Rock and Roll Hall of Fame - Alternate Assignment
As part of the Rockin' the Schools educational program at the Rock and Roll Hall of Fame, students will be interpreting the lyrics of songs by applying knowledge of poetry/literature as well as historical references.
To provide all students will the opportunity to critically examine song lyrics, any students not participating in the field trip on Friday, March 10th are required to complete Critical Literacy questions below.
Directions: Using the song you will be showcasing in your Song Exhibit, please respond to the Critical Literacy - Song Lyric Analysis questions below using specific text-based evidence (i.e. lyrics). Some questions may also require you to do basic Internet research to fully answer the prompt. This assignment is due (via Google Docs) at the end of your assigned class period on Friday, March 10th.
To provide all students will the opportunity to critically examine song lyrics, any students not participating in the field trip on Friday, March 10th are required to complete Critical Literacy questions below.
Directions: Using the song you will be showcasing in your Song Exhibit, please respond to the Critical Literacy - Song Lyric Analysis questions below using specific text-based evidence (i.e. lyrics). Some questions may also require you to do basic Internet research to fully answer the prompt. This assignment is due (via Google Docs) at the end of your assigned class period on Friday, March 10th.
Critical Literacy - Song Lyric Analysis
1. Identify your song title and artist. Analyze the meaning of your selected song, explaining the lyrics and explaining in detail the intended meaning of the song. Use evidence from the lyrics, in addition to any other relevant resources, to support your analysis.
2. Consider the intended audience of the song. Evaluate who might benefit from listening to piece. Explain what knowledge the listener needs to fully understand and appreciate the song. Use evidence from the lyrics themselves, as well as other relevant resources, to support your analysis.
3. Consider the viewpoints addressed in the song. What view(s) of the world is the song presenting? What view of the world and/or values does the artist assume the listener holds? Use evidence from the lyrics, in addition to other relevant resources, to support your analysis.
1. Identify your song title and artist. Analyze the meaning of your selected song, explaining the lyrics and explaining in detail the intended meaning of the song. Use evidence from the lyrics, in addition to any other relevant resources, to support your analysis.
2. Consider the intended audience of the song. Evaluate who might benefit from listening to piece. Explain what knowledge the listener needs to fully understand and appreciate the song. Use evidence from the lyrics themselves, as well as other relevant resources, to support your analysis.
3. Consider the viewpoints addressed in the song. What view(s) of the world is the song presenting? What view of the world and/or values does the artist assume the listener holds? Use evidence from the lyrics, in addition to other relevant resources, to support your analysis.
Assessment (point value per question)
4 – Response is highly thought-provoking, substantive and insightful, and uses specific text-based (lyric) evidence and other additional resources to support claims.
3 – Response is developed thoroughly and is generally insightful. The writer uses specific text-based (lyric) evidence to support claims.
2 – Response is somewhat developed, but lacks depth and/or insight. The writer may use specific text-based (lyric) evidence.
1 – Response is limited to basic information, and does not utilize much, if any, evidence from the text (lyrics).
0 - Response is incomplete or unacceptable.
4 – Response is highly thought-provoking, substantive and insightful, and uses specific text-based (lyric) evidence and other additional resources to support claims.
3 – Response is developed thoroughly and is generally insightful. The writer uses specific text-based (lyric) evidence to support claims.
2 – Response is somewhat developed, but lacks depth and/or insight. The writer may use specific text-based (lyric) evidence.
1 – Response is limited to basic information, and does not utilize much, if any, evidence from the text (lyrics).
0 - Response is incomplete or unacceptable.
Assignment excerpted from Teaching Tolerance's Move to the Music learning activities.