SPARK explores experimental music with Matt Davignon as he curates "Live Play" at Artist's Television Access, the first event in San Francisco's Soundwave Series. This Educator Guide is about the history of experimental music and sound art.

This course provides continued work in the development of play scripts for the theater. Writers work on sustained pieces in weekly workshop meetings, individual consultation with the instructor, and in collaboration with student actors, directors, and designers. Fully developed scripts are eligible for inclusion in the Playwrights' Workshop Production.

This course includes an introduction to the craft of writing for the theater. Through weekly exercises and work on a sustained piece, students explore the problems of scene structure, action, and their relation to the dialogue. Class meetings include examination of produced playscripts and discussion of student work.

Introduce Book and Preview Technical Vocabulary: This book is about a famous singer from Philadelphia, Pennsylvania (Marian Anderson) by Pam Muñoz Ryan.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
There are many YouTube examples of Marian Anderson singing. Find one to play while projecting the lyrics on pages 19-20.
The three pages at the end of the book are not included in this plan, but they contain valuable information you may wish to share.
A map of Europe would be useful on Day 4 to point out the places mentioned.

This collection uses primary sources to explore the early history of Rock and Roll music. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students identify phrases in a known song and create new patterns of music.

An activity that allows students to explore the words, images, sounds, and movements that represent the season of their birth. Activity incluedes photos taken of arts educators performing during ISKME's OER and Arts Education workshops, Fall 2009.

Innovation in expression -- as realized in media, tangible objects, and performance, and more -- generates new questions and new potentials for human engagement. When and how does expression engage us deeply? While "deep engagement" seems fundamental to the human psyche, it is hard to define, difficult to reliably design for, and hard to critically measure or assess. Are there principles we can articulate? Are there evaluation metrics we can use to insure quality of experience? Many personal stories confirm the hypothesis that once we experience deep engagement, it is a state we long for, remember, and want to repeat. We need to better understand these principles and innovate methods that can insure higher-quality products (artifacts, experiences, environments, performances, etc.) that appeal to a broad audience and that have lasting value over the long term.

Investigates relationships between the two media, including film adaptations as well as works linked by genre, topic, and style. Explores how artworks challenge and cross cultural, political, and aesthetic boundaries. Topic for Fall: Shakespeare, Film, and Media. Meets with CMS.840, but assignments differ. Filmed Shakespeare began in 1899, with Sir Herbert Beerbohm Tree performing the death scene from King John for the camera. Sarah Bernhardt, who had played Hamlet a number of times in her long career, filmed the duel scene for the Paris Exposition of 1900. In the era of silent film (1895-1929) several hundred Shakespeare films were made in England, France Germany and the United States, Even without the spoken word, Shakespeare was popular in the new medium. The first half-century of sound included many of the most highly regarded Shakespeare films, among them -- Laurence Olivier's Hamlet and Henry V, Orson Welles' Othello and Chimes at Midnight, Kurosawa's Throne of Blood, Polanski's Macbeth and Zeffirelli's Romeo and Juliet. We are now in the midst of an extremely rich and varied period for Shakespeare on film which began with the release of Kenneth Branagh's Henry V in 1989 and includes such films as Richard Loncraine's Richard III, Julie Taymor's Titus, Zeffirelli and Almereyda's Hamlet films, Baz Luhrmann's William Shakespeare's Romeo + Juliet, and Shakespeare in Love. The phenomenon of filmed Shakespeare raises many questions for literary and media studies about adaptation, authorship, the status of "classic" texts and their variant forms, the role of Shakespeare in youth and popular culture, and the transition from manuscript, book and stage to the modern medium of film and its recent digitally inflected forms. Most of our work will involve individual and group analysis of the "film text" -- that is, of specific sequences in the films, aided by videotape, DVD, the Shakespeare Electronic Archive (http://shea.mit.edu), and some of the software tools for video annoatation developed by the MIT Shakespeare Project under the MIT-Microsoft iCampus Initiative. We will study the films as works of art in their own right, and try to understand the means -- literary, dramatic, performative, cinematic -- by which they engage audiences and create meaning. With Shakespeare film as example, we will discuss how stories cross time, culture and media, and reflect on the benefits as well as the limitations of such migration. The class will be conducted as a structured discussion, punctuated by student presentations and "mini-lectures" by the instructor. Students will introduce discussions, prepare clips and examples, and the major "written" work will take the form of presentations to the class and multimedia annotations as well as conventional short essays. The methodological bias of the class is close "reading" of both text and film. This is a class in which your insights will form a major part of the work and will be the basis of a large fraction of class discussion. You will need to read carefully, to watch and listen to the films carefully, and develop effective ways of conveying your ideas to the class.

In this lesson, students examine the first decade of the AIDS epidemic from a variety of vantage points: from the scientists who worked to discover the cause of the epidemic to the public health officials who developed methods of treatment to the activists who demanded that the nation pay attention. Then, students examine how the LGBTQ+ community responded to the epidemic through music and art by watching clips from CNN Soundtracks and conducting a gallery walk featuring artists whose lives were directly impacted by the AIDS crisis.

In this lesson, students will investigate the work and legacies of Black and Latinx pioneers often ignored in larger discussions about LGBTQ+ history, by collaborating with other students in analyzing primary source documents. Students will also explore the ways city governments and activists are working to combat the erasure of Black and Latinx trans women and the broader whitewashing of the Gay Liberation Movement.

Students will compare Kendrick Lamar's "Alright" with black protest songs of the past in order to identify common themes and ideas tat artists have used to illustrate black experience in the United States.

In this lesson. students will read statements from Black Lives Matter and watch a clip from CNN's Soundtracks to explore the significance of the movement and the music made in response to the issues they rally behind. Students will also analyze clips from the music videos of artists Kendrick Lamar and Beyonce Knowles-Carter to understand music's relation to the Black Lives Matter movement.

Students will analyze demographic data, and watch footage from CNN's Soundtrakcs series and a congressional hearing after the disaster to better understand the magnitude of Hurricane Katrina, and the way the federal government's response brought to light issues of racial neglect. Students will also invesitgate how Kanye West's comments during a national fundraiser articulated the disappointment and anger many black American's felt following Hurricane Katrina.

Students will examine the lyrics and context surrounding three country songs related to the 9/11 attacks: Alan Jackson's "Where Were You When the World Stopped Turning?" Brooks and Dunn's "Only in America," and Toby Keith's "Courtesy of the Red, White, and Blue." Through the lens of these songs, they consider ways Americans reacted to the tragedy of September 11th, and discuss whether some reactions might be more appropriate than others.