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Description: This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics extracts of various songs by Billie Eilish, Katy Perry, Britney Spears and Avril Lavigne Students IDENTIFY singers in photos, TALK about them, READ quotes and MATCH them to the singers, TALK about their favorite quotes in pairs, MATCH singers and their childhood pictures, WATCH a video about them, and FILL the information in a table, and LISTEN to song extracts and identify comparative adjectives in a team competition. OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well. Language level: B2 and above Learner type: All ages Skills: speaking, reading, listening and writing Topic: Biographical Facts about singers Language/grammar: comparatives Materials: YouTube video, genial.ly presentation Duration: 1 hour - 1h 20 min
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Journal of Popular Music Studies, Volume 24, Issue 2, Pages 117–154 Bouffants, Beehives, and Breaking Gender Norms: Rethinking “Girl Group” Music of the 1950s and 1960s Will Stos York University In the summer of 1957 five black American girls, ranging in age from 11 to 15 years old, charmed the record-buying public with a finger-snapping love song reportedly about their grammar school principal at New York City Public School 109—a man whom, according to the person in question, “they liked and admired very much.”1 “Mr. Lee” became the first single of the rock’n’roll era by a female vocal group to hit number one on the Billboard R & B charts and to become a top ten pop single.2 The Bobbettes, a “nom de plume for a more sanitized ‘bobbysoxer’ teen image” (Warner 19), and their hit provided a popular template for what music critics would come to call the “girl group” genre. In reality, The Bobbettes despised Mr. Lee, and the girls originally wrote the song to insult him. It was only at the insistence of their record company that the lyrics—originally calling “Mr. Lee Ugly”—were altered to be more appropriate and acceptable for their target audience—other girls living in postwar America.3 Although the popularity of the revised song may suggest these record executives understood what type of lyric would be commercially appealing, it is interesting to note that the group’s second most popular recording, released four years later on their new label, was a subversive rewrite of their first. Following the opening chords of a funeral march, The Bobbettes killed Mr. Lee for cheating. They “shot him in the head. Boom, boom!” (The Bobbettes. “I Shot Mr. Lee”). Ironically, once the new song started gaining airplay and racking up sales—it eventually peaked at number 52 on the Billboard Hot 100 chart—the group’s former label tried to make some easy money by releasing a competing version of the original song still in its possession (Gaar 28–30). The Bobbettes’ story is a useful introduction to the type of counter- normative lyrics and actions by girl group singers that have only recently become a subject of scholarly study. Previously, some popular music historians and feminist critics portrayed the girl groups of the 1950s and 1960s as passive artists and uncritical performers who owed their C© 2012 Wiley Periodicals, Inc. 118 Will Stos success and creative output to male Svengali-like producers or managers, suggesting that their body of work was reactionary and served primarily to reinforce stereotypical ideas of femininity, working within the bounds of normative concepts of girlhood and respectability (Douglas 5). More recently, however, scholars from a wide range of disciplines, including musicologists, historians, and queer theorists, have begun to reconsider the role of these artists in adolescent girls’ identity formation (Warwick; Douglas; Gaar; Cyrus; Bradby; Smith) in postwar culture and to reinterpret the value of a form of popular culture ...
Journal of Popular Music Studies, Volume 24, Issue 2, Pages 11.docx
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Paper Writing Service - HelpWriting.net 👈 ✅ Quality You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study. ✅ Confidentiality We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor. ✅ Originality Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector. ✅ On-time delivery We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment. ✅ Free revisions You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away. ✅ 24/7 Support From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night. Theme and Symbolism in American Music Essay Theme and Symbolism in American Music Music defines our culture. As Americans, we listen to music while we drive our cars, are at work, doing housework, studying, etc. We have songs for special occasions: Christmas, Hanukah, birthdays, weddings, parties, etc. We have taken songs from the various cultures that make us diverse: Arabic, German, Mexican, Native American, etc. We have many genres: country, hip hop, rap, pop, blues, jazz, rock, heavy metal, etc. And although we may think of music as simple and easy, looking at all this makes one realize how diverse and complex our music truly is. Two things that contribute to this diversity are theme and symbolism. Theme can be defined as the subject or topic of something. In relation to...show more content... I love you, please say you love me too, she sings. I love you / I will be your light, shining through your eyes. Still yet, we have Crazy in Love by Beyonce and Jay Z, hip hop artists. Your love s got me looking so crazy right now, they sing/rap. Looking so crazy in love. Despite the musical differences between all these artists, all three songs/genres were able to give light to the theme of love. And even though the theme may be the same, the music and words were not. So even though two songs may have a theme that is similar, themes in music add diversity. Symbolism in music can vary from the author s use of a word or phrase with personal meaning or the author s use of a word or phrase to symbolize something relative to a culture. Take for example the songs sung during slavery. According to the CD Steal Away there are many symbols found in the music sung by the slaves. For ex
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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.
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Journal of Popular Music Studies, Volume 24, Issue 2, Pages 117–154 Bouffants, Beehives, and Breaking Gender Norms: Rethinking “Girl Group” Music of the 1950s and 1960s Will Stos York University In the summer of 1957 five black American girls, ranging in age from 11 to 15 years old, charmed the record-buying public with a finger-snapping love song reportedly about their grammar school principal at New York City Public School 109—a man whom, according to the person in question, “they liked and admired very much.”1 “Mr. Lee” became the first single of the rock’n’roll era by a female vocal group to hit number one on the Billboard R & B charts and to become a top ten pop single.2 The Bobbettes, a “nom de plume for a more sanitized ‘bobbysoxer’ teen image” (Warner 19), and their hit provided a popular template for what music critics would come to call the “girl group” genre. In reality, The Bobbettes despised Mr. Lee, and the girls originally wrote the song to insult him. It was only at the insistence of their record company that the lyrics—originally calling “Mr. Lee Ugly”—were altered to be more appropriate and acceptable for their target audience—other girls living in postwar America.3 Although the popularity of the revised song may suggest these record executives understood what type of lyric would be commercially appealing, it is interesting to note that the group’s second most popular recording, released four years later on their new label, was a subversive rewrite of their first. Following the opening chords of a funeral march, The Bobbettes killed Mr. Lee for cheating. They “shot him in the head. Boom, boom!” (The Bobbettes. “I Shot Mr. Lee”). Ironically, once the new song started gaining airplay and racking up sales—it eventually peaked at number 52 on the Billboard Hot 100 chart—the group’s former label tried to make some easy money by releasing a competing version of the original song still in its possession (Gaar 28–30). The Bobbettes’ story is a useful introduction to the type of counter- normative lyrics and actions by girl group singers that have only recently become a subject of scholarly study. Previously, some popular music historians and feminist critics portrayed the girl groups of the 1950s and 1960s as passive artists and uncritical performers who owed their C© 2012 Wiley Periodicals, Inc. 118 Will Stos success and creative output to male Svengali-like producers or managers, suggesting that their body of work was reactionary and served primarily to reinforce stereotypical ideas of femininity, working within the bounds of normative concepts of girlhood and respectability (Douglas 5). More recently, however, scholars from a wide range of disciplines, including musicologists, historians, and queer theorists, have begun to reconsider the role of these artists in adolescent girls’ identity formation (Warwick; Douglas; Gaar; Cyrus; Bradby; Smith) in postwar culture and to reinterpret the value of a form of popular culture ...
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Paper Writing Service - HelpWriting.net 👈 ✅ Quality You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study. ✅ Confidentiality We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor. ✅ Originality Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector. ✅ On-time delivery We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment. ✅ Free revisions You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away. ✅ 24/7 Support From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night. Theme and Symbolism in American Music Essay Theme and Symbolism in American Music Music defines our culture. As Americans, we listen to music while we drive our cars, are at work, doing housework, studying, etc. We have songs for special occasions: Christmas, Hanukah, birthdays, weddings, parties, etc. We have taken songs from the various cultures that make us diverse: Arabic, German, Mexican, Native American, etc. We have many genres: country, hip hop, rap, pop, blues, jazz, rock, heavy metal, etc. And although we may think of music as simple and easy, looking at all this makes one realize how diverse and complex our music truly is. Two things that contribute to this diversity are theme and symbolism. Theme can be defined as the subject or topic of something. In relation to...show more content... I love you, please say you love me too, she sings. I love you / I will be your light, shining through your eyes. Still yet, we have Crazy in Love by Beyonce and Jay Z, hip hop artists. Your love s got me looking so crazy right now, they sing/rap. Looking so crazy in love. Despite the musical differences between all these artists, all three songs/genres were able to give light to the theme of love. And even though the theme may be the same, the music and words were not. So even though two songs may have a theme that is similar, themes in music add diversity. Symbolism in music can vary from the author s use of a word or phrase with personal meaning or the author s use of a word or phrase to symbolize something relative to a culture. Take for example the songs sung during slavery. According to the CD Steal Away there are many symbols found in the music sung by the slaves. For ex
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A Lyrical Approach to Literacy
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