Summer 2013 Upper Levels (1)

2 Language Market / Globant’s Got Talent / Summer 2013

Summer 2013. GLOBANT’S GOT TALENT!

Practice makes perfect… Join this program! In summer we’ll use music to learn English.

ROADMAP

The most famous rock and pop bands

Their history

Their works

Listening to their songs, understanding lyrics

Reading interviews to their leaders

Classical rivalries Rolling Stones vs. The Beatles, and others

Ages Pop, funk, grunge, rockabilly, beatlemania, etc.

Influences Influence in Latin rock

Influence from India, Japan, Europe, etc

Watching video clips (songs, concerts, interviews, etc.) Telling our own experiences, likes and dislikes, giving arguments The language of music

Slang, phrasal verbs, idiomatic expressions, etc.

Music and fashion, speaking of styles Cultural references and differences Music and its relation with crime Resources

Specialized magazines, fanzines, etc

New online resources


TRACK 1: EVERYTHING CHANGES MY WORLD… Step 1: Listen to this song and watch the video: http://www.youtube.com/watch?v=RhMEKiIb86I Do you know who the artist is? Which famous band wrote this song? Which one do you prefer? Step 2: Listen to the other version: http://www.youtube.com/watch?v=Tjq9LmSO1eI Do you know what this sentence means? “Jai Guru Deva. Om” What this song talks about? Step 3: Talking about life experiences:

For, since and ago.

- I’ve been learning English for 2 years. - We’ve been working with the project since last night! - You’ve worked in Globant since 2008. - They moved to San Francisco 5 years ago. We use ______ when we are talking about a period of time. For example, 3 hours, 5 days, 2 years. We use _______ when we are talking about the starting point of time, actions and situations. We use _____ when we are talking about past events, going back from today towards the past.

http://www.youtube.com/watch?v=RhMEKiIb86I

http://www.youtube.com/watch?v=Tjq9LmSO1eI


What experience in your life changed your world? Look at this brainstorming chart, choose some words and share your experiences with the class.

Step 4: Writing: Write a small paragraph (100-150 words) about your first memory. What is that memory about? Share it with the class.


TRACK 2: SUCCESS…

"To succeed in life, you need two things: ignorance and confidence." Mark Twain

Step 1: Look at these videos. They are all cases of success that have been discovered by chance. http://www.youtube.com/watch?v=ZsNlcr4frs4 http://www.youtube.com/watch?v=RxPZh4AnWyk http://www.youtube.com/watch?v=1k08yxu57NA Step 2: What can you tell us about each story? Which is Susan Boyle’s dream? Work with a partner and tell the rest of the class what are your aims in life. What is/are your dream/s? What are you doing to get it/them? Step 3: Read a fragment of each singer’s life:

1) Potts was born in Kingswood, South Gloucestershire, England and raised in Fishponds, Bristol, by his father Roland, a bus driver, and mother, Yvonne (née Higgins), a supermarket cashier. He has two brothers and one sister. Potts attended St Mary Redcliffe and Temple School, where he developed his love of singing. He also sang with the choir at Chester Park Junior School and with the choirs at several Bristol churches, including Christ Church. Potts said in interviews that he had been bullied in school, and that experience may have made him lack self-confidence. He has also said that his voice had always been a source of solace in the past when he was bullied.. In 1993 Potts earned an B.A. (Bachelor of Arts) Honours degree in Humanities from University College Plymouth St Mark & St John. In 1996, Potts was elected the youngest member of Bristol City Council; a Liberal Democrat, he served until 2003. Potts was a manager at mobile phone storeCarphone Warehouse in Bridgend and lived in Port Talbot. After winning Britain's Got Talent, Potts took a six-month sabbatical from his job and resigned on 5 March 2008.

2) Boyle was raised in Blackburn, West Lothian, Scotland. Her father, Patrick Boyle, was a miner and veteran of the Second World War who also worked as a singer at the Bishop's Blaize; her mother Bridget was a shorthand typist, whose family originated from County Donegal, Ireland. Boyle was the youngest of four brothers and five sisters. She was briefly oxygen during a difficult birth resulting in a learning disability. Boyle says she was bullied as a child, and was nicknamed "Susie Simple" at school. After leaving school with few qualifications, she was employed for the only time in her life as a trainee cook in the kitchen of West

http://www.youtube.com/watch?v=ZsNlcr4frs4

http://www.youtube.com/watch?v=RxPZh4AnWyk

http://www.youtube.com/watch?v=1k08yxu57NA

http://en.wikipedia.org/wiki/Kingswood,_South_Gloucestershire

http://en.wikipedia.org/wiki/England

http://en.wikipedia.org/wiki/Fishponds,_Bristol

http://en.wikipedia.org/wiki/St_Mary_Redcliffe_and_Temple_School

http://en.wikipedia.org/wiki/School_bullying

http://en.wikipedia.org/wiki/Self-confidence

http://en.wikipedia.org/wiki/University_College_Plymouth_St_Mark_%26_St_John

http://en.wikipedia.org/wiki/University_College_Plymouth_St_Mark_%26_St_John

http://en.wikipedia.org/wiki/Liberal_Democrats

http://en.wikipedia.org/wiki/Carphone_Warehouse

http://en.wikipedia.org/wiki/Bridgend

http://en.wikipedia.org/wiki/Blackburn,_West_Lothian

http://en.wikipedia.org/wiki/Second_World_War

http://en.wikipedia.org/wiki/Shorthand

http://en.wikipedia.org/wiki/County_Donegal

http://en.wikipedia.org/wiki/Learning_disability

http://en.wikipedia.org/wiki/Bullying

http://en.wikipedia.org/wiki/West_Lothian_College


Lothian College for six months took part in government training programs, and performed at a number of local venues.

3) The larger-than-life star became an instant hit on the variety show thanks to his big voice and close bond with opera partner Charlotte Jaconelli. Jonathan has since turned his life around after contemplating suicide due to weight problems, depression and self-harming. But he admitted he still relies on a therapist to help him deal with the fame game. The singer said: “I still have a counselor in case I ever feel a bit down. I know he is there for me. “It is nice to know I have the support if I need it. “I still have hard days but I am a completely different person to when I auditioned for Britain’s Got Talent.” The teenage opera singers are riding high in the charts with debut album Together. And the formerly timid Jonathan added: “I now feel a responsibility to help other people and give something back. “It’s important for me to get involved in charities like Stonewall and charities in general. I also have a big passion for the homeless.” What have in common the three artists?

Step 4. Read about bullying and its influence in people.

Bullying is the use of force or coercion to abuse or intimidate others. The behavior can be

habitual and involve an imbalance of social or physical power. It can include

verbal harassment or threat, physical assault or coercion and may be directed repeatedly

towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or

ability. The victim of bullying is sometimes referred to as a "target".

Bullying consists of three basic types of abuse – emotional, verbal, and physical. It typically

involves subtle methods of coercion such as intimidation.

Bullying ranges from simple one-on-one bullying to more complex bullying in which the

bully may have one or more "lieutenants" who may seem to be willing to assist the

primary bully in his or her bullying activities. Bullying in school and the workplace is also

referred to as peer abuse. Robert W. Fuller has analyzed bullying in the context

of rankism.

Bullying can occur in any context in which human beings interact with each other. This

includes school, church, family, the workplace, home, and neighborhoods.

http://en.wikipedia.org/wiki/West_Lothian_College

http://en.wikipedia.org/wiki/Coercion

http://en.wikipedia.org/wiki/Abuse

http://en.wikipedia.org/wiki/Intimidate

http://en.wikipedia.org/wiki/Harassment

http://en.wikipedia.org/wiki/Threat

http://en.wikipedia.org/wiki/Assault

http://en.wikipedia.org/wiki/Race_(classification_of_humans)

http://en.wikipedia.org/wiki/Religion

http://en.wikipedia.org/wiki/Gender

http://en.wikipedia.org/wiki/Sexual_orientation

http://en.wikipedia.org/wiki/Psychological_abuse

http://en.wikipedia.org/wiki/Verbal_abuse

http://en.wikipedia.org/wiki/Physical_abuse

http://en.wikipedia.org/wiki/Robert_W._Fuller

http://en.wikipedia.org/wiki/Rankism

http://en.wikipedia.org/wiki/School_bullying

http://en.wikipedia.org/wiki/Workplace_bullying


Step 5. Discuss these questions in class:

What do you think of bullying?

Have you ever been bullied?

Do you know anyone who is suffering it?

What can you do to prevent it?

Step 6. With all the students in the class create a brainstorming map about bulling and anti-bullying vocabulary. * Can you think of a song that increases your self-esteem? Step 7: The self-confidence game: One of the effects of being bulled is the lack of self-confidence. Work with your class to improve your self-confidence. You have to challenge yourself to take a risk to confront a situation you’ve been avoiding. For example, if you have been avoiding social situations because you tend to be awkward and shy, challenge yourself to attend an event and meet one person. Write a small paragraph about things that you do to improve your (or others) self-esteem.

• The thing I do best is…

• Something I have accomplished is…

• I am proud of myself for…

• I am working to improve…


TRACK 3: LET’S CHANGE THE WORLD Step 1. Let’s talk about committed artists

What do you know about the Sting?

Does he try to make a change in the society?

Which other artist do you know that works for a better world?

Step 2: Let’s listen to a song by Sting http://www.youtube.com/watch?v=d27gTrPPAyk

1) What does the title of the song suggest?

2) What do the following phrases mean? Can you explain with daily life examples?

“Be yourself no matter what they say.” “Manners maketh man” “At night a candle’s brighter than the sun” “Takes more than combat gear to make a man.” Which of these two sayings do you agree more with and why?

“Be yourself no matter what they say”. “When in Rome, do as Romans do”

Step 3: Discussion

What are some of the challenges of being you in a foreign country?

According to the song, the singer is “An Englishman in New York”. What would you

be if you were the singer? For example “An Argentinian man/woman in New

York”?

What are pronunciation differences between British and American English? What

sentence in the song captures the idea of differences in accents?

Step 4: Listen and discuss: http://www.youtube.com/watch?v=LHcP4MWABGY What does this song talk about? It is easy or difficult to deal with social and political issues among your friends or colleagues

http://www.youtube.com/watch?v=d27gTrPPAyk

http://www.youtube.com/watch?v=LHcP4MWABGY


Step 5. Choose the correct verbs to complete the text about “Stand By Me”.

Is inspired – created –performed – seeks – called –have been – recorded

"Stand by Me" is the title of a song ________ by Ben E. King . The song __ _________ by a traditional gospel song of the same name, originally ________ in 1905. Since its release, there ______ many cover versions of the song, one of them performed by street artists of the organization “Playing for Change”. This organization is a multimedia music project, ________ by the American producer and sound engineer Mark Johnson with his Timeless Media Group, that ______ to bring together musicians from around the world. Playing For Change also created a separate non-profit organization _____ the Playing For Change Foundation which builds music schools for children around the world.

Step 6. Now listen to the song and watch the video:

http://www.youtube.com/watch?v=Us-TVg40ExM

What do you think about this project?

Do you do anything to help people in need? What?

What would you do to change the world?

Do you know any other song related to cultural differences?

http://www.youtube.com/watch?v=Us-TVg40ExM


TRACK 4: HIP HOP, POETRY IN MOTION

Step 1. While reading the excerpt below circle words and phrases you do not understand and answer the questions below.

“Over the past three decades, Hip Hop has developed as a cultural and artistic phenomenon affecting youth culture around the world. For many youth, Hip Hop reflects the social, economic, political, and cultural realities and conditions of their lives, speaking to them in a language and manner they understand. As a result of both its longevity and its cogent message for many youth worldwide, Hip Hop cannot be dismissed as merely a passing fad or as a youth movement that will soon run its course. Instead, Hip Hop must be taken seriously as a cultural, political, economic and intellectual phenomenon deserving of scholarly study, similar to previous African American artistic and cultural movements such as the Blues, Jazz, the New Negro Renaissance, and the Civil Rights, Black Power, and Black Arts Movements. According to many Hip Hop aficionados, Hip Hop culture consists of at least four fundamental elements: Disc jockeying (DJing), break dancing, graffiti art, and rapping (emceeing). Since its emergence in the South Bronx and throughout t the northeast during the early and mid-1970s, Hip Hop has encompassed not just a musical genre, but also a style of dress, dialect and language, way of looking at the world, and an aesthetic that reflects the sensibilities of a large population o youth born between 1965 and 1984. This broad characterization of Hip Hop may seem imprecise to some, but it reflects the Hip Hop community’s refusal to be singularly defined or categorized, and demonstrates the dynamic nature of Hip Hop as a phenomenon that many hip hoppers believe must be felt, experienced and communicated. “ Exerpt from “Introduction: Hip Hop in History: Past, Present, and Future by Derrick P. Aldrige and James B. Stewart

Step 2. In groups or with partners discuss the following questions.

1. What other aspects of life does Hip Hop influence?

2. Should music be studied in an academic setting?

3. How does music create change in society?

4. How does Hip Hop change the lives of today’s youth?

5. What do they mean in paragraph 2 when they state: “Hip Hop community’s

refusal to be singularly defined…”


Step 3. Vocabulary Comprehension:

1. What does it mean when someone says something will run its course? (Hint: reread

paragraph 1)

2. What is a passing fad?

3. Cogent is closest in meaning to:

a. Well-argued

b. Debated

c. Contested

d. Understood

4. Encompassed is closet in meaning to:

a. All around

b. Includes

c. Takes in

d. Cover

5. Aficionado is the same as:

a. Enthusiast

b. Scholar

c. Lover

d. Patron

6. Merely is the same as:

a. Simply

b. Complex

c. Convoluted

d. Strange

Interesting Fact regarding Argentina’s influence on the song you will listen to on the next page! The song, “Killing Me Softly”, that you are about to listen to in the listening section is a rendition composed by American Hip Hop group “The Fugees” and was originally written by Norman Gimbel. Gimbel was influenced by Argentinean Lalo Schifrin. Read the history of the song below before listening. “Norman Gimbel came to California in the mid-1960s. He was introduced to the Argentinean-born composer Lalo Schifrin and began writing songs to a number of Schifrin's films. Both Gimbel and Schifrin made a suggestion to write a Broadway musical together, who Schifrin gave Gimbel an Argentinean novel to read as a possible idea. Unfortunately, the book was never made into a musical, but in one of the chapters, the principal character describes himself as sitting alone in a bar drinking and listening to an American pianist 'killing me softly with his blues. Gimbel put the idea in his


'idea' book for use at a future time with a parenthesis around the word 'blues' and substituted the word 'song' instead.” Step 4. Listen to the following song and as you listen fill in the missing lyrics. (hint: The correct lyrics are below. http://www.youtube.com/watch?v=oKOtzIo-uYw

Killing Me Softly The Fugees Strumming my pain with his fingers __________ my life with his words (to sing) Killing me ______ with his song _________ me softly with his song (to kill) Telling my whole _______ with his words Killing me softly with his song I ________he sang a good song (to hear) I ________ he had a style (to hear) And so I _______ to see him (to come) And listen for a while (to listen) And there he _______ this young boy (to go) A stranger to my eyes Strumming my pain with his fingers Singing my life with his words Killing me softly with his song Killing me softly with his song Telling my whole life with his words Killing me softly with his song I felt all flushed with ______ _____________ by the crowd (to embarrass) I _____ he found my letters (to feel) And read each one out loud I ______that he would finish (to pray) But he just kept right on Chorus Repeated 2X

http://www.youtube.com/watch?v=oKOtzIo-uYw


Strumming my pain with his ______ Singing my life with his _______ Killing me softly with his song Killing me softly with his song Telling my _______ life with his words The Fugees: Killing Me Softly Lyrics Strumming my pain with his fingers Singing my life with his words Killing me softly with his song Killing me softly with his song Telling my whole life with his words Killing me softly with his song I heard he sang a good song I heard he had a style And so I came to see him And listen for a while And there he was this young boy A stranger to my eyes Strumming my pain with his fingers Singing my life with his words Killing me softly with his song Killing me softly with his song Telling my whole life with his words Killing me softly with his song I felt all flushed with fever Embarrassed by the crowd I felt he found my letters And read each one out loud I prayed that he would finish But he just kept right on Strumming my pain with his fingers Singing my life with his words Killing me softly with his song Killing me softly with his song Telling my whole life with his words


Killing me softly with his song Strumming my pain with his fingers Singing my life with his words Killing me softly with his song Killing me softly with his song Telling my whole life with his words Killing me softly with his song Strumming my pain with his fingers Singing my life with his words Killing me softly with his song Killing me softly with his song Telling my whole life with his words Step 5: In this song, the singer is describing how music affects her on a personal level. In your own words describe how music affects you on a deeper level? Write 2 or 3 paragraphs and use examples to support your response.


TRACK 5: EMOTIONS

Step 1 : Let’s answer these questions

a) What kind of music do you listen to when you feel sad / happy / anxious / nervous / scared / bored? Why?

b) Have you ever imagined a movie without music? How would that be?

c) Which are your favourite movie soundtracks?

Step 2. Let’s listen to five different melodies and assign a particular emotion.

http://www.youtube.com/watch?v=m9NVH7plNu8&feature=related

LAUGHING LONGING ANGER ANTICIPATION FEAR

Step 3.Let´s listen to some seconds of each of the tracks below and talk about the different feelings it evokes in you. You may use some of the following adjectives to describe such feelings. Add some more adjectives. Can you identify which movies these soundtracks belong to?

1) http://www.youtube.com/watch?v=nCiwGzAP6z0&feature=fvst

2) http://www.youtube.com/watch?v=hHBRIkJsk40

http://www.youtube.com/watch?v=3gVPkaZykK4

http://www.youtube.com/watch?v=THUSeFFx1fU

http://www.youtube.com/watch?v=XNSsv86lsok

http://www.youtube.com/watch?v=0WyvlO_PdAo

http://www.youtube.com/watch?v=-bTpp8PQSog

UPBEAT CHEERFUL DEPRESSING HARMONIOUS INSPIRING PROVOKING MISTERIOUS MOURNFUL

HAUNTING ROMANTIC MENACING PEACEFUL VICTORIOUS _______________ _____________

____________ ___________________ _________________ ________________ ____________________- _________________ _________________ _____________

__________________ _________________ ______________ ________________

http://www.youtube.com/watch?v=m9NVH7plNu8&feature=related

http://www.youtube.com/watch?v=nCiwGzAP6z0&feature=fvst

http://www.youtube.com/watch?v=hHBRIkJsk40

http://www.youtube.com/watch?v=3gVPkaZykK4

http://www.youtube.com/watch?v=THUSeFFx1fU

http://www.youtube.com/watch?v=XNSsv86lsok

http://www.youtube.com/watch?v=0WyvlO_PdAo

http://www.youtube.com/watch?v=-bTpp8PQSog


Track Feeling evoked? Adjectives? Movie? 1

2

3

4

5

6

7

Step 4. Let’s read the following extracts and discuss about them.

Although it’s easy to classify film as a visual medium, most filmmakers understand that the soundtrack, from the type of music chosen or created to how it is used, can make or break a movie. Do you agree?

There are other ways music affects us emotionally. One way can be most clearly demonstrated by movie music. Music signals us when something scary, threatening or ominous is about to happen. If you close your eyes in an action, horror or thriller movie, you can pretty much tell what’s happening on the screen by the music alone. Do you agree?

What is the emotional hook music has on us all about? There is something going on here besides sound waves, the mechanism of the ear, and synapses firing in the brain. Apparently, music and mood are intimately connected in some non-physical way. Do you agree?


TRACK : STADIUM ROCK Step 1. Discuss the following questions: a) What is “stadium rock”? Can you name some of its main characteristics? b) Do you know some of the first big bands of stadium rock? c) Are there any current rock bands known as “stadium rock bands”? If yes, which ones? Step 2. Let´s read about “Stadium rock” and discuss about the previous questions.

Getting to know ‘Stadium Rock”

Started as early as the 1960s and peaked in the 1980s, stadium rock is not a genre; it is an epic style of music performance played by musically diverse bands from Led Zeppelin to the Police. Performed lively in stadiums or arenas, it is characterized by mass audiences

and various stage features, such as laser light, large video screen, smoke bomb and heavy amplification as well as shocking pyrotechnics that never failed to awe the audiences.

In 1960s, the number of fans of popular bands such as the Beatles, Led Zeppelin, The Who

and Rolling stone had outgrown the capacity of standard concert hall and nightclubs. They needed bigger venues to do live performances, so they used stadium or arena as a

solution. In its development, stadium rock became some kind of fashion with every band

tried to do the task of performing to huge size of crowd.

Queen, Springsteen and several other bands helped popularize stadium rock throughout 1970s until early 1980s. Stadium rocks events during this era were a major social and

media event. In the early 1990s, these larger-than-life bands started to lose its popularity due to drug abuse and along with that, public interest in stadium rock concerts started to

wane either. Ticket sales significantly dropped off. There ended the glorious era of stadium rock. It is true that certain modern bands are still able to fill entire seats in an arena but the atmosphere is no longer the same.

In the old-time stadium rock, the music was specifically written to allow the audience to

become one with the band. The music needs to be heard and felt by thousands and unite

them in massive togetherness. This thing is seldom found in modern day music

performance. When a band fails to engage a stadium, the show can be dull.


Step 3. Let´s look at the underlined words in the text and match them to their meanings

(1-6).

1) attract someone´s attention and keep them interested

2) fell suddenly

3) reached the highest point

4) amusing or exciting in an attractive way.

5) become gradually less strong or less important.

6) feel great respect and liking for them

Step 4. Let´s read and discuss the following questions

1) Read the extract about Queen.

2) Do you enjoy their music?

3) Which Queen’s songs do you know?

Formed in 1970 by Brian May, Freddie Mercury and Roger Taylor with John Deacon joining

the following year, Queen played seminal rock music. They are recognized for their vocal

harmonies and ability to bring thousands of audiences to participate in their live

performances. The anthem song “We Will Rock You” could induce everyone to stomp feet and

clap hands in unison. Massive choruses from the audiences really blew the whole stadium. The

song allows the audiences to become one with the band. No band can built interaction with

the audience the way that Queen did.


Step 4. Let´s read the following statements and say if they are true or false and correct the

false ones. Then watch the video and check your answers.

http://www.youtube.com/watch?v=A1KYllVvCRg (until 6:05)

a) 1965 was the year the group Queen emerged on to the world stage. ______

b) In Japan, they (Queen) were hailed as visiting gods. ______

c) Queen’s life was centered around one of the greatest front men in the history of rock,

Freddie Mercury. ________

d) Queen’s shows always ended in audiences demanding more thunder balls. _________

e) The members of the band thought that the interaction they had with the audience

made them feel bonded together, and strong. ________

f) Bohemian Rhapsody and We are the Champions were regarded as triumphs songs. ________

g) Communication, empathy and inspiration exchange between thousands of people and

that larger-than-life character onstage are the essence of stadium rock. __________

h) When they were playing in Brazil, they weren´t able to connect with their audience in any possible way. _________

Step 5. Let´s listen to the songs ‘We are the Champions” or “We will Rock you” and in pairs discuss which the different feelings these songs evoke in you are.

http://www.youtube.com/watch?v=KFfCKy0nKr0

http://www.youtube.com/watch?v=qGaOlfmX8rQ

http://www.youtube.com/watch?v=A1KYllVvCRg

http://www.youtube.com/watch?v=KFfCKy0nKr0

http://www.youtube.com/watch?v=qGaOlfmX8rQ


TRACK 7: MTV!

Step 1. As a group, answer the following questions

* Do you watch or use to watch MTV? Why, why not? * In your opinion how has the channel changed throughout the years? Step 2. Let’s see how much you know about MTV, try to answer the following questions.

1. What date did the transmission start?

2. What was the first video clip shown?

3. What was the main purpose of MTV?

4. What does VJ stand for?

5. What was Michael Jackson first clip shown?

6. Can you name all the music genders they played?

7. What year did the VMA’s start? Why?

8. What’s the name of the acoustic performances?

9. What are the most iconic cartoons and shows?

Step 3. Now watch the clip and check your answers http://www.youtube.com/watch?v=Y6jz65YRCy8 Step 4. Have you ever watched “Video killed the radio star” by the Buggles? What do you think it means? .Watch the clip and complete the song. https://www.youtube.com/watch?v=W8r-tXRLazs I heard you on the________back in Fifty Two Lying awake intent at ____________ ___ ___ ______ If I was ________it didn't stop you coming through. Oh-a oh They took the credit for your second ___________ Rewritten by machine and new ___________ and now I ___________ the problems you can see. Oh-a oh I met your children Oh-a oh

http://www.youtube.com/watch?v=Y6jz65YRCy8

https://www.youtube.com/watch?v=W8r-tXRLazs


What did you tell them? Video killed the radio star. Video killed the radio star. ____________ came and broke your heart. Oh-a-a-a oh And now we meet in an abandoned studio. We hear the ____________ and it seems so long ago. And you remember the _________ used to go. Oh-a oh You were the first one. Oh-a oh You were the last one. Video killed the radio star. (x2) In my mind and in my car, we can't ____________we've gone to ____ Oh-a-aho oh, Oh-a-aho oh Video killed the radio star. (x2) In my mind and in my car, we can't ________ we've gone to_____. Pictures came and ________ your heart, put the blame on _______ You are a radio star. You are a radio star. Video killed the radio star….


TRACK 8: REGGAE Step 1. Let’s discuss the following questions:

Do you enjoy reggae music?

What do you know about that gender?

Reggae is a music genre first developed in Jamaica in the late 1960s. While sometimes used in a broader sense to refer to most types of Jamaican music, the term reggae more properly denotes a particular music style that originated following on the development of ska and rocksteady. Reggae is most easily recognized by the rhythmic accents on the off-beat, usually played by guitar or piano (or both), known as the skank.

Step 2. Complete the chart with information you already know about Bob Marley, then watch the video and check your answers.

Birthday: Born in: Moved to: First recording: Self title debut year: Spouse: USA debut: Dead: Most popular songs:

https://www.youtube.com/watch?v=GpoVZXKBK14&feature=plcp (life and career)

http://en.wikipedia.org/wiki/Music_genre

http://en.wikipedia.org/wiki/Jamaica

http://en.wikipedia.org/wiki/Music_of_Jamaica

http://en.wikipedia.org/wiki/Ska

http://en.wikipedia.org/wiki/Rocksteady

http://en.wikipedia.org/wiki/Off-beat_%28music%29

http://en.wikipedia.org/wiki/Off-beat_%28music%29

http://en.wikipedia.org/wiki/Ska_stroke

https://www.youtube.com/watch?v=GpoVZXKBK14&feature=plcp


Step 3. Have you heard “Redemption song”? What does it talk about? Listen to the song and try to complete the lyrics. Then comment on the meaning.

Redemption song By Bob Marley Old _________, yes, they _____ I Sold I to the merchant _______ Minutes after they ______I From the ____________ pit But my hand was made strong By the hand of the __________ We ___________ in this generation ______________ Won't you help to sing These songs of ___________? 'Cause all I ever have Redemption songs Redemption songs ___________ yourselves from mental _______ None but _________ can free our ______ Have no ______ for _________ energy 'Cause none of them can stop the time How long shall they ______ our ________ While we ______ aside and _______? Ooh Some say it's just a part of it We've got to ________ the _________ Won't you help to sing These songs of ____________ 'Cause all I ever have Redemption songs Redemption songs Redemption songs Emancipate yourselves from mental slavery…. https://www.youtube.com/watch?v=6KKhHpYb0yU&feature=related

https://www.youtube.com/watch?v=6KKhHpYb0yU&feature=related


TRACK 9: SLANG!

“The Best Part of Getting Older is Gonna Be Intentionally Misusing Slang around Teenagers just to Watch them Squirm”

Step 1. What is the meaning of Slang? Before you give your definition, read the following examples:

Here are a few Slang samples:

props - "respect, recognition" (example. Gotta give that girl props for her web site...)

off the hinges - "similar to off the hook, something is outstanding, great" (example. "Yo, that concert was off the hinges!")

warez - The de facto standard term for a piece of pirated software/music/movies copied from a friend or downloaded from the Internet. (example.This website has a huge abundance of warez on it!) mal: Pronounced mull--like we pronounce dull, skull, etc. Used to describe a sexy chick. Unfortunately, the literary meaning of 'mal' is properties, luggage, baggage, etc. Example: Look at the legs on that mal! http://www.slangvocabulary.com/slang/M.html

dot gone - unsuccessful internet company(example. ex. pets.com) a solid: A favor. Example: Do me a solid and send me that website link.

Step 2. Read the following lyrics of a song of Eminem and underline all the words/expressions you consider as slang and think of their definitions.

Lose Yourself By Eminem Look, if you had one shot, one opportunity To seize everything you ever wanted in one moment Would you capture it or just let it slip? Yo His palms are sweaty, knees weak, arms are heavy There's vomit on his sweater already, mom's spaghetti

http://www.slangvocabulary.com/slang/M.html


He's nervous, but on the surface he looks calm and ready to drop bombs, But he keeps on forgetting what he wrote down, The whole crowd goes so loud He opens his mouth, but the words won't come out He's choking how, everybody's joking now The clock's run out, time's up over, bloah! Snap back to reality, Oh there goes gravity Oh, there goes Rabbit, he choked He's so mad, but he won't give up that Easy, no He won't have it , he knows his whole back's to these ropes It don't matter, he's dope He knows that, but he's broke He's so stagnant, he knows When he goes back to his mobile home, that's when it's Back to the lab again, yo This whole rhapsody He better go capture this moment and hope it don't pass him [Hook:] You better lose yourself in the music, the moment You own it, you better never let it go You only get one shot, do not miss your chance to blow This opportunity comes once in a lifetime yo (You better) The soul's escaping, through this hole that is gaping This world is mine for the taking Make me king, as we move toward a new world order A normal life is boring, but superstardom's close to post mortem It only grows harder, only grows hotter He blows us all over these hoes is all on him Coast to coast shows, he's known as the globetrotter Lonely roads, God only knows He's grown farther from home, he's no father He goes home and barely knows his own daughter But hold your nose 'cause here goes the cold water His hoes don't want him no more, he's cold product They moved on to the next schmoe who flows He nose dove and sold nada So the soap opera is told and unfolds I suppose it's old partner but the beat goes on Da da dum da dum da da


[Hook] No more games, I'ma change what you call rage Tear this motherfucking roof off like 2 dogs caged I was playing in the beginning, the mood all changed I've been chewed up and spit out and booed off stage But I kept rhyming and stepped right into the next cypher Best believe somebody's paying the pied piper All the pain inside amplified by the fact That I can't get by with my 9 to 5 And I can't provide the right type of life for my family Cause man, these goddamn food stamps don't buy diapers And it's no movie, there's no Mekhi Phifer, this is my life And these times are so hard, and it's getting even harder Trying to feed and water my seed, plus Teeter totter caught up between being a father and a prima donna Baby mama drama's screaming on and Too much for me to wanna Stay in one spot, another day of monotony Has gotten me to the point, I'm like a snail I've got to formulate a plot or I end up in jail or shot Success is my only motherfucking option, failure's not Mom, I love you, but this trailer's got to go I cannot grow old in Salem's lot So here I go it's my shot. Feet fail me not, this may be the only opportunity that I got [Hook] You can do anything you set your mind to, man http://www.youtube.com/watch?v=EZ5GGzN0_cU

http://www.youtube.com/watch?v=EZ5GGzN0_cU


TRACK 10: PLAYING WITH SONGS Step 1: Listen to the song and order the ideas listed below as you listen to them.

o No concept of ownership

o Absence of ambition or starvation

o Humanity taking no thought of the morrow

o Lack of frontiers

http://www.youtube.com/watch?v=XLgYAHHkPFs

o Humans sharing the planet

o No life beyond the grave

o Humankind living in harmony

o No veneration of divinities

Step 2: The teacher will give each of you the line of a song, you have to draw what it says

there. Then, as you listen to the song, all of you will have to show your pictures when you

listen to your lines.

http://www.youtube.com/watch?v=LH_avraCChY

Step 3: Complete the following song with you own ideas and then listen to the original

song and check if your ideas were too different.

http://www.youtube.com/watch?v=Ahha3Cqe_fk

Summer after ……………………………..…………………… when we first

………………………….……..……………..

We ………………………………..………..……. in our …………………..…………..…………. to

……….…………..…………..

And on my …………………………….. birthday

We got

…………………………………………………………………………………………….…………….……………………….

Used to ……………………………………………..………. you parents’ ……………………..

and ………………………………………………………………………………………………………………………..…

Talk about

………………………………………………………………………………………………………………………………….

Like we ……………………………………………………………………………………………………………………

http://www.youtube.com/watch?v=XLgYAHHkPFs

http://www.youtube.com/watch?v=LH_avraCChY

http://www.youtube.com/watch?v=Ahha3Cqe_fk


Never ………………………………………………………………………………………………………………………

And in another ……………………………………………………………………………………………………

I would be ………………………………………………………………………………………………………………

We keep ……………………………………………………………………………………………………………………

Be ………………….…. against ………………………………………………….…………………….


TRACK 11: A FAST CAR

Step 1: Use these expressions below to write the stanza of a song of your own creation.

Let’s see how talented you are!

Step 2: Listen to the original song and answer the following questions. http://www.youtube.com/watch?v=Orv_F2HV4gk

1) Who is she singing to?

2) What deal can they make?

3) What border does she want to cross?

4) What is meant by “and finally see what it means to be living”?

5) What information is provided about her family background?

6) What does the fast car and the city lights symbolize?

7) Has her family structure been modified? If so, how?

8) What happened to her dreams?

9) How does she feel at the end of the song?

10) In your own words, what is the theme of the song?

Step 3: Listen to the following song, can you recognize it? What do you think about song

translations?

http://www.youtube.com/watch?v=uiaooTbJenc

Step 4: The class will be divided in groups of 2 or 3, and will translate a song in Spanish

into English. You can choose any song you want (or the group wants)

Together

you and

me

Checkout

girl I was

drunk Make a

decision

I quit

school

Starting

from

zero Fast

car

Nothing

to lose

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………………

………………………………………………

http://www.youtube.com/watch?v=Orv_F2HV4gk

http://www.youtube.com/watch?v=uiaooTbJenc


TRACK 12: BLOODY SUNDAY! Step 1. Read the following paragraph. It will help you understand why they chose this title.

On Sunday January 30th 1972, about 20000 civilians marched through the town of

Derry in Northern Ireland. They were protesting against the policy of the English

government which imprisoned suspected members of the IRA without trial. While they

were demonstrating, the English army fired on the unarmed marchers, killing fourteen

people, some shot in the back. Those responsible for this massacre were never

punished.

The popular Irish group wrote the song Sunday bloody Sunday in 1983 to sum up a

decade of hatred and violence.

Step 2. Now that you’ve read it, fill in the following summary which aims at explaining the reason why the group U2 chose this title for their song.

They entitled this song …………………………………………………because the song refers to a

tragic ……………………………………….. which happened in ………………………………………….

It took place on ……………………………………………………. in …………………………………………..

The people involved were ………………………………………………….

They were ……………………………………………… because …………………………………………………

were jailed without ………………………………………….. / ………………………………………. and they

thought it was ………………

The people who were demonstrating didn’t have ………………………….., they weren’t

……………….. but the English army didn’t hesitate to shoot them and …………………………….

people died.


Step 3. The adjective “Bloody” has three different meanings. Read them and tick those which could be appropriate here.

1) Stained with blood

2) Cruel / merciless

3) It is an English swearword used to show an emotion like anger or disgust

a. Listen to the song and count how many times this word is

repeated:…………………………..

http://www.youtube.com/watch?v=EM4vblG6BVQ

b. Listen to the song again and pick out a question which is repeated many times.

……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… Step 4. Now, use the following words to explain what the group wants to underline thanks to this question.

THIS WAR / WHO / WANT / TO BE FED UP WITH / TO END / NOBODY / TO BE

SICK AND TIRED OF / TO LISTEN TO / THE PEOPLE

The group U2 wants to show that they ………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… They also want to denounce the fact that ………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… Step 5. Instead of fighting, what should Irish people do ? Listen to the song and fill the 3 following sentences: ……………………………… the …………………………from your ……………………. …………………………….your …………………………….. away. ………………………….your ……………………………….eyes. Step 6. In your own words, rephrase what Irish people should do according to the group U2. To make your sentences, use the following expressions.

http://www.youtube.com/watch?v=EM4vblG6BVQ


INSTEAD OF + V ing

Irish people SHOULD + BV


TRACK 13: WHERE IS LOVE?

Step 1. Fill in the gaps with the missing words from the song.

Where is the love

By Black Eyes Peas

http://www.youtube.com/watch?v=pYrVQP-IBmE

What’s _________________________________________, mama

People living like they ain't got no mamas

I think the whole world’s _____________to the drama

Only attracted to things that'll bring you trauma

Overseas, yeah, we try __________________________

But we still got terrorists here living

In the USA, the big CIA

The Bloods and The Crips and the _____________________

But ___________________for your own race

Then you only leave space ___________________

And to discriminate only ____________________________

And when you hate then you're bound to get irate, yeah

Madness is what you demonstrate

And that's ________________how anger works and operates

Man, you gotta have love just___________________________

______________________________________________ and meditate

Let your soul gravitate to the love, y'all, y'all

http://www.youtube.com/watch?v=pYrVQP-IBmE


People__________________________, people dying

Children hurt and you hear them crying

Can you _______________________________________________

And would you ________________________________________

Father, Father, Father help us

Send some ________________from above

'Cause people got me, got me questioning

Where is the love (Love)

Where is the love (The love)


Where is the love

The love, the love

It just ain't the same, always unchanged

New days are strange,________________________________________

If love and peace is so strong

Why are there _______________________that don't belong

Nations dropping bombs

Chemical gasses filling lungs of little ones

With ongoing suffering as the_______________________________

_______________________________________is the loving really gone

So I could ask myself really what is going wrong

In this world that we’re living in people keep on giving in

Making_________________________, only visions of them dividends

Not respecting each other, deny thy brother

A war is going on but the reason's __________________________


The truth is kept secret, it's _________________________________

If you never know truth then you never know love

Where's the love, y'all, come on (I don't know)

Where's the truth, y'all, come on (I don't know)

Where's the love, y'all

People__________________, people dying


Can you ___________________________________________________

And would you _____________________________________________________


Send some __________________from above





Where is the love

The love, the love

I feel the ______________________________

As I'm getting older, y'all, people gets colder

Most of us only care about _______________________________________

____________________________ got us following a wrong direction

Wrong information always shown by the media

__________________________________________________ is the main criteria

_________________________________ the young minds faster than bacteria

Kids wanna act like what they _______________________________


Yo', whatever happened to the values of humanity

Whatever happened to the ____________________________________

Instead in spreading love we’re spreading animosity

___________________________________________, leading lives away from unity

That's the reason why sometimes I'm feeling under

That's the reason why sometimes_________________________________________

There's no wonder why sometimes I'm feeling under

Gotta keep my faith alive till love is found

People_____________, people dying


Can you ___________________

And would you _____________________________


Send some __________________from above









Sing wit me y'all:

One world, one world (We only got)


One world, one world (That's all we got)

One world, one world

And something's wrong wit it (Yeah)

Something's wrong wit it (Yeah)

Something's wrong wit the wo-wo-world, yeah

We only got

(One world, one world)_____________________

(One world, one world)

Step 2. Let’s discuss

1. What is this song about? 2. “I think the whole world addicted to the drama

Only attracted to things that'll bring you trauma”. Do you agree? 3. According to the lyrics who are considered “local” terrorists? 4. What do you think “irate” means? 5. What is discrimination? 6. What does discrimination “create”? 7. What can stop discrimination according to the song? 8. What is the meaning of the expression “to set someone or something straight”? 9. Explain and give an example of “practice what you preach” 10. Which do you support: “to turn the other cheek” or “an eye for an eye, a tooth for

a tooth”? 11. Which expression is used to imply secrecy or a cover-up? 12. Share your opinion on “If you never know truth then you never know love”. 13. What are the artists’ opinion of the media and their influence on the youth? 14. Do you agree with this portrayal of the media?

Step 3.. Make sentences using the following idioms/ expressions:

set someone/something straight Definition: to tell someone the true facts about a situation that they had not understood correctly practice what you preach Definition: to behave the way you tell other people to behave


have the cares/weight of the world on your shoulders

Definition: if you look or feel as if you have the cares of the world on your shoulders, you look or feel very worried or sad turn the other cheek Definition: if you turn the other cheek when someone attacks or insults you, you do not get angry and attack or insult them but stay calm instead

sweep something under the carpet

Definition: to hide something embarrassing. .


TRACK 14: BOB MARLEY

Step 1. Read about Bob Marley

Robert "Bob" Nesta Marley is the greatest ever reggae singer. He spread reggae and his message of love and unity to a worldwide audience. His live performances were legendary for their passion and energy. Marley’s album ‘Exodus’ was voted by ‘Time’ magazine as the best of the 20th Century. The BBC declared his song ‘One Love’ as the song of the millennium.

Marley was born in 1945 in a small village in Jamaica to a white father and black mother. The racist bullying he received as a child had an impact on his songwriting. He left school at the age of 14 to make music. He met members of his future band The Wailers at a jam session. It took several years before they became famous.

The Wailers' first album ‘Catch a Fire’ was released in 1973 and sold well. Another album followed a year later which included the song ‘I Shot The Sheriff’. Eric Clapton’s cover of the song in 1974 brought Marley a lot of global attention. In 1975, Marley released his breakthrough song ‘No Woman, No Cry’, still regarded as a classic today.

Marley left Jamaica for England in 1976 to record his ‘Exodus’ and ‘Kaya’ albums. He toured the world and performed to campaign against apartheid in South Africa and to celebrate Zimbabwe’s independence. He died of cancer in 1981, aged 36. He was given a state funeral in Jamaica according to the Rastafari tradition. He continues to be an important influence on today’s music.

Step 2. Answer the following questions:

1. Who was Bob Marley? 2. When was Bob born? 3. Where was Bob from? 4. What was his cause of death?


Step 3. Match the words from the article on the left with their synonyms on the right.

Paragraphs 1 and 2

1. Unity a. famous 2 Legendary b. well-known 3. Declared c. influence 4. Impact d. a number of 5. Several e. harmony 6. Famous f. Announced

Paragraphs 3 and 4

7. Released g. Push 8. Global h. brought out 9. Regarded i. official 10. Campaign j. thought of 11 State k inspiration to 12 Influence l worldwide

Step 4. Match the following phrases from the article:

1. his message a. received as a child 2 His live performances are b. of global attention 3. song of c. before they became famous 4. The racist bullying he d. as a classic today 5. It took several years e. influence on today’s music 6. ‘Catch a Fire’ was released in 1973 f. of love and unity 7. brought Marley a lot g. funeral 8. still regarded h. legendary 9. He was given a state i. and sold well 10. He continues to be an important j. the millennium


TRACK 15: MORE WORDS, MORE MUSIC

Step 1. What do you think?

1. Is the globalization of society influencing music?

2. Imagine the future of music in this global world. What do you think it’s going to

happen?

3. Do people change music or does music change people and society?

4. Choose arguments in favor and against.

Step 2. Adjectives and phrases to describe music. Read and match the sentences.

A. This song has incomprehensible lyrics.

B. It’s a very catchy song. C. This music is so moving. D. It’s a song with a very strong beat. E. I think his voice is very monotonous. F. I don’t know what it’s called, but I

recognize the tune.

1. The rhythm makes you want to tap your feet.

2. It almost puts me to sleep. 3. The music sounds familiar. 4. I can’t understand what it’s about. 5. I’ve been humming it all day. 6. It almost makes me want to cry.

Step 3. Complete the sentences with the correct music idiom.

She has a _______________________. She can sing a tune as soon as she

hears it.

He’s not singing at the same pitch as we are. He’s completely

_________________!

He’s always __________________. He tells everyone how wonderful he is.

The others ran away, leaving her to_________________. She got punished

for what they had all done.

When I heard the news, it was ___________________. It was exactly what I

wanted to hear.

A- Tooting his own horn B- face the music C- good ear for music

B- D-music to my ears F- out of tune


Step 4. Discuss

What is the meaning of Internet Music Piracy?

Have you downloaded any song in the last month?

Why do you think people download music?

Is anyone hurt because of this?

What do you think about paying for downloading music on the net?

The music industry has announced an intensification of its campaign against illegal file-sharing. It calls on music fans to buy their music online legitimately, rather than risk the legal consequences of illegal file-sharing. There are now over 100 legal online music sites in Europe offering a total of over one million music tracks.

Users of file-sharing services such as KaZaA, EDonkey/eMule and Gnutella are the target. This is a warning that no illegal uploaders are immune from legal action, whichever service they are using. Individuals are charged with acting illegally by making copyrighted music available on the Internet without the permission of the copyright holder - this is against the law throughout Europe and internationally. These people are likely to face compensation payments averaging several thousand euros.

Illegal file-sharing has contributed to the decline in global music sales - down US$6 billion in the last five years. For that reason, awareness campaigns around the world have included music coalition websites, media advertising, university and school projects and instant messages sent directly to people using unauthorised services.

The fight against online music piracy has become the subject of daily debate, in the media, in government and in ordinary households.

Step 5. Find words in the text that are closely related to music piracy. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Step 6. Make two groups, one supports the consumer who doesn’t want to spend much money on music, and the other the artist /record company who sees how they are losing money because of music downloading. State all your points and then role play the situation.

For music download Against music download

Consumer

Record Company/ Artist


TRACK 16: WISHLIST

Step 1. Everyone is always in need of different things in life. What are the most common things that people need to live a happy life? Is it easy or difficult to have these things? Why? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 2. Listen to Pearl Jam’s “Wishlist” and write on the line the number that completes each one of the sentences.

Wishlist By Pearl Jam

1.that went on top 2.you kept your house key on 3.shining off a Camaro's hood 4. and all the news was good 5. for once I could go off 6. never let you down 7. at home behind the sun 8. that you depended on 9. as fortunate as me 10. with someone who waited for me 11. you hung on 12. but somehow still lived on

http://www.youtube.com/watch?v=6wH6gkhirhw I wish I was a neutron bomb, ______________________________________________ I wish I was a sacrifice ___________________________________________________ I wish I was a sentimental ornament _________________________________________ The Christmas tree, I wish I was the star ______________________________________ I wish I was the evidence, I wish I was the grounds For 50 million hands upraised and open toward the sky I wish I was a sailor ______________________________________________________ I wish I was as fortunate, __________________________________________________ I wish I was a messenger __________________________________________________ I wish I was the full moon _________________________________________________ I wish I was an alien _____________________________________________________ I wish I was the souvenir _________________________________________________ I wish I was the pedal brake _______________________________________________ I wish I was the verb 'to trust' and ___________________________________________

http://www.youtube.com/watch?v=6wH6gkhirhw


I wish I was a radio song, the one that you turned up I wish... I wish... Step 3. Now let’s try to rewrite the song. Go back to the lyrics, take each line and complete it with your own wishes. Then choose your favorite lines and share them with the class. Step 4. Imagine that you found a magic lamp with a genie that can grant you anything you wanted. What three things would you ask for?


TRACK 17: THE MATHEMATICS OF MUSIC

Step 1. Let’s warm up. Choose a, b or c in the quiz… 1. John Lennon wrote “Good Morning Good Morning”… a) At 11pm in the evening. b) After hearing a Cornflakes commercial. c) As a way to wake up band mate George Harrison, who was notoriously bad at rising early. 2. When Mozart wrote his first piece, he was… a) 7 years old b) 9 years old c) 5 years old 3. Termites will eat wood two times faster whilst listening to... a) heavy metal b) rap c) classical music. 4. Before composing, Beethoven used to dip his head in... a) raw egg yolks b) hot water c) cold water 5. Marilyn Monroe was given a white poodle named Mafia by a fellow musician. Was it…? a) Frank Sinatra b) Sammy Davis Junior c) Dean Martin. 6. In 1976, Barry Manilow sang a chart-topping song titled “I write the songs.” What was ironic about this situation? a) He was famous for never writing any of his song lyrics down on paper. b) The song wasn’t written by him. c) He wrote a Broadway Musical but it was repeatedly refused by producers.


Step 2. Discussion

1. Do you like classical music? Why or why not?

2. What are the stereotypes associated with classical music listeners? Why do you think this is?

3. Why do you think classical music has experienced a decline in popularity?

3. Do you think it will fade into obscurity, or always have a loyal following?

Step 3. Listen by numbers: music and maths (The Guardian, June 2011)

Who says maths is all cold logic and music all emotion? That's nonsense, writes Marcus du Sautoy – the two are intimately connected

I used to do a lot of counting as a trumpeter in my local youth orchestra. Sitting in the brass section, counting out rests so I didn't crash in early with a fanfare, I began to realise that mathematics and music had even deeper links. It is certainly a connection people have commented on throughout the ages.

"Music," wrote the great 17th-century German mathematician Gottfried Leibniz, "is the sensation of counting without being aware you were counting." But there is more to this connection than counting. As the French baroque composer Rameau declared in 1722: "I must confess that only with the aid of mathematics did my ideas become clear."

So is there really a link? Or is it crazy to try to connect the creative art of music with the steely logic of mathematics? Certainly the grammar of music – rhythm and pitch – has mathematical foundations. When we hear two notes an octave apart, we feel we're hearing the same note, so much so that we give them the same name. (This is because the frequencies of the two notes are in an exact 1:2 ratio.)

Yet, while the combinations of notes we have been drawn to over the centuries can all be explained through numbers, music is more than just notes and beats – just as Shakespeare is more than just words from a dictionary. And it is in putting the notes together to create, say, the Goldberg Variations or Don Giovanni that I believe the true connection between mathematics and music reveals itself.

Many people react angrily to such a claim, believing music to be so much richer and more emotional than mathematics, and that to make such a comparison is to misunderstand what music is truly about. But, as a professor of mathematics, I think this argument misunderstands what mathematics is truly about.

Just as notes and rhythms are not all there is to music, so arithmetic and counting are not all there is to mathematics. Mathematics is about structure and pattern. As we've explored the universe of numbers, we've discovered strange connections and stories about numbers that excite and surprise us. Take the discovery by Fermat, the 17th-century French mathematician, that a prime number that has a remainder of 1 after division by 4 (like 41) can always be written as the sum of two square numbers (41=16+25). It was a realisation that linked the seemingly separate worlds of primes and squares.

http://www.guardian.co.uk/music/2011/jun/27/music-mathematics-fibonacci

http://www.guardian.co.uk/science/mathematics

http://www.youtube.com/watch?v=GAkkTa2XpEc&feature=related

http://www.youtube.com/watch?v=E0L1JLQ7DGM

http://www.guardian.co.uk/culture/shakespeare

http://www.guardian.co.uk/music/2009/jan/23/bach-goldberg-variations-finch-blassel

http://www.youtube.com/watch?v=nemAKvtXL8w


Just as music is not about reaching the final chord, mathematics is about more than just the result. It is the journey that excites the mathematician. I read and reread proofs in much the same way as I listen to a piece of music: understanding how themes are established, mutated, interwoven and transformed. What people don't realise about mathematics is that it involves a lot of choice: not about what is true or false, but from deciding what piece of mathematics is worth "listening to".

I can get a computer to churn out endless true statements about numbers, just as a computer can be programmed to create music. The art of the mathematician lies in picking out what mathematics will excite the soul. Most mathematicians are driven to create not for utilitarian goals, but by a sense of aesthetics. The 19th-century French mathematician Henri Poincaré summed up this creative role thus: "To create consists precisely in not making useless combinations. Invention is discernment, choice . . . The sterile combinations do not even present themselves to the mind of the inventor."

But for me, what really binds our two worlds together is that composers and mathematicians are often drawn to the same structures for their compositions. Bach's Goldberg Variations depend on games of symmetry to create the progression from theme to variation. Messiaen is drawn to prime numbers to create a sense of unease and timelessness in his famous Quartet for the End of Time. Schoenberg's 12-tone system, which influenced so many of the major composers of the 20th century, including Webern, Berg and Stravinsky, is underpinned by mathematical structure. The organic sense of growth found in the Fibonacci sequence of numbers 1,2,3,5,8,13 . . . has been an appealing framework for many composers, from Bartók to Debussy.

Rhythm depends on arithmetic, harmony draws from basic numerical relationships, and the development of musical themes reflects the world of symmetry and geometry. As Stravinsky once said: "The musician should find in mathematics a study as useful to him as the learning of another language is to a poet. Mathematics swims seductively just below the surface."

Step 4. Match up the words and the definitions.

a. steely 1. produce quickly

b. interwoven 2. to feel an attraction to

c. to churn out 3. eternity

d. discernment 4. to support from below

e. to bind together 5. twisted together

f. to be drawn to 6. hard

g. timelessness 7. making distinctions between things

h. to underpin 8. to join two or more things

http://www-history.mcs.st-and.ac.uk/Biographies/Poincare.html

http://www.youtube.com/watch?v=NSdXitBkFb0

http://www.guardian.co.uk/music/2007/jan/12/classicalmusicandopera.joequeenan

http://www.guardian.co.uk/music/2009/oct/15/fibonacci-golden-ratio

http://www.youtube.com/watch?v=nJNwdGqjQuw

http://century.guardian.co.uk/1910-1919/Story/0,,126513,00.html


Step 5. Conversation

1. What is your favourite of the Sciences (physics / engineering / chemistry etc), and your favourite of the Arts (music, literature, painting) etc?

2. Painter Patrick Heron says “I have always claimed that painting’s prime function is to dictate what the world looks like… What we imagine to be the “objective” look of everything and anything is largely a complex weave of textures, forms and colours which we have learned, more or less unconsciously, from painting, and have super imposed upon external reality. The actual “objective” appearance of things (of anything and everything) us something that does not exist…” Do you think art or science is more successful at showing people different perspectives?

3. Do you have a favourite work of art and/or a favourite scientist?

4. Do you think there is an inherent tension between the “truth” of art and the “truth” of science?

5. “Art, like morality, consists of drawing the line somewhere” – G K Chesterton. Do Art and Science have a moral responsibility to society?


TRACK 18: A RUSH OF BLOOD

http://www.youtube.com/watch?v=wb_7C1vMpRQ Step 1. Listen to the song and fill in the gaps.

A rush of blood By Coldplay He said I'm gonna buy this place and ……… it ………….. (*****) I'm gonna put it six …………………………... …………………….. He said I'm gonna buy this place and ………. it …………. Stand here beside me baby in the …………... ……………… Oh I'm gonna buy this place and ………… a ………………… Stand here until I fill all your …………….. …………………….. Because I'm gonna buy this place and ………. it …………. Do back the things it did to you ………………. ………………. He said oh I'm gonna buy a gun and ………….. a ……….. (*****) If you can tell me something worth ……………. …………… Oh and I'm gonna buy this place, that's ……… I ………… Blame it upon a rush of blood to the head And honey All the movements you're starting to ………….. See me crumble and fall on my …………………… And I know the mistakes that I …………………… See it all disappear without a ………………………. And they call as they beckon you on They say start as you mean to go on Start as you mean to go on He said I'm gonna buy this place and ………… it ………… Stand here beside me baby watch the ………… …………..(*****) Some'll laugh and some just …………….. and ……………… But you just sit down there and you ……………. ………….. So I'm gonna buy a gun and ……………………. a …………… If you can tell me something worth …………… …………….(*****) I'm gonna buy this place, that's ……………….. I ………….. Blame it upon a rush of blood to the head And honey All the movements you're starting to …………….. See me crumble and fall on my ……………………….

http://www.youtube.com/watch?v=wb_7C1vMpRQ


And I know the mistakes that I ………………………. See it all disappear without a ………………………….. And they call as they beckon you on They said start as you mean to go on As you mean to go on, as you mean to go on So meet me by the bridge, meet me by the ……....……(*****) When am I going to see that pretty face …………….……. Meet me on the road, meet me where I said Blame it all upon A rush of blood to the head Step 2. Answer

1. What is the song about? Why?

a. Love

b. War

c. Madness

d. Regret

e. Revenge

2. What is the mood of the song?

a. How does it make you feel?

b. What came to your mind after listening to the song?

Happy?

over the moon: "He was over the moon when he heard the news."

thrilled to bits: "She was thrilled to bits with her new bicycle."

in seventh heaven: "They were in seventh heaven when they learned they'd won a cruise."

on cloud nine: "When I got the job, I was on cloud nine for several weeks."

jump for joy: "We jumped for joy when we got the mortgage."

Sad?

down in the dumps: "When she left him, he was down in the dumps for a couple of weeks."

feel blue: "She felt a little blue when she lost her job."

beside yourself (with grief, worry): "When her son went missing, she was beside herself with worry."

sick as a parrot: "He was as sick as a parrot when he realized he had thrown away his lottery ticket."


Step 3. Complete with vocabulary from the song…

a. A building can be …………… …………….

b. A body can be dug …………… ………….. ……………

c. A old building can …………… to the ground.

d. A wicked person can …………… …………… ………….. in a forest with a match.

e. A simple incident can …………… ………….. …………. between two countries.

f. In life, some things are …………… living for.

g. When you ask yourself why something happened or is like it is, you

……………… why.

h. There are many spots where lover can …………………. by.

Step 4. There are 5 lines which have been highlighted with ***** Replace the phrases you used in those lines with something new.

Make up your own lyrics and share (they can range from hilarious to dull)

1. ***

2. ***

3. ***

4. ***

5. ***


TRACK 19: COMPLICATED

http://www.youtube.com/watch?v=5NPBIwQyPWE

Step 1. Listen to the song and complete the lyrics Uh huh, life's like this. Uh huh, uh huh, that's the way it is. 'Cause life's like this. Uh huh, uh huh that's the way it is. ______ ______, what are you _________ for? Lay back, it's all been done before. And if you could only let it be, You will see. I like you the way you are, When we're ________________ in your car, And you're _________________ to me one on one But you've _________________. Somebody else round everyone else. You're watching your ___________ Like you can't relax. You're trying to be __________, You look like a _____________ to me. Tell me. Why you have to go and make __________ So complicated? I see, the way you're ______________ Like you're somebody else Gets me frustrated. Life's like this you. And you _________ and you crawl and you break. And you _________ what you get And you turn it into honesty. And promise me I'm never gonna find you fake it. No, no, no. You come over unannounced, ________ __________ like you're something else. Where you are and where it's at, you see.

http://www.youtube.com/watch?v=5NPBIwQyPWE


You're making me Laugh out when you strike your pose. _________ __________ all your preppy* clothes. You know you're not fooling anyone When you've become. Step 2. Discussion

1. Mention and discuss disgusting, annoying, and depressing things a person might

do when pretending to be interesting –usually when dating.

2. Why do you think so? Do your classmates agree with you? Discuss it.

3. Do adults do the same silly things they used to do when dating as teenagers?


TRACK 20: AMY WINESHOUSE

Step 1. Read about Amy Winehouse

Amy Winehouse never let us down (Laurie Penny, New Statesman)

Amy Winehouse was always more than an amazing voice. Her breakthrough album, Back to Black, is one of the great records of the early 21st century. It is incredible because it is about suffering: addiction, the angst of being young and lovesick and unhappy, all made into something rich, bitter and fine.

In a music industry that champions inoffensive singer-songwriters who make coffee-table records, Winehouse made no attempt to hide her flaws and failings. And as a consequence, she was harassed to the point of breakdown. The gossip media loves to watch a young woman fall to pieces. The tabloids sensed problems, and began to follow Winehouse through the streets of London and New York. Her song lyrics were used to make headlines about her personal life, which mocked her refusal to "go to rehab," or "rehabilitation" - every "troubled" musician's eventual destination. In 2009, she had to ask the Court to stop press photographers from camping outside her house. With the ethics of the tabloids being questioned, it is worth asking why journalists felt the need "to so aggressively pursue a talented, but vulnerable, young woman". The day before the Sunday Mirror printed news of her death, it described Winehouse's appearance at a recent gig "like the embarrassing auntie you don't want at a family reunion". The same papers that published countless articles about Winehouse's worsening health and battles with drugs and alcohol, now print serious tributes to her achievements. The same papers that called Winehouse fat when she arrived as a fresh young talent in 2003, then labelled her anorexic when she lost weight, now claim they were always worried about her weight. Many articles accused Winehouse of failing to be “a good role model". Photographs of the "troubled singer" were regularly used to illustrate articles about how young women everywhere were becoming immoral drug and alcohol consumers thanks to her influence... However, one of Winehouse's best characteristics was that she was never interested in the normal rules of female celebrity. In 2007, when someone asked me why Amy Winehouse was so important to me, I replied that she was the only woman singer who I could never imagine releasing her own perfume. If she did, you wouldn't want it near your wrists and neck any more than you'd buy a bottle of Essence of Keith Richards. It should not be the job of every female who achieves success through her own talents to be a model of ladylike good behaviour. The public need role models, but they also need artists and icons.


Step 2. Match the words below with the definitions in the table

Breakthrough, to champion, flaw, to harass, breakdown, to mock, to pursue, countless, to claim, role model, to release (a product)

Weakness

A good example

To present something as the truth

Major success which leads to further progress

To market

Too many to count

To bother, irritate

To chase (often aggressively)

To make fun of

To support

Collapse (often related to mental health)

Step 3. Discussion questions

1. How important is the “image” of a musician?

2. Is being followed, photographed and harassed an inevitable part of being in the music industry?

3. Would you like to be famous?

4. “If you come to fame before you understand who you are, it will define who you are.” Do you agree with this quotation?


TRACK 21: MUSIC IS IN YOUR HEAD

Step 1. Discuss

1) Who is your favorite band / singer / musician / orchestra / composer?

2) Why? Have you ever seen them live?

3) Do you play in instrument? If so, which one?

4) Has a piece of music ever made you cry, or feel sad, angry, emotional or joyful?

5) If you could be one musician in history, who would it be?

6) Why do you think music is so important to certain cultures and communities?

7) Can certain types of music be more valuable than others?

8) What stereotypes do you have about people who listen to certain types of music eg

classical, rasta, jazz, rap etc

Step 2. Let’s read

Music: It's in your head, changing your brain

Michael Jackson was on to something when he sang that "A-B-C" is "simple as 'Do Re Mi.'" Music helps kids remember basic facts such as the order of letters in the alphabet, partly because songs tap into fundamental systems in our brains that are sensitive to melody and beat. That's not all: when you play music, you are exercising your brain in a unique way. "I think there's enough evidence to say that musical experience, musical exposure, musical training, all of those things change your brain," says Dr. Charles Limb, a professor of head and neck surgery. Here, we are going to zoom in on a few of the most interesting connections between music and mind… Ear worms Whether it's "Bad Romance" or "Bohemian Rhapsody," it's easy to get part of a song stuck in your head, perhaps even a part that you don't particularly like. It plays over and over on repeat, as if the "loop" button has got stuck on your music player. Scientists think of these annoying sound segments as "ear worms. "The songs that get stuck in people's heads tend to be melodically and rhythmically simple”, says Daniel Levitin, a music psychologist from Quebec. “It's usually just a segment of the song, not the entire thing from beginning to end. What we think is going on is that the neural circuits get stuck in a repeating loop and they play this thing over and over again," Levitin said. How we evolved to remember music


Given how easily song snippets get stuck in our heads, music must be linked to some sort of evolutionary adaptation that helped our ancestors. Bone flutes have been dated to about 40,000 to 80,000 years ago, so people were at least playing music. Experts assume that people were probably singing before they went to the trouble of fashioning instruments, Levitin said. In Judaism, the Torah was set to music as a way to remember it before it was written down. "The structures that respond to music in the brain evolved earlier than the structures that respond to language," Levitin said. He points out that many of our ancestors, before there was writing, used music to help them remember things, such as how to prepare foods or the way to get to a water source. These procedural tasks would have been easier to remember as songs. Today, we still use songs to teach children things in school, like the 50 states. Music and pleasure Music is strongly associated with the brain's reward system. It's the part of the brain that tells us if things are valuable, or important or relevant to survival, says neurology professor Robert Zatorre. One brain structure in particular, called the striatum, releases a chemical called dopamine in response to pleasure-related stimuli. Imaging of the brain reveals this process is similar to what happens in your brain in response to food or sex. But unlike those activities, music doesn't have a direct biological survival value. "It's not obvious that it should engage that same system," Zatorre said. Musicians can't see inside their own brains, but they're aware of moments of tension and release in pieces, and that's what arrangers of music do. Zatorre and colleagues did an experiment where they used whatever music participants said gave them pleasure to examine this dopamine release. At the point in a piece of music when people experience peak pleasure, part of the brain called the ventral striatum releases dopamine. But here's something even more interesting: Dopamine is released from a different brain area (the dorsal striatum) about 10 to 15 seconds before the moment of peak pleasure. Why would we have this reaction before the most pleasurable part of the piece of music? The brain likes to investigate its environment and figure out what's coming next, Zatorre explains. "As you're anticipating a moment of pleasure, you're making predictions about what you're hearing and what you're about to hear," he said. "Part of the pleasure we derive from it is being able to make predictions."


Step 3. Comprehension 1. What is a possible scientific explanation for “ear worms”? 2. True or False: The structures that respond to language and music in the brain evolved at approximately the same time 3. Your Opinion: Do you agree that “part of the pleasure that [humans] derive from [things] is being able to make predictions”? Why or why not? Step 4. Discussion questions 1. What do you think are the reasons why the brain reacts so strongly to some types of music? 2. Some types of Music Therapy appear to be very effective in helping people with Alzheimer’s disease and Dementia. What could this suggest about the differences between music and language?


TRACK 22: BEATLEMANIA

Step 1 . Which is your favorite Beatles song? How many Beatles songs you remember? Who is the class’ Beatles fan nr 1? Step 2 Watch this funny interview with Beatles. Comment it. http://www.youtube.com/watch?v=QAnFVnji8DA&feature=fvwrel

Step 3. Read the text about The Beatles and fill in the correct preposition

The Beatles were one of the most influential music groups 1) ______ the rock era, and many consider them the best musical group 2) ______ Earth. Initially they affected the post-war baby boom generation of Britain and the U.S. during the 1960s, and later the rest of the world. Certainly they were the most successful group, with global sales exceeding 1.1 billion records

hile they were originally famous 3) ______ light-weight pop music (and the extreme hysterical reaction they received from young women), their later works achieved a combination of popular and critical acclaim perhaps unequaled 4) ______ the 20th century. Eventually, they became more than recording artists, branching out 5) ______ film and — particularly in the case of John Lennon — political activism. They achieved an iconic status beyond mere celebrity, with far reaching effects difficult 6) ______ exaggerate. The members of the group were John Lennon, (James) Paul McCartney, George Harrison and Ringo Starr (Richard Starkey), all from Liverpool, Merseyside, England. Original drummer Pete Best was asked 7) ______ leave the group just before it started recording. Stuart Sutcliffe was with them in Hamburg but also left. Beatlemania began in the UK and exploded following the appearance of the Beatles 8) ______ The Ed Sullivan Show in the United States, on February 9, 1964. The pop-music band became a worldwide phenomenon with worshipful fans, hysterical adulation, and denunciations 9) ______ culture commentators and others such as Frank Sinatra. Some of this was confusion over the sources of their music (a similar confusion was evinced in 1956 over Elvis Presley by commentators who were unaware of the tradition of blues, R&B and gospel out of which Presley emerged), and some of it was simply an incredulous reaction 10) ______ the length of their hair. 11) ______ any rate, it was regarded by the band members 12) ______ both awe and resentment.

http://www.youtube.com/watch?v=QAnFVnji8DA&feature=fvwrel


Step 4. Watch an interview with Paul McCartney: http://www.youtube.com/watch?v=gvwxXX1rD_s&feature=relmfu Do you think it is hard to bring up your kids in a normal way when you are very famous? In what way did Paul and Stella bring up their kids? Compare their view to yours. Step 5. Speaking: Spèculate how Beatle’s future might have been different if John Lennon hadn’t been murdered. Watch the music video Mother by John Lennon http://www.youtube.com/watch?v=gmhRm_92L_8 Step 6. Read a viewer’s comment on youtube re the song:“My mother and father died when I was 10 in a tragic accident. I so understand this song and it's pain. It just made me respect John so much more. It's hard to carry on with this baggage in your subconscious. His music helped me through that time. If it wasn't for his example I wouldn't be alive and living a wonderful life today.” Step 7. Speaking: Do you have any special song or singer that has helped you through some bad times?

http://www.youtube.com/watch?v=gvwxXX1rD_s&feature=relmfu

http://www.youtube.com/watch?v=gmhRm_92L_8


TRACK 23: GENERATION X

Step 1: Do you know what “Generation X” is? Watch the following video (up to 3.50) to find out! http://www.youtube.com/watch?v=JdFIU2Ipc2c Step: 2: Watch the video again and answer these questions about Generation X: 1) They are the sons and daughters of the “Affluent baby-boomers”. Do you know who

the baby boomers were? When were the members of generation X born?

2) Why are they called “generation X” and how are they characterized?

3) Which singer represented Generation X?

4) Why is it wrong to establish that this generation has only one philosophy?

5) Pessimism characterizes this Generation. Why? (think about economy, their parents,

consumerism)

6) What kind of revolution was this generation supposed to lead?

Step 3: Read the following text about Generation X to check (some) of your answers in 1. Look up in a dictionary the words that you don’t know.

Introduction Generation X achieved notoriety in the early 1990s as a media label designed to pigeon-hole American youth into the stereotypical image of the disaffected slacker. The generation of Americans born between 1961 and 1981 - the children of the Baby Boomers - were classified as baby-busters, slackers, twentysomethings, the generation without a conscience, the lost generation, the 13th generation, the meh generation, but most commonly and most enigmatically as Generation X. The popularity of Douglas Coupland's novel Generation X became such that its portrayal of three intellectual underachievers was adopted by journalists as a convenient template drawn to describe the entire post-baby boom generation. Coupled with what was regarded as the celluloid mirror of Coupland's novel, Richard Linklater's film “Slacker”, Generation X became a media label and a marketing tool. With the soundtrack provided by the emerging Seattle grunge scene, the American media were happy to have found a term to categorise both American youth and its culture, a term that would frequently be used to undermine the collective character of the post-babyboom generation and treat its cultural outlets with contemptuous disdain.

Step 4: What do you know About Nirvana and Kurt Cobain?

http://www.youtube.com/watch?v=JdFIU2Ipc2c


Step 5: The following text is an extract of an article written in 1994, after Cobain’s suicide, for a conservative and catholic magazine. Why do you think Cobain represented Generation X?

By David Scott What does it mean when “the voice of a generation” puts a shotgun under his chin and pulls the trigger? The suicide of Kurt Cobain, 27-year-old leader of the rock group Nirvana, made international headlines because Cobain’s music—exciting, creative howls of rage, sarcasm, defiance and confusion—was said to be one big anthem for “Generation X,” the generation born in the mid-1960s. For this generation, Cobain was supposed to be both representative and savior. Like many of his fans, Cobain came from a broken white-middle class home, growing up without a father in a dying industrial town, inheriting a grim view of his life and his options for the future. “His music … got me through my own stuff,” one 20-year-old fan told the Los Angeles Times. “He represented what we all feel in our lives; but he lived it.” It is too easy to dismiss Cobain and his followers as losers, screwed-up youths who took too many drugs. Consider that Nirvana’s last record sold 10 million copies. Consider, too, that the third leading cause of death among people aged 15 to 24 is suicide. What does it mean to be the voice of a generation contemplating its own self-destruction? This is, after all, the first generation to grow up without any firm grounding in religion, the first to grow up in a culture of legalized abortion. This is a generation that has seen, firsthand, that in our culture “the soul is cheap,” as Cobain sang, existence negotiable, life disposable. Unlike the counterculture of the 1960s—and here is a difference that will be crucial in pondering our future—the “X” generation Cobain spoke for has stripped itself of all optimism: “At the end of your rainbow and your rope,” as he put it. Skeptical of all hopes for change and reform, many in “Generation X” look deep inside themselves, and find only emptiness and suffering.

Step 6: You’re going to listen to the song “Smells Like teen Spirit”. While you listen, read the lyrics. (Video: http://www.youtube.com/watch?v=hTWKbfoikeg)

http://www.youtube.com/watch?v=hTWKbfoikeg


Smells like teen Spirit. By Nirvana Load up on guns and Bring your friends It's fun to lose And to pretend She's over bored And self assured Oh no, I know A dirty word Hello, hello, hello, how low?(x3) hello, hello, hello With the lights out it's less dangerous Here we are now Entertain us I feel stupid and contagious Here we are now Entertain us A mulatto An albino A mosquito My Libido Yeah! I'm worse at what I do best And for this gift I feel blessed Our little group has always been And always will until the end Hello, hello, hello, how low? (x3) hello, hello, hello With the lights out it's less dangerous Here we are now Entertain us I feel stupid and contagious Here we are now Entertain us A mulatto


An albino A mosquito My Libido Yeah! And I forget Just why I taste Oh yeah, I guess it makes me smile I found it hard It was hard to find Oh well, whatever, nevermind Hello, hello, hello, how low? (x3) hello, hello, hello With the lights out it's less dangerous Here we are now Entertain us I feel stupid and contagious Here we are now Entertain us A mulatto An albino A mosquito My Libido A denial A denial A denial A denial A denial... A denial... Step 7: In groups/pairs, read the lyrics and discuss: 1) What is the meaning of this song? 2) Is there any way in which this song can be related to the “Generation X”? 3) Some people have suggested that this song refers to a “revolution”? Could this song be related to the idea of revolution? If so, which kind of revolution? 4) “Entertain us I feel stupid and contagious” What do you think this verse means?


Step 8: Share your opinions with the class. Step 9: Read the following Wikipedia entry about this song. There are many interpretations of the meaning of this song. Are those interpretations different from yours? Lyrics and interpretation

The lyrics to "Smells Like Teen Spirit" were often difficult for listeners to decipher, both due to their nonsensicality and because of Cobain's slurred, guttural singing voice. This problem was compounded by the fact that the Nevermind album liner notes did not include any lyrics for the songs aside from selected lyrical fragments. This incomprehensibility contributed to the early resistance from radio stations towards adding the song to their playlists; one Geffen promoter recalled that people from rock radio told her, "We can't play this. I can't understand what the guy is saying."[48] MTV went as far as to prepare a version of the video that included the lyrics running across the bottom of the screen, which they aired when the video was added to their heavy rotation schedule.[23] The lyrics for the album—and some from earlier or alternate versions of the songs—were later released with the liner notes of the "Lithium" single in 1992. American rock critic Dave Marsh noted comments by disc jockeys of the time that the song was "the 'Louie Louie' of the nineties" and wrote, "Like 'Louie,' only more so, 'Teen Spirit' reveals its secrets reluctantly and then often incoherently."[49] Marsh, trying to decipher the lyrics of the song, felt after reading the correct lyrics from the song's sheet music that "what I imagined was quite a bit better (at least, more gratifying) than what Nirvana actually sang," and added, "Worst of all, I'm not sure that I know more about [the meaning of] 'Smells Like Teen Spirit' now than before I plunked down for the official version of the facts."[50]

"Teen Spirit" is widely interpreted to be a teen revolution anthem, an interpretation reinforced by the song's music video.[34] In an interview conducted the day Nevermind was released, Cobain stated the song was about his friends, explaining, "We still feel as if we're teenagers because we don't follow the guidelines of what's expected of us to be adults [. . .] It also has kind of a teen revolutionary theme". As Cobain did more interviews, he changed his explanation of the song and rarely gave specifics about the song's meaning.[51]When discussing the song in Michael Azerrad's biography Come as You Are: The Story of Nirvana, Cobain revealed that he felt a duty "to describe what I felt about my surroundings and my generation and people my age."[10]

The book Teen Spirit: The Stories Behind Every Nirvana Song describes "Teen Spirit" as "a typically murky Cobain exploration of meaning and meaninglessness."[52] Azerrad plays upon the juxtaposition of Cobain's contradictory lyrics (such as "It's fun to lose and to pretend") and states "the point that emerges isn't just the conflict of two opposing ideas, but the confusion and anger that the conflict produces in the narrator—he's angry that he's confused." Azerrad's conclusion is that the song is "alternately a sarcastic reaction to the idea of actually having a revolution, yet it also embraces the idea."[53] In Heavier Than

http://en.wikipedia.org/wiki/Smells_Like_Teen_Spirit#cite_note-48

http://en.wikipedia.org/wiki/Smells_Like_Teen_Spirit#cite_note-Azerrad199-23

http://en.wikipedia.org/wiki/Lithium_(Nirvana_song)

http://en.wikipedia.org/wiki/Dave_Marsh

http://en.wikipedia.org/wiki/Louie_Louie



http://en.wikipedia.org/wiki/Adolescence

http://en.wikipedia.org/wiki/Smells_Like_Teen_Spirit#cite_note-Crisafulli38-34


http://en.wikipedia.org/wiki/Come_as_You_Are:_The_Story_of_Nirvana

http://en.wikipedia.org/wiki/Come_as_You_Are:_The_Story_of_Nirvana




http://en.wikipedia.org/wiki/Heavier_Than_Heaven


Heaven, Charles R. Cross' biography of Kurt Cobain, the author argues that the song is a reference to Cobain's relationship with ex-girlfriend Tobi Vail. Cross cites the line "She's over-bored and self-assured" and states the song "could not have been about anyone else." Cross backs up his argument with lyrics which were present in earlier drafts, such as "Who will be the King & Queen of the outcasted [sic] teens."[54][55]

Cobain has said, "The entire song is made up of contradictory ideas [. . .] It's just making fun of the thought of having a revolution. But it's a nice thought."[53] Drummer Dave Grohl has stated he does not believe the song has any message, and said, "Just seeing Kurt write the lyrics to a song five minutes before he first sings them, you just kind of find it a little bit hard to believe that the song has a lot to say about something. You need syllables to fill up this space or you need something that rhymes."[56]

Extra activity: “Generation Xers” have all grown Up, but…what has happened to all those “twenty nothings”? Read the following article to find out!

Extract: As a generation, the Boomers are like fallen rock stars who go into rehab for a six months and come out a bigger star than when they went in. Gen Xers are like Lindsay Lohan. They just keep getting sent back, they get a few breaks that look like breaks but they never really lead to anything substantial. It seems Gen Xers are doomed, economically. They’re heading into their 40s at a time when the only guys making money work for Google, Facebook, Twitter and Apple. Everyone else is stagnating, and crossing their fingers that they don’t get pink slipped. But there is some good news in these times. There is actually a number of things that makes Gen X better off than the Boomers. Alas, our 40 days in the desert may very well prove worthwhile in the end.

http://en.wikipedia.org/wiki/Heavier_Than_Heaven

http://en.wikipedia.org/wiki/Charles_R._Cross

http://en.wikipedia.org/wiki/Sic





http://www.forbes.com/companies/lindsay/

Summer 2013 Upper Levels (1)

Documents

talent summer

language market globants

world step

life experiences

language of music slang

singers life

mark twain step

differences music