View/Download PDF
Musical Reflections of Changing Times
Carole Camp
None
This plan will show how the music of the 60s and 70s reflected the social and political unrest of the times.
The 60s marked the beginning of two decades of unrest and turmoil. Civil Rights, the Feminist Movement, anti-war demonstrations, the Cold War, the Vietnam War, an increased drug culture, the creation of flower children and hippies, and political assassinations were all issues that began to be in the forefront of society in the 60s and continued to dominate thinking and actions on into the 70s. The young people of any generation often use music to create a group identity and it was true of this era. Ideas, ideals, anger, and rebellion can be seen and felt in the music that was written, performed, sung and loved by the youth of the 60s and 70s.
1. Handout #1--Venn Diagram (See linked files.)
2. Handout #2--Chart of songs (See linked files.)
3. Lyrics to songs (see notes).
4. Photographs of the clothing styles worn by teens in the 60s and 70s (See linked files.)
5. http://kclibrary.nhmccd.edu/decade60.html#events
one 85 minute class period
1S3
How did music of the 60s and 70s reflect the changing social and political unrest of the times?
What is your favorite song? Why is it your favorite? If you can write the lyrics (words) to this song, do so. If you can't, tell what the song is about. Is it a "fun" song, or is it about some problem or circumstance of today? How do you know that?
The teacher will play a short clip of a "fun" song from the 60s or 70s. (Suggestions: "California Girls" by the Beach Boys or "Feelin' Groovy" by Simon and Garfunkel).
Ask: Do you like this song? Why or why not? Give specific reasons. For example, does this song make you feel happy? Do you just think it is too silly? What about the song makes you feel happy? The lyrics (words)? The beat of the music?
Next play a short clip of a "social activist" song from the 60s or 70s. (Suggestions: "Blowin' In The Wind" by Bob Dylan or "Eve of Destruction" by Barry McGuire).
Ask: Do you like this song? Why or why not? Give specific reasons. For example, how does this song make you feel? Does it make you feel sad? What about it makes you feel this way? The lyrics (words)? The tune? Does it make you wonder why this song was written? What do you think the words are talking about?
Ask: Why is listening to the music of a time period in history valuable? What can be learned from the music?
1. Conduct a brief class discussion to review students' knowledge of social and political unrest during the 60s and 70s. (Suggested websites: http://kclibrary.nhmccd.edu/decade60.html#events and www.factmonster.com)
Suggested topics:
Civil Rights,
Feminist Movement
Vietnam War and anti-war demonstrations
Increased drug culture
Flower children and hippies
Political assassinations (John F. Kennedy, Robert Kennedy, Martin Luther King, Jr.)
Cold War
1. Begin by playing the two complete songs that clips were played from in the activating strategy. Make sure the students can understand the lyrics. After asking this and getting feedback from the students, give out the words to the first song - the "fun" song. The words could be copied onto a transparency for the overhead projector or displayed on a TV screen from a website. Give them a few minutes to look over the lyrics. Then play the first song again with the students looking at the lyrics. Ask if this is a "fun" song or a "social activist" song.
2. Repeat this process with the second song.
3. Ask if there are any similarities between the two songs. If so, what are they? These could be as simple as that they were written in the same time period or that they were written about the same social issues, etc.
4. Ask if there are differences between the two. If so, what are they? These could be that they sound very different, the mood of the song is different, the song makes you feel different when you hear it, etc.
5. Now have the students use a Venn Diagram to compare the two songs. (See handout #1). The blank Venn Diagram should be handed out to each student and they are to fill it in individually. After each student has finished, put a transparency of the blank Venn diagram on the overhead projector. Fill it in as the students give you their answers.
6.Tell the students they will be hearing several songs from the early 60s all the way through the late 70s to show how the songs written during that time period reflect the changing social moods of the time. They will also have the opportunity to view photos taken from the 60s and 70s while they listen to the songs.
7. This is a long but not extensive list of the available songs. Play any songs that seem appropriate:
a."Where have All The Flowers Gone?" by The Kingston Trio (war protest)
b. "The Times They Are A Changin'" by Bob Dylan
c. "Ruby Don't Take Your Love to Town" by Kenny Rogers (Vietnam War)
d. "The Ballad of the Green Berets" by Barry Sadler (Vietnam War support)
e. "Okie From Muskogee" by Merle Haggard (Vietnam War support)
f. "What Have They Done to the Rain?" by Joan Baez (environment)
g. "We Shall Overcome" by Mahalia Jackson (Civil Rights)
h. "I Am Woman" by Helen Reddy (Feminist)
i. "Imagine" by John Lennon (peace)
j. "Wish You Were Here" by Pink Floyd (drugs, hippies)
k. "Abraham, Martin, and John" by Emmylou Harris l. "Stairway to Heaven" by Led Zepplin (drug culture)
M. "Aquarius" from the musical "Hair"
8. As each song is played, fill in the chart provided by the teacher. (See Handout #2). This chart will contain the following headings: Name of song, date song was written, author of the lyrics, performer of the song, what issue the song was addressing, whether it is a "fun" song or a "social activist" song, and whether or not the student likes the song.
Write a short story or a poem or draw an illustration explaining how the songs you have heard reflect the changing social mood of the time in which they were written.
This could be used as an introductory lesson to the time period or as a culminating activity. If it is used as an introductory lesson, some background will need to be given to make it effective. Mention should be made of as many of the issues listed in the Overview of this lesson as the lesson will cover. This will be decided by the individual teacher who uses this plan.
To find lyrics to the songs that are suggested, go to Ask.com and search for "free song lyrics of the 60s and 70s". Ask will take you to the sites needed to find all these song lyrics plus many, many more. A good site is getlyrical.com, as well. This is a free site. To hear these songs, go to Ask.com and search for "free songs to hear". This will also take you to sites that will allow you to listen to the songs for free.
None
Venn Diagram_Camp 1S3
Name of Song chart_1S3 Camp
1970s Pictures_Camp
1960 Pictures_Camp