May 10, 2002

ALL MIXED UP
Exploring the Controversy Behind 'Mash-Up' Music

Grades:  6-8,9-12

Subjects:  Fine Arts, Language Arts, Technology

Related New York Times Article
"Spreading by the Web, Pop's Bootleg Remix, By NEIL STRAUSS", May 10, 2002

Overview of Lesson Plan:: In this lesson, students will learn about the emergence of bootlegs, also known as 'mash-ups' (the combination of two songs into one), on the Internet. By researching the musical origins of songs and creating and performing their own bootlegs, students will discover how different music styles borrow from and influence one another.

SUGGESTED TIME ALLOWANCE:   45 minutes

OBJECTIVES:
Students will:

1. List popular songs that are combinations of two songs; discuss the controversy behind these bootleg songs.
2. Learn about the spread of illegal bootleg recordings over the Internet by reading and discussing the article "Spreading by the Web, Pop's Bootleg Remix."
3. As groups, analyze a currently popular song in terms of format, function and meaning; research an earlier music genre that seems to be related to this songs; create a chart comparing the current song to a song from an earlier music genre.
4. Perform a bootleg that combines these two songs into one; assess other groups' creations.

RESOURCES / MATERIALS:

• student journals
• pens/pencils
• paper
• classroom board
• copies of the article "Spreading by the Web, Pop's Bootleg Remix" (one per student)
• tape cassettes or CDs of popular music (to be brought in by students or teacher; at least one per group of three or four students)
• CD and cassette players
• research materials with information about different musical styles (library resources, computers with Internet access)

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO-NOW: Students respond to the following prompt in their journals (written of the board prior to class): "In one minute, list as many popular songs as you can that have other songs combined into them." After one minute, have students share their responses with the class. Then, discuss the following questions: Why do you think there is controversy surrounding the use of one song in another? How do you think the Internet might have affected this issue? Do you think these combinations are legal? Do you think they should be?
2. As a class, read and discuss the article "Spreading by the Web, Pop's Bootleg Remix," focusing on the following questions:
   1. What is the song described at the beginning of the article?
   2. What is a mash-up or bootleg?
   3. What other bootlegs are described in the article?
   4. What two technologies make bootleg production and distribution easy?
   5. What is the mark of a good bootleg, according to the article?
   6. What does Steve Greenberg think of the album "2 Many D.J.s", and why?
   7. To what event do many trace the beginnings of the bootleg movement?
3. Divide students into small groups of three or four, and allow each group to choose one tape or CD from the collection. Each group then chooses one song from the album and listens to it as many times as necessary to determine the following information about the song (written on the board for easier student access):
   • What is the meter of the song?
   • What types of instruments are featured in the song?
   • What is the vocal style of the singer(s)?
   • What is the theme of the lyrics?
   • What is the overall tone of the song?
   Each group then conducts research in order to link the various attributes of the song to the attributes found in earlier music styles, such as classical, madrigal, folk, blues, jazz or liturgical. Groups first decide which early style is most similar to their song (online music reviews might be helpful by linking the song to a particular early style). After identifying an early music style with which to compare their song, each group chooses a song in this style to "mash up" with their first song in a live performance. The new song should combine the music from one song with the lyrics from the other (groups may choose which aspect to take from each song, if both exist in both songs). Before planning the performance, each group should create a chart displaying the similarities between the styles and the two songs in particular, referring back to the research questions to guide them.
4. WRAP-UP/HOMEWORK: Each group arranges a bootleg of the two songs they have selected to perform for the class. Groups should try to match the two songs as seamlessly as possible. For example, if the songs are not in the same meter or have different length verses or choruses, the lyrics may need to be adapted to fit the music. In a future class, have groups perform their bootlegs. After each performance, discuss the following questions: Did the lyrics seem to fit or clash with the music? Did this new combination allow for new understandings or interpretations of the lyrics or music? Did you enjoy this combination? Why or why not?

DISCUSSION QUESTIONS:

• Do you like bootlegs? Why or why not?
• What is your favorite music style, and why? What is your least favorite, and why?
• Do you use file sharing programs, software or Internet sites to acquire new music? Do you think that there is anything wrong with this practice? Why or why not?
• What could be the positive side of the increased accessibility of new music on the Internet?
• How would you feel if you were a recording artist and someone popularized a bootleg using one of your songs?

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal response, participation in class discussion, participation in group research and chart, and performance of live bootleg.

VOCABULARY:
grunge, crossbred, genre, a cappella, desist, fey, synchronizes, pirated, precedents, avant-garde, glut

EXTENSION ACTIVITIES:

1. Create a visual art "bootleg" by combining two famous works of art to create a new and original work. Try mixing media as well, such as crossbreeding a sculpture with an oil panting.
2. Create a cut—out doll of your favorite pop star. Then, create clothing and accessories for him or her that fold on with tabs and represent clothing styles of different eras and cultures.
3. Research the two emerging technologies that make mash-ups so popular and easy: cheap computer software and Internet file sharing devices. Create a diagram showing how a song is spread through the file sharing process or how it is created through modern computer technology.
4. Research the history of the song "Walk This Way" or other similar song that merged two popular music styles is its initial inception, not due to a bootleg or remix. Write a short paper about the song and how the public reacted to it what it was first released.

INTERDISCIPLINARY CONNECTIONS:
American History/Global History- Learn about American pop music's affect on the world. Choose an area to explore, such as pop album exports, pop artist paraphernalia (t-shirts, lunch boxes, etc.) in other countries, or pop artist world tours. Gather information from Web sites, or ask people in Internet chat rooms about American pop music's influence in their country. Write a short paper on your findings.

Economics- Consider how music sharing sites such as Napster have affected the music industry. Also consider the effectiveness of new technologies aimed at prohibiting the download of copyrighted songs from the Internet. Write an opinion essay supporting or criticizing restrictions to Internet music file sharing.

Mathematics- Create a poll that asks people to identify and/or define different music genres and artists from each genre. Poll people of various ages and compare their knowledge of each genre. Create graphs depicting different comparisons within your data.

Media Studies- Watch the movie "Save the Last Dance," "Flashdance," "Footloose," "Breakin'" or "Dirty Dancing," and consider how the film portrays the intersection between different dancing styles and the cultures they represent. Write a review supporting or criticizing what you think is the message of the film.

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Copyright 2002
The New York Times Company