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American Voices: Song and Citizenship in the U.S.A.

from Manhattan School of Music

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What do the songs and music you listen to say about you? What does a musical artist’s music say about themselves? Join MSM Distance Learning for “American Voices: Song and Citizenship in the U.S.A.” in which we explore American song throughout the 20th century,  and  how songwriters have used their music to foster social change or promote American cultural and national identity, within the backdrop of major political and cultural movements of the 20th Century, including the Gilded Age, Progressivism, WWII, the Civil Rights Era, and Globalism. Live and historic performances ranging from Bel Canto Opera,  New Orleans Jazz, Gospel, and Pop Music will be presented in this not-to-miss exploration of American culture as seen through the lens of history and music.

Program Rating

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About This Program

Cost

View Only: 200.00
Point to Point: $200.00



Length

60 minutes or 1 class period


Target Audience

Education: Grade(s) 11, 12, Adult LearnersPublic Library: Library Patrons

Minimum participants:

4

Maximum participants:

30


Primary Disciplines

Social Studies/History, Fine Arts, Performing Arts


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Zoom



Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Cancellation Policy
Cancellations must be made at least two (2) business days prior to videoconference session. Failure to do so will result in a cancellation fee equivalent to the program fee.

Weather Policy
In the event of severe, inclement weather preventing a scheduled videoconference session from occurring, Manhattan School of Music and partner will reschedule the conference in a timely manner so that the educational collaboration may continue. Manhattan School of Music and partner agree to notify one another should there be a forecast for severe, inclement weather at their respective location. Please contact David Marsh at dmarsh@msmnyc.edu immediately to coordinate appropriate action.

Technical Troubleshooting Policy
In the event of technical malfunctions or disruptions that arise before or during a scheduled videoconference session due to network carrier(s) services or videoconferencing technologies on the Manhattan School of Music or partner premises, Manhattan School of Music and partner technical support services will make every effort to remedy these issues in a timely, cooperative, and efficient manner so that the scheduled conferences may proceed as scheduled. If it is determined that the session cannot proceed, Manhattan School of Music and partner agree to reschedule the conference in a timely manner so that the educational collaboration may continue.

About This Provider

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Manhattan School of Music

New York, NY
United States

Manhattan School of Music

Manhattan School of Music is a preeminent international conservatory of music granting Bachelor of Music, Master of Music, and Doctor of Musical Arts degrees. Established in 1918 by pianist and philanthropist Janet Daniels Schenck, the School is dedicated to the personal, artistic, and intellectual development of each of its students, who range in age from the precollege through the postgraduate level. Offering both classical and jazz training, the School instructs students in performance and composition and provides a broad-based education in music theory, history, and humanities. Students come from all over the world, drawn by a rigorous program that reflects the highest standards of musical heritage, and by the faculty, which includes some of the world’s best-known artists. Much of the school’s strength derives from its home in cosmopolitan New York City, and the School contributes to the city’s musical life through an active program of community outreach and with its own program of concerts and performances. These are regularly recognized nationally and internationally as some of the finest events in New York’s musical calendar. Manhattan School of Music’s alumni are active in every aspect of contemporary musical life, and many are among the most distinguished artists performing in concert halls, opera houses and on jazz stages throughout the world today.

Distance Learning

In 1996, under the pioneering influence of Maestro Pinchas Zukerman and President Marta Istomin, Manhattan School of Music instituted a groundbreaking distance learning program — the first of its kind at a major conservatory — devoted to exploring the use of state-of-the-art videoconference technology for music education and performance. Since its inception, the program has connected students, educators, and distinguished artists around the globe for teaching and learning exchanges and currently reaches over 1,700 students each year from Albuquerque to New Zealand.

Through the development and creative use of broadband videoconferencing and related instructional technologies, Manhattan School of Music Distance Learning provides access to artistic and academic resources that enhance students’ education in musical performance while heightening the global community’s awareness of and participation in the musical arts.

Specifically, the program provides interactive videoconference master classes, private lessons, clinics, workshops, coachings, sectionals, colloquia, educational and community outreach, telementoring, professional development, and humanities exchanges to institutions of higher education, K–12 schools, and performing and community organizations around the world. New program areas currently under development include remote auditioning and recruitment via videoconferencing.

K-12 Programs

With over a decade of experience in the field of distance learning and as the first conservatory in the nation to utilize videoconferencing for K-12 music education, Manhattan School of Music has adopted the key elements of presenting successful music education programs via videoconference. In addition to giving students access to world-class musicians and stimulating artistic perspectives, Manhattan School of Music ensures that the quality of videoconference transmissions are of the highest technical standards possible.

Through the Music Bridges and Virtual Music Studio programs, Manhattan School of Music offers a wide variety of standards-based music and music-related presentations to public and private schools throughout the country. The New York State Learning Standards for the Arts are incorporated in program design, content, and assessment, as well as links to core subjects such as social studies and history.

Music Bridges is a selection of music programs that feature distinguished Manhattan School of Music artist-faculty teaching elementary, middle, and high schools students. These interactive videoconference programs are designed to engage students in areas ranging from musical performance, to instrumental and vocal coachings, to developing an understanding of the building blocks of music.

Virtual Music Studio features a variety of videoconference programs developed and presented by a roster of distinguished Manhattan School of Music young artist alumni. These teaching artists -instrumentalists and vocalists who have attained a high level of professional proficiency at their musical craft - are up-and-coming educators who also serve as role models and mentors to students within the context of the dual learning process. Each program includes pre-videoconference teaching materials, one class period–length videoconference presentation, and a post-videoconference development guide.

All of the above programs are fully on-demand. Presentations are scheduled to accommodate the timetable of the requesting school, and can even be modified to better fit certain grade levels, age groups, curriculum needs, or requirements. Please read on for testimonials from past participants on how Manhattan School of Music’s interactive videoconference music education programs have benefited their students.

NOTE: If you reside in Australia or New Zealand and would like to receive MSM content via videoconference, please contact the ANU School of Music at schoolofmusicvc@anu.edu.au.

Contact:
David Marsh
dmarsh@msmnyc.edu
9174934514

Program Details

Format

A Manhattan School of Music teaching artist will lead an interactive presentation featuring:
- several full-class activities
- small-group activity
- summary discussion

Objectives

1. Be able to identify 20th century genres popular in American History: Opera, American songbook, Jazz (blues), Gospel, Folk, Rock, R&B, and pop music
2. Understand the American historical context of musical genres introduced
3. Analyze music content and discern possible social meanings/interpretations
4. Experience the social power of group music-making with movement and improvisation
5. Understand power of song and its possible social consequences
6. Consider and discuss messages in music to which students listen

Standards Alignment

National Standards

NATIONAL STANDARDS
COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS – HISTORY/SOCIAL STUDIES

CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

NATIONAL ARTS LEARNING STANDARDS

MU:Re7.2.C.Ia-IIIa Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

MU:Re8.1.C.Ia-IIIa Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.

MU:Re9.1.C.Ia-IIIa Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory.

MU:Re9.1.C.Ib-IIIb Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the personal creative process.

MU:Cn10.0.C.Ia-IIIb Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music

MU:Cn11.0.C.Ia-IIIb Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

State Standards

NEW YORK STATE STANDARDS


NEW YORK STATE K-12 SOCIAL STUDIES FRAMEWORK


11.5 INDUSTRIALIZATION AND URBANIZATION (1870 – 1920): The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts. (Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)

11.6 THE RISE OF AMERICAN POWER (1890 – 1920): Numerous factors contributed to the rise of the United States as a world power. Debates over the United States’ role in world affairs increased in response to overseas expansion and involvement in World War I. United States participation in the war had important effects on American society. (Standards: 1, 2, 3, 4: Themes: GEO, SOC, GOV, ECO)

11.7 PROSPERITY AND DEPRESSION (1920 – 1939): The 1920s and 1930s were a time of cultural and economic changes in the nation. During this period, the nation faced significant domestic challenges, including the Great Depression. (Standards: 1, 4; Themes: ID, TCC, SOC, CIV)

11.8. WORLD WAR II (1935 – 1945): The participation of the United States in World War II was a transformative event for the nation and its role in the world. (Standards: 1, 2; Themes: TCC, GOV, CIV, TECH)

11.9 COLD WAR (1945 – 1990): In the period following World War II, the United States entered into an extended era of international conflict called the Cold War which influenced foreign and domestic policy for more than 40 years. (Standards: 1, 2, 3; Themes: TCC, GOV, ECON)

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net. (Standards: 1, 4, 5; Themes: ID, TCC, SOC, GOV, CIV, ECO)

11.11 THE UNITED STATES IN A GLOBALIZING WORLD (1990 – present) The United States’ political and economic status in the world has faced external and internal challenges related to international conflicts, economic competition, and globalization. Throughout this time period, the nation has continued to debate and define its role in the world. (Standards: 1, 2, 4, 5; Themes: TCC, GOV, CIV, TECH, EXCH)

12.G1 FOUNDATIONS of AMERICAN DEMOCRACY: The principles of American democracy are reflected in the Constitution and the Bill of Rights and in the organization and actions of federal, state, and local government entities. The interpretation and application of American democratic principles continue to evolve and be debated.

12.G2 CIVIL RIGHTS and CIVIL LIBERTIES: The United States Constitution aims to protect individual freedoms and rights that have been extended to more groups of people over time. These rights and freedoms continue to be debated, extended to additional people, and defined through judicial interpretation. In engaging in issues of civic debate, citizens act with an appreciation of differences and are able to participate in constructive dialogue with those who hold different perspectives.

12.G3 RIGHTS, RESPONSIBILITIES, AND DUTIES OF CITIZENSHIP: Active, engaged, and informed citizens are critical to the success of the United States representative democracy. United States citizens have certain rights, responsibilities, and duties, the fulfillment of which help to maintain the healthy functioning of the national, state, and local communities.

12.G4 POLITICAL AND CIVIC PARTICIPATION: There are numerous avenues for engagement in the political process, from exercising the power of the vote, to affiliating with political parties, to engaging in other forms of civic participation. Citizens leverage both electoral and non-electoral means to participate in the political process.

12.G5 PUBLIC POLICY: All levels of government—local, state, and federal—are involved in shaping public policy and responding to public policy issues, all of which influence our lives beyond what appears in the Constitution. Engaged citizens understand how to find, monitor, evaluate, and respond to information on public policy issues.


NEW YORK STATE ARTS LEARNING STANDARDS


Standard 1: Creating, Performing, and Participating in the Arts: Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 3: Responding to and Analyzing Works of Art: Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Contributions of the Arts: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.