32-2660-01 - Special Topics in Musicology, Fall 2016 - Getting Started


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.


Each student activity ( forums, quizzes, videos, audio etc., ) is aligned with a Topic Objective or the Course Learning Objective (CLO). You can review those alignments in your syllabus.


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.

32-2660-01 - Special Topics in Musicology, Fall 2016 - Navigating This Course

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Fall 2016

Department:

Music Department

Course number, title, section, & credits:

Special Topics in Musicology 32-2660-01 (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; “FA2016-32-2660-01”).

To navigate the different pages in your Moodle course, Click on the “Course Tools” link (right-hand side of the window) to find most navigation links for your Moodle platform.

“Course Tools”- 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 “FA2016-32-2660-01”.

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.


32-2660-01 - Special Topics in Musicology, Fall 2016 - General Administration

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Fall 2016

Department:

Music Department

Course number, title, section, & credits:

Special Topics in Musicology 32-2660-01 (ONLINE) 3 Credits

Class day and time, room / location:

Online

Monday, September 12

End of Program Revision and late registration, last day to add classes or change course sections, and add

Independent Projects and Directed Studies

Tuesday, September 13

"Drop only" begins, students cannot add or re-add classes.

Monday, September 19

Last day to add internships


Add/Drop and Withdraw dates:

Monday, September 19

Last day to drop classes. The class will not appear on your academic record

Tuesday, September 20

Withdrawal period begins. A grade of "W" will appear on your transcript. This grade will not be computed in your

grade point average but may affect the completion rate requirement

Friday, September 30

Last day to declare Pass/Fail. The final grade in the class will be either a "P" or "F". A form can be obtained in the

Office of the Registrar and must be signed by the instructor

Monday, October 31

Last day to withdraw from classes



Course description & prerequisites:

This repeatable course presents an in-depth series of special topics responding to student interests and current areas of emphasis in the field of musicology. The course will explore specific musical practices with focused attention paid to their aesthetic, ideological, social, methodological, and/or technological contexts. Topics may include: gender and sexuality in 21st century composition, rock mainstreams and undergrounds, the avant-garde, producers and mixers, music and post-colonialism, sacred music in the marketplace, among many others. The emphasize for this semester is designed to explore the phenomena of Jimi Hendrix, his music and its direct correlation to the history of Rock and Roll, generational rebellion, black identity, the Vietnam War, baby boomers of the 60s and 70s, and the politics of our culture past and present.

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

  1. Charles Shaar Murray: “Crosstown Traffic - Jimi Hendrix and the Rock and Roll Revolution”. St Martins Press 175 Fifth Avenue New York, N.Y. 10010 ISBN:031206324-5. Available in the bookstore and online.

  2. Sharon Lawrence:. “Jimi Hendrix-The Intimate Story of A Betrayed Musical Legend”. Harpers-Collins Publshers, 10 East 53rd Street New York N.Y. 10022. ISBN 978006056301-1 Available in the bookstore and online.




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.

32-2660-01 - Special Topics in Musicology, Fall 2016 - Course Objectives

Upon completion of this course you should be able to conceptualize in written form the following measurable outcomes:


jh_CLO_01

Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


jh_CLO_02


Identify, analyze and critically assess selected examples of the music and performances of Jimi Hendrix.

jh_CLO_03

Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materialized/transformed before his death and after.


jh_CLO_04


Contextualize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britain.


jh_CLO_05

Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


jh_CLO_06


Describe the personal life of Hendrix contrasted with his professional persona.


jh_CLO_07

Show in written format and demonstrate through course activity, an understanding of assigned chapter reading and assigned audio and video presentations.

jh_CLO_08

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

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

t01_jh-C5-Intimate with Aligned Course Objectives

t01_jh_IN-C5_obj01

1. The goals Chas Chandler had for taking Hendrix to London.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t01_jh_IN-C5_obj02

2. How Chas insured Hendrix was visible to the London music scene.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t01_jh_IN-C5_obj03

3. The many reservations Jimi Hendrix had upon visiting all the music clubs in London and differences in how he was treated in America.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t01_jh_IN-C5_obj04

4. How the Experience (Bass and Drums) came to be formed.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t01_jh_IN-C5_obj05

5. Who Jimi Hendrix's significant others where during his first week in London.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t01_jh_IN-C5_obj06

6. The impact Jimi Hendrix had on the London music scene when he first jammed with Eric Clapton and how Hendrix felt about the jam afterwards.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.

t01_jh_IN-C5_obj07

7. How Chas and Mike Jeffery insured Hendrix's visibility beyond the club scene.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t01_jh_IN-C5_obj08

8. How the newly formed Jimi Hendrix Experience performed and the audience reaction on their first tour.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.

t01_jh_IN-C5_obj09

9. How the first recording sessions of the band materialized.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t01_jh_IN-C5_obj10

10. Why Mike Jeffery created the financial tax shelter Yameta and how it would impact on Jimi Hendrix

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how outside forces impacted on him professionally and personally.


t01_jh_IN-C5_obj11


11. How Jimi Hendrix felt about Little Richard once he became big in London

*Aligns with: jh_CLO_01: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t01_jh_IN-C5_obj12

12. How the B-side of "Hey Joe" established Jimi Hendrix's greatness as a rock guitarist.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


7


7

t01_jh_IN-C6-Intimate with Aligned Course Objectives


t01_jh_IN-C6_obj01

1. How the rivalry between the Jimi Hendrix Experience and the Who developed and why.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical,

political, musical, and cultural landscapes in America as well as Britian.


t01_jh_IN-C6_obj02

2. How the press portrayed Jimi Hendrix during his time in London.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t02_jh_IN-C6_obj03


3. Why Jimi Hendrix admired jazzman Roland Kirk

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t02_jh_IN-C6_obj04


4. How the critics viewed Hendrix's first album "Are You Experienced"

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.

t02_jh_IN-C6_obj05

5. The relationship of the Monterey Pop Festival to Jimi Hendrix's past.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t02_jh_IN-C6_obj06


6.The circumstances surrounding the conflicts between Jim Hendrix and the Who at the Monterey Pop Festival


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t02_jh_IN-C6_obj07


7. How The Experiences first performance as an opening act went at a San Francisco's Forum gig.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity as it relates to his history and the histories of other popular artists.


t02_jh_IN-C6_obj08


8. How in 1970 looking back on 1967 Jimi Hendrix viewed the "Summer of Love".

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t02_jh_IN-C6_obj09


9. How in 1967 Eric Clapton viewed the popularity of his group "Cream" as compared to "The Experience".


*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t02_jh_IN-C6_obj10


10. Why the Jimi Hendrix Experience toured with the Monkees and how it was promoted.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how outside forces impacted on him professionally and personally.

8

t02_jh_IN-C7-Intimate with Aligned Course Objectives


t02_jh_IN-C7_obj01


1. How Fender Guitars reacted to Jimi Hendrix's success.


*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t02_jh_IN-C7_obj02

2. The ups and downs of recording Jimi Hendrix's third album.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t02_jh_IN-C7_obj03


3. How Jimi Hendrix's philosophy of recording Electric Ladyland conflicted with others around him

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how outside forces impacted on him professionally and personally.


t02_jh_IN-C7_obj04


4.How and why Chas Chandler left as manager of the Jimi Hendrix Experience.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t02_jh_IN-C7_obj05


5. How and why Noel Redding wanted to branch out from the Experience


*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t02_jh_IN-C7_obj06


6. How Jimi Hendrix was influencing fashion as well as music performance and songwriting.


*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


9

t02_jh_IN-C8-Intimate with Aligned Course Objectives


t03_jh_IN-C8_obj01


1.Jimis performance on the popular TV show "LULU"

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t03_jh_IN-C8_obj02

2.How Mitch and Noel as well as Chas felt about the recording process of their third album Electric Ladyland

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN-C8_obj03

3.How Jimi Hendrix felt about Noel Redding and his new group "Fat Mattress".

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN-C8_obj04

4. How Jimi Hendrix used colors as part of his creative process and how he thought having a high school diploma was not necessary to express ones self.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN-C8_obj05


5. Events surrounding Jimi Hendrix's arrest in Canada

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN-C8_obj06


6. How politics and external cultural distractions affect Jimi Hendrix's performance on stage.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.

t03_jh_IN-C8_obj07

7. The Jekyll and Hyde syndrome of Jimi Hendrix, the performer and the man.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t03_jh_IN-C8_obj08

8.How Jimi was able to change is interaction with people based on their frame of reference or their make up.


*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t03_jh_IN-C8_obj09


9. How Mike Jeffery described Jimi Hendrix as the Black Elvis and Jimi Hendrix's reaction.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN-C8_obj10


10. Jimi Hendrix's thoughts on being black


*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.

10

t03_jh_IN-C9-Intimate with Aligned Course Objectives


t03_jh_IN-C9_obj01

1. Why Mick Jagger wanted to speak to Hendrix after a Madison Square Garden Concert and its connection to his drug possession trial.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t03_jh_IN-C9_obj02


2. How a Mafia connection might be connected to Jimi Hendrix's drug arrest.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN-C9_obj03

3. The difference in how and why Jimi Hendrix was treated socially in Britain compared to New York.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t03_jh_IN-C9_obj04


4. Jimi Hendrix's demeanor and thoughts about his new band, Band of Gypsys and Buddy Miles playing drums.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


11

t03_jh_IN-C10-Intimate with Aligned Course Objectives


t03_jh_IN- C10_obj01


1. How Jimi Hendrix and his new Band of Gypsys impacted on Jimi Hendrix and those associated with Hendrix

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t03_jh_IN- C10_obj02

2. The embarrsing performance of the Band of Gympsy's in 1970.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t03_jh_IN- C10_obj03

3. The significance good or bad of Alan Douglas in the life of Jimi Hendrix

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj04


4. Why Mike Jeffery did not want Jimi Hendrix playing with black musicians

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj05


5. How Jimi Hendrix felt about Eddie Kramer as he was developing his new Gypsy Sun and the Rainbow band.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj06


6. How the black community felt about Jimi Hendrix' success

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN- C10_obj07

7. How Jimi Hendrix's approach to his business affairs affected him and the professionals around him.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj08


8. How Jimi Hendrix was seen by the record industry especially as it relates to him being a black artist.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN- C10_obj09


9. Why Jimi Hendrix idolized Bob Dylan as it relates to Dylan's inspiration.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj10


10. How Devon Wilson impacted on Jimi Hendrix and his need for a change in mangement.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t03_jh_IN-C10-Intimate with Aligned Course Objectives


t03_jh_IN- C10_obj01


1. How Jimi Hendrix and his new Band of Gypsys impacted on Jimi Hendrix and those associated with Hendrix

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t03_jh_IN- C10_obj02

2. The embarrsing performance of the Band of Gympsy's in 1970.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t03_jh_IN- C10_obj03

3. The significance good or bad of Alan Douglas in the life of Jimi Hendrix

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj04


4. Why Mike Jeffery did not want Jimi Hendrix playing with black musicians

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj05


5. How Jimi Hendrix felt about Eddie Kramer as he was developing his new Gypsy Sun and the Rainbow band.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj06


6. How the black community felt about Jimi Hendrix' success

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN- C10_obj07

7. How Jimi Hendrix's approach to his business affairs affected him and the professionals around him.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj08


8. How Jimi Hendrix was seen by the record industry especially as it relates to him being a black artist.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t03_jh_IN- C10_obj09


9. Why Jimi Hendrix idolized Bob Dylan as it relates to Dylan's inspiration.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t03_jh_IN- C10_obj10


10. How Devon Wilson impacted on Jimi Hendrix and his need for a change in mangement.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


12

t04_jh-Intro-Crosstown with Aligned Course Objectives


t04_jh_CT- intro_obj01


1. How Jimi Hendrix was initially perceived as an artist.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t04_jh_CT- intro_obj02


2. How nostalgia is a filter for history.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t04_jh_CT- intro_obj03


3. How other races in music established a clear role for rock artists.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t04_jh_CT- intro_obj04


4. The state of mind of Hendrix when he first encountered London.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t04_jh_CT- intro_obj05


5. Older forms of music (the blues) and how it was perceived by blacks of Jimi Hendrix generation.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t04_jh_CT- intro_obj06


6. The personality of Jimi Hendrix that was different from his on stage persona.


*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t04_jh_CT- intro_obj07


7. The nature of Hendrix's performance at Isle of Wight Pop Festival.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


13

t04_jh-C1-Crosstown with Aligned Course Objectives

t04_jh_CT- C1_obj01

1.The  state  of  British  society  after  WWII.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t04_jh_CT- C1_obj02

2.The  state  of  American  society  after  WWII.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t04_jh_CT- C1_obj03


3.  How  the  early  sixties  in  America  compared  to  the  early   sixties  in  Britain.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t04_jh_CT- C1_obj04

4.  How  the  power  base  of  the  sixties  shifted.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t04_jh_CT- C1_obj05

5.The  two  central  facts  of  American  public  life  in  the  sixties   that  seemed  to  permeate  across  society.  

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t04_jh_CT- C1_obj06

6.  How  the  term  the  "ME  Decad"e  was  coined  and  why.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t04_jh_CT- C1_obj07

7.  The  societal  backdrop  for  Hendrix  rendition  of  the  Star   Spangle  Banner.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t04_jh_CT- C1_obj08


8.  How  the  music  industry  viewed  the  sixties  counter-­‐ culture.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t04_jh_CT- C1_obj09


9.  History  and  how  it  was  perceived  by  the  cultural  make-­‐up   based  on  the  "artist"  and  the  "audience".


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t04_jh_CT- C1_obj10

10.  The  conservative  premise  of  defining  excellence  as  it   relates  to  innovation.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


14

t05_jh-C2-Crosstown with Aligned Course Objectives


t05_jh_CT- C2_obj01


1.  The  family  background  of  Jimi  Hendrix

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t05_jh_CT- C2_obj02


2.  The  personality  of  a  young  Jimi  Hendrix

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t05_jh_CT- C2_obj03

3.  The  ups  and  downs  of  Jimi  Hendrix's  military  service

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t05_jh_CT- C2_obj04

4.  Jimi  Hendrix's  relationship  with  fellow  musicians  particular during  his  citllin  circuit  days.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t05_jh_CT- C2_obj05


5.  Jimi  Hendrix's  up  and  down  relationship  with  Little  Richard

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t05_jh_CT- C2_obj06

6.  How  forming  his  own  band,  Jimmy  James  and  the  Blue   Flames,  in  New  York  set  his  course  to  success.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t05_jh_CT- C2_obj07

7.  How  Jimi  Hendrix  got  his  break  to  becoming  famous.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t05_jh_CT- C2_obj08

8.  How  the  Mitch  Mitchell  and  Noel  Redding  where  selected   as  band  members  in  the  Jimi  Hendrix  Experience.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t05_jh_CT- C2_obj09

9.  The  first  recorded  songs  that  help  start  the  recognition  of   Hendrix  and  the  Experience.

*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.


t05_jh_CT- C2_obj10


10.  Aspects  of  the  first  Jimi  Hendrix  Experience  tour.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.

15

t06_jh_C3-Crosstown with Aligned Course Objectives


t06_jh_CT- C3_obj01

1.How  the  song  "I'm  a  Man"  by  Bo  Diddley  has  been   construed  based  on  racial  make  up.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t06_jh_CT- C3_obj02

2.  Describe  Jimi  Hendrix  general  relationship  with  women.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t06_jh_CT- C3_obj03

3.  How  Hendrix  adjusted  his  stage  performance  based  on  the audiences'  response.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.

t06_jh_CT- C3_obj04

4.  What  attributed  to  the  success  of  his  song  "Angel"

*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.


16

t07_jh_C4-Crosstown with Aligned Course Objectives

t07_jh_CT_C4_obj0 1

1.  How  a  Rolling  Stone  Article  in  1967  pigeon-­‐holed  black   music  and  its  artists.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t07_jh_CT_C4_obj0 2


2.  How  black  blues  artists  performed  in  London.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t07_jh_CT_C4_obj0 3

3  The  misconception  of  how  black  artists  were  perceived  by   white  British  artists.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t07_jh_CT_C4_obj0 4


4.  How  Jimi  Hendrix  broke  down  the  misconception  of  what   a  black  artist  should  be.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t07_jh_CT_C4_obj0 5


5.  Why  Jimi  Hendrix  was  not  accepted  by  a  black  audience

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.

t07_jh_CT_C4_obj0 6

6.  How  black  music  was  marketable  through  white  artists   and  why.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t07_jh_CT_C4_obj0 7

7.  How  the  image  of  Jimi  Hendrix  being  crazy  and  way-­‐out   served  a  purpose  from  a  generational  perspective.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t07_jh_CT_C4_obj0 8


8.  Why  Jimi  Hendrix  did  not  appreciate  Pete  Townsend   (Guitarist  for  the  Who)  and  attacked  him  with  racial  hostility.  


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.

t07_jh_CT_C4_obj0 9

9.  How  Jimi  Hendrix  approached  the  racial  tension  that  was   engulfing  American  society.


*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t07_jh_CT_C4_obj1 0


10.  How  some  black  rock  artist  perceived  the  record  industry   and  the  marketing  of  black  rock  artists.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t07_jh_C4-Crosstown with Aligned Course Objectives

t07_jh_CT_C4_obj0 1

1.  How  a  Rolling  Stone  Article  in  1967  pigeon-­‐holed  black   music  and  its  artists.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t07_jh_CT_C4_obj0 2


2.  How  black  blues  artists  performed  in  London.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t07_jh_CT_C4_obj0 3

3  The  misconception  of  how  black  artists  were  perceived  by   white  British  artists.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t07_jh_CT_C4_obj0 4


4.  How  Jimi  Hendrix  broke  down  the  misconception  of  what   a  black  artist  should  be.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t07_jh_CT_C4_obj0 5


5.  Why  Jimi  Hendrix  was  not  accepted  by  a  black  audience

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.

t07_jh_CT_C4_obj0 6

6.  How  black  music  was  marketable  through  white  artists   and  why.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t07_jh_CT_C4_obj0 7

7.  How  the  image  of  Jimi  Hendrix  being  crazy  and  way-­‐out   served  a  purpose  from  a  generational  perspective.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t07_jh_CT_C4_obj0 8


8.  Why  Jimi  Hendrix  did  not  appreciate  Pete  Townsend   (Guitarist  for  the  Who)  and  attacked  him  with  racial  hostility.  


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.

t07_jh_CT_C4_obj0 9

9.  How  Jimi  Hendrix  approached  the  racial  tension  that  was   engulfing  American  society.


*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t07_jh_CT_C4_obj1 0


10.  How  some  black  rock  artist  perceived  the  record  industry   and  the  marketing  of  black  rock  artists.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


17

t08_jh_C5-Crosstown with Aligned Course Objectives

t08_jh_CT_C5_obj0 1

1.  How  Hendrix  was  charting  new  directions  for  himself  as  an artist.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.

t08_jh_CT_C5_obj0 2

2.  How  the  artistry  of  Robert  Johnson  parallels  Jimi  Hendrix's   approach  to  music

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t08_jh_CT_C5_obj0 3


3.  How  the  impact  of  Charlie  Christian  and  the  electric  guitar   shaped  Jimi  Hendrix  as  a  guitar  performer.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t08_jh_CT_C5_obj0 4


4.  How  the  music  played  at  Mintons  in  New  York  reflected  a   music  revolution.  


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.



18

t09_jh-C6-Crosstown with Aligned Course Objectives

t09_jh_CT- C6_obj01

1.  The  subdivision  of  the  blues  into  two  distinct  strains.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj02


2.  The  characteristics  of  the  performers  and  instruments  of   early  blues.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj03


3.  How  Hendrix  growing  up  in  a  non-­‐urban  environment   came  to  hear  the  blues.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t09_jh_CT- C6_obj04

4.  The  principal  developers  of  the  blues  and  their  impact  on   the    "psychedelic  neo-­‐blues  of  Eric  Clapton  and  eventually   on  Hendrix.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj05


5.  Jimi  Hendrix's    melding  of  the  early  blues  pioneers  in   recordings  with  Curtis  knight  &  the  Squires.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t09_jh_CT- C6_obj06

6.  How  Hendrix  perceived  the  blues  and  in  particular  the   blues  of  B.B  King.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t09_jh_CT- C6_obj07


7.  How  Blues  is  more  than  technique  and  what  Hendrix  had   that  all  the  other  British  (white)  guitarist  could  not  achieve.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj08


8.  How  "Along  The  Watchtower"  by  Bob  Dylan  reflected  the   comparisons  between  Robert  Johnson  and  Jimi  Hendrix.


*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.


t09_jh_CT- C6_obj09


9.  How  the  demo  version  of  Belly  Button  Window  reflects   autobiographical  on  Hendrix


*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.

t09_jh-C6-Crosstown with Aligned Course Objectives

t09_jh_CT- C6_obj01

1.  The  subdivision  of  the  blues  into  two  distinct  strains.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj02


2.  The  characteristics  of  the  performers  and  instruments  of   early  blues.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj03


3.  How  Hendrix  growing  up  in  a  non-­‐urban  environment   came  to  hear  the  blues.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t09_jh_CT- C6_obj04

4.  The  principal  developers  of  the  blues  and  their  impact  on   the    "psychedelic  neo-­‐blues  of  Eric  Clapton  and  eventually   on  Hendrix.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj05


5.  Jimi  Hendrix's    melding  of  the  early  blues  pioneers  in   recordings  with  Curtis  knight  &  the  Squires.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t09_jh_CT- C6_obj06

6.  How  Hendrix  perceived  the  blues  and  in  particular  the   blues  of  B.B  King.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t09_jh_CT- C6_obj07


7.  How  Blues  is  more  than  technique  and  what  Hendrix  had   that  all  the  other  British  (white)  guitarist  could  not  achieve.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t09_jh_CT- C6_obj08


8.  How  "Along  The  Watchtower"  by  Bob  Dylan  reflected  the   comparisons  between  Robert  Johnson  and  Jimi  Hendrix.


*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.


t09_jh_CT- C6_obj09


9.  How  the  demo  version  of  Belly  Button  Window  reflects   autobiographical  on  Hendrix


*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.


19

t10_jh-C7- Crosstown with Aligned Course Objectives

t10_jh_CT- C7_obj01

1. How Ray Charles was a catalyst to the escalation of black music (specifically Gospel) to "soul music".

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t10_jh_CT- C7_obj02

2. Connecting the "church of Jimi Hendrix as a young boy in Seattle to his concepts of church in 1968.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.

t10_jh_CT- C7_obj03

3. How Jimi Hendrix viewed his time on the "Chitlin Circuit

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t10_jh_CT- C7_obj04


4.How Jim Hendrix was viewed by those who worked with him during his chitlin circuit years.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t10_jh_CT- C7_obj05


5. Which artists the 1967 Monterrey Festival catapulted to super stardom along with Hendrix?


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t10_jh_CT- C7_obj06

6. Why Hendrix would not have made it in James Brown's band, even though he was clearly the best guitarist around at the time?


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t10_jh_CT- C7_obj07

7. How Jimi Hendrix viewed Eric Clapton's limitations as a guitar player.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t10_jh_CT- C7_obj08


8. The difference between the persona of Sly Stone and Jimi Hendrix.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his personal history and the histories of other popular artists.

t10_jh_CT- C7_obj09

9. The length Jimi Hendrix and Mike Jerreries went to get Ed Chalpin and his $1.00 contract to go away.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t10_jh_CT- C7_obj10


10. What made Hendrix playing with the Isley brothers so different than the other sideman jobs he had?

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t10_jh-C7- Crosstown with Aligned Course Objectives

t10_jh_CT- C7_obj01

1. How Ray Charles was a catalyst to the escalation of black music (specifically Gospel) to "soul music".

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t10_jh_CT- C7_obj02

2. Connecting the "church of Jimi Hendrix as a young boy in Seattle to his concepts of church in 1968.

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.

t10_jh_CT- C7_obj03

3. How Jimi Hendrix viewed his time on the "Chitlin Circuit

*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


t10_jh_CT- C7_obj04


4.How Jim Hendrix was viewed by those who worked with him during his chitlin circuit years.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t10_jh_CT- C7_obj05


5. Which artists the 1967 Monterrey Festival catapulted to super stardom along with Hendrix?


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t10_jh_CT- C7_obj06

6. Why Hendrix would not have made it in James Brown's band, even though he was clearly the best guitarist around at the time?


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t10_jh_CT- C7_obj07

7. How Jimi Hendrix viewed Eric Clapton's limitations as a guitar player.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t10_jh_CT- C7_obj08


8. The difference between the persona of Sly Stone and Jimi Hendrix.


*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his personal history and the histories of other popular artists.

t10_jh_CT- C7_obj09

9. The length Jimi Hendrix and Mike Jerreries went to get Ed Chalpin and his $1.00 contract to go away.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t10_jh_CT- C7_obj10


10. What made Hendrix playing with the Isley brothers so different than the other sideman jobs he had?

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


20

t11_jh-C8- Crosstown with Aligned Course Objectives


t11_jh_CT- C8_obj01

1.  How  a  quote  from  the  Blue  singer  Billy  Holiday  relates  to   Jimi  Hendrix  and  contemporary  Jazz.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t11_jh_CT- C8_obj02

2.  How  a  quote  from  composer  Igor  Stravinsky  might  show  a   contradiction  when  related  to  Hendrix  and  his  influence  on   the  development  of  contemporary  Jazz


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t11_jh_CT- C8_obj03

3.  How  Hendrix  and  his  stage  appearances  contradicted  the   Eurocentric  notions  of  Jazz  legitimacy  as  exampled  by  the   Modern  Jazz  Quartet  and  their  image  of  black  pride.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t11_jh_CT- C8_obj04

4.  Discuss  how  Jimi  Hendrix  as  a  soloist  can  be  compared  to   Louis  Armstrong

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t11_jh_CT- C8_obj05

5.  Understand  the  music  Jimi  Hendrix  grew  up  listening  to   and  its  relationship  to  his  Dad.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t11_jh_CT- C8_obj06

6.  How  Billy  Cox  and  Mitch  Mitchell  impacted  on  Jimi     Hendrix's  connection  to  Jazz.  

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t11_jh_CT- C8_obj07

7.  Describe  Jimi  Hendrix's  composition  "Third  Stone  From   The  Sun"  and  how  it  might  implies  the  "New  Thing"  in  Jazz,   perhaps  Jazz  Rock.


*Aligns with: jh_CLO_02: Identify, analyze and critically assess selected examples of the music of Jimi Hendrix.

t11_jh_CT- C8_obj08

8.  How  Hendrix's  performance  at  Woodstock  evolved.

*Aligns with: jh_CLO_05: Contextualize the ascension of Jimi Hendrix as a musical deity and also relate it to his history and the histories of other popular artists.


t11_jh_CT- C8_obj09

9.  Describe  how  the  music  was  changing  and  guitar  players   where  become  more  technically  proficient  (towards  a  jazz-­‐ rock  sound)  and  how  they  viewed  rock    and  blues  guitar   players.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t11_jh_CT- C8_obj10

10.  Explain  how  Hendrix  looked  at  himself  as  a  guitarist   compared  to  those  with  formal  training.


*Aligns with: jh_CLO_06: Describe the personal life of Hendrix constrasted with his professional persona.


21


21

t12_jh-C13- Intimate with Aligned Course Objectives


t12_jh_IN- C13_obj01


1. How Jimi's father reacted to Jimi's' death.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj02


2. The status of the claims of Noel Redding and Mitch Mitchell to the Jimi Hendrix estate.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj03


3. Leon Hendrix and his approach to Jimi's' death and his relationship with his father and step mother.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj04


4. How a movie, "A film About Jimi Hendrix" began as a gift to Hendrix fan and ended up entirely about the money.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj05


5. How Mike Jeffery's died and the rumors that surrounded his death.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t12_jh_IN- C13_obj06

6.How Noel Redding settled his claim against Hendrix's estate.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj07


7. How Alan Douglas took advantage of Jimi Hendrix's' old tapes.


*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj08


8. How Al Hendrix felt about Jimi Hendrix's' illegitimate children.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj09


9. How sales of the CD as a new format prospered off of Hendrix.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t12_jh-C13- Intimate with Aligned Course Objectives


t12_jh_IN- C13_obj01


1. How Jimi's father reacted to Jimi's' death.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj02


2. The status of the claims of Noel Redding and Mitch Mitchell to the Jimi Hendrix estate.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj03


3. Leon Hendrix and his approach to Jimi's' death and his relationship with his father and step mother.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj04


4. How a movie, "A film About Jimi Hendrix" began as a gift to Hendrix fan and ended up entirely about the money.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj05


5. How Mike Jeffery's died and the rumors that surrounded his death.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t12_jh_IN- C13_obj06

6.How Noel Redding settled his claim against Hendrix's estate.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj07


7. How Alan Douglas took advantage of Jimi Hendrix's' old tapes.


*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj08


8. How Al Hendrix felt about Jimi Hendrix's' illegitimate children.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C13_obj09


9. How sales of the CD as a new format prospered off of Hendrix.


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


22

t12_jh-C14 with Aligned Course Objectives

t12_jh_IN- C14_obj01

1. What roll Bella Godiva Incorporated played in the publishing of Jimi Hendrix's' music.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t12_jh_IN- C14_obj02

2. How Al Hendrix's' lawyer summed up is understanding of the music of Jimi Hendrix.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t12_jh_IN- C14_obj03

3. How Monika Dannemann viewed her relationship with Jimi Hendrix.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t12_jh_IN- C14_obj04

4. What roll Paul Allen (Co founder of Microsoft) played in the legal issues surrounding Jimi Hendrix's' estate.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t12_jh_IN- C14_obj05

5. How after Hendrixs' death, his record company Reprise, lost all rights to Hendrix's music.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t12_jh_IN- C14_obj06


6. How the son of Jimi Hendrix filed a lawsuit to claim rights to Jimi Hendrix s' legacy and the outcome.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C14_obj07


7. The true relationship Janie Hendrix had to Jimi Hendrix and Al Hendrix.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C14_obj08


8.How Alan Douglas took advantage for his own interest of past recordings made by Jimi Hendrix.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t12_jh_IN- C14_obj09


9. How and why Janie Hendrix wanted to change the image of Jimi Hendrix.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t12_jh_IN- C14_obj10

10. The final conversations between the author Sharon Lawrence and Monika Dannermann.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


23

t13_C15-Intimate with Aligned Course Objectives

t13_jh_IN- C15_obj01

1. The realities of the traveling Jimi Hendrix museum dubbed "Red House".

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t13_jh_IN- C15_obj02

2. How Microsoft Chairman became involved with the Jimi Hendrix legacy and what the "Experience Music Project" was

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t13_jh_IN- C15_obj03

3.When Leon Hendrix filed a lawsuit against his half sister and why.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t13_jh_IN- C15_obj04

4.How Jimi Hendrix described his relationship with father to the author Sharon Lawrence.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t13_jh_IN- C15_obj05

5. How Billy Cox felt about his relationship with Jimi Hendrix.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t13_jh_IN- C15_obj06


6. How Noel Redding felt about Jimi Hendrix.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.


t13_jh_IN- C15_obj07

7.How Ed Chalpin viewed his relationship with Jimi Hendrix and how he felt about the business he (Ed) was in.

*Aligns with: jh_CLO_03: Distinguish between important stylistic, transformative and personal growth of Jimi Hendrix as an artist. Be able to reflect on and describe the relationships he had with those he worked with and with his family members and how those relationships materalized/transformed before his death and after.

t13_jh_IN- C15_obj08

8. The events surrounding the 2003 Jimi Awards ceremony and Janie attempt to cancel it.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.

t13_jh_IN- C15_obj09

9. How in the final ruling of the lawsuit the Judge felt about Janie and Leon.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


24

t14_Part Four-Intimate with Aligned Course Objectives


t14_jh_IN-P4_obj01


1. How the author Sharon Lawrence compared Hendrix to Armstrong, Charlie Parker and John Coltrane.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t14_jh_IN-P4_obj02

2.Why Hendrix was nearly adopted away from his father as a child.

*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


t14_jh_IN-P4_obj03

3. How Jimi's approach to the guitar differs from the multitude of guitar players before and since his death.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t14_jh_IN-P4_obj04

4. How Pete Townsend of the Who succinctly describes Jimi Hendrix when Hendrix in 2003 was chosen as #1 in the 100 Greatest Guitarists of all time by Rolling Stone.

*Aligns with: jh_CLO_04: Contextulize ways in which Jimi Hendrix as an artist and his musical works have both influenced others and impacted on social, economical, political, musical, and cultural landscapes in America as well as Britian.


t14_jh_IN-P4_obj05


5.How and why Jimi compared himself to Elvis Presley.

*Aligns with: jh_CLO_01: Utilize a basic, concise written vocabulary and describe the American artist Jimi Hendrix and how he impacted popular music within a societal, cultural and political paradigm and how internal and outside forces impacted on him professionally and personally.


t14_jh_IN-P4_obj06

6. Why the author Sharon Lawrence considers John Mayer's written tribute of Jimi Hendrix in the April 2004 issue of Rolling Stone to be the ultimate understanding of Jimi Hendrix's' legacy


*Aligns with: jh_CLO_07: Show in written format and demonstarte through coures activity, an understanding of assigned chapter reading and assigned audio and video presentations.


25


32-2660-01 - Special Topics in Musicology, Fall 2016 - Student Support and Services

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Fall 2016

Department:

Music Department

Course number, title, section, & credits:

Special Topics in Musicology 32-2660-01 (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


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32-2660-01 - Special Topics in Musicology, Fall 2016 - Class Policies

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Fall 2016

Department:

Music Department

Course number, title, section, & credits:

Special Topics in Musicology 32-2660-01 (ONLINE) 3 Credits

Class day and time, room / 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_jh_finalpaper.pdf”


"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 SCALE (points)

93-100 = A

77-79

= C+

Grading

90-92 = A-

73-76

= C

Policy

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 PDF file (word files or any other format is not accepted) on the due date. Your uploaded file should be as follows: “yourlastname_jh_finalpaper.pdf”.


THERE ARE NO INCOMPLETES GIVEN FOR THIS CLASS.


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


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

2, Your second 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

32-2660-01 - Special Topics in Musicology, Fall 2016 - Quizzes/ Midterm


Week 1


TAKE QUIZ #1 (2pts) *Aligns with: jh_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 9/12 by 11pm.


Week 3


TAKE QUIZ #2 (6pts)*Aligns with: jh_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 9/26 by 11pm


Week 7


Take MIDTERM EXAM (15pts) *Aligns with: jh_CLO_07

The Midterm is due by Monday (10/31) at 11pm.


Week 10


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

Quiz #3 is due: Monday 11/14 by 11pm


Week 14


Take QUIZ #4 (4pts): *Aligns with: jh_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 December 19th at 11pm.



Final Paper Rubric


32-2660-01 - Special Topics in Musicology, Fall 2016 - 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 PDF).


04_Cover Page Format


You must have a cover page for your paper. Your cover page 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 have any sub-headings.


06_Formatting


Your paper must be at least 4 pages, 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 or images they must used accordance with your writing Source MLA etc.)



10_Footnotes/End notes/ Bibliography


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

If you have any end notes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted)


11_How To Upload


Papers are to be saved as a PDF (do not upload any other format i.e word, pages etc.) and uploaded to the class Moodle assignment portal as follows: “yourlastname_jh_finalpaper.pdf”.


12_Subject of Final Paper:

Write a 1000 word essay (please see written assignment requirement above) describing Jimi Hendrix and his music and the circumstances surrounding the first time you heard him. Then contextualize his music and persona and its impact on the popular music paradigm.


Your content should include discussions on the subjects of; politics, songwriting, story telling, rebellion, race relations, the Vietnam War, drugs, personal histories and any other areas that you feel will help your premise.


Additionally you should analyze a (or several) particular musical work composed by Hendrix that supports your position on his artistry. Include the musical form as well as any production values (to include commercial success or lack of) that you feel supports your overall discussion on the music as recorded by Hendrix.

Your paper must reflect college level writing. Seek assistance at the College writing center, as your grade is dependent on good writing and a clear concise presentation.


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:

32-2660-01 - Special Topics in Musicology, Fall 2016 - Reading Homework Assignments


WEEK 1 -TP01:

Reading Assignment - TP01: *Aligns with: jh_CLO_07:

  1. PDF - Read the CNN article: How Jimi Hendrix's Race Became His 'Invisible Legacy' (PDF download)

  2. Jimi Hendrix The Intimate Story - Read: Part Two, Chapters five and six - Pages 47 to 90.


WEEK 2 -TP02

Reading Assignment - TP02: *Aligns with: jh_CLO_07

Jimi Hendrix The Intimate Story - Read: Part Two, Chapters seven and eight -Pages 91 to 158.


WEEK 3 - TP03

Reading Assignment - TP03: *Aligns with: jh_CLO_07

Jimi Hendrix The Intimate Story - Read: Part Two, Chapters nine, ten and eleven - Pages 159 to 205.


WEEK 4 - TP04


Reading Assignment - TP04: *Aligns with: jh_CLO_07

Crosstown Traffic - Read: Introduction/Chapter 1 - “The We Decade” .


WEEK 5 - TP05


Reading Assignment - TP05: *Aligns with: jh_CLO_07

Crosstown Traffic - Read: Chapter 2 - “Highway Chile”.


WEEK 6 - TP06

Reading Assignment - TP06: *Aligns with: jh_CLO_07

Crosstown Traffic - Read: Chapter 3 - “I’m a Man (At Least I’m Trying to Be”.


WEEK 7 - TP07


Reading Assignment - TP07: *Aligns with: jh_CLO_07

Crosstown Traffic - Read: Chapter 4 - “Room Full of Mirrors”.


WEEK 8 - TP08


Reading Assignment - TP08: *Aligns with: jh_CLO_07

Crosstown Traffic - Read: Chapter 5 – “Never To Grow Old”.


WEEK 9 - TP09


Reading Assignment - TP09: *Aligns with: jh_CLO_07

Crosstown Traffic - Read: Chapter 6 - “Blue are the Life-giving Waters Taken For Granted”.


WEEK 10 - TP10


Reading Assignment - TP10: *Aligns with: jh_CLO_07

Crosstown Traffic: Read: Chapter 7 - “With The Power of Soul…Anything is Possible”.


WEEK 11 - TP11


Reading Assignment - TP11: *Aligns with: jh_CLO_07

Crosstown Traffic: Read: Chapter 8 (from Crosstown Traffic): “Hear My Train A-comin”.


WEEK 12 - TP12


Reading Assignment - TP12: *Aligns with: jh_CLO_07

Jimi Hendrix The Intimate Story - Read: Part Three, Chapter thirteen and fourteen, pages 229 to 270


WEEK 13 - TP13


Reading Assignment - TP13: *Aligns with: jh_CLO_07

Jimi Hendrix The Intimate Story - Read: Part Three, Chapter fifteen, pages 271 to 318


WEEK 14 - TP14


Reading Assignment - TP14: *Aligns with: jh_CLO_07

Jimi Hendrix The Intimate Story - Read: Part Four - The True Legacy


Media For:


32-2660-01 - Special Topics in Musicology, Fall 2016 - Media Assignments


WEEK 1 -TP01:

1.Video Assignment: Misc-Andre 3000 on race and the imperfect beauty of Hendrix _ Channel 4 News.

*Aligns with: jh_CLO_04

Listening Assignment: Hendrix on Civil Rights: *aligns with: t01_jh_IN-C5_obj03


WEEK 2 -TP02

  1. Video Assignment: Feedback - A documentary on Jimi Hendrix *Aligns with: jh_CLO_05

  2. Listening Assignment: The Making of Electric Ladyland - Hendrix interviewed on Radio New Zealand

*Aligns with: jh_CLO_02 and jh_CLO_01.


WEEK 3 - TP03

  1. Video Assignment: Rainbow Bridge Interview. *Aligns with: jh_CLO_04 and t03_jh_IN-C8_obj04.

  2. Listening Assignment: Jimi Hendrix's Father Reflects on the Life of his Son. *Aligns with: jh_CLO_04


WEEK 4 - TP04

  1. Video Assignment: The Summer of Love Documentary. *Aligns with: jh_CLO_04

  2. Listening Assignment: Are You Experienced. *Aligns with: jh_CLO_01


WEEK 5 - TP05

  1. Video Assignment: A Hendrix Documentary #2 *Aligns with: jh_CLO_05

  2. Listening Assignment: Chitlin' Circuit and the Road to Rock 'N' Roll-YOUTUBE Lecture *Aligns with: jh_CLO_07


WEEK 6 - TP06

  1. Video Assignment: Jimi Hendrix His Story. *Aligns with: jh_CLO_05

  2. Listening Assignment: Iam A Man (Mannish Boy) Playlist. *Aligns with: t06_jh_CT-C3_obj01.

  3. Listening Assignment: Audio track "Angel". *Aligns with: t06_jh_CT-C3_obj04


WEEK 7 - TP07

  1. Video Assignment:: How The British Got The Blues.*Aligns with: t07_jh_CT_C4_obj02

  2. Video Assignment: Black History Lost, Stolen or Strayed- Documentary. *Aligns with t07_jh_CT_C4_obj01


WEEK 8 - TP08


1. Video Assignment: Robert Johnson and Charlie Christian. *Aligns with t08_jh_CT_C5_obj02 and t08_jh_CT_C5_obj03


WEEK 9 - TP09

  1. Video Assignment: T-Bone Walker Video Playlist. *Aligns with: t09_jh_CT-C6_obj04

  2. Listening Assignment: Hendrix playing California Knights. *Aligns with: t09_jh_CT-C6_obj05.

  3. Listening Assignment: Hendrix playing: Belly Button Window. *Aligns with: t09_jh_CT-C6_obj09.

WEEK 10 - TP10

None


WEEK 11 - TP11

  1. Video Assignment: All About Motown. * Aligns with: jh_CLO_05.

  2. Video Assignment: All About Soul: Sam Cooke and Ray Charles. *Aligns with: jh_CLO_05.

  3. Listening Assignment: Hendrix With the Isley Brothers. *Aligns with: jh_CLO_02.


WEEK 12 - TP12

  1. Video Assignment: The Death of Jimi Hendrix *Aligns with: jh_CLO_03.

  2. Listening Assignment: Third Album: Electric LadyLand *Aligns with: jh_CLO_02.


WEEK 13 - TP13


1. Video Assignment: Feedback - Janie Hendrix Discusses Tribute Concert & Her Jimi Hendrix Film *Aligns with: jh_CLO_03.


WEEK 14 - TP14


  1. Video Assignment: The Star Spangle Banner - Woodstock 1969. *Aligns with: jh_CLO_03.

  2. Video Assignment: Behind the Scenes with Eddie Kramer describing aspects of recording Hendrix.*Aligns with: jh_CLO_03.

2. Listening Assignment: The Essence of Hendrix : Radio Interview in 1967*Aligns with: jh_CLO_02.

32-2660-01 - Special Topics in Musicology, Fall 2016 - Forums


Week 1

FORUM #1 (6pts)-Due as follows: First Post due 9/10 by 11pm; Second Response to classmate's post due 9/12 by 11pm.


DISCUSSION: Discuss aspects of Video 01, Audio 01 and the CNN article: How Jimi Hendrix's Race Became His 'Invisible Legacy' and how each relate to your chapter reading.


Your discussion should speak to your agreement or disagreement with regard to the impact race (as described in the article) had on the persona of Jimi Hendrix from 1969 till his death in 1970. Be sure to speak to his music and how it might have influenced his acceptance or non-acceptance as a “black” artist. *Aligns with: jh_CLO_01


Week 4

FORUM #2 (6pts)-Due as follows: First Post: 10/1 by 11pm; Second Response to classmate's post: 10/03 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. Chapter one is titled “The We Decade”, how did Jimi Hendrix as an expressive artist fit into this decade and relate it to the BBC movie: Summer of Love?

  2. In the first two paragraphs of the Introduction in your text Crosstown Traffic, there is a discussion about a documentary on the history of the electric guitar. From your perspective how does this set the stage for Hendrix to be compared to Tupac Shakur or other popular rap artists.

  3. The author states that “nostalgia is governed by the principal: First Simplify, Then Exaggerate”. How can we apply this to how we view the legacy of Hendrix?

  4. Hendrix was discovered and grew out of the late 60s. He would not have found the same success in the early 60s or 70s. What was it about the late 60s that had him at the right place, at the right time with the right sound, that just would not have worked at any other time try and and relate it to the BBC movie: Summer of Love.

  5. Listen to the track "Are You Experienced" from the Are You Experienced album and connect the sonic as well as lyrical content to the "We Decade" described in the book and as presented by the BBC video. *Aligns with: jh_CLO_08






Week 6

FORUM #3 (6pts)-Due as follows: First Post due 10/15 by 11pm; Second Response to classmate's post due 10/17 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. Listen to the track "Angel" and view the Jimi Hendrix Story video. Discuss Jimi Hendrix's concepts and lyrics for this song and how it contradicts or reinforces the view that he was a sexist over the top exhibitionist.

  2. Discuss your agreement or disagreement with the authors position on the song "I am A Man" (Mannish Boy) and its connection to cultural and racial paradigms. *Aligns with: jh_CLO_08



Week 7

FORUM #4 (6pts)-Due as follows: First Post due Saturday, 10/22 by 11pm; Second Response to classmate's post due Monday, 10/24 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. The last sentence in Chapter 4 Booby Womack pontificates that the most serious obstacle facing the black artist who wanted to get over to a white audience was “Bein” black”….Based on the contents of Chapter 4 do you think this was also an obstacle for Hendrix? If not why not? If yes why so?

  2. View videos 07 and 07 #2 and discuss the essence of black life in America to the concepts presented in Chapter 4 as it relates to music and Jimi Hendrix.

  3. View videos 07 and 07 #2 and discuss why the British where able to accept Jimi Hendrix even though there were racial tendency in Britain as well.

  4. Read the thesis authored by Erica D. Block (attached PDF). In her paper she discusses the covers of Rolling Stone Magazines over the years and its connection to Race and Rock and Roll. Find a thread that is indicative of and supports or refutes the premise set forth by the author in Chapter 4. *Aligns with: jh_CLO_08





Week 9


FORUM #5 (6pts)-Due as follows: First Post due 11/5 by 11pm; Second Response to classmate's post due 11/7 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. Of all the blues artists mentioned in Chapter 6, which one would you consider most resembles what Hendrix was doing as a musician and performer?

  2. Discuss how Jimi Hendrix’s “California Knights” solo (listening assignment) with Curtis Knight in 1965 is a prelude to the eventual expressive artistic voice he develops.

  3. What aspect of T-Bone Walker’s (Video Assignment) performance (musically and as an entertainer) seems to reflect how Hendrix approached his music and his performances?




5. According to the author, Hendrix was called the first and the last space-age bluesman. From your perspective expound on why and give examples to support your hypothesis. *Aligns with: jh_CLO_08


Week 13


FORUM #6 (6pts)-Due as follows: First Post due 12/10 by 11pm; Second Response to classmate's post due 12/12 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: jh_CLO_08


32-­‐2660-­‐01  -­‐  Special  Topics  in  Musicology,  Fall  2016  -­‐  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) due: Monday 9/12 by 11pm.


WEEK 1


Tue. 9/6 to Mon. 9/12


TP01

Reading Assignment - TP01


  1. PDF - Read the CNN article: How Jimi Hendrix's Race Became His 'Invisible Legacy' (PDF download)

  2. Jimi Hendrix The Intimate Story - Read: Part Two, Chapters five and six - Pages 47 to 90.


1.Video Assignment: -Andre 3000 on race and the imperfect beauty of Hendrix _ Channel 4 News.

Listening Assignment: Hendrix on Civil Rights


FORUM #1 (6pts)-Due as follows: First Post due 9/10 by 11pm; Second Response to classmate's post due 9/12 by 11pm.

  1. FORUM #1-

  2. Quiz #1 is due: Monday 9/12 by 11pm.

First Post and Second Response due Monday 9/12, by 11pm.



WEEK 2


Tue. 9/13 to Mon. 9/19


TP02

Reading Assignment - TP02


Jimi Hendrix The Intimate Story - Read: Part Two, Chapters seven and eight -Pages 91 to 158.


  1. Video Assignment: Feedback - A documentary on Jimi Hendrix

  2. Listening Assignment: The Making of Electric Ladyland - Hendrix interviewed on Radio New Zealand


WEEK 3


Tue. 9/20 to Mon. 9/26


TP03


Reading Assignment - TP03


Jimi Hendrix The Intimate Story - Read: Part Two, Chapters nine, ten and eleven - Pages 159 to 205.


  1. Video Assignment: Rainbow Bridge Interview

  2. Listening Assignment: Jimi Hendrix's Father Reflects on the Life of his Son


TAKE QUIZ #2

(4pts) due: Monday 9/26 by 11pm


Quiz #2 is due: Monday 9/26 by 11pm


WEEK 4


Tue. 9/27 to Mon. 10/3


TP04


Reading Assignment - TP04

Crosstown Traffic - Read: Introduction/Chapter 1 - “The We Decade” .


  1. Video Assignment: The Summer of Love Documentary

  2. Listening Assignment: Are You Experienced

FORUM #2 (6pts)-Due as follows: First Post: 10/1 by 11pm; Second Response to classmate's post: 10/03 by 11pm

FORUM #2-

First Post and Second Response due Monday 10/3, by 11pm.


WEEK 5


Tue. 10/4 to Mon. 10/10


TP05


Reading Assignment - TP05 Crosstown Traffic - Read: Chapter 2 - “Highway Chile”.

  1. Video Assignment: A Hendrix Documentary

  2. Listening Assignment: Chitlin' Circuit and the Road to Rock 'N' Roll- YOUTUBE Lecture


WEEK 6


Tue. 10/11 to Mon.

10/17


TP06


Reading Assignment - TP06

Crosstown Traffic - Read: Chapter 3 - “I’m a Man (At Least I’m Trying to Be”.


  1. Video Assignment: Jimi Hendrix His Story

  2. Listening Assignment: Iam A Man (Mannish Boy) Playlist

  3. Listening Assignment: Audio track "Angel".

FORUM #3 (6pts)-Due as follows: First Post due 10/15 by 11pm; Second Response to classmate's post due 10/17 by 11pm.

FORUM #3-

First Post and Second Response due Monday 10/17, by 11pm.



WEEK 7


Tue. 10/18 to Mon.

10/24


TP07


Reading Assignment - TP07

Crosstown Traffic - Read: Chapter 4 - “Room Full of Mirrors”.


  1. Video Assignment:: How The British Got The Blues

  2. Video Assignment: Black History Lost, Stolen or Strayed- Documentary

FORUM #4 (6pts)-Due as follows: First Post due Saturday, 10/22 by 11pm; Second Response to classmate's post due Monday, 10/24 by 11pm.

TAKE MIDTERM EXAM (15pts)

The Midterm is due by Monday (10/31) at 11pm.

FORUM #4-

First Post and Second Response due Monday 10/24, by 11pm.


WEEK 8

Tue. 10/25 to Mon.

10/31


TP08

Reading Assignment - TP08

Crosstown Traffic - Read: Chapter 5 – “Never To Grow Old”.

1. Video Assignment: Robert Johnson and Charlie Christian

MIDTERM is

due Monday 10/31 at 11pm.

FORUM #5 (6pts)-Due as

FORUM #5-


WEEK 9


Tue. 11/1 to Mon. 11/7


TP09

Reading Assignment - TP09

Crosstown Traffic - Read: Chapter 6 - “Blue are the Life-giving Waters Taken For Granted”.

  1. Video Assignment: T-Bone Walker Video Playlist

  2. Listening Assignment: Hendrix playing California Knights

  3. Listening Assignment: Hendrix playing: Belly Button Window

follows: First Post due 11/5 by 11pm; Second Response to classmate's post due 11/7 by 11pm.

First Post and Second Response due Monday 11/7,

by 11pm.


WEEK 10


Tue. 11/8 to Mon. 11/14


TP10

Reading Assignment - TP10

Crosstown Traffic: Read: Chapter 7 - “With The Power of Soul…Anything is Possible”.


None

TAKE QUIZ #3

(4pts):

due: Monday 11/14 by 11pm

Quiz #3 is due: Monday 11/14 by 11pm


WEEK 11


Tue. 11/15 to Mon.

11/21


TP11


Reading Assignment - TP11

Crosstown Traffic: Read: Chapter 8 (from Crosstown Traffic): “Hear My Train A-comin”.


  1. Video Assignment: All About Motown

  2. Video Assignment: All About Soul: Sam Cooke and Ray Charles

  3. Listening Assignment: Hendrix With the Isley Brothers

Tue. 11/22 to Mon.

11/27

Thanksgiving


WEEK 12


Tue. 11/29 to Mon.

12/5


TP12


Reading Assignment - TP12

Jimi Hendrix The Intimate Story - Read: Part Three, Chapter thirteen and fourteen, pages 229 to 270


  1. Video Assignment: Death of Jimi Hendrix

  2. Listening Assignment: Third Album: Electric LadyLand

FINAL PAPER

FORUM #6 (6pts)-Due as

(33pts): Final

FORUM #6 -


WEEK 13


Tue. 12/6 to Mon.12/12


TP13

Reading Assignment - TP13

Jimi Hendrix The Intimate Story - Read: Part Three, Chapter fifteen, pages 271 to 318

1. Video Assignment: Feedback -Janie Hendrix Discusses Tribute Concert & Her Jimi Hendrix Film

follows: First Post due 12/10 by 11pm; Second Response to classmate's post due 12/12 by 11pm.

Paper due By Monday December 19th at 11pm.

First Post and Second Response due Monday 12/12,

by 11pm.

Final Paper due


WEEK 14


Tue. 12/12 to Mon.

12/19


TP14


Reading Assignment - TP14

Jimi Hendrix The Intimate Story - Read: Part Four - The True Legacy

  1. Video Assignment: The Star Spangle Banner - Woodstock 1969

  2. Video Assignment: Behind the Scenes with Eddie Kramer describing aspects of recording Hendrix.

2. Listening Assignment: The Essence of Hendrix : Radio Interview in 1967

Take QUIZ #4 (4pts): due By Monday December 19th at 11pm.

By Monday December 19th at 11pm.


Quiz #4 is due: Monday 11/19

by 11pm