Music is the Best Truth, and The Best Propaganda!

Grades 10-12
Kelsey Wessels
Course Description:

This class would be offered as a zero hour class in which students would have the
opportunity to analyze music from different points in history searching for propagandist
tendencies. The two main themes for this class would be “Propaganda in War” and
“Propaganda and Protest.” At the beginning of the school year students would choose
which they would prefer to explore. From that point on in the semester, students would
research music and its affects on their topic. Their research would lead to weekly
discussions that would begin with a prompted question, but would be student led for the
remainder of the period.
Students will keep reflection journals throughout the semester in which they keep
their research but also reflect on discussions and how they feel music is related to either
war or protest. These journals will be personal journals. The teacher will present the class
with the option to have journals submitted once a week to be read, not graded other than
completion, or if they would prefer to keep their thought private until shared in group
discussion. Either would demonstrate to the class the amount of thought and care each
student put into the topic.
As the semester continues, students will be asked to create a song that could be
used as propaganda for or against their chosen topic. Students will discuss the songs that
are created. These discussions will not only be on musicality, but rather to include what
similarities the contrasting topics have with one another and what that might infer about
the power of musical persuasion.

Rationale/Need for the course:

Students who are taking this class will be getting the chance to explore topics
already covered in history classes in a new light. The shift in music to be a self taught
skill is real in the world right now and this class offers a way to bridge history and music
as one interdisciplinary study, while still allowing students to explore new ideas while
creating personal compositions. Students will have the opportunity to explore music
programs such as Garageband and Ableotn Live. They will also be using the Internet, for
the most part YouTube, Spotify, or other free music listening sites, to explore what music
of the past has to offer and how it directly influences the music the students are listening
to today.
There is a growing need for teachers to use art (arts as a whole, not solely music) as a
way to help students connect with the history they are learning in other classes.
According to Shu (2013) this form of study will not only help student contextualize the
information, but it will also lead students to think more deeply about the significance of
historical events, the significance of music and it affects on the society, and how they
themselves can use music as a tool for influence outside of the classroom. By creating a
course that portrays history as relatable students, it opens the door for those in the class to
be more expressive through their findings.
In this class, the teacher can transfer this idea of teaching history through music on its
head and teach music through history. By placing history as music’s vessel, I will create
an opportunity for students to see music as more than aurally pleasing. Music serves a
greater purpose than aesthetics and students should get an opportunity to delve into
deeper discussion and thought past what they may be learning in limited individual score
studies in ensembles.
This class is structured in way that lends itself kindly to Project Based Learning. The
idea of Project Based Learning, “is built on the idea that real-life problems capture
student interest, provoke critical thinking to develop skills as they engage in and
complete complex tasks that typically result in a realistic production, event, or
presentation to an audience.” (Tobia, Cambpell, and Greco, 2015, p.40) This method of
teaching allows students to be a part of something bigger than them. People want to be
active participants in the world around them, which is why you see so many covers of
songs or parodies. It is a way for people to make a statement about what has already
happened or add their own personal flare to it. This idea was presented by Jenkins (2009)
and Tobias (2013) and is known as participatory culture.
Through studying America, and other world powers, through the lens of music
students gain the opportunity to become part of the story of time. By creating music
paralleling not only to the past, but also to their present students have the opportunity to
experience how they can a play a larger roll in society than through social media or no
action at all. Students will get the chance to digest lyrics and structure in a way that
provides clarity and inspiration for their own journeys through life. And finally, this class
will create students who will hopefully have a greater appreciation for the world they live
in, driving them to become more active outside of the classroom in being facilitators of
change.

Expected impact on students:

The specific Virginia State Standards of Learning being met through this class are:

 HG.6 The student will explore historical and cultural aspects of music by:
1. Describing distinguishing characteristics of musical forms and styles
from a variety of cultures
2. Identifying the relationship of music to the other fine arts and other
fields of knowledge
3. Explaining ethical standards as applied to the use of social media and
copyrighted materials

 HG.7 The student will investigate the role of music in society by:
1. Comparing and contrasting the development of music in diverse
cultures throughout history
2. Describing the role of technology and social media in the development
of music

Students will not only be building their critical listening skills, but they will also be
strengthening their research and application skills. Their critical listening skills (being
able to listen to a piece of music, identify different musical aspects of the piece (i.e.:
dynamics, important key change, etc.), create an opinion on the music, and be to defend
their opinion of the piece. By this I mean students will apply what knowledge they gain
on a subject to form an argument or a platform that they hold to be true. Students will
build discussion skills. These skills include: listening, referencing and recalling
information, forming independent ideas, learning how to disagree peacefully, and to be
confidence. Students will learn how to reflect on circumstances they may not be
personally familiar with, but still empathize with all the same. Musically students will
gain an understanding of how music can shape a culture or time period. They will also
recognize patterns in song form, lyrics, and style that correlate between subject and
location. Overall, students will obtain both musical and nonmusical skills from this class.
Expected impact on the school/community:

This class will create students who are more aware of cultural demands and societal
influences. These students will begin to hear and analyze how music is shaping the
culture they live in, and how they can be expressive through art to make a statement/take
a stance on issues they find important. These students will be able to participate in
productive discussions that do not end in bashing or derogatory arguments, but rather
ones that reflect consciousness and discernment. Students will be in a position to
positively influence the different communities, both inside and out side of school, that
they are a part of in. They will do this through their ability to shed light on situations in a
way others may not consider. Overall, this course will help create more involved and
invested citizens.

Project outline

The Forties and the Music of War

This particular unit will be looking into the prime years of World War II (further
referenced as WWII). This unit will have the students looking into their position (either
propaganda in war or propaganda and protest), with the added specification of the years
1942-1945. The unit before this would have been a choice between World War I and the
Depression Eras, both limited to the United States perspective. The WWII unit on the
other hand will be broadened to allow students the opportunity to include other countries
music as a source. This course and assignment will focus particularly on music, although
it will look into other arts as a source of propaganda. Students will look into songs on this
time period, create their own piece, and be able to present and discuss their beliefs about
music as propaganda to the class.

UbD Planning Template:

Stage 1 Desired Results
ESTABLISHED Transfer
GOALS with Students will be able to independently use their learning to…
Standards
 Recognize paralleled concepts, such as social justice, through their
HG.6 The student exploration of music and history.
will explore  Put themselves in the audience or composer’s shoes to try and
historical and understand the intent for a piece of work
cultural aspects of
music by Meaning
describing UNDERSTANDINGS ESSENTIAL QUESTIONS
distinguishing Students will understand that… ● How was (and is) music
characteristics of ● Songwriters can create a culture used as propaganda?
musical forms and without the public’s cognition ● How did music
styles from a ● Music can effectively reflect compliment other forms
variety of several opinions on the same of propaganda during
cultures. Students topic while still accurately this time?
will identifying reflecting the era in which it was ● What are important
the relationship of written. components that should
music to the other ● Music from different cultures be in propaganda
fine arts and other may have similar traits, piece?
fields of expressing the same sociological
knowledge. They ideas
will explaining
ethical standards Acquisition
as applied to the Students will know… Students will be skilled at…
use of social ● Key facts about WWII ● Using research tools to
media and ○ How did the war look up songs and
copyrighted begin? information about their
materials ○ How did the United topic
States become ● Using technology to
HG.7 The student involved? notate or create their
will investigate ○ What did being own composition.
the role of music involved in WII
in society by meant for the
comparing and United States?
contrasting the ● What are some important
development of aspects of musical propaganda?
music in diverse ● How music can be used as a
cultures mean to support different ends
throughout ○ How was music used
history, and during the war time?
describing the Morale booster?
role of technology Women’s rights? Civil
and social media rights? Telling a story?
in the
development of
music.
 Stage 2 - Evidence
Evaluative Assessment Evidence
Criteria
● Songs PERFORMANCE TASK(S):
from the ● Students will create a thesis based on their collection of music
right time propaganda (An example could be: Music during the early 1940’s
period supported and encouraged women to join the workforce in
● Songs fit whatever way they could as part of their civil duty.)
the ● Students will defend their thesis through in class discussion with
propagand their peers.
a material ● Students will work collaboratively with one or two peers to
● Historicall compose a piece of music using music technology tools to either
y accurate formally or informally notate their composition.
facts ● Students will present their compositions with the class
● Material ○ Students will be able to discuss their creation, defend it in
presented line with their thesis, and explain their musical decisions
well based on the knowledge gained in previous classes
pertaining to propaganda.

● How to OTHER EVIDENCE:

defend a ● Gathering facts beyond what are shared in class to support claims
thesis they ○ In class we will discuss more some of the important facts
created that led to the United States entry into WWII, however
themselve students will also be responsible for doing additional
s in a research to support their thesis. (For the example above,
discussion some additional research the student may have to look into
with their is how many women joined the work force in some way
peers. shape or form to aid in the war effort in relation to the
● How to be amount of music that was produced that had persuasion
well tendencies in it that suggested women in the workforce.
spoken. ● Explanation of how their context fits into the broader topic we are
● Well talking about in class.
supported ● Short written explanation of thesis and composition.
arguments
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction (these would be the summaries of the actual
experience designs: Outline a project for 6+ days

Day 1: The first class will consist of the teacher introducing the new unit. This will be more of
a lecture style lesson, where the teacher discusses the happenings in society from the
depression into World War II (WWI). The class will cover, briefly, the European history
leading up to the war and the United States entry into the war. We will also touch on subjects
such as women’s roles on the home front and total war. Lastly, we will start discussing
musical developments during this time. This will be a review and addition to information
discussed in previous units. (This unit will be the first chance students have to look into
propagandist music of other countries.)
Day 2: On the second day students will continue to defend their stance on protest or war and
find 3 songs that they want to explore further. Theses songs should all have a similar topic.
Some examples of these are women working or role at home, men leaving home, American
strength, ending the fight, etc. Once students have found these songs they will analyze the
music to decide what makes theses songs popular, catchy, memorable, and meaningful.
Students can choose to focus more heavily on American music to analyze in the following
days, however they will also be required to find at least one European propaganda song
(country of their choosing). Before the next class students will have to have a “thesis” they
would defend that pertains to their research.

Day 3: Students will continue analyzing their music looking further into lyrics and how it
relates to public events of the time. This step requires students to look further into the facts of
the time. Students will also be asked to find media (ie: Disney short films, radio clips) and art
(newspaper clippings, posters, paintings, etc) from the time that relate to their song.

Day 4: This class is a Fish Bowl style discussion. There is a smaller group of students in the
middle of a classroom and a larger circle surrounding it. The students will have a discussion
based on what they are standing behind, They will discuss what similarities and differences
there are between the music and the different forms of art. Half way through the class the
groups will switch. If the class is on the smaller side, there will only be one discussion group.
These discussions will be started with a prompt from the teacher, but from that point on it will
become fully student lead (unless conversation is running low in which case the teacher may
step in and rekindle the conversation).

Day 5: Students will take the information they have gathered themselves as well as the
positions they heard in the discussion and begin to work on a song. They will work on the
song with tone or two partners (assigned by the teacher or self determined, under the
prerequisite that they are not allowed to work in a group with someone they have already
worked with). They will be responsible for using whatever music technologies they see fit. It
would be preferable that they use Finale, however this class is not a composition class,
therefore students are not required to formally notate music as long as they are still able to
present their work effectively to the class. This song will be a couple verses and at least one
chorus. It will be the student’s version of a “propaganda song” from the WWII era.

Day 6: Students will have as much time as needed in class to finish up their songs. As soon as
the groups are finished the rest of the class will be spent presenting their pieces to the class.
After one group finishes their piece we will take time as a class to discuss their song, what the
class heard its meaning to be, what the intended message of the song was supposed to be, as
well as a short explanation from the group on how their song relates to their lives. (If
necessary the class will spend one more day listening and discussing songs.)

ADAPTATIONS & MODIFICATIONS What changes related to color, size, pacing, and
modality will you need to make available overall? How can you increase or decrease the
challenge/complexity while retaining focus. Be specific and provide examples.
● For those students who may not be a as vocal during the discussion there will always
be an option for students to turn in a written assignment that has their responses to
statements said in class as well as information they may have like to present but did not
receive the opportunity to do so.
● Group work can always be implemented earlier in the project if there is a need for
students to make use of cooperative learning. (As well as the option for individual
work.)
● This unit can be simplified by taking out the fish-bowl discussion to create another
work day or a more teacher-student discussion rather than student run. I think it is
important to push the students to be able to verbally articulate their opinions, however
this might not be a skill that the school has provided the student with, or is not a skill
that comes easily to some students. The first few semesters may have to contain a
balance between the two, however this would be the 4th or 5th unit and therefore
would not be the student’s first encounter with these discussions so they should feel
comfortable to take charge of these conversations on their own.
● Because the topic of WWII is so encompassing, one class may not be enough to
discuss all that needs to be said on the subject for students to feel prepared for the
assignment, therefore I could assign readings or shorter assignments as homework that
would help prep for the following class more fully. This would also give students with
slower processing skills the ability to take in the information in their own time and not
feel like they are falling behind during class.
● I think that all people have some sort of synesthesia, or at least have the ability to
associate colors to a piece of music based off of an emotion. Having the students
classify their findings by color and comparing them to their other classmates has the
potential to lead to other discussions that may not have happened before.

EXAMPLE END OF PROJECT ASSESSMENT RUBRIC:

1. The student presented a clear argument on which they based their research:
/10
2. The student find three songs that could be classified as propaganda:
/18
3. The student found sufficient information to support their songs relation to their
argument:
/12
4. The student was participated in the group discussion, offering points of substance to
further the conversation:
/10
5. The student successfully created a song that follows the style of WWII propaganda:
/10
6. The student was able to present their musical creation with the class:
/10

Total: /60
 Budget

Item Name Use

(linked to (How will this be used by Cost Quantity Overall
provider) students/teacher?) (per unit) Cost

EBSCO Online A large component of this class is N/A Depending Depending

Research research, and there is only so much on the on the
that google scholar (assuming school package package:
is using google for their emails) and chosen the $1,495-
regular google search can offer. This database $3,199.
will give students to work with can either
scholarly works and expand their be very
research abilities by exposing them to expansive
numerous forms of sources. or limited
to a
specific
number of
sources.

Ableton Live 9 This will be used on the Simple: As of now, Simple:

(Simple or Suit chromebooks if the school does not $269 this is the $269
have Mac capabilities, or access to Suit: most up to Suit:
garage band. $499 date $499
version of
(*If school does have Mac Ableton.
capabilities this is not necessary for
the class and may be disregarded.)
Total Cost: $1,764 - $3,700
 o Extra credit (20pts): Hunt down a grant that you might apply for to extend your
cash flow. If you were pitching this course, having a grant will make it much
more appealing to schools. Search out "teacher grants" that your course might
fulfill. If the grant is for more than $2500, then you have more resources in your
budget. Name the grant, name the provider, provide the link, and post the
requirements/criteria and your course will fulfill these requirements. Be specific.

There are several grant opportunities available for both music and research abilities.
Below I have listed those that I believe would be most beneficial to this course:
1.

 References/Work Cited that include the correct APA citation for your 4+ resources.

Author of Chapter Last Name, First Initial. (Year). Chapter name. In Editors First
Initial and Last name (Ed. ), Title of text (pp. page numbers of chapter). New York (if
the book if from the U.S. and published by Oxford): Oxford University Press.