R6: “Assess how point of view, perspective, or purpose shapes the content and style of a text. ” Throughout his presentations, Mr. Pettee strives to offer examples of how a culture’s music and history, (be it West African, European, or American), cause the music to sound the way it does. (example: the Guitar, a Spanish musical instrument has a certain sound that supports Flamenco dance. Appalachian clog dancing calls for a different style and rhythm, which the guitar, played with a flat-pick, accomplishes nicely as well). SL4: “Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.” In his presentations, Mr. Pettee demonstrates a variety of musical styles from around the world that combined in the US to provide the ingredients for NC Bluegrass music. By the end of a program or residency, many students will be able to “hear” how, for example, sounds from West Africa played on a banjo, have been carried over to the harmonica or guitar to make what are now known as “blues” music. Mr. Pettee also describes how these “blues” sounds form the basis for Bluegrass, Jazz, and Rock. L3: “Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.” Regarding music as “language” please see the SL4 and R6 above. Regarding song lyrics as language with different meanings and uses, every program contains a variety of songs, whose lyrics express either historically significant moments (e.g., the Civil War, or the Underground Railroad), tell stories (e.g., “The Lollipop Tree” song), or simply provide clever, catchy rhythms and rhymes (e.g., ‘Old Joe Clark” or “Ain’t No Bugs on Me”)

* 3.ML.1.2 Execute the performance of major scale tones using the voice. * 3.MR.1.4 Identify the sounds of a variety of instruments and voices, including many orchestral instruments, instruments from various cultures * 3.CR.1.1 Exemplify how music is used by various groups for artistic expression within the local community. * 4.ML.3.2 Create compositions and arrangements using a variety of traditional and nontraditional sound sources. (Residency only) * 4.MR.1.1 Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures. * 4.CR.1.1 Understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina. (And other southern states, in the case of performances in SC, VA, GA,TN, etc.) * 5.ML.3.2 Create compositions and arrangements within specified guidelines. (Residency only) * 5.CR.1.1 Understand how music has affected, and is reflected in, the culture, traditions, and history of the United States. Social Studies Connections: *3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities. *4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. *5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.