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Music and Social Change (3 - 5)

Last changed: 07/09/2024 5:14pm
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3 , 4 , 5 Theater Music
Music Social Studies
Both Grade Level and Arts/PE Program Access
1 60 min
1 60 min
55 minutes
In-School Performance In-School Performance (intended for the entire grade level to experience together). Also available virtually.
all year In-School, Virtual
$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.
This powerful program introduces students to the music that shaped and connected three of America"s most important movements for change: Labor Rights, Civil Rights, and the Anti-Vietnam War Movement. Through Alastair Moock"s narrative storytelling and musical talents, and an engaging visual presentation, students journey from the Great Depression through the Jim Crow South (and North), and learn how organized resistance led to change then that still informs movements for change today. Moock performs and teaches songs like "This Land is Your Land" (examining the song"s great virtues and also its problems), "The Union Maid," "If You Miss Me From the Back of the Bus" and "We Shall Overcome." Students will answer questions, sing, and walk away with a deeper understanding of our country and the ways in which our past affects our present.
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.
Get to Know Our Arts Provider:

Alastair Moock

http://www.moockmusic.com