Music and Musicians of the Holocaust
Outline
I. Define the Holocaust
A. Students will use primary source documents to develop a definition of the Holocaust
B. Students will research Jewish life pre-Holocaust and complete the photo project
C. Students will read diary entries of teenagers living under Nazi rule
D. Students will view "I am Still Here"
II. What lead up to the Holocaust
A. Roots of anti-semitism
B. Weimar Republic
III. Degenerate Music vs. Nazi Approved Music
A. Students will identify the differences between Degenerate and Nazi Approved Music
B. Students will play a tone row (12-tone music was considered degenerate)
C. Students will research a Degenerate and Nazi Approved musician
D. The following musicians will be researched:
Wagner, Bruckner, Hotter, Karajan, Krauss, Mey, Pfitzner, Stadelman, Goldschmidt, Klemperer, Krenek, Korngold, Schoenberg, Walter, Mendelssohn.
IV. Camps & Ghettos
A. Students will work in groups of two and research the musical and cultural life in:
Auschwitz, Warsaw Ghetto, Vilna Ghetto, Dachau, Buchenwald
B. Students will be assigned a composer and song
C. Students will analyze the song and the life of the composer
D. Students will create a powerpoint to accompany the song.
V. Vilna Ghetto
A. Students will examine the cultural life in Vilna
B. Is it right to perform in a graveyard?
VI. Terezin
A. Students will discuss Terezin as a model ghetto
B. Students will view clips from "Prisoner of Paradise" the story of Kurt Gerron
C. Students will perform the play "Can You Hear them Crying"
VII. Politics and Propaganda
A. Students will view clips from the Nazi propaganda file "Triumph of the Will"
B. Students will discuss the questions and answers
C. Students will compare and contrast music of the Nazi movement and the US propaganda music of the time.
D. Students will identify present day examples of propaganda
E. Students will identify a contemporary propaganda song and analyze it.
F. Students will discuss the use of Jazz as propaganda (Charlie and His Orchestra) and as degenerate music (Jonny Spielt Auf)
G. Students will view "Swing Kids" and discuss the questions.
VIII. Students will select any topic relevant to the Holocaust and complete a research paper and accompanying project.
IX. Readings
A. Students will read a Holocaust biography and participate in discussions and complete a project.
B. "The Cage," "Triumph of Hope," "Maus"
Outline
I. Define the Holocaust
A. Students will use primary source documents to develop a definition of the Holocaust
B. Students will research Jewish life pre-Holocaust and complete the photo project
C. Students will read diary entries of teenagers living under Nazi rule
D. Students will view "I am Still Here"
II. What lead up to the Holocaust
A. Roots of anti-semitism
B. Weimar Republic
III. Degenerate Music vs. Nazi Approved Music
A. Students will identify the differences between Degenerate and Nazi Approved Music
B. Students will play a tone row (12-tone music was considered degenerate)
C. Students will research a Degenerate and Nazi Approved musician
D. The following musicians will be researched:
Wagner, Bruckner, Hotter, Karajan, Krauss, Mey, Pfitzner, Stadelman, Goldschmidt, Klemperer, Krenek, Korngold, Schoenberg, Walter, Mendelssohn.
IV. Camps & Ghettos
A. Students will work in groups of two and research the musical and cultural life in:
Auschwitz, Warsaw Ghetto, Vilna Ghetto, Dachau, Buchenwald
B. Students will be assigned a composer and song
C. Students will analyze the song and the life of the composer
D. Students will create a powerpoint to accompany the song.
V. Vilna Ghetto
A. Students will examine the cultural life in Vilna
B. Is it right to perform in a graveyard?
VI. Terezin
A. Students will discuss Terezin as a model ghetto
B. Students will view clips from "Prisoner of Paradise" the story of Kurt Gerron
C. Students will perform the play "Can You Hear them Crying"
VII. Politics and Propaganda
A. Students will view clips from the Nazi propaganda file "Triumph of the Will"
B. Students will discuss the questions and answers
C. Students will compare and contrast music of the Nazi movement and the US propaganda music of the time.
D. Students will identify present day examples of propaganda
E. Students will identify a contemporary propaganda song and analyze it.
F. Students will discuss the use of Jazz as propaganda (Charlie and His Orchestra) and as degenerate music (Jonny Spielt Auf)
G. Students will view "Swing Kids" and discuss the questions.
VIII. Students will select any topic relevant to the Holocaust and complete a research paper and accompanying project.
IX. Readings
A. Students will read a Holocaust biography and participate in discussions and complete a project.
B. "The Cage," "Triumph of Hope," "Maus"