32-1620 On-line - Popular Contemporary Music, Spring 2017 - Getting Started

Getting Started

Course examines the history of contemporary music since 1950, particularly rock

and roll, and the social values that have contributed to its stylistic development. The exploration of the trends in popular music focuses on movements that reflect important political and cultural currents in the United States and across the globe


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.

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Navigating This Course

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Popular Contemporary Music 32-1620 (ONLINE) 3 Credits

Class day and time, room / location:

Online

Navigating This Course: MOODLE

(See below for information for your required TopHat textbook!).

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; “FA2016-32-1620”).


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

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


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

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


You can always go back to the course main page by clicking on the course number at the top of any Moodle page “FA2016-32-1620”.

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.

Navigating This Course: Top Hat

You will need to purchase the Top Hat online Lesson Module in order to do Topic 1 to 4.


Instructions to access your Tophat text:


  • Go to https://app.tophat.com/e/259759

  • Enter in your account details (username/password etc…) Agree with the terms, click 'next'.

  • Enter your student ID.

  • If you want to associate your phone with your Top Hat account, enter in your phone number and click 'send verification code'. If not, click 'skip'.

  • You will then be taken to the “Purchase Course Material” screen with a calculated total due. Here you have two options:

    1. Click on the “Have a Coupon” link and enter a code from the card that you purchased from the bookstore.

    2. Use a credit card and provide payment directly to Tophat as requested.






If you have any have any questions or trouble with this process or Top Hat in general, please contact Top Hat at support@tophat.com so that they can provide assistance (Do not contact your instructor with Top Hat issues.)

32-1620 On-line - Popular Contemporary Music, Spring 2017 - General Administration

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Popular Contemporary Music 32-1620 (ONLINE) 3 Credits

Class day and time, room / location:

Online

Add/Drop and Withdraw dates:

Add Deadline: 1/28/17 Drop Deadline: 2/4/17


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

Course description & prerequisites:

Course examines the history of contemporary music since 1950, particularly rock and roll, and the social values that have contributed to its stylistic development. The exploration of the trends in popular music focuses on movements that reflect important political and cultural currents in the United States and across the globe

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. Bob Stanley - Yeah! Yeah! Yeah! The Story of Pop Music From Bill Haley to Beyonce. New york, London, Norton & Co. 2014,2013: Available in the Bookstore or at Amazon.com

  2. Kimo Williams - Conceptualizing American Popular Music Within A Cultural Paradigm, 1st edition. Shepherdstown, WV: One Omik Music, 2015. This is an e-Learning web-platform E-text. The first four Topics of your course utilizes this text which is available and distributed byTophat.com.

    • Go to https://app.tophat.com/e/259759

    • Enter in your account details (username/password etc…) Agree with the terms, click 'next'.

    • Enter your student ID.

    • If you want to associate your phone with your Top Hat account, enter in your phone number and click 'send verification code'. If not, click 'skip'.

    • You will then be taken to the “Purchase Course Material” screen with a calculated total due. Here you have two options:

      1. Click on the “Have a Coupon” link and enter a code from the card that you purchased from the bookstore.

      2. Use a credit card and provide payment directly to Tophat as requested.



The coupons access cards for the Tophat online portal are available for sale at the CCC bookstore. Not sure what the price is at the bookstore but you can also go directly to Top Hat (https://app.tophat.com) if necessary to purchase your online text.


Your course code for Tophat is: 259759. If you obtained a coupon from the bookstore then you would enter that in the coupon code request to gain access to the Topics.


You will need to purchase the Top Hat online Lesson Module in order to do lessons 1 to 4. Instructions to access your Tophat text:



If you have any have any questions or trouble with this process or Top Hat in general, please contact Top Hat at support@tophat.com so that they can provide assistance (Do not contact your instructor with Top Hat issues.

Using Your Top Hat Web Textbook.


How to Use your Web-based e-text


Once you have signed in to your Top Hat " Conceptualizing Popular American Music Within A Cultural Paradigm, 1st edition text:


1. On the left hand side you will find the lessons associated with this class.


Click the name of the lesson (not the orange icon). This will open up the lesson into the main viewing window. You can collapse these windows with the up or down carrot to the right of the page title in the main window. (on your smart phone or tablet the lesson content will be displayed as a viewing page with a “dot” at the top that takes you from one lesson to the next).


The on-line textbook is divided into four TOPICS (1 thru 5) with selected Lessons. Read all the material (be sure to scroll down to read the full page of content.

Listen to and view all audio and video examples, repeatedly if necessary, even if you feel you understand the written word. If an audio track relates to a particular graphic, listen to the audio at least once while reading/examining the graphic. When you click on a audio track or a video track it will open to a new webpage. Keep that page open and go back to the web lesson page and listen to the track with your lesson page open (or view the video track and return to the lesson. Making the connection between what you hear and what is written is a big part of studying. Make sure you complete each lesson before continuing to the next.


If you have any issues or questions with the use of the Top Hat website or if something is not working or visible, please click on support icon at the bottom of the page (do not email your instructor). Your instructor can only provide limited support for the learning platform. As it relates to content, please feel free to email me with any questions you might have.


Note: for App use: On your app, 1. Sign in | 2. Click the" Enter" link for CAPM | 3. At the bottom click "Content", this will take you to the content page,| 4.Click "All Content" in the upper right| 5. Click on the Topic you wish to view | 6. Click on the appropriate lesson | 7. Finally, click the blue "Open" button. Remeber to scroll down on all lessons until you see the "End Lesson" text.


*Special Note: The audio and video components of your lessons are best implemented with a laptop or desktop computer. Be aware that some of the interactivity associated with TopHat will not execute properly with the stand alone “app”. Always try the browser or use a computer.

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 and TopHat environment and have become proficient at the following:

  • navigating through Moodle?Tophat

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

  • attaching documents (Moodle)

  • creating forum postings (Moodle)

  • submitting assignments (Moodle)

  • 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 Helpdeskor the TopHat Support Link 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.

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Course Objectives

After completing this course the student, through written form and class activities, will be able to:

pcm_CLO_01

1. Show an understanding of the history of American/Western popular music and its

chronological emergence within popular music industries.

pcm_CLO_02

2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_CLO_03

3. Distinguish between important eras, styles, and genres of American popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_CLO_04

4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_CLO_05

  1. Breakdown the basic concepts of;

    1. Hearing music,

    2. Song construction (song form) as an artistic expression, and as a commercial product

    3. How a song is created, recorded, manufactured and delivered to the public for consumption.

pcm_CLO_06

6. Analyze and understand different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_CLO_07

7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_CLO_08

8. Provide an evaluative assessment of course content and delivery.


32-1620 On-line - Popular Contemporary Music, Spring 2017 - Topic Objectives

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

t01_pcm_TopHat - L01 to L06 with Aligned Course Objectives

pcm_tp01_obj_01

1. The definition of popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of American popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp01_obj_02

2. Cultural norms in society.

2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_tp01_obj_03

3. The base music infrastructure that shaped popular music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp01_obj_04

4. The perspectives of how we all listen to music.

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_tp01_obj_05

5. The origins of Nostalgia.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp01_obj_06

6. Describe how charts impacted on Popular music

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

pcm_tp01_obj_07

7. How peoples likes emerge in society

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_tp01_obj_08

8. What accounts for the bulk of popular music sales

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp01_obj_09

9. How Rock "n" roll relate to the overall human experience

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of American popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp01_obj_10

10. How the Greek Gods might relate to our music idols.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.


9


9

t02_pcm_TopHat - L07 to L10 with Aligned Course Objectives

pcm_tp02_obj_01

1. How the author approach writing music for the Theater production of a Streetcar Named Desire.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp02_obj_02

2. The misconceptions of the development of blues music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp02_obj_03

3. Jim Crows Laws and its influence on popular music

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp02_obj_04

4. The impact of traveling touring troupes on the development of commercial music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp02_obj_05

5. The marketing of "racial differences" in the commoditization of popular music

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_tp02_obj_06

6. How Tin Pan Alley music expanded nationally

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp02_obj_07

7. Who were the participants of Tin Pan alley

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp02_obj_08

8. What a Song Plugger does.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp02_obj_09

9. The first Tin Pan Alley million seller.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp02_obj_10

10. The marketing concept of the 4ps

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.


10

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10

t03_pcm_TopHat - L11 to L14 with Aligned Course Objectives

pcm_tp03_obj_01

1. What some suggested was the motto for Tin Pan Alley songwriters.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp03_obj_02

2. Technologies at the turn of the century as it relates to popular music

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp03_obj_03

3. The music unit for reproduced musical sounds

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp03_obj_04

4. The different copyright acts that impact on popular music

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp03_obj_05

5. Automated piano player companies claims as it relates to copyright laws.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp03_obj_06

6. The application of the compulsory licenses for royalty payments

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp03_obj_07

7. Mechanical Royalties and how they are paid.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp03_obj_08

8. The two new technologies in the mid 1920s.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp03_obj_09

9. The impact of the Victor Talking Machine

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp03_obj_10

10. How Bill Haley and The Comments Shook up the music Industry,

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of American popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

11

t04_pcm_TopHat - L15 to L22 with Aligned Course Objectives

pcm_tp04_obj_01

1. What genre is.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp04_obj_02

2. Describe song form

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp04_obj_03

3. Listen to and identify song form

Aligns with Course Objective #6. Analyze and understand different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp04_obj_04

4. Sections of a standard song form

Aligns with Course Objective #6. Analyze and understand different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp04_obj_05

5. When commercial radio began

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp04_obj_06

6.The impact of the 1940 Musician Union strike on recording.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp04_obj_07

7. Radio format segments

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp04_obj_08

8. The stages of production for music producers

Aligns with Course Objective #5. Breakdown the basic concepts of;

  1. Hearing music,

  2. Song construction (song form) as an artistic expression, and as a commercial product

  3. How a song is created, recorded, manufactured and delivered to the public for consumption.

pcm_tp04_obj_09

9. How mastering is deployed in music production

Aligns with Course Objective #5. Breakdown the basic concepts of;

  1. Hearing music,

  2. Song construction (song form) as an artistic expression, and as a commercial product

  3. How a song is created, recorded, manufactured and delivered to the public for consumption.

pcm_tp04_obj_10

10. How NARAS changed in 2016.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

t04_pcm_TopHat - L15 to L22 with Aligned Course Objectives

pcm_tp04_obj_01

1. What genre is.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp04_obj_02

2. Describe song form

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp04_obj_03

3. Listen to and identify song form

Aligns with Course Objective #6. Analyze and understand different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp04_obj_04

4. Sections of a standard song form

Aligns with Course Objective #6. Analyze and understand different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp04_obj_05

5. When commercial radio began

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp04_obj_06

6.The impact of the 1940 Musician Union strike on recording.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and its chronological emergence within popular music industries.

pcm_tp04_obj_07

7. Radio format segments

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp04_obj_08

8. The stages of production for music producers

Aligns with Course Objective #5. Breakdown the basic concepts of;

  1. Hearing music,

  2. Song construction (song form) as an artistic expression, and as a commercial product

  3. How a song is created, recorded, manufactured and delivered to the public for consumption.

pcm_tp04_obj_09

9. How mastering is deployed in music production

Aligns with Course Objective #5. Breakdown the basic concepts of;

  1. Hearing music,

  2. Song construction (song form) as an artistic expression, and as a commercial product

  3. How a song is created, recorded, manufactured and delivered to the public for consumption.

pcm_tp04_obj_10

10. How NARAS changed in 2016.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


image

12

t05_pcm_Yeah! Yeah! Yeah!_Intro to C4 with Aligned Course Objectives

pcm_tp05_obj_01

1. How Pop was described from the fifties to the nineties.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp05_obj_02

2. Magazines aimed at teenagers.

4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp05_obj_03

3. Why the song Rock Around The Clock was successful.

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_tp05_obj_04

4. The reality of Bill Haley fans in the UK.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp05_obj_05

5. The persona of Elvis Presley.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp05_obj_06

6. Aspect relating to the song "Hound Dog."

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp05_obj_07

7. Personal aspects of Jerry Lee Lewis that impacted his career.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp05_obj_08

8. How Little Richard impacted Rock 'Roll.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp05_obj_09

9. How Chuck Berry impacted Rock 'n' Roll.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp05_obj_10

10. How Chuck Berry viewed music making.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

t05_pcm_Yeah! Yeah! Yeah!_Intro to C4 with Aligned Course Objectives

pcm_tp05_obj_01

1. How Pop was described from the fifties to the nineties.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp05_obj_02

2. Magazines aimed at teenagers.

4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp05_obj_03

3. Why the song Rock Around The Clock was successful.

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music in relation to its social, economical and political climate.

pcm_tp05_obj_04

4. The reality of Bill Haley fans in the UK.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp05_obj_05

5. The persona of Elvis Presley.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp05_obj_06

6. Aspect relating to the song "Hound Dog."

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp05_obj_07

7. Personal aspects of Jerry Lee Lewis that impacted his career.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp05_obj_08

8. How Little Richard impacted Rock 'Roll.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp05_obj_09

9. How Chuck Berry impacted Rock 'n' Roll.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp05_obj_10

10. How Chuck Berry viewed music making.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.


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13

t06_pcm_C5 to C9 with Aligned Course Objectives

pcm_tp06_obj_01

1. The British genre Skiffle.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp06_obj_02

2. The characteristics of Skiffle.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp06_obj_03

3. The demographic of the London Rock 'n' Roll market.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp06_obj_04

4. The essence of Doo Wop.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp06_obj_05

5. How the author viewed the Doo Wop genre.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp06_obj_06

6. How Roy Orbinson impacted Elvis.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp06_obj_07

7. The dates that Agoraphobia set in during the Rock "n" Roll era.

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music, and describe the connection to the social, economical and political climate.

pcm_tp06_obj_08

8. The impact of Music production in Britain

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp06_obj_09

9. How Don Kirshner impacted pop music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp06_obj_10

10. Quotes on Pop Music by Don Kirshner.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

t06_pcm_C5 to C9 with Aligned Course Objectives

pcm_tp06_obj_01

1. The British genre Skiffle.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp06_obj_02

2. The characteristics of Skiffle.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp06_obj_03

3. The demographic of the London Rock 'n' Roll market.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp06_obj_04

4. The essence of Doo Wop.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp06_obj_05

5. How the author viewed the Doo Wop genre.

Aligns with Course Objective #7. Demonstrate an understanding of assigned lesson/chapter reading and assigned audio and video presentations.

pcm_tp06_obj_06

6. How Roy Orbinson impacted Elvis.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp06_obj_07

7. The dates that Agoraphobia set in during the Rock "n" Roll era.

Aligns with Course Objective #2. Identify, analyze and critically assess selected examples of popular music, and describe the connection to the social, economical and political climate.

pcm_tp06_obj_08

8. The impact of Music production in Britain

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp06_obj_09

9. How Don Kirshner impacted pop music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp06_obj_10

10. Quotes on Pop Music by Don Kirshner.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


image

14

t07_pcm_C10 to C16 with Aligned Course Objectives

pcm_tp07_obj_01

1. The Beatles impact on the Girl Groups in America.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp07_obj_02

2. How Brian Epstein changed the Beatles' look.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp07_obj_03

3. TV shows in London that promoted Pop.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp07_obj_04

4. The Rolling Stones and merchandizing the band.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp07_obj_05

5. How Sam Cooke impacted Soul Music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp07_obj_06

6. The impact of the American Bandstand TV show.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp07_obj_07

7. How Bob Dylan was viewed in the modern pop era.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp07_obj_08

8. The seeds of how the Folk Rock Genre began.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp07_obj_09

9. How Barry Gordy viewed music producing.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp07_obj_10

10. The mistakes Berry Gordy made with artists and their futures.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


15

t08_pcm_ C17 to C23 with Aligned Course Objectives

pcm_tp08_obj_01

1. How Phil Spector impacted on the status of pop music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp08_obj_02

2. The beginnings of the Progressive Rock genre.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp08_obj_03

3. The impact of Monterey Pop Festival on the Beach Boys.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp08_obj_04

4. How and where the "Psychedelia" music genre began.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp08_obj_05

5. How Jimi Hendrix viewed his stardom.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp08_obj_06

6. The history of A&M records.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp08_obj_07

7. Soul music and it s impact on American culture.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp08_obj_08

8. How Soul artist Percy Sledge hit it big.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp08_obj_09

9. The attributes and characteristics of the group Led Zeppelin

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp08_obj_10

10. How the Monkees impacted popular music.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


16

t09_pcm_C24 to C28 with Aligned Course Objectives

pcm_tp09_obj_01

1. The history of the development of albums as a platform.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_02

2. The direction of pop music in the seventies.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_03

3. The impact of Sly and Family Stone on Pop Music

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp09_obj_04

4. How the Black Pride movement impacted popular music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_05

5. The genre of "Ska".

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp09_obj_06

6. Artists who came out of Jamaica.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp09_obj_07

7. The beginnings of Glam rock and personalities involved.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_08

8. How the British group Slade impacted the American Pop market.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp09_obj_09

9. The contradictions of music and the culture in Philadelphia during the "Sound of Philadelphia" era.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_10

10. The success of Cameo Records in the early sixties

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

t09_pcm_C24 to C28 with Aligned Course Objectives

pcm_tp09_obj_01

1. The history of the development of albums as a platform.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_02

2. The direction of pop music in the seventies.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_03

3. The impact of Sly and Family Stone on Pop Music

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp09_obj_04

4. How the Black Pride movement impacted popular music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_05

5. The genre of "Ska".

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp09_obj_06

6. Artists who came out of Jamaica.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp09_obj_07

7. The beginnings of Glam rock and personalities involved.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_08

8. How the British group Slade impacted the American Pop market.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp09_obj_09

9. The contradictions of music and the culture in Philadelphia during the "Sound of Philadelphia" era.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp09_obj_10

10. The success of Cameo Records in the early sixties

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


image

17

t10_pcm_ C29 to C34 with Aligned Course Objectives

pcm_tp10_obj_01

1.The concept of the concept album.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp10_obj_02

2. How the West Germans impacted on new sounds in progressive rock and popular music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp10_obj_03

3. How the Boy Bands impacted on popular music

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp10_obj_04

4. The success of the Bay City Rollers.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp10_obj_05

5. The success of the group ABBA

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.

pcm_tp10_obj_06

6. Other music genres that also found success at the same time as pop.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp10_obj_07

7. Country music and groups that found success.

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp10_obj_08

8. The singer-songwriters of the late nineteen sixties

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp10_obj_09

9. The genre of "Classical Rock."

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp10_obj_10

10. The Ramones and their impact on pop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

18

t11_pcm_C35 to C41 with Aligned Course Objectives

pcm_tp11_obj_01

1. The Sex Pistols and their impact on pop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp11_obj_02

2. The Clash and their impact on pop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp11_obj_03

3. The impact of the Sex Pistols song "God Save The Queen".

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp11_obj_04

4. What punk wanted to do as it relates to Classic Rock.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp11_obj_05

5. Types of British post-punk genres.

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp11_obj_06

6. The connection of the Vietnam Wart to the emergence of Disco.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp11_obj_07

7. How Disco developed.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp11_obj_08

8. The Bee Gees and their impact on pop music

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp11_obj_09

9. How post-punk intersects with rock.

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp11_obj_10

10. Ze Records and its philosophy on music marketing.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


19

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19

t12_pcm_C42 to C51 with Aligned Course Objectives

pcm_tp12_obj_01

1. David Bowie and his impact on Pop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp12_obj_02

2. Afika Bambaataa and his impact on rap music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_03

3. Adam Ant and his impact on popular music

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_04

4.The Group Boston and their impact on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_05

5. The Jackson Five and their impact on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_06

6. Madonna and her impact on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp12_obj_07

7. The impact of the Metal genre on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp12_obj_08

8. College Rock and the bands associated with it.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp12_obj_09

9. The sound of the "gated reverb and the artist that used it.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and the personalities involved and its chronological emergence within popular music industries.

pcm_tp12_obj_10

10. The links between post-disco and house techno.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

t12_pcm_C42 to C51 with Aligned Course Objectives

pcm_tp12_obj_01

1. David Bowie and his impact on Pop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp12_obj_02

2. Afika Bambaataa and his impact on rap music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_03

3. Adam Ant and his impact on popular music

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_04

4.The Group Boston and their impact on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_05

5. The Jackson Five and their impact on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp12_obj_06

6. Madonna and her impact on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp12_obj_07

7. The impact of the Metal genre on popular music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp12_obj_08

8. College Rock and the bands associated with it.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp12_obj_09

9. The sound of the "gated reverb and the artist that used it.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and the personalities involved and its chronological emergence within popular music industries.

pcm_tp12_obj_10

10. The links between post-disco and house techno.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.


image

20

t13_pcm_C52 to C56 with Aligned Course Objectives

pcm_tp13_obj_01

1. Artist Steve Hurley and his impact on House music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp13_obj_02

2. Acid House.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and the personalities involved and its chronological emergence within popular music industries.

pcm_tp13_obj_03

3. How acid House impacted on pop music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music and the personalities involved and its chronological emergence within popular music industries.

pcm_tp13_obj_04

4. Aspects of the beginnings of the Stadium Rock genre.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp13_obj_05

5. Biz Markle and sampling.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp13_obj_06

6. Major labels and marketing dance music.

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp13_obj_07

7. LL Cool J and his impact on hip hop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp13_obj_08

8. Rick Rubin and Russell Simmons and their impact on hip hop.

Aligns with Course Objective #6. Analyze different genres of music as it relates to course content and the process necessary to bring it to market (popularity).

pcm_tp13_obj_09

9. Chuck D and his impact on the rap genre.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural

pcm_tp13_obj_10

10. The UK label Mo' Wax and its impact on hip hop.

Aligns with Course Objective #4. Distinguish the common thread of consumerism through the growth of Popular Music.


21

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21

t14_pcm_C57 to Epilogue with Aligned Course Objectives

pcm_tp14_obj_01

1. Grunge and its impact on popular music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp14_obj_02

2. Bush and their connection to the grunge genre.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp14_obj_03

3. How the British government felt about dance music.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp14_obj_04

4. Britney Spears and her connection to the Spice Girls.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp14_obj_05

5. Producers Jim Jam and Terry Lewis and their impact on pop music production.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp14_obj_06

6. Missy Elliott and her impact on hip hop music.

Aligns with Course Objective #3. Distinguish between important eras, styles, and genres of popular music and demonstrate ways in which musical works and popular artists have both reflected and shaped social, musical, and cultural paradigms.

pcm_tp14_obj_07

7. The history of modern pop.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp14_obj_08

8. Why the modern pop era ended.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp14_obj_09

9. The fading of the pop charts as viable to the music industry.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.

pcm_tp14_obj_10

10. Why the concept of rock music ended by the 2000s.

Aligns with Course Objective #1. Show an understanding of the history of American/Western popular music, the personalities involved and its chronological emergence within popular music industries.


22

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22


32-1620 On-line - Popular Contemporary Music, Spring 2017 - Student Support and Services

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Popular Contemporary Music 32-1620 (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


Counseling Services Statement:


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


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

College Advising Statement:

College Advising Center 623 S. Wabash, Suite 300

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


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


The Learning Studio Statement:

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

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

Library Statement:

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

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Class Policies

Columbia College Chicago & Address:

600 S Michigan Avenue, Chicago, IL 60605

Current Term:

Spring 2017

Department:

Music Department

Course number, title, section, & credits:

Popular Contemporary Music 32-1620 (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


"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).





p.m. Since all peer responses depend upon

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


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_pcm_finalpaper”

image

Grading Policy

GRADING SCALE (points)

◦ 93-100 = A 77-79 = C+

◦ 90-92 = A- 73-76 = C

◦ 87-89 = B+ 70-72 = C-

◦ 83-86 = B 60-69 = D

◦ 80-82 = B- 0-59 = F


GRADE BREAKDOWN:

◦ *Forums (6) ……….… 36 pts


ASSIGNMENTS: You are responsible for knowing all material assigned in this syllabus. Any written assignments must be clearly and neatly written and uploaded through Moodle as a Word file (any other format is not accepted) on the due date. Your uploaded file should be as follows: “yourlastname_pcm02_finalpaper”.


THERE ARE NO INCOMPLETES GIVEN FOR THIS CLASS.


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


* Forum grades are broken down as follows:

Initial post

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


Your second post( a response to a classmate post)


Quizzes/Midterm

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Quizzes

Week 1

TAKE QUIZ #1 (2pts) *Aligns with: pcm_CLO_07

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

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

Week 3

TAKE QUIZ #2 (6pts)-Take this quiz on the Top Hat E-learning Platform *Aligns with: pcm_CLO_07

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

Week 7

Take MIDTERM EXAM (15pts) *Aligns with: pcm_CLO_07

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

Week 10

Take QUIZ #3 (4pts): *Aligns with: pcm_CLO_07

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

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

Week 14

Take QUIZ #4 (4pts): *Aligns with: pcm_CLO_07

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


Final Paper Rubric

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Final Paper

01_Wriitng Source

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

02_Syllabus vs. Writing Source

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

03_Cover Page

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

04_Cover Page Format

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

05_Subheadings

Do not include any paragraph headings or sub-headings.

06_Formatting

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

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

07_Page Numbers

Page numbers must be on the bottom right footer of each page except the cover page and the first content page (no page number on first content page).

Therefore the first numbered page (after the cover and first page) would be “2”. (If your word processor cannot insert your page number in this way you might consider a cut and paste option.)

08_Margins

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

09_Lyrics and Images

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


10_Footnotes/End notes/ Bibliography

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

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

11_How To Upload

Papers are to be saved as a Word (docx) (do not upload any other format i.e PDF, Pages., Text etc.) and uploaded to the class Moodle assignment portal as follows: “yourlastname_pcm02_finalpaper”.

12_Subject of Final Paper:

Write a 1500 word essay (please see written assignment requirement above) analyzing a 2015/2016 Grammy winning successful song (single) in a genre directly connected to popular culture. Analyze all aspects of the recording based on knowledge gained from this class. At a minimum you must discuss in your paper (with specifics): form of the song; lyrical content and relevance to culture; sub-genre inclinations; genre crossover appeal (if any) and how technology impacted on its success as a popular song. Your paper should conclude with a discussion on how technology impacted on the songs sucess and how it might impact music both creatively and culturally/societally in the future. 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:

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Reading Homework Assignments

WEEK 1 -TP01

Reading Assignment - TopHat, TOPIC 1 - The Commoditization of Popular

Music


Lesson 01: Popular Music In American Culture Lesson 02: The Nature of Culture

Lesson 03: Musical Expression Lesson 04: The Fallacy of Nostalgia Lesson 05: The Chart

Lesson 06: Mythologies in Popular Music and the Elevation of “Pop Stars”

*This course activity aligns with course objective: pcm_CLO_07

WEEK 2 -TP02

Reading Assignment - TopHat,Topic 2 - The Business of Popular Music


Lesson 07: The South

Lesson 08: The Mississippi Delta Lesson 09: Tin Pan Alley

Lesson 10: Marketing Music

*This course activity aligns with course objective: pcm_CLO_07

WEEK 3 - TP03

Reading Assignment -TopHat, Topic 3 - The Emergence of The Music Industry


Lesson 11: The Popular Music Racket Lesson 12: The Sales Unit in Popular Music Lesson 13: Mechanical Reproduction Lesson 14: New Technologies

*This course activity aligns with course objective: pcm_CLO_07

WEEK 4 - TP04

Reading Assignment -Topic 4 - TopHat, Popular Music Structure and Process


Lesson 15: Elements of Genres Lesson 16: The Music

Lesson 17: Establishing Genre Lesson 18: The Language of Music Lesson 19: The Sound of Music

Lesson 20: The Popular Music Industry – A Capsulized Refrain Lesson 21: Concepts in Creating and Producing a Popular Song Lesson 22: Conclusion

*This course activity aligns with course objective: pcm_CLO_07

WEEK 5 - TP05

Reading Assignment - TP05 - From Yeah! Yeah! Yeah!

  1. Introduction

  2. Prologue

  3. Chapter 1: Flip, Flop, and Fly: Bill Haley and Jump Blues

  1. Chapter 2: A Mess of Blues: Elvis Presley

  2. Chapter 3: Put Your Cat Clothes On: Sun Records and Rockabilly

  3. Chapter 4: Teenage Wildlife: Rock 'n' Roll

*This course activity aligns with course objective: pcm_CLO_07

WEEK 6 - TP06

Reading Assignment - TP06 - From Yeah! Yeah! Yeah!

  1. Rock with the Cavemen: Skiffle and British Rock 'n' Roll

  2. Whispering Bells: Doo Wop

  3. 1960: It Will Stand

  4. Walk with Me in Paradise Garden: Phil Spector and Joe Meek

  5. The Trouble with Boys: The Brill Building and Girl Groups

*This course activity aligns with course objective: pcm_CLO_07

WEEK 7 - TP07

Reading Assignment - TP07- From Yeah! Yeah! Yeah!

  1. Chapter 10: Act Naturally: The Beatles

  2. Chapter 11: Needles and Pins: The Beat Boom

  3. Chapter 12: Who's Driving Your Plane? The Rolling Stones

  4. Chapter 13: This Is My Prayer: The Birth of Soul

  5. Chapter 14: The Rake's Progress: Bob Dylan

  6. Chapter 15: America Strikes Back: The Byrd's and Folk Rock

  7. Chapter 16: Up the Ladder to the Roof: Tamla Motown

*This course activity aligns with course objective: pcm_CLO_07

WEEK 8 - TP08

Reading Assignment - TP08 - From Yeah! Yeah! Yeah!

  1. Chapter 17: 1966: The London Look

  2. Chapter 18: Endless Summer: The Beach Boys

  3. Chapter 19: The Golden Road: San Francisco and Psychedelia

  4. Chapter 20: Pop Gets Sophisticated: Soft Rock

  5. Chapter 21: Crying in the Streets: Deep Soul

  6. Chapter 22: I Can't Sing, I Ain't Pretty, and My Legs Are Thin: Hard Rock

  7. Chapter 23: Bubblegum Is the Naked Truth: The Monkees

*This course activity aligns with course objective: pcm_CLO_07

WEEK 9 - TP09

Reading Assignment - TP09 - From Yeah! Yeah! Yeah!

  1. Chapter 24: 1970: Everything's Gone Gray

  2. Chapter 25: Freddie's Dead: Electrified Soul

  3. Chapter 26: State of Independence: Jamaica

  4. Chapter 27: It Came from the Suburbs: Glam

  5. Chapter 28: The Sound of Philadelphia: Soft Soul

*This course activity aligns with course objective: pcm_CLO_07

WEEK 10 - TP10

Reading Assignment - TP10 - From Yeah! Yeah! Yeah!

  1. Chapter 29: Progressive Rock (and Simpler Pleasures)

  2. Chapter 30: Young Love: Weenyboppers and Boy Bands

  3. Chapter 31: See That Girl: Abba

  4. Chapter 32: Beyond the Blue Horizon: Country and Western

  5. Chapter 33: Before and After the Gold Rush: Laurel Canyon

  6. Chapter 34: 1975: Storm Warning

*This course activity aligns with course objective: pcm_CLO_07

WEEK 11 - TP11

Reading Assignment - TP11- From Yeah! Yeah! Yeah!

  1. Chapter 35: Courage, Audacity and Revolt: The Sex Pistols, the Clash, and Punk Rock 36 Cranked Up Really High: Punk Rock

  2. Chapter 37: Pleasantly Antagonistic: New Wave

  3. Chapter 38: Supernature: Disco

  4. Chapter 39: Islands in the Stream: The Bee Gees

  5. Chapter 40: Routine Is the Enemy of Music: Post-punk

  6. Chapter 41: A Shark in Jet's Clothing: America after Pun

*This course activity aligns with course objective: pcm_CLO_07

WEEK 12 - TP12

Reading Assignment - TP12 - From Yeah! Yeah! Yeah!

  1. Chapter 42: This Is Tomorrow: Kraftwerk and Electropop

  2. Chapter 43: Adventures on the Wheels of Steel: Early Rap

  3. Chapter 44: Here Comes That Feeling: New Pop

  4. Chapter 45: American Rock (Ooh Yeah)

  5. Chapter 46: Just a King in Mirrors: Michael Jackson

  6. Chapter 47: Highs in the Mid-Eighties: Prince and Madonna

  7. Chapter 48: Some Kind of Monster: Metal

  8. Chapter 49: Poised over the Pause Button: The Smiths, REM, and the Birth of Indie

  9. Chapter 50: 1985: What the Fuck Is Going On?

  10. Chapter 51: We Were Never Being Boring: Pet Shop Boys and New Order.

*This course activity aligns with course objective: pcm_CLO_07

WEEK 13 - TP13

Reading Assignment - TP13 - From Yeah! Yeah! Yeah!

  1. Chapter 52: Chicago and Detroit: House and Techno

  2. Chapter 53: Smiley Culture: Acid House and Manchester

  3. Chapter 54: Bassline Changed My Life

  4. Chapter 55: All Eyez on Me: Hip Hop

  5. Chapter 56: This Is How You Disappear: Bristol, Shoegazing, and a New Psychedelia

*This course activity aligns with course objective: pcm_CLO_07

WEEK 14 - TP14

Reading Assignment - TP14 - From Yeah! Yeah! Yeah!

  1. Chapter 57: As a Defense, I'm Neutered and Spayed: Grunge

  2. Chapter 87: Ever Decreasing Circles: Blur, Suede, and Britpop

  3. Chapter 59: A Vision of Love: R&B

  4. Epilogue

*This course activity aligns with course objective: pcm_CLO_07

Media For:

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Media Assignments

WEEK 1 -TP01:

  1. PDF file: Retromania * aligns with :pcm_tp01_obj_05

  2. PDF file: How BlackLivesMatter started a musical revolution * aligns with :pcm_tp01_obj_01

  3. Video: ANATOMY OF POP : THE MUSIC EXPLOSION 1960s Rock Soul Jazz Blues and Country Western history * Aligns with

:pcm_tp01_obj_01 and pcm_tp01_obj_03

WEEK 2 -TP02

1. Video: A Conversation with Carole King JFK Library * Aligns with: pcm_tp04_obj_02 and pcm_tp02_obj_07

WEEK 3 - TP03

1. Video Playlist: Victor Talking Machine Co * Aligns with: pcm_tp03_obj_08 and pcm_tp03_obj_09

WEEK 4 - TP04

1. Video Playlist: Anatomy of a Song * Aligns with: pcm_tp04_obj_01; pcm_tp04_obj_02 and pcm_tp04_obj_08

WEEK 5 - TP05

  1. Video: The History of Rock n' Roll / Good Rocking Tonight (LEGENDADO) *Aligns with: pcm_t05_obj_03-obj_10

  2. Video: History of Rock & Roll - The 1950s (JT Curtis Comedic Approach) *Aligns with: pcm_t05_obj_03-obj_10

WEEK 6 - TP06

1. Video: Girl Groups - The Story of Sound * Aligns with: pcm_tp06_obj_09

WEEK 7 - TP07

1. Video: The 60s,The Beatles Decade-Episode1:Teenage Rebels * Aligns with: pcm_t06_obj_01-obj_03 and pcm_t07_obj_01- obj_02

2: Video: The 60s,The Beatles Decade-Episode 3: Swinging Britain * Aligns with: pcm_t06_obj_01-obj_03 and pcm_t07_obj_01- obj_02

3. Video: The History of Rock n' Roll / The Sounds of Soul * Aligns with: pcm_tp07_obj_05

WEEK 8 - TP08

  1. Video: Daydream Believers The Monkees Story * Aligns with: pcm_tp08_obj_10

  2. Video: Rock Family Trees The Prog Rock years - full length version * Aligns with: pcm_tp08_obj_02

  3. Video: Prog Rock at the BBC * Aligns with: pcm_tp08_obj_02

WEEK 9 - TP09


  1. Video: Reggae The Story Of Jamaican Music BBC Documentary * Aligns with: pcm_tp09_obj_05 and pcm_tp09_obj_06

  2. Video: Music Mysteries - Secret History Of Rock and Roll * Aligns with: pcm_tp09_obj_08

  3. Video: Music Moguls: Masters of Pop - Money Makers - BBC Documentary 2016 * Aligns with: pcm_tp09_obj_07 and pcm_tp09_obj_10

WEEK 10 - TP10

1. Video: BBC Documentary "The Making of a Boyband" * Aligns with: pcm_tp10_obj_04

WEEK 11 - TP11

  1. Video: The Clash - bbc4 documentary 2014 * Aligns with: pcm_tp11_obj_05

  2. Video: The Joy of the Bee Gees BBC Full HD Documentary 2014 * Aligns with: pcm_tp11_obj_08

  3. Video: Disco: Spinning The Story * Aligns with: pcm_tp11_obj_07

WEEK 12 - TP12

  1. Video: BBC Proto / Early Heavy Metal Documentary * Aligns with: pcm_tp12_obj_07 and pcm_tp12_obj_08

  2. Video: VH1 Presents the 80's - Heavy Metal (2001) * Aligns with: pcm_tp12_obj_07 and pcm_tp12_obj_08

WEEK 13 - TP13

  1. Video: 40 years of Hip Hop by KRS-One * Aligns with: pcm_tp13_obj_07 and pcm_tp13_obj_10

  2. Video: HISTORY OF HIP HOP * Aligns with: pcm_tp13_obj_07 and pcm_tp13_obj_10

WEEK 14 - TP14

1. Video: VH1 News Special: Grunge * Aligns with: pcm_tp14_obj_01 and pcm_tp14_obj_02

32-1620 On-line - Popular Contemporary Music, Spring 2017 - Forums

Week 1

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

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


  1. The white rap artist Macklemore released a new song in 2016 called "White Privilege II". There has been a media as well as industry wide backlash (really dialog) reference the premise of this song. It is probably going to be one of the top Pop (Rap) songs of 2016. Listen to the release( White Privilege II) and read the social media comments in this regard. Your discussion at a minimum should speak to your position of the controversy as it relates to "Black" music in general and specific to popular music. Your response to the social media comments that struck you as relevant or not or that stood out as poignant.

  2. Through your posting take a position based on the Guardian articles under TOPIC 1 (How #BlackLivesMatter started a musical revolution). At a minimum you should respond to a particular comment made in the article and your position in that regard. If the articles do not present a particular view you may have, please feel free to post your point. Also in your post answer the question: are we really experiencing a "golden era of protest music?" See if you can find a connection to the TOPIC 1 video in your discussion.

  3. Kanye West has been a visible supporter of President Donald Trump. Can an artist impact their fans to support a particular candidate? As a part of your post indicate if you would change your support for a particular politician if your favorite artist asked you to? Or, if you had strong feelings against a particular politician that your favorite artist supported, would you no longer listen to that artists' music?




*Aligns with: pcm_CLO_04

Week 4

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

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


  1. Highlight what you have learned up to Topic 4 and discuss how you think it impacts on understanding popular music.

  2. Based on your music production lesson (Topic 4 lesson 5) provide your views on how the art of music production can impact on the success or failure of a popular song (give examples).

  3. Re-read Topic , Lesson 4, Mythologies in Popular Music and the Elevation of “Pop Stars”, and connect the concept to an artist of today.




*Aligns with: pcm_CLO_01

Week 6

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

DISCUSSION: In Chapter 9 the author states, that music executive Don Kirshner and his nineteen sixties stable of twenty-something songwriters, could "effortlessly and on an industrial scale turn out a song of the highest caliber every week." Is this possible in todays industry? Please provide your post based on qualitative information as well as your peronal assessment. Also discuss why this was posible in the sixties at that time.


*Aligns with: pcm_CLO_07

Week 7

FORUM #4 (6pts)-Due as follows: First Post due Saturday, 3/11 by 11pm; Second Response to classmate's post due Monday, 3/13 by 11pm. DISCUSSION: - Watch the video for TOPIC 7 and choose a point (aspect) that really stands out for you on how Motown impacted the popular music genre.

*Aligns with: pcm_CLO_04

Week 9

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

DISCUSSION: First, a quote from your text, " There's a school of thought that sees a modern pop revolution occurring every ten years: rock 'n' roll taking over in '57, psychedelia in '67, punk in '77, house in '87. The flip side to that is the ten-year lull. Nineteen sixty had seen the brave new beat at bay, rock 'n' roll on its knees. Ten years on, things were worse still. By 1970 pop had become a country of melancholic introspection, underachievement and lost idealism."


Go to the following link http://www.wbur.org/artery/2015/09/14/future-pop-music and read the article on the future of pop music. Post your opinions, agreements and/or disagreements to the content provided and provide your take on where pop music is heading.


*Aligns with: pcm_CLO_01

Week 13

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

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


*Aligns with: pcm_CLO_08


32-1620 On-line - Popular Contemporary Music, Spring 2017 - Course Calendar

WEEK

DATE

TOPIC

READING HOMEWORK

AUDIO/VIDEO HOMEWORK

FORUMS

QUIZZES/Tests/Papers

Whats Due?

Pre Semester

Before Semester Starts

None

None

None

TAKE QUIZ #1

(2pts) *Aligns with: pcm_CLO_07

due: Monday 1/30 by 11pm.

WEEK 1

Tue. 1/24 to Mon. 1/30

TP01

Reading Assignment - TopHat, TOPIC 1 - The Commoditization of Popular Music


Lesson 01: Popular Music In American Culture Lesson 02: The Nature of Culture

Lesson 03: Musical Expression Lesson 04: The Fallacy of Nostalgia Lesson 05: The Chart

Lesson 06: Mythologies in Popular Music and the Elevation of “Pop Stars”

*This course activity aligns with course objective: pcm_CLO_07

  1. PDF file: Retromania * aligns with :pcm_tp01_obj_05

  2. PDF file: How BlackLivesMatter started a musical revolution

* aligns with :pcm_tp01_obj_01

3. Video: ANATOMY OF POP : THE MUSIC EXPLOSION 1960s Rock Soul Jazz Blues and Country Western history * Aligns with :pcm_tp01_obj_01 and pcm_tp01_obj_03

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

*Aligns with: pcm_CLO_04

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

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


WEEK 2

Tue.1/31 to Mon. 2/6

TP02

Reading Assignment - TopHat,Topic 2 - The Business of Popular Music


Lesson 07: The South

Lesson 08: The Mississippi Delta Lesson 09: Tin Pan Alley

Lesson 10: Marketing Music

*This course activity aligns with course objective: pcm_CLO_07

1. Video: A Conversation with Carole King JFK Library

* Aligns with: pcm_tp04_obj_02 and pcm_tp02_obj_07

WEEK 3

Tue.2/7 to Mon.2/13

TP03

Reading Assignment -TopHat, Topic 3 - The Emergence of The Music Industry


Lesson 11: The Popular Music Racket Lesson 12: The Sales Unit in Popular Music Lesson 13: Mechanical Reproduction Lesson 14: New Technologies

*This course activity aligns with course objective: pcm_CLO_07

1. Video Playlist: Victor Talking Machine Co * Aligns with: pcm_tp03_obj_08 and pcm_tp03_obj_09

TAKE QUIZ #2

(4pts) Take this quiz on the Top Hat E- learning Platform

*Aligns with: pcm_CLO_07

due: Monday 2/13 by 11pm

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


WEEK 4

Tue. 2/14 to

TP04

Topic 4 - TopHat, Popular Music Structure and

1. Video Playlist: Anatomy of a Song * Aligns with:

FORUM #2 (6pts)-Due as

FORUM #2- First

Mon. 2/20

Process

pcm_tp04_obj_01; pcm_tp04_obj_02 and pcm_tp04_obj_08

follows: First Post: 2/18 by

Post and Second

11pm; Second Response to

Response due

Lesson 15: Elements of Genres

classmate's post: 2/20 by

Monday 2/20 by

Lesson 16: The Music

11pm

11pm.

Lesson 17: Establishing Genre

*Aligns with: pcm_CLO_01

Lesson 18: The Language of Music

Lesson 19: The Sound of Music

Lesson 20: The Popular Music Industry – A

Capsulized Refrain

Lesson 21: Concepts in Creating and Producing a

Popular Song

Lesson 22: Conclusion

*This course activity aligns with course objective:

pcm_CLO_07

WEEK 5

Tue. 2/21 to

TP05

Reading Assignment - TP05 - From Yeah! Yeah!

1. Video: The History of Rock n' Roll / Good Rocking Tonight

Mon. 2/27

Yeah!

(LEGENDADO) *Aligns with: pcm_t05_obj_03-obj_10

1. Introduction

2. Video: History of Rock & Roll - The 1950s (JT Curtis

2. Prologue

Comedic Approach) *Aligns with: pcm_t05_obj_03-obj_10

3. Chapter 1: Flip, Flop, and Fly: Bill Haley and

Jump Blues

2. Chapter 2: A Mess of Blues: Elvis Presley

3. Chapter 3: Put Your Cat Clothes On: Sun

Records and Rockabilly

4. Chapter 4: Teenage Wildlife: Rock 'n' Roll

*This course activity aligns with course objective:

pcm_CLO_07

WEEK 6

Tue. 2/28 to

TP06

1. Video: Girl Groups - The Story of Sound * Aligns with:

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

*Aligns with: pcm_CLO_07

FORUM #3- First

Mon. 3/6

Reading Assignment - TP06 - From Yeah! Yeah!

pcm_tp06_obj_09

Post and Second

Yeah!

Response due

1. Rock with the Cavemen: Skiffle and British Rock

Monday 3/6 by

'n' Roll

11pm.

2. Whispering Bells: Doo Wop

3. 1960: It Will Stand

4. Walk with Me in Paradise Garden: Phil Spector

and Joe Meek

5. The Trouble with Boys: The Brill Building and Girl

Groups

*This course activity aligns with course objective:

pcm_CLO_07


WEEK 7

Tue. 3/7 to Mon. 3/13

TP07

Reading Assignment - TP07- From Yeah! Yeah! Yeah!

  1. Chapter 10: Act Naturally: The Beatles

  2. Chapter 11: Needles and Pins: The Beat Boom

  3. Chapter 12: Who's Driving Your Plane? The Rolling Stones

  4. Chapter 13: This Is My Prayer: The Birth of Soul

  5. Chapter 14: The Rake's Progress: Bob Dylan

  6. Chapter 15: America Strikes Back: The Byrd's and Folk Rock

  7. Chapter 16: Up the Ladder to the Roof: Tamla Motown

*This course activity aligns with course objective: pcm_CLO_07

1. Video: The 60s,The Beatles Decade-Episode1:Teenage Rebels * Aligns with: pcm_t06_obj_01-obj_03 and pcm_t07_obj_01-obj_02

2: Video: The 60s,The Beatles Decade-Episode 3: Swinging Britain * Aligns with: pcm_t06_obj_01-obj_03 and pcm_t07_obj_01-obj_02

3. Video: The History of Rock n' Roll / The Sounds of Soul * Aligns with: pcm_tp07_obj_05

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

*Aligns with: pcm_CLO_04

MIDTERM EXAM

(15pts) *Aligns with: pcm_CLO_07

The Midterm is due by Monday 3/20 at 11pm.

FORUM #4- First Post and Second Response due Monday 3/13 by 11pm.

WEEK 8

Tue. 3/14 to Mon. 3/20

TP08

Reading Assignment - TP08 - From Yeah! Yeah! Yeah!

  1. Chapter 17: 1966: The London Look

  2. Chapter 18: Endless Summer: The Beach Boys

  3. Chapter 19: The Golden Road: San Francisco and Psychedelia

  4. Chapter 20: Pop Gets Sophisticated: Soft Rock

  5. Chapter 21: Crying in the Streets: Deep Soul

  6. Chapter 22: I Can't Sing, I Ain't Pretty, and My Legs Are Thin: Hard Rock

  7. Chapter 23: Bubblegum Is the Naked Truth: The Monkees

*This course activity aligns with course objective: pcm_CLO_07

  1. Video: Daydream Believers The Monkees Story * Aligns with: pcm_tp08_obj_10

  2. Video: Rock Family Trees The Prog Rock years - full length version * Aligns with: pcm_tp08_obj_02

  3. Video: Prog Rock at the BBC * Aligns with: pcm_tp08_obj_02

MIDTERM is due Monday 3/20 at 11pm.

Tue. 3/20 to Mon. 3/27

Spring Break

WEEK 9

Tue. 3/28 to Mon. 4/3

TP09

Reading Assignment - TP09 - From Yeah! Yeah! Yeah!

  1. Chapter 24: 1970: Everything's Gone Gray

  2. Chapter 25: Freddie's Dead: Electrified Soul

  3. Chapter 26: State of Independence: Jamaica

  4. Chapter 27: It Came from the Suburbs: Glam

  5. Chapter 28: The Sound of Philadelphia: Soft Soul

*This course activity aligns with course objective: pcm_CLO_07

  1. Video: Reggae The Story Of Jamaican Music BBC Documentary * Aligns with: pcm_tp09_obj_05 and pcm_tp09_obj_06

  2. Video: Music Mysteries - Secret History Of Rock and Roll * Aligns with: pcm_tp09_obj_08

  3. Video: Music Moguls: Masters of Pop - Money Makers - BBC Documentary 2016 * Aligns with: pcm_tp09_obj_07 and pcm_tp09_obj_10

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

*Aligns with: pcm_CLO_01

FORUM #5- First Post and Second Response due Monday 4/3 by 11pm.


WEEK 10

Tue. 4/4 to Mon. 4/10

TP10

Reading Assignment - TP10 - From Yeah! Yeah! Yeah!

  1. Chapter 29: Progressive Rock (and Simpler Pleasures)

  2. Chapter 30: Young Love: Weenyboppers and Boy Bands

  3. Chapter 31: See That Girl: Abba

  4. Chapter 32: Beyond the Blue Horizon: Country and Western

  5. Chapter 33: Before and After the Gold Rush: Laurel Canyon

  6. Chapter 34: 1975: Storm Warning

*This course activity aligns with course objective: pcm_CLO_07

1. Video: BBC Documentary "The Making of a Boyband" * Aligns with: pcm_tp10_obj_04

Take QUIZ #3 (4pts):

*Aligns with: pcm_CLO_07

due: Monday 4/10 by 11pm

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

WEEK 11

Tue. 4/11 to Mon. 4/17

TP11

Reading Assignment - TP11- From Yeah! Yeah! Yeah!

  1. Chapter 35: Courage, Audacity and Revolt: The Sex Pistols, the Clash, and Punk Rock 36 Cranked Up Really High: Punk Rock

  2. Chapter 37: Pleasantly Antagonistic: New Wave

  3. Chapter 38: Supernature: Disco

  4. Chapter 39: Islands in the Stream: The Bee Gees

  5. Chapter 40: Routine Is the Enemy of Music: Post- punk

  6. Chapter 41: A Shark in Jet's Clothing: America after Pun

*This course activity aligns with course objective: pcm_CLO_07

  1. Video: The Clash - bbc4 documentary 2014 * Aligns with: pcm_tp11_obj_05

  2. Video: The Joy of the Bee Gees BBC Full HD Documentary 2014 * Aligns with: pcm_tp11_obj_08

  3. Video: Disco: Spinning The Story * Aligns with: pcm_tp11_obj_07

WEEK 12

Tue. 4/18 to Mon. 4/24

TP12

Reading Assignment - TP12 - From Yeah! Yeah! Yeah!

  1. Chapter 42: This Is Tomorrow: Kraftwerk and Electropop

  2. Chapter 43: Adventures on the Wheels of Steel: Early Rap

  3. Chapter 44: Here Comes That Feeling: New Pop

  4. Chapter 45: American Rock (Ooh Yeah)

  5. Chapter 46: Just a King in Mirrors: Michael Jackson

  6. Chapter 47: Highs in the Mid-Eighties: Prince and Madonna

  7. Chapter 48: Some Kind of Monster: Metal

  8. Chapter 49: Poised over the Pause Button: The Smiths, REM, and the Birth of Indie

  9. Chapter 50: 1985: What the Fuck Is Going On?

  10. Chapter 51: We Were Never Being Boring: Pet Shop Boys and New Order.

*This course activity aligns with course objective: pcm_CLO_07

  1. Video: BBC Proto / Early Heavy Metal Documentary * Aligns with: pcm_tp12_obj_07 and pcm_tp12_obj_08

  2. Video: VH1 Presents the 80's - Heavy Metal (2001) * Aligns with: pcm_tp12_obj_07 and pcm_tp12_obj_08


WEEK 13

Tue. 4/25 to

TP13

Reading Assignment - TP13 - From Yeah! Yeah!

1. Video: 40 years of Hip Hop by KRS-One * Aligns with:

FORUM #6 (6pts)-Due as

FINAL PAPER

FORUM #6 - First

Mon. 5/1

Yeah!

pcm_tp13_obj_07 and pcm_tp13_obj_10

follows: First Post due 4/29

(33pts): *Aligns with:

Post and Second

1. Chapter 52: Chicago and Detroit: House and

2. Video: HISTORY OF HIP HOP * Aligns with:

by 11pm; Second

pcm_CLO_01

Response due

Techno

pcm_tp13_obj_07 and pcm_tp13_obj_10

Response to classmate's

Final Paper due By

Monday 5/1 by

2. Chapter 53: Smiley Culture: Acid House and

post due 5/1 by 11pm.

Monday May 10th at

11pm.

Manchester

*Aligns with: pcm_CLO_08

11pm.

3. Chapter 54: Bassline Changed My Life

4. Chapter 55: All Eyez on Me: Hip Hop

5. Chapter 56: This Is How You Disappear: Bristol,

Shoegazing, and a New Psychedelia

*This course activity aligns with course objective:

pcm_CLO_07

WEEK 14

Tue. 5/2 to

TP14

Reading Assignment - TP14 - From Yeah! Yeah!

1. Video: VH1 News Special: Grunge * Aligns with:

Take QUIZ #4 (4pts):

*Aligns with: pcm_CLO_07

due By Monday 5/8 by 11pm.

Final Paper due By

Mon. 5/8

Yeah!

pcm_tp14_obj_01 and pcm_tp14_obj_02

Monda yMay 10th at

1. Chapter 57: As a Defense, I'm Neutered and

11pm.

Spayed: Grunge

2. Chapter 87: Ever Decreasing Circles: Blur,

Quiz #4 is due:

Suede, and Britpop

Monday 5/8 by 11pm

3. Chapter 59: A Vision of Love: R&B

4. Epilogue

*This course activity aligns with course objective:

pcm_CLO_07