Listening:

• Listen and make notes to prep for the listening quiz (LQ5).

Reading:

• Complete the readings, making notes along the way.  [I do recommend, by the way, that you write in your book.]  Be prepared to “say something smart” (that is, contribute 1 or more pithy observations or thoughts to discussion of the readings).

Writing:

• See the course schedule: 2 evaluative summaries related to podcast project and a “thick description” of a musical example) due today. 

Listening:

• Listen and make notes to prep for the listening quiz (LQ4).

Reading:

• Complete the readings, making notes along the way.  [I do recommend, by the way, that you write in your book.]

Writing:

• Identify 3 aspects of the reading that connect in some way to an idea, development, trend, person already encountered in course material (class material, readings, listenings, your own research, etc.).  [This is open-ended, but I am looking for you to make connections.  We will talk about these.]
• I recommend that you complete 1 of the 2 evaluative summaries related to podcast project are due next week (along with a “thick description” of a musical example). 

Listening:

• Listen and make notes to prep for the listening quiz (LQ3).

Reading:

• Complete the readings, making notes in anticipation of a short reading quiz/in-class written exercise.

Writing:

• Updated Bibliography (responding to written feedback from returned papers) AND a minimum of 2 evaluative summaries related to podcast project are due today.

Listening:

• Listen to Music Group 3 and make notes.

(NOTE that the listening quiz (LQ3) for this set will occur at our Week 6 meeting, so you have more time with these; you will need it in order to fine tune your ears to distinguish some of these country blues examples in particular).

Reading:

• Complete the readings, making notes in anticipation of our class discussion.

Writing:

1. Evaluative Summary of the excerpt from Karl Hagstrom Miller’s book Segregating Sound.

2. Evaluative Summary of one source from your own bibliography.

NOTE: an “evaluative summary” is exactly what it sounds — an opportunity to summarize the main ideas in a reading, and then to reflect/evaluate/respond to them as it relates to our course material and/or your project.

Other:

Identify an audio selection that is relevant to your podcast project.  Ideally, you should bring in an mp3 file of that musical example.  (If you are not sure how to do that, then bring in the example in some other digital form: either a CD, or a YouTube file, for instance.)  Email me if you need more coaching!

Listening:

• Listen and make notes to prep for the listening quiz (LQ1).

Reading:

• Complete the readings, making notes in anticipation of a short reading quiz/in-class written exercise.

Writing:

• Draft a short 1- page (no more than 2-page) proposal for a final podcast project.  It is okay if you explore more than one idea, and if the writing takes on a reflective, journal-style tone.  The aim is to get you thinking through ideas in a way that leads to a workable and exciting topic.

• Listen and make notes to prep for next week’s listening quiz.

Written tasks:

• with specific reference to the assigned readings, compose 2-3 discussion questions for each of the 2 groups of material
• Prep for “jigsaw” activity for American Experience readings: summarize material and synthesize your overall impression