MUSIC AS SOUND<br />Bringing students up to scratch by rethinking the definition of the word ‘scratch’<br />Dr Freya Jarma...
Context<br />3 programmes<br />Music/Popular Music: A-level Music at grade B<br />Music: A-level Music at grade B<br />Pop...
Classically trained
Tutored or self-taught; some music theory
Self-taught musician; no music theory
No musical background at all</li></li></ul><li>Analyse this!<br />
Analyse this!<br />
Analyse this!<br />
Have you ever...?<br />Listened to music<br />Sung <br />Played an instrument<br />Studied music<br />Done music analysis<...
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Freya Jarman: Music as Sound - Bringing students up to scratch by rethinking the definition of the word ‘scratch’

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Freya Jarman: Music as Sound - Bringing students up to scratch by rethinking the definition of the word ‘scratch’. Slides from the University of Liverpool Learning and Teaching Conference 2009.

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  • Chord labelling of figured bass:Can help identify harmonic journey, if applied (otherwise may be simply descriptive); certainly makes the student think about the chords and how they’re builtBut limited to diatonic (DEFINE) and notatable music; also only describes harmonic information
  • Freya Jarman: Music as Sound - Bringing students up to scratch by rethinking the definition of the word ‘scratch’

    1. 1. MUSIC AS SOUND<br />Bringing students up to scratch by rethinking the definition of the word ‘scratch’<br />Dr Freya Jarman<br />School of Music<br />
    2. 2. Context<br />3 programmes<br />Music/Popular Music: A-level Music at grade B<br />Music: A-level Music at grade B<br />Popular Music: no musical background required<br />And<br />Communications Studies & Popular Music: no musical background required<br /><ul><li>Student groups
    3. 3. Classically trained
    4. 4. Tutored or self-taught; some music theory
    5. 5. Self-taught musician; no music theory
    6. 6. No musical background at all</li></li></ul><li>Analyse this!<br />
    7. 7. Analyse this!<br />
    8. 8. Analyse this!<br />
    9. 9. Have you ever...?<br />Listened to music<br />Sung <br />Played an instrument<br />Studied music<br />Done music analysis<br />
    10. 10. Stick or twist<br />Instrumentation<br />Pace<br />Rhythmic features<br />Pitch relations<br />Timbre of instrument/voice<br />Genre<br />Historical period<br />Country of origin<br />
    11. 11. It’s analysis, Jim, but not as we know it...<br />Pitch<br />Time<br />Instruments<br />Voice<br />Production<br />
    12. 12. Implications<br />Analysis in popular music studies<br />Analysis in study of western art music<br />Analysis of non-western music<br />

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