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How AmPopMusic Can Help You Meet

Your Music Standards: "Responding" and "Connecting"
For high school music teachers, meeting the National Music Standards of Creating and Performing are part of what you do every rehearsal – every day – every semester.
But, what about those two other National Standards – “Responding” and “Connecting”? Are you finding the time, resources, or assistance to have your students in choir, band, orchestra, guitar, or other ensembles meet them on an advanced level?
We can help!
ampopmusic.com can help you meet the “Responding” and “Connecting” Standards. With hundreds of chapters, quizzes, practice tests, and printable materials, and over a thousand audio and video examples, music teachers and students have the resources necessary to read, listen, view, evaluate, analyze, gain knowledge, and develop their critical thinking skills.
Here are some sample activities of how teachers are using AmPopMusic with their music students to achieve “Responding” and “Connecting” success. Email us for more ideas. Or check out other “Features for Teachers”.
Anchor Standard #7:
“Perceive and analyze artistic work.”
AmPopMusic Helping to Meet Anchor Standards #7

Essential Questions: How do individuals choose music to experience? How does understanding the structure and context of music inform a response?

Sample Activities to Meet
Anchor Standard #7

Assign AmPopMusic chapter reading (e.g., 19th century America, early jazz, ’50s rock ‘n’ roll, beginnings of rap/hip-hop, etc.) and supporting audio/video examples of each.

  • How was the music available to the consumer and musicians built on the music of the immediately preceding decade(s)?
  • What was the purpose of the music and how did it fit into or challenge the existing culture?
  • How was the musical structure or instrumentation unique from music 20, 50, or 100 years later? 
  • How did the music meet a need in that time and with that demographic group that could not be met in any other way?

Essential Questions: How do we discern the musical creators’ and performers’ expressive intent?

Sample Activities to Meet
Anchor Standard #8

Assign AmPopMusic reading of the life of one whose contributions reshaped popular music in America (e.g., Louis Armstrong, Stephen Foster, John Philip Sousa, Elvis Presley, Sean Combs, Ella Fitzgerald, Bob Dylan) and supporting AmPopMusic audio/video examples of each.

  • What was the genre, sub-genre, and time period in which they contributed?
  • How was their contribution different or unique from those preceding or their contemporaries?
  • How were those musicians following them influenced by their artistic decisions?
  • In what ways is their impact still felt in popular music today? 
Anchor Standard #8:
“Interpret intent and meaning in artistic work.”
AmPopMusic Helping to Meet Anchor Standards #8
Anchor Standard #9:
“Apply criteria to evaluate artistic work.”
AmPopMusic Helping to Meet Anchor Standards #9

Essential Questions: How do individuals choose music to experience? How does understanding the structure and context of music inform a response?

Sample Activities to Meet
Anchor Standard #9

Assign AmPopMusic listening/viewing examples (e.g., bebop, Sousa marches, ’50s doo-wop, bluegrass, etc.) and the supporting chapters for each of the examples.

  • How were there similar characteristics in each of those performances? 
  • How were there common elements of structure? 
  • Was there common or similar instrumentation? 
  • What performance techniques reoccured in each example?
  • What innovations were brought about by this style or these artists?
  • How did these examples build on previous works?

Essential Questions: How do musicians make meaningful connections to creating, performing, and responding?

Sample Activities to Meet Anchor Standard #10

Assign AmPopMusic reading from chapters surrounding time periods of cultural change in America (e.g., ’50s & ’60s rock, rap in the ’80s, jazz in the 1910s through the 1950s, etc.) and supporting AmPopMusic audio/video examples of each.

  • How did jazz musicians like Louis Armstrong, Duke Ellington, Benny Goodman, and Dizzy Gillespie play a role in the evolving relationship of races in America with their music?
  • How were early rock pioneers like Elvis Presley and Little Richard instrumental in reshaping the culture of the first generation of teenagers?
  • What role did street musicians in cities like Philadelphia and New York City play in the emergence of rap music and a hip-hop culture?
  • What role did Stephen Foster play in establishing the popular music industry in America?
Anchor Standard #10:
“Relate artistic ideas and works with societal, cultural, historical
context to depend understanding”
AmPopMusic Helping to Meet Anchor Standards #10
Anchor Standard #11:
"Synthesize and relate knowledge and personal experience to make art."
AmPopMusic Helping to Meet Anchor Standards #11

Essential Questions: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Sample Activities to Meet Anchor Standard #11

Assign appropriate chapters/sections in AmPopMusic relating to specific periods of cultural change in America (e.g., jazz in the ’20s and ’30s, rock in the ’50s and ’60s, rap in the ’80s and ’90s, country & western in the ’40s and ’50s) and supporting AmPopMusic audio/video examples of each.

  • How did styles of dance reflect the musical styles evolving during this period in this genre?
  • What literary examples influenced or were influenced by this period and genre?
  • How was the performance of these examples presented and in what venues?
  • What technology aided in the popularization of these examples?

To find out more about ampopmusic.com and how it can help your students achieve success, click the “Contact” button above or email us at contact@ampopmusic.com

Site licenses are available for as low as $4 per student per year.

Trial subscriptions are available to qualified teachers – just ask!

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Watch and Learn

Audio/Video Room


Study Units

An Overview

Ch. 1: Understanding Pitch

Ch. 2: Understanding Musical Pulse

Ch. 3: Understanding Volume

Ch. 4: Understanding Tone

Ch. 5: Understanding Melody

Ch. 6: Understanding Harmony

Ch. 7: Understanding Rhythm

Ch. 8: Understanding Bass

Ch. 9: Understanding Countermelody

Ch. 10: Understanding Structure

Ch. 11: Understanding Instrumentation

Ch. 12: Understanding Tempo

An Overview

Ch. 1: 19th Century: Pre-Foster

Ch. 2: Folk Music by the People

Ch. 3: Popular Music in its Infancy

Ch. 4: Stephen Foster – “Father of American Popular Music”

Ch. 5: The Importance of Stephen Foster

Ch. 6: Scott Joplin – “King of Ragtime”

Ch. 7: The Player Piano – Automated Music

Ch. 8: John Philip Sousa – “The March King”

Ch. 9: John Philip Sousa – Recording Artist and Activist

An Overview

Ch. 1: John Lomax – Recording American Roots Music

Ch. 2: Woody Guthrie – “Father of Modern American Folk Music”

Ch. 3: Leadbelly & Pete Seeger: End of the First Wave

Ch. 4: The Kingston Trio – Beginning of the Second Wave

Ch. 5: Joan Baez – “First Lady of Folk Music”

Ch. 6: Peter, Paul & Mary – Balancing the Message

Ch. 7: Robert Zimmerman – The Beginning of an American Icon

Ch. 8: Dylan in New York City

Ch. 9: Dylan after Newport

Ch. 10: The Importance of Dylan

Ch. 11: Folk Music in the 21st Century

An Overview

Ch. 1: The Roots of Country

Ch. 2: Bristol Beginnings

Ch. 3: The Grand Ole Opry

Ch. 4: Cowboys and the Movies

Ch. 5: Western Swing

Ch. 6: Bluegrass: Hillbilly on Caffeine

Ch. 7: Honky-tonk: Merging Two into One

Ch. 8: The Nashville Sound: Country-Pop

Ch. 9: Rockabilly – Country meets R&B

Ch. 10: Country Feminists Find Their Voice

Ch. 11: The Bakersfield Sound

Ch. 12: Austin “Outlaw” Country

Ch. 13: Neo-Traditionalists at the end of the 20th Century

Ch. 14: Mainstreaming Country in the ‘90s

Ch. 15: Redesigning Country in the 21st Century

An Overview

Ch. 1: What is Jazz?

Ch. 2: Before It Was Jazz

Ch. 3: Jazz is Born!

Ch. 4: Early Jazz Musicians

Ch. 5: Louis Armstrong

Ch. 6: Chicago and Harlem – Hub of 1920s Jazz

Ch. 7: Big Band – Jazz Swing!

Ch. 8: Big Band Musicians and Singers

Ch. 9: Jump Blues and Bop

Ch. 10: Cool Jazz

Ch. 11: Hard Bop

Ch. 12: Free Jazz – Breaking the Rules

Ch. 13: Fusion – The Jazz-Rock-Funk Experience

Ch. 14: Third Stream and World Jazz

Ch. 15: New Age & Smooth Jazz

Ch. 16: Summary – Jazz Lives!

An Overview

Ch. 1: Blues – The Granddaddy of American Popular Music

Ch. 2: Where Did the Blues Come From?

Ch. 3: What Are the Blues?

Ch. 4: How to Build the Blues

Ch. 5: Classic Blues – The Early Years

Ch. 6: Delta Blues – Authentic Beginnings

Ch. 7: Blues in the City – Migration and Power

Ch. 8: Blues in Britain – Redefining the Masters

Ch. 9: Contemporary Blues – Maturity and Respect

Ch. 10: The Relevancy of the Blues Today

Ch. 1: Timelines, Cultures & Technology

Ch. 2: Pre-Rock Influences

Ch. 3: Rock is Born!

Ch. 4: Rock is Named

Ch. 5: Doo-Wop

Ch. 6: Independent Record Labels

Ch. 7: Technology Shapes Rock ‘n’ Roll

Ch. 8: The Plan to Mainstream Rock ‘n’ Roll

Ch. 9: Payola – Rock ‘n’ Roll’s First Scandal

Ch. 1: Crafting Sound in the Studio/Producers and Hit Songs

Ch. 2: West Coast Sound: Beach, Surf, and Teens

Ch. 3: The British Invasion: Two Prongs – Pop & Blues

Ch. 4: Motown and the Development of a Black Pop-Rock Sound

Ch. 5: Soul Music: Gospel and R&B in the Deep South

Ch. 6: The Sounds of Bubble Gum Pop-Rock

Ch. 7: The Arrival of Folk-Rock

Ch. 8: Psychedelic Rock ‘n’ Roll

Ch. 9: Early Guitar Gods of Rock

Ch. 10: Rock Festivals: The Rise and Fall of Music, Peace, and Love

Ch. 11: Anti-Woodstock and Shock Rock Movements

Ch. 1: Technological Breakthroughs

Ch. 2: Electronic Dance Music

Ch. 3: Hip-Hop & Rap – An Introduction

Ch. 4: The Beginnings of Rap

Ch. 5: Old School Rap – Up From the Streets

Ch. 6: Rap’s Golden Age

Ch. 7: East Coast – Political Rap

Ch. 8: West Coast – Gangsta Rap

Ch. 9: The Fragmentation of Rap – Pop, Party & More

Ch. 10: Further Fragmentation – Different Directions

Ch. 11: The Importance of Rap

Ch. 1: Musical Stage Productions in America before the 1800s

Ch. 2: Minstrel Shows and Melodramas

Ch. 3: Stage Presentations in the Late 19th Century

Ch. 4: Early 20th Century: Revues and Operettas

Ch. 5: The Arrival of the Modern American Musical

Ch. 6: Great Partnerships in Book-Musicals

Ch. 7: Musical Theatre Composers in the mid-Century

Ch. 8: Fresh Voices on the Stage in the 1960s

Ch. 9: Two Dominant Forces at the End of the Century

Ch. 10: New Voices at the End of the Century

Ch. 11: New Voices, New Sounds in the New Century

Ch. 12: Musical Theatre Glossary

Ch. 13: Is it “Theatre” or “Theater”?

Study Units also have “Playdecks” – containing hundreds of chronologically organized audio examples of music in the study units, and “Study Qs” for unit chapters.

Study and Test

Testing Library

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