AF Creative Arts & Industries

Unit Number/s and Title Assignment Title: Comparing the Context of music

317 Contextualising Music

Functional Skills

English

Reading Writing

ICT

Word

Briefing Date: Week 15 (9th January 2012)

Submission Date: Week 20/21 TBC

Review Dates: Week 18 (Plan / Work Sheets) / Week 19(Draft Essay) Final Assessment Date: TBC Assessor/s: Alex Forryan Learners Name IV : Dave Evans

Suggested Reading: Frith, S, Straw, W, and Street J (eds) The Cambridge Companion to Pop and Rock (Cambridge, 2001) Rees, D and Gampton, L Rock and Pop year by year (Edition Olms, 2003) Winterson, J Pop Music: Question & Answer Book (Peters Edition, 2005) Winterson, J Nickol, P and Bricheno, T Pop Music: The Text Book (Peters Edition, 2003)
Learning Outcomes Term 2 / 3. The aim of this unit is to look analytically at musical styles from a wider contextual standpoint, understanding the broader context through which the music originated and developed.
This task covers part of Unit 317 Contextualising Music.

Assignment
Through exploring the context in which music was originally written or performed, we can gain a better understanding of how music has developed and this can help our approach in music performance and composition. Through your own thorough and broad ranging research choose two styles and critically compare the two, taking the opportunity to listen to a variety of examples by relevant artists.

Creative Arts & Industries

Tasks / Evidence / Submission Date Grading Criteria NYA WT Achieved

Task 1. A. Complete the six worksheets provided, analysing at least 2 songs typical to each of your chosen musical styles that you covered in your first essay. Make sure that you have researched the following elements :a. instrumentation (texture/timbre); b. structure; c. rhythm; d. melody; e. lyrical content; f. use of technology; g. production B. Use the information gathered on your worksheets to write an essay explaining the main musical elements of each style identified in your first essay, illustrating the importance of the following, where appropriate: a. instrumentation (texture/timbre); b. structure; c. rhythm; d. melody; e. lyrical content; f. use of technology; g. production Make sure that you have referenced at least 4 songs (2 from each genre).
Evidence: Essay (1500 Words + References) Submission Date:

To achieve a PASS, learners should: P2. Explain accurately the main musical and (where appropriate) technological and production elements of each of the chosen musical styles, illustrating their importance within each style. Reference must be made to at least two relevant, recorded examples of each style to underpin the explanations

To achieve a MERIT, learners should: M2. Explain accurately, with clarity and in detail the main musical and (where appropriate) technological and production elements of each of the chosen musical styles, illustrating clearly their importance within each style. Strong references will be made to two or more relevant, recorded examples of each style to underpin the explanations To achieve a DISTINCTION, learners should: D2. Explain accurately, with insight, clarity and detail the main musical and (where appropriate) technological and production elements of each of the chosen musical styles, clearly illustrating their importance within each style. Strong references will be made to a broad range of relevant, recorded examples across each style to underpin the explanations.

Tasks / Evidence / Submission Date

Grading Criteria

NYA

WT

Achieved

Task 2 You will record a video interview, where you will be asked to evaluate your own personal relationship to each style identified in the essay that you completed for Assignment 1. Youll be asked to comment on how the two musical styles have had an effect on your:a. relationship to your own musical output; b. relationship to your own image/lifestyle; c. relationship to your own personal musical tastes.

To achieve a PASS, learners should: P3. Evaluate their personal response to the chosen musical styles in terms of their own context, as an instrumentalist/composer/producer and beyond To achieve a MERIT, learners should: M3. Evaluate clearly and in detail their personal response to the chosen musical styles, in terms of their own context, as an instrumentalist/composer/producer and beyond. To achieve a DISTINCTION, learners should: D3. Evaluate clearly and with maturity and insight their personal response to the chosen musical styles, in terms of their own context, as an instrumentalist/composer/producer and beyond.

Evidence: Video discussion Submission Date:

PLTS (Personal Learning & Thinking Skills) Key: IE Independent Enquirers CT Creative Thinkers Achieved: Assessor Learner

RL Reflective Learners

TW Team Workers

SM Self-managers

EP Effective Participators

Signed Signed

Date Date