COURSE TITLE:
MUSICALS & AMERICAN HISTORY
NO OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33credits]
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186 – home
bozdv54@gmail.com
WA CLOCK HRS:
OREGON PDUs:
50
50
COURSE DESCRIPTION:
This course for K-12 educators will review American History through musicals, exploring the historical
events, politics, music, fashion, language/slang, and social mores of seven different time periods.
Participants will choose and view one “overview” DVD and seven musicals (using DVD’s) making an
ongoing outline, lists, and comparisons, along with the development of a plan of implementation into
curriculum.
In each of these areas you will uncover insights about American society and how musicals have been an
integral part of current events, historical events, fashion, language – slang, plus many other areas. (see
supplementary materials for suggested list of musicals)
Netflix subscription is recommended.
The 7 sections you will examine are: (choose only one from each bullet)
• Pioneer, Singing Cowboy, 1800s, Pre-Civil War
• Early 1900s, Vaudeville, 1920s
• 1930s, Radio, Early Talkies
• 1930s and 1940s and Blues, 1940s and WWII, Early Pop Music Composers
• Post WWII: 1950s, 1960s, 1960s & 1970s Country Music
• 1970s, 1970s Rock Opera, 1980s
• Classic Broadway; Broadway of Today
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. A general outline of American History (circa early 1800s – present).
2. A knowledge of how musicals of each era reflect American life.
3. A greater understanding as to how songs and music in musicals are developed, such as through
song-factories (Tin Pan Alley), political and social unrest, recreation.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1.
Complete Section A: Information Acquisition assignments
30%
2.
Complete Section B: Learning Application assignments appropriate for your levels
40%
3.
Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle Continuing Education Quarter credit is offered on a Credit/No Credit basis;
neither letter grades nor numeric equivalents will show on a transcript. At the 400 level credit granted is
equal to a “C” or better, and at the 500 level credit granted is equal to a “B” or better. This information is
stated on the back of the transcript.
AUS CE quarter credits may not be accepted into degree programs. Prior to registering determine with
your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT:
Netflix subscription recommended.
MATERIAL FEE:
$10 approximately for Netflix subscription (recommended.)
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required for all written assignments; please use the following format.
Your Name:
Instructor Name:
Course Number:
Course Name:
Date:
Level: Clock/ PDU/ Credit (400 or 500)
Assignment #:
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ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
NOTES: The following assignments will require DVD rentals from NETFLIX.
You only need to choose 1 movie title/topic from each era. (See supplementary materials)
a. Read an article for each section before watching the musical. Use the Wikipedia website
(http://en.wikipedia.org/wiki/Main_Page) typing in the era you chose, such as “singing cowboys”
or “1800s” etc., and write 1-2 paragraphs listing key points. Be sure to list the website(s) where
you obtained your information.
b. After viewing a musical from each section listed below, respond to each by first writing a one
paragraph synopsis of the storyline, then by creating an ongoing Outline of how events in
American History were reflected in the musicals of the era. (See supplementary materials for
outline form.) Send the one paragraph synopsis and each section of the outline (2-3 pages) to the
instructor as each is completed.
Assignment #1:
a. Read a history of musicals by going to the listed website and clicking on “history of musicals.”
http://www.musicals101.com/2000bway.htm,
b. Write a 2-3 page overview or outline, making note of items/eras of particular interest to you.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #1’.
Assignment #2:
a. Read an article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #2 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a one paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #2’.
Assignment #3:
a. Read an article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #3 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a 1 paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #3’.
Assignment #4:
a. Read an article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #4 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a one paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #4’.
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Assignment #5:
a. Read an article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #5 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a 1 paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #5’.
Assignment #6:
a. Read article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #6 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a one paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #6’.
Assignment #7:
a. Read article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #7 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a 1 paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #7’.
Assignment #8:
a. Read article (see NOTE under information acquisition b. above and in the supplementary
materials), and write 1-2 paragraphs listing key points.
b. Select and view a musical from the suggested list of titles for assignment #8 (see supplementary
materials) or another musical with instructor’s approval.
c. Write a 1 paragraph synopsis of the musical plotline.
d. Complete the Outline of Musicals (see supplementary materials.)
e. Write a 2-3 paragraph summary of the outline.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #8’.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #9
(Required for 400 and 500 Level)
Develop a list of ways musicals in America have changed or remained similar prior to World War II and
after World War II. Compare, analyze, list “similarities” and “differences.”
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #9’.
Assignment #10
(Required for 400 and 500 Level)
Select two eras studied that are of most interest to you, or that fit into the history/social studies curriculum
of your current teaching situation, and write three lesson plans (pre lesson, lesson, post lesson). If you
are working with students implement 1 or more of your lessons, and send a summary of the results along
with copies of your lessons (2-3 pages).
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #10’.
500 LEVEL ASSIGNMENT
Assignment #11
(500 Level Only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Access the websites, such as Amazon.com, Netflix, etc., and make a list of musical selections you would
purchase for your personal use or for use in your classroom, with an imaginary budget of $300. In 2-3
pages list each selection and explain why you chose it, including three lesson plans (using your district
lesson plan template or the one included with this syllabus) on how you would implement it with your
students, and how this will add to or change your curriculum.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #11a.
OR
Option B)
Another assignment of your own choosing, with the instructor’s prior approval.
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #11b-.
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #12:
(Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: bozdv54@gmail.com. Subject line to read ‘Musicals #12’.
INSTRUCTOR EVALUATION OF WORK:
Please indicate via email if you would like to receive the instructor's comments on your work.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Sherry Carlson Bozorth, M.A.I.S., received her Bachelor of Science degree from Western Oregon
University (formerly Oregon College of Education) in 1976 with a double major in elementary education
and music education, and an M.A.I.S. (Master of Arts in Interdisciplinary Studies). at Oregon State
University in 1983 with emphasis in music education and ethnomusicology. She has taught at the
elementary and middle school levels for over 30 years, has been an instructor of workshops for The
Heritage Institute since 1998, adding online courses in 2009, plus she teaches an upper division course at
Concordia University in Portland, Oregon, “Music for Teachers.” Teachers find her classes to be
effective, creative, fun, hands-on, and bring a renewal and freshness to their teaching.
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MUSICALS & AMERICAN HISTORY
BIBLIOGRAPHY
Furia, Phyllip, America’s Songs: The Stories Behind the Songs of Broadway, Hollywood, and Tin
Pan Alley, 2008, paperback, 360 pages, ISBN-10: 0415990521
America's Songs tells the "stories behind" the most beloved popular songs of the last century. The book
illuminates the way each great song melds words and music into a seamless whole. America's Songs
also traces the fascinating but mysterious process of collaboration, the give-and-take between two
craftsmen, a composer and a lyricist, as they combined their talents to create a song.
Green and Standley, Broadway Musicals Show by Show: Sixth Edition, 2008, paperback, 432
pages, ISBN-10: 1557837368
Widely used and comprehensive, this Broadway reference book has been expanded and updated to
include more than 300 of the most important and memorable productions of the American music theater,
including revivals.
Vlastnik, Frank, and Ken Bloom, Broadway Musicals: The 101 Greatest Shows of All Time, 2010,
hardcover, 336 pages, ISBN-10: 1579128491
Richly illustrated, each show is featured in detailed, photo filled chapters, including commentary, special
features on the creators and performers.
Zinsser, William, Easy to Remember: The Great American Songwriters and Their Songs, 2006,
paperback, 279 pages, ISBN-10: 1567923259
Zinsser’s book profiles songwriters dating from the early years of the 20th century to the present, focusing
on theater, film, and popular song composers and lyricists, as well as those singers associated with their
work.
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MUSICALS & AMERICAN HISTORY
SUPPLEMENTARY MATERIALS
ASSIGNMENTS #2 - #8:
a) Read an article on the world wide web, by using either the Wikipedia website,
http://en.wikipedia.org/wiki/Main_Page, and typing in the name of the historical era (such as
“pioneer,” or “singing cowboy”, etc.) OR by using a search engine, such as Google. Write 1-2
paragraphs listing key points. Be sure to list which website(s) you obtain your information.
b) View DVD (see suggested list of Musical titles in supplementary materials – Or select another
title with instructor approval)
c) Write a one paragraph synopsis of the musical plotline.
d) From your reading and the musical you chose, write an outline listing the following:
I. Historical Events
II. Politics
III. Music
IV. Fashion
V. Hair Styles
VI. Language/Slang
VII. Social mores
VIII. EconomicsI
X. Other observations
e) After completing the outline for each musical era selected, write a 2-3 paragraph summary of the
outline.
OUTLINE INFORMATION:
Be sure to use an official outline form, listing items from reading at section A under each category and
listing items that were viewed in the musical as section B under each category.
EXAMPLE of OUTLINE:
I. Historical Events
A. From reading materials
1.
2.
Etc.
B. Viewed in musical
1.
2.
a.
b.
II. Politics
A. From reading materials
1.
2.
B. Viewed in musical
1.
2.
Etc.
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SUGGESTED LIST OF DVD RENTALS:
ASSIGNMENT #1: choose one to view
• Broadway: The American Musical (2004)
• Broadway: The Golden Age (2004)
• “Hollywood Singing and Dancing: A Musical History” (2008)
• “Hollywood Rhythm: vol. 1”
ASSIGNMENT #2: choose one to view
• Pioneer:
Seven Brides for Seven Brothers (1954)
Calamity Jane (1953)
• Singing Cowboy:
Tumbling Tumbleweeds (1935)– Gene Autry (or any Gene Autry movie)
Any Roy Rogers/Dale Evans movie
“When Cowboys Were King”
• 1800s:
Annie Get Your Gun (1950) – Annie Oakley
• Set in Pre-Civil War:
Way Down South (1939)
ASSIGNMENT #3: choose one to view
• Set in the Early 1900s:
Meet Me in St. Louis (1944)
The Music Man (1962)
Newsies (1992) – actually set in 1889
• Vaudeville:
There’s No Business Like Show Business (1954)
Yankee Doodle Dandy (1942)
Take Me Out to the Ball Game (1949)
Gypsy (or 1993)
• 1920’s:
Thoroughly Modern Millie (1967)
The Jazz Singer (1927)
The Broadway Melody of 1929 (1929)
ASSIGNMENT #4: choose one to view
• 1930’s:
Funny Girl (1968) – Fannie Brice
Alexander’s Ragtime Band (1930)
any Shirley Temple musical
Annie (1982)
NOTE: “Newsies” was moved to a different assignment number
• Radio:
My Blue Heaven (1950)
People Are Funny (1946)
• Early Talkies:
The Jolson Story (1946)
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ASSIGNMENT #5: choose one to view
• 1930s and 1940s and BLUES:
Lady Sings the Blues – Billie Holiday
Blues in the Night (1941)
• 1940s and WWII:
South Pacific (1958)
The Glenn Miller Story (1953)
The Benny Goodman Story (1955)
This is the Army (1942)
Hollywood Musicals of the ‘40s (1999)
• Early Pop Music Composers:
Night and Day (1946) – Cole Porter
ASSIGNMENT #6: choose one to view
• Post WWII:
White Christmas (1954)
• 1950s:
West Side Story (1961)
Rock Around the Clock (1956)
Hollywood Musicals of the ‘50s (1999)
Rock, Rock, Rock! (1956)
Hairspray (1988 or 2007)
• 1960s:
Bye Bye Birdie (1963)
Beach Blanket Bingo (1965) any beach movie with Frankie Avalon and Annette Funicello (sp.?)
Grease (1978)
Blue Hawaii (1961) – or any Elvis Presley musical
Dreamgirls (2006)
Hollywood Singing and Dancing: The 1960s (2008)
Hollywood Musicals of the ‘60s (1999)
I Wanna Hold Your Hand (1978)
• 1960s and 1970s Country Music:
Walk the Line (2005) – Johnny Cash
Coal Miner’s Daughter (1980) – Loretta Lynn
ASSIGNMENT #7: choose one to view
• 1970s:
Hollywood Singing and Dancing: The 1970s (2008)
Jesus Christ Superstar (2000)
• Godspell (1973)
Saturday Night Fever (1977) – disco
Hair (1979)
• 1970s Rock Opera:
Tommy (1975)
Phantom of the Paradise (1974)
• 1980s:
Flashdance (1983)
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ASSIGNMENT #8: choose one to view
• CLASSIS BROADWAY:
The Producers (1968 or 2005)
Girl Crazy (1943)
Sweet Charity (1969)
Tea for Two (1950)
Anything Goes (1956)
A Chorus Line (1985)
Rent (2005)
New York, New York (1977)
The Fantasticks (1995)
•
BROADWAY OF TODAY:
Wicked, 1998
The Boy from Oz, 2004
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