In-School Performance (intended for the entire grade level to experience together)
all year
$10
50
no
Phone
projector, sound system
screen, table/media cart (for projector), bottled water, parking space
Performance space large enough for an entire grade level to attend at the same time - auditorium is preferable, but can also accommodate gym, cafeteria or library.
I can identify three of America's most important movements for social change: the Labor Rights Movement, Civil Rights movement, and Antiwar Movement. I can demonstrate how these movements were intertwined and identify the crucial role that music had in effecting social change. I can illustrate the importance of civic engagement by a nation's citizens.
Music played a major role in three of America's most important movements for social change in the Twentieth Century: labor rights, civil rights, and the antiwar movement. Through a compelling and interactive narrative full of participatory singing and visual aides, Alastair Moock introduces students to the music of all three movements, and shows how songs and resistance techniques were passed from one to the next. Along the way, kids get acquainted with some of the major songs and singers of the eras, including Woody Guthrie, Pete Seeger, the SNCC Freedom Singers, and Bob Dylan. But this is not purely a history lesson: Alastair begins and ends the program by asking kids about the changes they might want to bring about in their own country, and shows them that powerful political music is still around today, if you know where to look.
This program is designed to work across a multitude of grade levels. It has been performed for third graders up through college with great success. For younger grades, Moock does more singing and moving, focusing on the key concept of what it takes, and has taken, to change rules in a society. With older students, he digs deeper into names and dates, looking closer at the nitty gritty of each individual movement. In both cases, Moock uses slide show imagery to reach visual learners.
School Testimonials...
"Possibly the best multimedia program (spoken word, pictures, singing, and truly fine guitar playing) that I have ever seen in an assembly in my 35 years of teaching." "“ Bill Rogers, Middle School History Teacher, Buckingham Browne & Nichols School (Cambridge, MA)
"Our seventh and eighth graders were captivated by Mr. Moock"s warm presence, cool singing style, and great guitar playing. Students and teachers were buzzing about his program for the rest of the day!" "“ Laurie Katz, Theater Teacher, Weston Middle School (Weston, MA)
"The kids are still talking about Alastair"s amazing presentation. This was one of those experiences I know our students will take with them for the rest of their lives." "“ Brian Gellerstein, Music Teacher, Tobin Elementary School (Cambridge, MA)
"Here"s the thing about Alastair: He is really genuine, and it comes across. He cares about this music and kids, and he conveys his passion for it in an accessible and enjoyable way." "“ Shelley Sommers, Library Director, Inly School (Scituate, MA)
Grade 3
Grade 3: CIVICS: Civic and Political Institutions:
CIV 3.2 Explain how a democracy relies on people"s responsible participation, and draw implications for how indi- viduals should participate.
Grade 3: CIVICS: Participation and Deliberation: Applying Civic Virtues and Democratic Principles:
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others" points of view about civic issues.
Grade 3: Music: Anchor Standard #7: Perceive and analyze artistic work.
a Demonstrate and describe how a response to music can be informed by the structure , the use of the elements of music , and context (such as personal and
social ).
Grade 3: Music: Anchor Standard #11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
MU:Pr4.2.3c Describe how context (such as personal and social) can inform a performance.
Grade 4
Grade 4: CIVICS: Processes, Rules, and Laws:
CIV 4.1 Illustrate historical and contemporary means of changing society.
Grade 4: HISTORY: Causation and Argumentation:
HIST 4.2 Explain probable causes and effects of events and developments.
Grade 4: Music: Anchor Standard #7: Perceive and analyze artistic work.
a Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural ).
Grade 4: Music: Anchor Standard #11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance.
Grade 5
Grade 5: CIVICS: Participation and Deliberation:
CIV 5.3 Identify core civic virtues and democratic principles that guide government, society, and communities.
Grade 5: CIVICS: Civic and Political Institutions:
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
Grade 5: Music: Anchor Standard #7: Perceive and analyze artistic work.
a Demonstrate and explain, citing evidence , how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical ).
Grade 5: Music: Anchor Standard #11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
MU:Pr4.2.5cExplain how
context (such as social, cultural, and historical ) informs performances.
Grade 6
Grade 6: CIVICS: Civic and Political Institutions:
CIV 6"“7.1 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders).
Grade 6: CIVICS: Civic and Political Institutions: CIV 6"“7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 6: Music: Responding: Anchor Standard #7: Perceive and analyze artistic work.
B. Identify the context of music from a variety of genres, cultures, and historical periods.
Grade 6: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 7
Grade 7: CIVICS: Civic and Political Institutions:
CIV 6"“7.1 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders).
Grade 7: CIVICS: Civic and Political Institutions: CIV 6"“7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: Music: Responding: Anchor Standard #7: Perceive and analyze artistic work.
B. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
Grade 7: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 8
Grade 8: HISTORY: Change, Continuity and Context: HIST 8.1 Analyze connections among events and developments in historical contexts.
Grade 8: HISTORY: Perspectives: HIST 8.4 Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women).
Grade 8: Music: Responding: Anchor Standard #7: Perceive and analyze artistic work.
A. Select programs of music and demonstrate the connections to an interest or experience for a specific purpose.
Grade 8: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
