Free Jazz and Fusion

TOPICS:

1. Free Jazz
2. Fusion

1. Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change. (Historical Comprehension Standard 2F).
2. Appreciate historical perspectives – (a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded–the values, outlook, options, and contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of present-day norms and values (Historical Thinking Standard 1F).
3. Draw upon the visual, literary, and musical sources, including (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Comprehension Standard 2I).
4. Draw comparisons across eras and regions in order to define enduring issuesas well as large-scale or long-term developments that transcend regional and temporal boundaries (Historical Analysis and Interpretation Standard 3D).

1. Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm X in the civil rights movement and evaluate their legacies.
2. Evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities.

1. Choose music appropriate for specific purposes and contexts. – Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose (MU:Re7.1.8a).
2. Analyze how the structure and context of varied musical works inform the response. – Compare how the elements of music and expressive qualities relate to the structure within programs of music (MU:Re7.2.8a); Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods (MU:Re7.2.8b).
3. Support an interpretation of a musical work that reflects the creators’/performers’ expressive intent. – Support personal interpretation of contrasting programs of music and explain how creators or performers apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent (MU:Re8.1.7a).
4. Support evaluations of musical works and performance(s) based on analysis, interpretation, and established criteria. – Apply appropriate personally developed criteria to evaluate musical works or performances (MU:Re9.1.8a).

1. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (MU:Cn10.0.8a).
2. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life (MU:Cn11.0.8a).