 36 pts


ASSIGNMENTS: You are responsible for knowing all material assigned in this syllabus. Any written assignments must be clearly and neatly written and uploaded through Moodle as a Word file (any other format is not accepted) on the due date. Your uploaded file should be as follows: “yourlastname_ibm02_finalpaper”.


THERE ARE NO INCOMPLETES GIVEN FOR THIS CLASS.


You should complete all student course evaluations during weeks 12-14.


* Forum grades are broken down as follows:

Initial post

On time (Saturday by 11pm) = You receive 4pts After Saturday: Sunday = 3pts, Monday = 2pts


Your second post( a response to a classmate post)

On time (Monday by 11pm) = You receive 2pts


** See Final Paper Menu in the "Course Material and Information" Section.


Quizzes/Midterm

32-1621-Online - Introduction To Black Music, Spring 2017 - Quizzes

Week 1

TAKE QUIZ #1 (2pts) *Aligns with: ibm_CLO_07

You have 30 minutes to complete 10 questions. The questions are multiple choice and true/false based on your reading and comprehending the syllabus the first news forum posts and the attached PDF handout on Time Management.

Quiz #1 is due: Monday 1/30 by 11pm.

Week 3

TAKE QUIZ #2 (6pts)*Aligns with: ibm_CLO_07

You have 90 minutes to complete 20 questions. The questions are multiple-choice and true/false based on reading and audio/visual presentations during TOPIC 01 through TOPIC 03. Quiz #2 is due: Monday 2/13 by 11pm

Week 7

Take MIDTERM EXAM (15pts) *Aligns with: ibm_CLO_07

The Midterm is due by Monday (3/20) at 11pm. Covers Topic 1 through Topic 7.

Week 10

Take QUIZ #3 (4pts): *Aligns with: ibm_CLO_07

You have 60 minutes to complete 12 questions. The questions are multiple-choice and true/false based on reading and audio/visual presentations during TOPIC 7 thru TOPIC 10, (Chapters, 9, 10, 11 and 12).

Quiz #3 is due: Monday 4/10 by 11pm

Week 14

Take QUIZ #4 (4pts): *Aligns with: ibm_CLO_07

You have 90 minutes to complete 20 questions. The questions are multiple choice and true/false based on reading and audio/visual presentations during TOPICs 11, 12,13 and 14. due By Monday 5/8 by 11pm.


Final Paper Rubric

32-1621- Online - Introduction To Black Music, Spring 2017 - Final Paper

01_Wriitng Source

Your paper layout should be in accordance with this syllabus and either of the following; A Manual for Writers of Term Papers, Theses, and Dissertations -Kate L. Turabian (available at Amazon and in the bookstore and library). The Modern Language Association (MLA) or the Chicago Manual of Style.

02_Syllabus vs. Writing Source

Follow the directions in the syllabus first as this syllabus takes precedents over any conflicts between the syllabus and your writing source.

03_Cover Page

This paper must include a cover page. (I suggest you write your paper in a word processor and then save it as a Word file).

04_Cover Page Format

You must have a cover page for your paper. Your cover page must use Times, black font, 12 point and must read as follows: line one: your name, line two: class name; line three: paper title; line four: assignment due date. This information must be single spaced and centered in the middle of the page.

05_Subheadings

Do not include any paragraph headings or sub-headings.

06_Formatting

Your paper must be at a minimum 1500 content words (cover page, lyrics over 4 lines, quotes over 2 lines, footnotes and bibliography/end notes/works cited, does not count towards your total word count).

Paper must be double spaced, 12 point, Times black font (no bold or italic except for emphasis of nouns and titles), unless otherwise indicated by the instructor.

07_Page Numbers

Page numbers must be on the bottom right footer of each page except the cover page and the first content page (no page number on first content page). Therefore the first numbered page (after the cover and first page) would be “2”. (If your word processor cannot insert your page number in this way you might consider a cut and paste option.)

08_Margins

Margins must be between .05" and 1” all around (the last content page must also reflect this margin requirement at the bottom), bottom margins are measured from the last sentence on the page, not from the page number. Additionally, when using footnotes, the 1” margin is measured from the last line of the footnote.

09_Lyrics and Images

If you plan to include lyrics (more than four lines) or images (larger than 4 lines of type), they must be used in accordance with your writing source, MLA etc.)


10_Footnotes/End notes/ Bibliography

Footnotes if used, must be in a smaller font than the content font and be single-spaced.

If you have any endnotes, include them on a separate page before your Works Cited page.

11_How To Upload

Papers are to be saved as a Word (docx) (do not upload any other format i.e PDF, Pages., Text, etc.) and uploaded to the class Moodle assignment portal as follows: “yourlastname_ibm02_finalpaper”.

12_Subject of Final Paper:

Write a 1500 word essay (please see written assignment requirement above) analyzing a 2016 or 2017 Grammy nominated successful song (single) in a genre directly connected to Black Music and culture. Analyze all aspects of the recording based on knowledge gained from this class. At a minimum you must discuss in your paper (with specifics): form of the song as it relates to black music aesthetics; lyrical content and relevance to black culture; sub-genre inclinations (if any); genre crossover appeal as discussed in your text, and how racial attitudes over the years in music are the same or have changed as it impacts on the black musical artist. Your paper should conclude with a discussion on labeling black music i.e., should we call it Black Music or just Music and why?

13_Final Paper Grade

Special note, papers will be graded as follows:

1. Solely on formatting and structure by following the guidelines indicated above,

  1. Solely on content.

  2. Or a combination of both.

ReadIngs For:

32-1621-Online - Introduction To Black Music, Spring 2017 - Reading Homework Assignments

WEEK 1 -TP01

Reading Assignment - TP01

  1. Chapter 1: The Translated African Cultural and Musical Past

  2. Download PDF: The State of Black Muisc 01

  3. Download PDF: The State of Black Muisc 02

*This course activity aligns with course objective: ibm_CLO_07

WEEK 2 -TP02

Reading Assignment - TP02

  1. Chapter 2: African American Instrument Construction and Music Making

  2. Chapter 3 - Secular Folk Music

*This course activity aligns with course objective: ibm_CLO_07

WEEK 3 - TP03

Reading Assignment - TP03

  1. Chapter 4: Spiritual

  2. Chapter 5: Quartets/ Jubilee to Gospel

*This course activity aligns with course objective: ibm_CLO_07

WEEK 4 - TP04

Reading Assignment - TP04 Chapter 6: Ragtime

*This course activity aligns with course objective: ibm_CLO_07

WEEK 5 - TP05

Reading Assignment - TP05 Chapter 7: Blues

*This course activity aligns with course objective: ibm_CLO_07

WEEK 6 - TP06

Reading Assignment - TP06

  1. Chapter 8: Classical/Art Music

  2. PDF: The Evolving Symphony Orchestra

*This course activity aligns with course objective: ibm_CLO_07

WEEK 7 - TP07

Reading Assignment - TP07 Chapter 9: Jazz

*This course activity aligns with course objective: ibm_CLO_07

WEEK 8 - TP08

Reading Assignment - TP08 Chapter 10: Gospel

*This course activity aligns with course objective: ibm_CLO_07

WEEK 9 - TP09

Reading Assignment - TP09 Chapter 11: Musical Theater

*This course activity aligns with course objective: ibm_CLO_07

WEEK 10 - TP10

Reading Assignment - TP10 Chapter 12: Rhythm and Blues

*This course activity aligns with course objective: ibm_CLO_07

WEEK 11 - TP11

Reading Assignment - TP11 Chapter 13: Soul

*This course activity aligns with course objective: ibm_CLO_07

WEEK 12 - TP12

Reading Assignment - TP12 Chapter 14:Funk

*This course activity aligns with course objective: ibm_CLO_07

WEEK 13 - TP13

Reading Assignment - TP13

  1. Chapter 15: Disco and House

  2. Chapter 16: Detroit Techno

*This course activity aligns with course objective: ibm_CLO_07

WEEK 14 - TP14

Reading Assignment - TP14 Chapter 17:Hip Hop

*This course activity aligns with course objective: ibm_CLO_07

32-1621-Online - Introduction To Black Music, Spring 2017 - Media Assignments

32-1621-Online - Introduction To Black Music, Spring 2017 - Media Assignments

Media For:


WEEK 1 -TP01:

1. African Drumming: The Polyphonic Singing of the Aka Pygmies of Central Africa - *Aligns with: t01_ibm-C1_obj02

WEEK 2 -TP02

1. Banjo maker Jim Hartel on the African heritage and American history of the banjo. - *Aligns with t02_ibm-C3_obj05 2. Uncle John Scruggs - Little Log Cabin in the Lane

Slave Songbook | PBS - Aligns with t02_ibm-C3_obj12

WEEK 3 - TP03

Chapter 4:

1. African American Spirituals Black History Month Facts *Aligns with: t03_ibm-C4_obj03

2. Wade in the Water *Aligns with: t03_ibm-C4_obj07

3. Slave Spiritual Story- Wade in the Water *Aligns with: t03_ibm-C4_obj07 Chapter 5:

1. Fisk Jubilee Singers in Nashville, TN *Aligns with: t03_ibm-C5_obj08

2. Mighty Clouds Of Joy - When They Ring Them Golden Bells *Aligns with: t03_ibm-C5_obj10

3. JUBALAIRES GOSPEL NOAH *Aligns with: t03_ibm-C5_obj09

WEEK 4 - TP04

1. Maple Leaf Rag Played by Scott Joplin *Aligns with: t04_ibm-C6_obj07 2. The Best of Scott Joplin *Aligns with: t04_ibm-C6_obj07

WEEK 5 - TP05

1. Mississippi Blues by RLBurnside *Aligns with: ibm_CLO_03

2. Lonnie Johnson - Another Night To Cry *Aligns with: ibm_CLO_03

3. Sister Rosetta Tharpe -Documentary 2011 *Aligns with: ibm_CLO_03

WEEK 6 - TP06

1. Afro-American Symphony - William Grant Still *Aligns with: t06_ibm-C8_obj06

WEEK 7 - TP07

1. History of jazz Blulight Films *Aligns with: ibm_CLO_03 2. Miles Davis - So What *Aligns with: ibm_CLO_02

WEEK 8 - TP08

1. Early Gospel Music Medely *Aligns with: ibm_CLO_06

2. The Story of Gospel Music: The Power In The Voice *Aligns with: t08_ibm-C10_obj01 3. Rejoice and Shout (2011) *Aligns with: ibm_CLO_02

WEEK 9 - TP09

1. Minstrel Man (1977) BANNED - starring Glynn Turman *Aligns with: t09_ibm-C11_obj03

WEEK 10 - TP10

1. A Grammy Conversation: The State of R&B (Part 1) 2. A Grammy Conversation: The State of R&B (Part 2)

*Aligns with: ibm_CLO_01

WEEK 11 - TP11

1. Soul Deep: Southern Soul *Aligns with: t11_ibm-C13_obj01

2. The History of Rock n' Roll / The Sounds of Soul *Aligns with: t11_ibm-C13_obj01

WEEK 12 - TP12

1. Soul Survivor - The James Brown Story *Aligns with: t12_ibm-C14_obj03 2. FUNK MUSIC: A DOCUMENTARY. *Aligns with: t12_ibm-C14_obj01

3. Parliament Funkadelic - One Nation Under A Groove (docu 2005) *Aligns with: t12_ibm-C14_obj01

WEEK 13 - TP13

1. Chapter 14-Disco: Spinning The Story *Aligns with: t13_ibm-C15_obj01 and t13_ibm-C15_obj07 2. Chapter 15- Pump Up The Volume: The History of House Music *Aligns with:ibm_CLO_01

3. Chapter 16 - Detroit Techno City Documentary *Aligns with: ibm_CLO_06

WEEK 14 - TP14

1. Hip Hop Documentary *Aligns with: t14_ibm-C17_obj01

2. Planet Rock The Story Of Hip Hop And The Crack Generation *Aligns with: ibm_CLO_03

32-1621-Online - Introduction To Black Music, Spring 2017 - Forums

Week 1

FORUM #1 (6pts)-Due as follows: First Post due 1/28 by 11pm; Second Response to classmate's post due 1/30 by 11pm.


DISCUSSION: Before we move into the topical study of Black music, let's bring our individual ideas about black music to a discussion. Choose one topic to discuss as your initial post. Please indicate which topic you are posting by starting your post with:" RE: Topic # ".


  1. The white rap artist Macklemore released a new song in 2016 called "White Privilege II". There has been a media as well as industry wide backlash (really dialog) reference the premise of this song. Listen to the release ( White Privilege II) and read the social media comments (responses) and post your comments. Your discussion at a minimum should speak to your position of the controversy as it relates to "Black" music in general and your response to the social media comments that struck you as relevant or not or that stood out as poignant. *Aligns with: ibm_CLO_01

  2. Through your posting speak to your agreement or disagreement with the positions taken in the two PDF articles under TOPIC 1 (The State of Black Music 1 and 2). At a minimum you should respond to a particular comment made in the articles and your position in that regard. If the articles do not present a particular view you may have on the state of black popular music, please feel free to post your point. See if you can find a connection to the TOPIC 1 video in your discussion. *Aligns with: ibm_CLO_04


Week 4

FORUM #2 (6pts)-Due as follows: First Post: 2/18 by 11pm; Second Response to classmate's post: 2/20 by 11pm


DISCUSSION: Choose one topic to discuss as your initial post. Please indicate which topic you are posting by starting your post with:" RE: Topic # "


  1. Most Americans became acquainted with ragtime only after it appeared as printed music, which is why many authors describe ragtime as “composed” music, with little emphasis on ragtime as a performance art. Listen to the two different recordings (TOPIC 4 Playlist) of Maple Leaf Rag and discuss what the difference might be between "composed" and "performed" Rags.* Aligns with: t04_ibm-C6_obj06

  2. Discuss the concept of the ragtime "cutting contest and how it parallel African American music tradition from Africa tribal music through Hip Hop.*Aligns with: t04_ibm-C6_obj10

  3. Discuss the difference between the "cakewalk" and the "rag" and why one was more representative of creative art associated with classical music and the other was not.*Aligns with: ibm_CLO_01



Week 6

FORUM #3 (6pts)-Due as follows: First Post due 3/4 by 11pm; Second Response to classmate's post due 3/6 by 11pm.


DISCUSSION: In your text the author states, "optimism was reflected in the creative and performing arts by an unprecedented outpouring of musical erudition within Black America in the late nineteenth century, releasing a floodgate of pent-up hopes and desires for cultural parity with White America in the creative and performing arts.”


Since the late 19th century the classical music community has still not embraced black composers as "composers" only as "African American Composers". Download the PDF "The Evolving Symphony Orchestra" (under Topic 6) and discuss the premise of the paper that it is all about including the black audience into the fabric of the orchestra community which in turn will let the music speak for itself without regards to the race of the composer. *Aligns with: ibm_CLO_07

Week 7

FORUM #4 (6pts)-Due as follows: First Post due Saturday, 3/11 by 11pm; Second Response to classmate's post due Monday, 3/13 by 11pm.

DISCUSSION: - Watch the videos for TOPIC 7 and choose a point that really stands out for you on the state of Jazz as what some call, "the only true American art form". You can agree or disagree but take a position one way or the other and at a minimum highlight a specific portion from the videos. *Aligns with: ibm_CLO_04

Week 9

FORUM #5 (6pts)-Due as follows: First Post due 4/1 by 11pm; Second Response to classmate's post due 4/3 by 11pm.


DISCUSSION: First, a quote from your text, "During the 1920s and 1930s, the Black creative component varied among the shows with Black casts; arrangers and composers were both Black and White, and the financial benefits to African Americans were negligible because the principal producers and financial investors were White and these producing dictators of the musical theater stage were not yet ready to admit African Americans into full and equal participation in management."


Second, the 2016 Academy Awards event is taking criticism for its lack of diversity in its nominated of actors. Many say it is deeper than just black actors receiving recognition and that it goes to the core of the industry.


View the video associated with TOPIC 9 and post what would you consider to be the symbolism of the wiping off of the black face makeup (at the end of the movie) to the story line in the movie and the quote from your text. Also, relate it to (or find the connection to) the industry today in particular, Will Smith and his wife Jada Pinkett Smith and their boycott of the Academy Awards. *Aligns with: ibm_CLO_01

Week 13

FORUM #6 (6pts)-Due as follows: First Post due 4/29 by 11pm; Second Response to classmate's post due 5/1 by 11pm.


DISCUSSION: Discuss this class. What worked best for you; what you would like to see more of or less of. Also discuss what was the most significant take-away (what you go the most out of) from this class overall. This is not so much an evaluation (critique) but more of a discussion about content and content delivery. *Aligns with: ibm_CLO_08


32-1621-Online - Introduction To Black Music, Spring 2017 - Course Calendar

WEEK

DATE

TOPI

C READING HOMEWORK

AUDIO/VIDEO HOMEWORK

FORUMS

QUIZZES/Tests/Papers

Whats Due?

Pre Semester

Before Semester Starts

None

None

None

TAKE QUIZ #1

(2pts) *Aligns with: ibm_CLO_07 due: Monday 1/30 by 11pm.

WEEK 1

Tue. 1/24 to Mon. 1/30

TP01

Reading Assignment - TP01


  1. Chapter 1: The Translated African Cultural and Musical Past

  2. Download PDF: The State of Black Muisc 01

  3. Download PDF: The State of Black Muisc 02

*This course activity aligns with course objective: ibm_CLO_07

Video Homework -TP01:

1. African Drumming: The Polyphonic Singing of the Aka Pygmies of Central Africa - *Aligns with: t01_ibm-C1_obj02

FORUM #1 (6pts)-Due as follows: First Post due 1/28 by 11pm; Second Response to classmate's post due 1/30 by 11pm.

*Aligns with: ibm_CLO_04

  1. FORUM #1- First Post and Second Response due Monday 1/30 by 11pm.

  2. Quiz #1 is due: Monday 1/30 by 11pm.


WEEK 2

Tue.1/31 to Mon. 2/6

TP02

Reading Assignment - TP02


  1. Chapter 2: African American Instrument Construction and Music Making

  2. Chapter 3 - Secular Folk Music

*This course activity aligns with course objective: ibm_CLO_07

Video Homework -TP02

  1. Banjo maker Jim Hartel on the African heritage and American history of the banjo. - *Aligns with t02_ibm-C3_obj05

  2. Uncle John Scruggs - Little Log Cabin in the Lane Slave Songbook | PBS - *Aligns with t02_ibm-C3_obj09

WEEK 3

Tue.2/7 to Mon.2/13

TP03

Reading Assignment - TP03


  1. Chapter 4: Spiritual

  2. Chapter 5: Quartets/ Jubilee to Gospel

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP03 Chapter 4:

  1. African American Spirituals Black History Month Facts *Aligns with: t03_ibm-C4_obj03

  2. Wade in the Water *Aligns with: t03_ibm-C4_obj07

  3. Slave Spiritual Story- Wade in the Water *Aligns with: t03_ibm- C4_obj07

Chapter 5:

  1. Fisk Jubilee Singers in Nashville, TN *Aligns with: t03_ibm-C4_obj08

  2. Mighty Clouds Of Joy - When They Ring Them Golden Bells *Aligns with: t03_ibm-C4_obj10

  3. JUBALAIRES GOSPEL NOAH *Aligns with: t03_ibm-C4_obj09

TAKE QUIZ #2

(4pts)*Aligns with: ibm_CLO_07 due: Monday 2/13 by 11pm

Quiz #2 is due: Monday 2/13 by 11pm


WEEK 4

Tue. 2/14 to Mon. 2/20

TP04

Reading Assignment - TP04


1. Chapter 6: Ragtime

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP04

  1. Maple Leaf Rag Played by Scott Joplin *Aligns with: t04_ibm-C6_obj07

  2. The Best of Scott Joplin *Aligns with: t04_ibm-C6_obj07

FORUM #2 (6pts)-Due as follows: First Post: 2/18 by 11pm; Second Response to classmate's post: 2/20 by 11pm

*Aligns with: ibm_CLO_01

FORUM #2-

First Post and Second Response due Monday 2/20 by 11pm.

WEEK 5

Tue. 2/21 to Mon. 2/27

TP05

Reading Assignment - TP05


1. Chapter 7: Blues

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP05

  1. Mississippi Blues by RLBurnside *Aligns with: ibm_CLO_03

  2. Lonnie Johnson - Another Night To Cry *Aligns with: ibm_CLO_03

  3. Sister Rosetta Tharpe -Documentary 2011 *Aligns with: ibm_CLO_03

WEEK 6

Tue. 2/28 to Mon. 3/6

TP06

Reading Assignment - TP06


  1. Chapter 8: Classical/Art Music

  2. PDF: The Evolving Symphony Orchestra

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP06

1. Afro-American Symphony - William Grant Still *Aligns with: t06_ibm- C8_obj06

FORUM #3 (6pts)-Due as follows: First Post due 3/4 by 11pm; Second Response to classmate's post due 3/6 by 11pm.

*Aligns with: ibm_CLO_07

FORUM #3-

First Post and Second Response due Monday 3/6, by 11pm.

WEEK 7

Tue. 3/7 to Mon. 3/13

TP07

Reading Assignment - TP07


1. Chapter 9: Jazz

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP07

  1. History of jazz Blulight Films *Aligns with: ibm_CLO_03

  2. Miles Davis - So What *Aligns with: ibm_CLO_02

FORUM #4 (6pts)-Due as follows: First Post due Saturday, 3/11 by 11pm; Second Response to classmate's post due Monday, 3/13 by 11pm.

*Aligns with: ibm_CLO_04

MIDTERM EXAM (15pts)

*Aligns with: ibm_CLO_07 The Midterm is due by Monday 3/20 at 11pm.

FORUM #4-

First Post and Second Response due Monday 3/13 by 11pm.

WEEK 8

Tue. 3/14 to Mon. 3/20

TP08

Reading Assignment - TP08


1. Chapter 10: Gospel

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP08

  1. Early Gospel Music Medely *Aligns with: ibm_CLO_06

  2. The Story of Gospel Music: The Power In The Voice *Aligns with: t08_ibm-C10_obj01

  3. Rejoice and Shout (2011) *Aligns with: ibm_CLO_02

MIDTERM is

due Monday 3/20 at 11pm.

Tue. 3/20 to Mon. 3/27

Spring Break


WEEK 9

Tue. 3/28 to Mon. 4/3

TP09

Reading Assignment - TP09


1. Chapter 11: Musical Theater

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP09

Minstrel Man (1977) BANNED - starring Glynn Turman *Aligns with: t09_ibm-C11_obj03

FORUM #5 (6pts)-Due as follows: First Post due 4/1 by 11pm; Second Response to classmate's post due 4/3 by 11pm.

*Aligns with: ibm_CLO_01

FORUM #5-

First Post and Second Response due Monday 4/3 by 11pm.

WEEK 10

Tue. 4/4 to Mon. 4/10

TP10

Reading Assignment - TP10


1. Chapter 12: Rhythm and Blues

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP10

  1. A Grammy Conversation: The State of R&B (Part 1)

  2. A Grammy Conversation: The State of R&B (Part 2)

*Aligns with: ibm_CLO_01

QUIZ #3 (4pts):

*Aligns with: ibm_CLO_07 due: Monday 4/10 by 11pm

Quiz #3 is due: Monday 4/10 by 11pm

WEEK 11

Tue. 4/11 to Mon. 4/17

TP11

Reading Assignment - TP11

1. Chapter 13: Soul

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP11

  1. Soul Deep: Southern Soul *Aligns with: t11_ibm-C13_obj01

  2. The History of Rock n' Roll / The Sounds of Soul *Aligns with: t11_ibm- C13_obj01

WEEK 12

Tue. 4/18 to Mon. 4/24

TP12

Reading Assignment - TP12


1. Chapter 14:Funk

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP12

  1. Soul Survivor - The James Brown Story *Aligns with: t12_ibm-C14_obj03

  2. FUNK MUSIC: A DOCUMENTARY. *Aligns with: t12_ibm-C14_obj01

  3. Parliament Funkadelic - One Nation Under A Groove (docu 2005) *Aligns with: t12_ibm-C14_obj01

WEEK 13

Tue. 4/25 to Mon. 5/1

TP13

Reading Assignment - TP13


  1. Chapter 15: Disco and House

  2. Chapter 16: Detroit Techno

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP13

  1. Chapter 14-Disco: Spinning The Story *Aligns with: t13_ibm-C15_obj01 and t13_ibm-C15_obj07

  2. Chapter 15- Pump Up The Volume: The History of House Music *Aligns with: ibm-CLO_01

  3. Chapter 16 - Detroit Techno City Documentary *Aligns with: ibm_CLO_06

FORUM #6 (6pts)-Due as follows: First Post due 4/29 by 11pm; Second Response to classmate's post due 5/1 by 11pm.

*Aligns with: ibm_CLO_08

FINAL PAPER

(33pts): *Aligns with: ibm_CLO_01 Final Paper due By Wednesday May 10th at 11pm.

FORUM #6 -

First Post and Second Response due Monday 5/1 by 11pm.

WEEK 14

Tue. 5/2 to Mon. 5/8

TP14

Reading Assignment - TP14


1. Chapter 17:Hip Hop

*This course activity aligns with course objective: ibm_CLO_07

Video Homework - TP14

  1. Hip Hop Documentary *Aligns with: t14_ibm-C17_obj01

  2. Planet Rock The Story Of Hip Hop And The Crack Generation *Aligns with: ibm_CLO_03


QUIZ #4 (4pts):

*Aligns with: ibm_CLO_07 due By Monday 5/8 at 11pm.

Final Paper due By Wednesday May 10th at 11pm.


Quiz #4 is due: Monday 5/8 by 11pm