Social Studies 11 Unit #1: Exploring the Canadian Identity Through Music
Prescribed Learning Outcomes the Unit Addresses: SWBAT: Give examples of critical-thinking processes (e.g., questioning, hypothesizing, inferring relationships and patterns, using analogies, comparing classifying, drawing conclusions, defending a position, reassessing a position. Draw conclusions about an issue, situation, or topic. Demonstrate effective research skills, including: accessing information, assessing information, collecting data, evaluating data, organizing information, presenting information, citing sources, that deal specifically with Canadian social, cultural, political, legal, economic, and environmental issues. Select a presentation form (e.g., written, oral, graphic) appropriate for the communication purpose. Compare policies facing an immigrant to Canada in the early 20 th Century with those in place at the end of the 20 th Century. Represent what it means to be Canadian with reference to distinctive Canadian programs and policies and important Canadian cultural and scientific achievements. Give examples of ways in which Canada is different from and similar to the United States. Identify measures Canada has taken to promote a distinct Canadian identity. Defend a personal definition of what it means to be Canadian. Rationale and Objectives for the Unit: Defining the Canadian identity has always been a thought provoking and even mind boggling intellectual enterprise. Music, however, can often bridge the gap of understanding critical to national identity: indeed, it can serve as the conduit through which we guage ourselves. This need not be a perplexing exercise, rather, it brings enjoyment to all parties involved through the production, creation, and distribution of musical and cultural products. Social and human geography plays a vital and heart thumping role in understanding identity formation: music, at the center of culture, fits like a comfortable and easy fitting leather glove around the intellectual tour de force that is social and human geography. A simple examination of Canada s cultural landscape quickly shows to the informed analyst that regional expressions in Canada often are best funneled through the conduit of music. Indeed, one easily observes the difference in musical flavour as one traverses the Prairies where country music is common to Atlantic Canada where traditional Gaelic music is quite commonly found in rustic pubs in the deep and not so forbidding fjords of Newfoundland and Labrabor. This musical journey will not only enthrall our minds but seduce our spirits in a manner worthy of Trudeaupian post modernist cultural sampling.
Lesson Topic The Geography of Canada s Musical Scenes Lyrical Analysis of Canadian Music Specific Lesson Objectives Students will examine the unique cultural and regional variations in Canada that have given rise to different musical genres. Students will be given the historical framework necessary to determine the specific circumstances in each Canadian region that gave rise to unique musical enclaves. Students will be presented with a visual depiction of the geographic spread of Canadian music across the country. Students will be exposed to specific case studies of Canadian music in order to gain an understanding of the geographic and cultural influences on the Canadian music scene. Students will be tested in their knowledge of Canadian music through an entertaining format of Guess that Tune. Methods/Activities Every student will pick one Canadian band/artist that they will have the class to research. Research questions include: Where are they originally from/where did they get their start/where do they now live/how do they represent their community? Students may access library resources and Internet research databases. Examples of this activity might include Four Strong Winds, Ian and Sylvia. Students will play Guess that Tune. Students will be provided with examples of Canadian music in order to ascertain the cultural and geographic origin of the artists. Such artists/bands include: Arcade Fire, New Pornographers, Alanis Morrisette, Trooper, Tragically Hip, Leonard Cohen, Avril Lavigne, etc. Resources Map of Canada displaying musical/cultural centers. Prezi Presentation on the history and development of Canadian music. Musical tracks from electronic resources. Paper handouts of songs and lyrics. Assessment Strategies and Criteria Students must adequately answer the research based questions in order to gain full credit for this assignment.
In the Shoes of a Canadian Musical Artist Students will put themselves in the shoes of a musical artist in an attempt to create a piece of music that is unique to their geographic and cultural heritage/location. Students will examine their own unique identities, looking to develop cultural and individual patterns that can fit into a musical representation. Students will be introduced to some of the basic tools necessary to create a short song. Students will fill out the Me and My Neighbourhood form in order to ascertain their approximate social and cultural location in Canada. Students will then, either alone or in groups, create their own brand of music during class. This may come in the form of a song, hymn, poem, haiku, dramatic performance, etc. Students may if their chose perform for the entire class or present from their seats. Basics of Musical Production worksheet. Me and My Neighbourhood form. Canadian Music Research Project, Day 1 Students will obtain a specific understanding of a particular Canadian band of their choice. Students will gain a profound sense of musical literacy through an in depth and detailed analysis of a Canadian musical band. Students will grow in the understanding of Canadian identity and culture and how regional identity expressed through music at the local level. Students are provided with an extensive list of Canadian bands. Alone or in a group, students pick one band and begin researching it. Students will also research the cultural-geographic location of the band in order to attain an understanding of the musical content and genre that was created. List of Canadian artists and bands. Access to library resources (books and online sites). Provide a Musical map of Canada After carrying out some lyrical analysis and band research ask yourself the following questions, Which will help you determine the influences and impacts geography has had on the bands music? Does the band make any references to geographic places? Do the lyrics make any reference to natural resources? Is there any mention of various landscapes? Are there any words from non-english languages?
Canadian Music Research Project, Day 2 Just as there are many different landscapes and social norms, so there are different styles of musical presentation. Students will be asked to display their research projects and conclusions in as creative and thought provoking manner as possible. Show different audio/visual demonstrations of musical performances. This may include a skit, an audio/video recording, oral presentation, formal written essay, etc. Audio/visual equipment Internet access Presentation Day Students will present their final analysis to the class. Will depend on student preference for presentation. Will depend on student preference for presentation. Excellent: Students exhibit exceptional analytical skill in answering each of the research-based questions mentioned above. Good: Students exhibit good analytical skill in answering the questions in a competent and adequate manner. Satisfactory: Students have answered some of the research questions in a partial to adequate manner. Key details are missing. Fail: Students have not fulfilled the basic requirements of the project. Most or all of the research questions have not been answered in a sufficient manner.