Shawn
Lees-Carr
SLM
521
On-line
Music Subscription Elective (Elective #3)
Part
I: Top Three Music Outlets
You
Want to Hear It. How Do You Want to Pay for It?
|
Title/Date visited |
URL |
Features |
Pricing |
|
June
10, 2009 |
http://www.apple.com/itunes |
You
buy it and keep it. Kind of like a pay-as-you-go. Good for people who want it
and want it forever. It’s
especially for ipods/Apple products, although other
players/computers can also use it. Limited
access for computers. Can be complicated to sync libraries, especially using
different computers. A
vast array of music, videos, movies, TV shows,
podcasts, audiobooks, etc. Some are free. |
Per
album, per track (0.69, 0.99, $1.29) |
|
June
23, 2009 |
http://www.rhapsody.com |
You
subscribe and can play whatever you want, whenever you want, how many times
you want. But you don’t own it. It’s
for all the other kinds of MP3 players, but not for ipods. Access
anywhere. Able
to explore and try out new/old songs without having to buy them. Saves
songs as you play them, then you can go back and delete easily. No
videos, podcasts, other media format unless it’s related to music. |
$12.95/month
unlimited on PC $14.95/month
unlimited on PC and MP3 Can
buy CDs and singles |
|
June
10, 2009 |
http://www.napster.com |
You
subscribe and can play whatever you want, whenever you want, how many times
you want. But you don’t own it. It’s
for all the other kinds of MP3 players, but not for ipods. Access
anywhere. Able
to explore and try out new/old songs without having to buy them. No
free trial so couldn’t examine it very closely, but upon reading
other reviews, Napster is supposed to have a better user-interface. |
$5
per month for one plan, but couldn’t get a free trial |
|
|
|
|
|
Part 2: Use an Online Subscription
Music Service
Content/Grade level: English/9th grade
Objective: Students will compare songs and poems to identify common
themes and tools the writers use to create meaning, such as narrative
structures, figurative language (metaphors, similes, etc.), syntax, diction,
etc.
Warm-Up: Make a list of your favorite songs. What makes them your
favorite songs?
Activity I:
Students will first need to consider
the difference between songs, song lyrics and poetry. By brainstorming and the
reading an informational article, they will create a graphic organizer to
record their information. The article can be found
at The difference between
songs and poems (http://www.songlyricist.com/lyricorpoem.htm)
Activity II:
Students will preview the songs and
lyrics. They will select two to analyze using the format taught and modeled in
previous lessons. The main goals will be to comprehend the song, identify the
tools used by the writer and evaluate the role that the music plays.
Then they will find a poem from the
given list that best compares to the song. Specific poems have been selected
because they have the same theme, mood, ideas, narrative structure, etc.
Students will complete a graphic organizer designed to help them compare the
components of the song and the poem.
Songs:
Ballad of a Teenage Queen by Johnny
Cash
Civil War by Guns N Roses
**** For the hard-core screamer
fans: Remembrance Ballad by Atreyu (a case when the
lyrics completely don’t match the song)
Poems:
“Mother to Son” by Langston Huges
“Sonnet 18” (Shall I compare thee to
a summer day?) by Shakespeare
“Sonnet 130” (My mistress’ eyes are
nothing like the sun) by Shakespeare
““Dulce et Decorum Est” by Wilfred Owen
“Deer
Hit”
by Jon Loomis
“Ground
Swell”
by Mark Jarman
The
poem I have at school about the guy shooting the birds
Closure:
Once students have selected and
analyzed, they will discuss their choices with others who selected the same
pairs. The main focus of their discussions will be:
Why
did you pair this poem with that song?
What
tools did each author use to create the meaning?
Which
one is better? The song or the poem? Why?
How
would you get a record label to transform the poem into a song?
Evaluation or assessment:
Graphic
organizers and discussion notes
Final assessment of objectives will occur through a letter
to a record label asking them to put one of the poems to music. Part of their
arguments will involve discussing the poem’s merits and writer’s skill of
creating meaning in the poem.