BTEC National Music: Unit 19 music and society
•Download as DOC, PDF•
2 likes•4,137 views
This document outlines an assignment for a BTEC Level 3 Diploma in Music course. Students are asked to produce a series of articles on various topics relating to music and society. They must meet deadlines for 8 articles covering how religion, film, identity, technology, politics, and the music industry use music. Students will be assessed on their ability to describe, explain, and critically comment on the functions of music in society and how technology, politics, and business affect music. The assignment aims to cover 4 learning outcomes relating to the social aspects of music.
Report
Share
Report
Share
Recommended
Fifth Grade Music Curriculum Map
The 5th grade music curriculum map outlines performance objectives for students by the end of the year. Students will sing songs alone and with others from various genres and cultures, including short songs from notation. They will play simple instrumental parts as part of an ensemble playing contrasting parts and short songs from notation. Students will understand relationships between music, other arts, and other disciplines by identifying how music from different cultures relates to social studies and explaining the nature of sound. They will describe how music relates to history and culture and evaluate music performances by listening attentively and showing proper audience behavior.
MENC and the Contemporary Music Project
The Contemporary Music Project (CMP) was a grant program established in 1963 by the Ford Foundation and administered by the Music Educators National Conference (now known as NAfME) to modernize music education. It placed composers in schools, taught comprehensive musicianship integrating performance, composition, and analysis, and communicated its work through publications and conferences. CMP helped broaden music curricula to include more contemporary music and connect various aspects of music. It had a lasting impact by making music teachers and materials more receptive to societal changes and innovations.
MUS118 Ch 2
The document discusses popular music in 19th century America, including minstrel shows, parlor songs, plantation songs, and composers like Stephen Foster and John Philip Sousa. Minstrel shows featured white performers in blackface and helped establish popular song as a commercial genre. They synthesized folk and middle-class styles and used dance music widely. After the Civil War, varied forms of stage entertainment emerged like vaudeville and operetta. Composers like Foster and Sousa wrote songs and marches that celebrated American culture and remained widely popular.
Chapter 19: Music in the Low Countries
During the 15th century, the Low Countries region (modern Belgium, Luxembourg, and Netherlands) was home to many flourishing commercial centers and trade as part of the Burgundian lands. This commerce supported religious institutions and choir schools for church singers. Many major composers of polyphony during 1425-1550 were born in the Burgundian Low Countries, including Jacob Obrecht. Obrecht was known for his multiple cantus firmus masses that combined several pre-existing melodies. Instruments in the 15th century were classified as "haut" (loud) such as trumpets and shawms or "bas" (soft) such as recorders and lutes. The basse danse was a
UNTI IV - Class 26
The document summarizes major developments in early 19th century opera, including the legacy of Mozart, Rossini's bel canto style, Verdi's focus on realism in works like Nabucco and La Traviata, and Wagner's concept of Gesamtkunstwerk and use of leitmotifs in groundbreaking operas like the Ring Cycle and Parsifal.
Chance Music
In chance music, also known as aleatoric or indeterminate music, elements of the musical composition or performance are left to chance. John Cage was an influential composer of chance music, including his piece Imaginary Landscape No. 4 which featured 12 radios playing simultaneously on different stations. Chance music gives performers freedom in areas like selecting which musical passages to play, determining start and stop times, or choosing pitches and rhythms, resulting in each performance having unique variations.
Music 20th 21st Cen.Dalagangan
The document discusses various 20th-21st century composers and styles of music. It covers Impressionist composers like Debussy who focused on subtle harmonies and immersing the listener. It also discusses modernist composers like Schoenberg who developed the 12-tone technique. Electronic music used new technologies like tape recorders and synthesizers. Filipino composers also incorporated modern techniques while blending Western and traditional Eastern elements.
Beyond Question Stems: Critical Thinking in the 21st Century Classroom
I developed and delivered this presentation for South Mebane Elementary School in Alamance County. The focus was higher order thinking and critical thinking skills in reading, writing, listening and speaking. Language, Comprehension and Vocabulary standards were highlighted from the Common Core with a special emphasis on the 3 shifts of the Common Core for ELA.
Recommended
Fifth Grade Music Curriculum Map
The 5th grade music curriculum map outlines performance objectives for students by the end of the year. Students will sing songs alone and with others from various genres and cultures, including short songs from notation. They will play simple instrumental parts as part of an ensemble playing contrasting parts and short songs from notation. Students will understand relationships between music, other arts, and other disciplines by identifying how music from different cultures relates to social studies and explaining the nature of sound. They will describe how music relates to history and culture and evaluate music performances by listening attentively and showing proper audience behavior.
MENC and the Contemporary Music Project
The Contemporary Music Project (CMP) was a grant program established in 1963 by the Ford Foundation and administered by the Music Educators National Conference (now known as NAfME) to modernize music education. It placed composers in schools, taught comprehensive musicianship integrating performance, composition, and analysis, and communicated its work through publications and conferences. CMP helped broaden music curricula to include more contemporary music and connect various aspects of music. It had a lasting impact by making music teachers and materials more receptive to societal changes and innovations.
MUS118 Ch 2
The document discusses popular music in 19th century America, including minstrel shows, parlor songs, plantation songs, and composers like Stephen Foster and John Philip Sousa. Minstrel shows featured white performers in blackface and helped establish popular song as a commercial genre. They synthesized folk and middle-class styles and used dance music widely. After the Civil War, varied forms of stage entertainment emerged like vaudeville and operetta. Composers like Foster and Sousa wrote songs and marches that celebrated American culture and remained widely popular.
Chapter 19: Music in the Low Countries
During the 15th century, the Low Countries region (modern Belgium, Luxembourg, and Netherlands) was home to many flourishing commercial centers and trade as part of the Burgundian lands. This commerce supported religious institutions and choir schools for church singers. Many major composers of polyphony during 1425-1550 were born in the Burgundian Low Countries, including Jacob Obrecht. Obrecht was known for his multiple cantus firmus masses that combined several pre-existing melodies. Instruments in the 15th century were classified as "haut" (loud) such as trumpets and shawms or "bas" (soft) such as recorders and lutes. The basse danse was a
UNTI IV - Class 26
The document summarizes major developments in early 19th century opera, including the legacy of Mozart, Rossini's bel canto style, Verdi's focus on realism in works like Nabucco and La Traviata, and Wagner's concept of Gesamtkunstwerk and use of leitmotifs in groundbreaking operas like the Ring Cycle and Parsifal.
Chance Music
In chance music, also known as aleatoric or indeterminate music, elements of the musical composition or performance are left to chance. John Cage was an influential composer of chance music, including his piece Imaginary Landscape No. 4 which featured 12 radios playing simultaneously on different stations. Chance music gives performers freedom in areas like selecting which musical passages to play, determining start and stop times, or choosing pitches and rhythms, resulting in each performance having unique variations.
Music 20th 21st Cen.Dalagangan
The document discusses various 20th-21st century composers and styles of music. It covers Impressionist composers like Debussy who focused on subtle harmonies and immersing the listener. It also discusses modernist composers like Schoenberg who developed the 12-tone technique. Electronic music used new technologies like tape recorders and synthesizers. Filipino composers also incorporated modern techniques while blending Western and traditional Eastern elements.
Beyond Question Stems: Critical Thinking in the 21st Century Classroom
I developed and delivered this presentation for South Mebane Elementary School in Alamance County. The focus was higher order thinking and critical thinking skills in reading, writing, listening and speaking. Language, Comprehension and Vocabulary standards were highlighted from the Common Core with a special emphasis on the 3 shifts of the Common Core for ELA.
Music and Media Communications
The document outlines an agenda for a professional development workshop on integrating music, technology, and 21st century skills. The agenda includes introductions and background, a presentation of the 7E instructional model, and modules on topics like aural culture and identity, imagination and ideas, careers in music, and social relevance. Presenters will demonstrate how to use software like Audacity and Finale Notepad. Participants will learn about developing a Music and Media Communications course and lessons focused on composition, analysis, and collaboration.
1.1 the music industry
This document provides an assignment brief for a BTEC Level 2 Diploma in Music course. Students must produce an article or broadcast explaining an area of the music business and how it relates to the music industry as a whole. They will be assessed on their ability to describe, explain, and draw conclusions about a music organization and its relation to other industry areas to achieve a Pass, Merit, or Distinction grade respectively. The assignment aims to help students understand different areas of the music profession.
33.1 audition
The student has been assigned to submit an audition recording for a Music for Youth festival including 30-60 seconds of pieces they intend to perform. They must record their performances and write a report justifying their choice of pieces based on criteria for a Pass, Merit, or Distinction grade. The assignment is for a BTEC Level 3 Diploma in Music course and covers outcomes for solo music performance skills.
MED332 introduction to the module
This module examines popular music cultures through several lenses. Students will critically analyze the relationships between musical, cultural, social, economic and technological factors in popular music history. Various theories of popular culture will be developed and applied to the production, consumption and enjoyment of popular music, and how these have related to socio-political changes in society. Specific musical genres and performers will then be examined using these conceptual and theoretical frameworks. Students will complete two case studies and a final essay to demonstrate their understanding.
Music_in_Prisons
This document summarizes research on the long-term effects of music programs in prisons. It includes a literature review finding benefits like increased well-being, self-esteem, and reduced recidivism. The methodology section describes interviews conducted with 5 NGOs implementing music programs in prisons. Limitations include difficulty accessing prisons and bias from only interviewing NGOs. It suggests a need for more long-term, unbiased research directly measuring outcomes of such programs.
W2-MAPEH-9-MUSIC.docx
This document provides a learning plan for a Music class covering Medieval music from the Medieval period. Over four days, students will learn about the musical elements, performance practices, and relationship to other arts of Medieval music. They will analyze videos of Medieval music, discuss how historical events shaped music features, and the role of troubadours. Students will also learn about the composer Adam de la Halle and assess their understanding by identifying his musical compositions and describing his contributions to medieval music. The overall goal is for students to appreciate how Medieval music influenced modern tastes and respect different music preferences.
Introduction to the music industry
This document provides an introduction to a lesson on music industry audiences. It outlines the aims, requirements, and assessment criteria for Section B of the lesson. Key concepts to be covered include new technologies' impact on how music is produced, distributed and consumed, as well as how major and independent record labels target audiences. Students will be asked to define different types of audiences and act as an A&R executive to create a marketing package for an unsigned artist.
Music intro
This document provides an introduction to a lesson on music industry audiences. It outlines the aims, requirements, and assessment criteria for Section B of the lesson. Key concepts to be covered include new technologies' impact on how music is produced, distributed and consumed, as well as how major and independent record labels target audiences. Students will be asked to define different types of audiences and act as an A&R executive to create a marketing package for an unsigned artist.
Music Magazine History Info
This document provides an overview and teaching approach for a unit on the music press. It is divided into three sections: the first contains case studies of four magazines analyzing their codes, conventions and representation of genre; the second addresses key concepts around the music press including its relationship to other industries, representations of gender, and audience changes; the third offers teaching activities and resources. The introduction outlines using the case studies to build student knowledge before critically reflecting on wider issues, and tracing how the document allows for historical perspectives, analyses genre and institutions, and considers representation and audience.
WEEK1.A.docx
This lesson plan is for a Grade 12 UCSP (Understanding Culture, Society and Politics) class. The objectives are for students to demonstrate understanding of human cultural variation, social differences, social change, and political identities. Students will acknowledge these concepts and appreciate the value of anthropology, sociology, and political science. The lesson content focuses on key observations about culture, society and politics. Learning resources include a textbook, additional materials, a laptop and television. Procedures include reviewing concepts, presenting examples through pictures, group discussions comparing generations, and evaluating learning.
Lesson 1 intro and history of mv
This document provides information for a Year 11 Media Studies class. It outlines the course content and assignments for the year, including Assignment 3 which involves creating a music video. It discusses expectations for the class and where to find help and support. It then provides context on the history of music videos from the 1920s to present day. Students are instructed to form groups and analyze how music videos within a chosen genre have developed over time by selecting examples from different decades.
Teaching music press teacher guidance
This document provides an overview and teaching guide for using the book "Teaching the Music Press" in the classroom. It outlines a possible scheme of work with two main sections. Section 1 contains case studies of specific music publications to analyze codes and conventions. Section 2 places these case studies in the context of key issues like genre, representation, institutions, audiences, and the online music press. The guide suggests starting with familiar publications in Section 1 before exploring broader concepts in Section 2. It identifies several key areas covered, including historical perspectives, textual analysis, target audiences, and more. Student activities and resources are also provided to facilitate learning and assessment.
33.2 my concert performance dip
This document provides an assignment briefing for a Level 3 Diploma in Music course. Students must perform a solo music program lasting 20-30 minutes for an audience, demonstrating musicianship skills. They will be assessed based on performing an extended program to an audience, with criteria for passing, merit, and distinction grades focusing on the level of musicianship shown. The student will be observed, recorded on video and audio, and given feedback by the tutor.
David L Page DCI Project 1 Seminar Presentation.20180816.pdf
This powerpoint slide represents my formal Project 1 Seminar Presentation in my Doctorate of Creative Industry (Music & Sound) research study. For additional information, please see www.davidlintonpage.com
A2 G325 revision booklet
This document provides revision materials for a media exam focusing on collective identity. It breaks down the exam questions, provides context on key concepts like representation and hegemony, and analyzes film and music examples depicting Black Britons over time. Historical texts from the 1950s-1970s presented an "otherized" view of Black communities, while contemporary works show more diversity and positive representations of youth culture, though some perpetuate stereotypes. The materials emphasize comparing historical and current media in answering how collective identities have been constructed and reconstructed over time.
Rock and Roll Rock is a form of a popular music that origi.docx
Rock and Roll
Rock is a form of a popular music that originated from the united states in the 1950s. It
incorporates electrically amplified instruments, heavy beats, and simple phrases. Rock-and-roll
establishment was mostly comprised of teenagers and young adults, of which many falls into a
group known as "hippies".
Music performed in the group was produced by two groups of young men performing on
different platforms. The main instruments used in the group were guitars, microphones, and
amplified speaker systems. This type of music was mainly identified by a strong rhythmic
pattern and loud sounds. In this genre, the audience preferred listening to music over dancing.
This was clearly shown during performances since the audience crowded areas near the speakers
to get the message from the song more perfect and first hand. In times of performances,
especially on large stages, there was a sound engineer that monitored and controlled the output
that was being produced by the speakers to ensure everything was perfect and was in order.
The main instruments that were used for recording music included; condenser
microphone, a cathode-follower amplifier, a sound level meter and a movable tape recorder. A
test recording was then conducted for a period of 50 to100 seconds. After completion, recordings
were then taken to a laboratory for checking using a magnetic tape recorder, a sound level meter,
an octave band filter, a graphic level recorder and a statistical distribution analyzer. The
statistical analyzer was meant to identify the period at the time of the test recordings.
The graphics level recorder had a mechanical switching device attached to it that
produced the statistical data which was then recorded in two ways. By doing this, it enabled the
band to identify the total period count and time spent in each stage of production.
References
American Standards Association: The Relations of Hearing Loss to Noise Exposure, New York,
1954.
Rudmose, W.: Hearing loss resulting from noise exposure, in Handbook of Noise Control, by C.
M. Harris, McGraw-Hill Book Company, New York, 1957.
van der Waal, J.: Peculiarities of noise enduring loss, Ann. Otol., 70:208-233, 1960
State of California: Noise Control Safety Orders, Division of Industrial Safety. Department of
Industrial Relations, November 1962.
1
Project Planning Worksheet: Analyzing the Writing Situation WSU/Winter 2019
Project planning: Analyzing Your Writing Situation
Project identification
Writer’s name(s), title:
Project name: Rock and Roll
Context
The context of writing the document was part of class assignments but was intended to offer
information that would benefit people wanting to learn music history. The paper introduces
rock and roll, a genre of music that was popular during the 1950s. It also outlines the nature of
the music and the instruments that were used. The document reintroduces the music in the ...
Ass eur conservatories martin prchal ester tomasi
1. The document outlines the development of shared descriptors called the Polifonia/Dublin Descriptors (PDD) for 1st, 2nd, and 3rd cycle higher music education programs in Europe by the European Association of Conservatoires (AEC) and ERASMUS Thematic Network for Music 'Polifonia'.
2. The PDD were created to provide common terminology and learning outcomes for music programs across Europe in response to the Bologna Process and increasing mobility of musicians.
3. Going forward, the AEC and Polifonia network aim to disseminate and validate the PDD, link them to pre-higher education levels, and use them to develop accreditation standards
L1 intro to as media studies
This document provides an overview of the Eduqas GCE Media Studies course. It outlines the course structure, components, assessment objectives, theoretical framework and contexts of study.
The course consists of three components - Component 1 examines media products, industries and audiences through two exam sections; Component 2 involves in-depth study of three media forms; Component 3 is a non-exam assessment consisting of a cross-media production. Key theories such as semiotics, representation and media effects must be applied to textual analysis. The course aims to develop critical understanding and practical skills in media production.
A2 Advanced Portfolio Guidance 2013
This document provides instructions and requirements for an advanced media studies coursework project involving the promotional packaging for an unsigned British band. Students must create: 1) a 2-4 minute music promo video, 2) cover art for a digipak album release, and 3) a magazine advertisement for the digipak. Research, planning, and evaluations are individually assessed written components. The video can be created individually or in groups up to 4 students. Print productions are individually assessed. All elements must utilize five key media concepts and draw from research into the target audience and music industry.
Target audience
The target audience for an alternative music genre video would be teenagers and young adults aged 15-24. As an alternative genre focuses on more mature topics, it would not appeal to younger viewers. The target demographic would likely be social classes C1, C2, and D. Fans of alternative music may follow trends of alternative bands in both dress and music discovery. They also likely consume media across varied channels as alternative music does not follow conventional paths. The style of alternative music can explore dark and realistic issues that older viewers may relate to from their own experiences.
Unit 2 appraisal booklet 2015
This document provides instructions for a music composition and appraisal exam. Students are asked to compose a piece of music focusing on selected Areas of Study. They then write an appraisal analyzing the composition process, addressing challenges, the success of the final piece, and its context. The appraisal should be written in the booklet and address key points like the chosen Areas of Study, why they were selected, how the music was composed and recorded, and difficulties overcome. Up to 2 hours are given to complete the written appraisal.
42702 exemplars & commentaries
The candidate composed a song-like piece without lyrics focusing on structure and form, and harmony and tonality. The piece has an introduction and ABAB structure in 4/4 time. The annotation describes the instrumentation and chord progressions in each section, but lacks details about tonality and melodic content. The appraisal answers the questions but with vague descriptions and little understanding of composition process and context. Overall, the piece shows a basic understanding of the areas of study and structure, but lacks coherence, imagination, and depth.
More Related Content
Similar to BTEC National Music: Unit 19 music and society
Music and Media Communications
The document outlines an agenda for a professional development workshop on integrating music, technology, and 21st century skills. The agenda includes introductions and background, a presentation of the 7E instructional model, and modules on topics like aural culture and identity, imagination and ideas, careers in music, and social relevance. Presenters will demonstrate how to use software like Audacity and Finale Notepad. Participants will learn about developing a Music and Media Communications course and lessons focused on composition, analysis, and collaboration.
1.1 the music industry
This document provides an assignment brief for a BTEC Level 2 Diploma in Music course. Students must produce an article or broadcast explaining an area of the music business and how it relates to the music industry as a whole. They will be assessed on their ability to describe, explain, and draw conclusions about a music organization and its relation to other industry areas to achieve a Pass, Merit, or Distinction grade respectively. The assignment aims to help students understand different areas of the music profession.
33.1 audition
The student has been assigned to submit an audition recording for a Music for Youth festival including 30-60 seconds of pieces they intend to perform. They must record their performances and write a report justifying their choice of pieces based on criteria for a Pass, Merit, or Distinction grade. The assignment is for a BTEC Level 3 Diploma in Music course and covers outcomes for solo music performance skills.
MED332 introduction to the module
This module examines popular music cultures through several lenses. Students will critically analyze the relationships between musical, cultural, social, economic and technological factors in popular music history. Various theories of popular culture will be developed and applied to the production, consumption and enjoyment of popular music, and how these have related to socio-political changes in society. Specific musical genres and performers will then be examined using these conceptual and theoretical frameworks. Students will complete two case studies and a final essay to demonstrate their understanding.
Music_in_Prisons
This document summarizes research on the long-term effects of music programs in prisons. It includes a literature review finding benefits like increased well-being, self-esteem, and reduced recidivism. The methodology section describes interviews conducted with 5 NGOs implementing music programs in prisons. Limitations include difficulty accessing prisons and bias from only interviewing NGOs. It suggests a need for more long-term, unbiased research directly measuring outcomes of such programs.
W2-MAPEH-9-MUSIC.docx
This document provides a learning plan for a Music class covering Medieval music from the Medieval period. Over four days, students will learn about the musical elements, performance practices, and relationship to other arts of Medieval music. They will analyze videos of Medieval music, discuss how historical events shaped music features, and the role of troubadours. Students will also learn about the composer Adam de la Halle and assess their understanding by identifying his musical compositions and describing his contributions to medieval music. The overall goal is for students to appreciate how Medieval music influenced modern tastes and respect different music preferences.
Introduction to the music industry
This document provides an introduction to a lesson on music industry audiences. It outlines the aims, requirements, and assessment criteria for Section B of the lesson. Key concepts to be covered include new technologies' impact on how music is produced, distributed and consumed, as well as how major and independent record labels target audiences. Students will be asked to define different types of audiences and act as an A&R executive to create a marketing package for an unsigned artist.
Music intro
This document provides an introduction to a lesson on music industry audiences. It outlines the aims, requirements, and assessment criteria for Section B of the lesson. Key concepts to be covered include new technologies' impact on how music is produced, distributed and consumed, as well as how major and independent record labels target audiences. Students will be asked to define different types of audiences and act as an A&R executive to create a marketing package for an unsigned artist.
Music Magazine History Info
This document provides an overview and teaching approach for a unit on the music press. It is divided into three sections: the first contains case studies of four magazines analyzing their codes, conventions and representation of genre; the second addresses key concepts around the music press including its relationship to other industries, representations of gender, and audience changes; the third offers teaching activities and resources. The introduction outlines using the case studies to build student knowledge before critically reflecting on wider issues, and tracing how the document allows for historical perspectives, analyses genre and institutions, and considers representation and audience.
WEEK1.A.docx
This lesson plan is for a Grade 12 UCSP (Understanding Culture, Society and Politics) class. The objectives are for students to demonstrate understanding of human cultural variation, social differences, social change, and political identities. Students will acknowledge these concepts and appreciate the value of anthropology, sociology, and political science. The lesson content focuses on key observations about culture, society and politics. Learning resources include a textbook, additional materials, a laptop and television. Procedures include reviewing concepts, presenting examples through pictures, group discussions comparing generations, and evaluating learning.
Lesson 1 intro and history of mv
This document provides information for a Year 11 Media Studies class. It outlines the course content and assignments for the year, including Assignment 3 which involves creating a music video. It discusses expectations for the class and where to find help and support. It then provides context on the history of music videos from the 1920s to present day. Students are instructed to form groups and analyze how music videos within a chosen genre have developed over time by selecting examples from different decades.
Teaching music press teacher guidance
This document provides an overview and teaching guide for using the book "Teaching the Music Press" in the classroom. It outlines a possible scheme of work with two main sections. Section 1 contains case studies of specific music publications to analyze codes and conventions. Section 2 places these case studies in the context of key issues like genre, representation, institutions, audiences, and the online music press. The guide suggests starting with familiar publications in Section 1 before exploring broader concepts in Section 2. It identifies several key areas covered, including historical perspectives, textual analysis, target audiences, and more. Student activities and resources are also provided to facilitate learning and assessment.
33.2 my concert performance dip
This document provides an assignment briefing for a Level 3 Diploma in Music course. Students must perform a solo music program lasting 20-30 minutes for an audience, demonstrating musicianship skills. They will be assessed based on performing an extended program to an audience, with criteria for passing, merit, and distinction grades focusing on the level of musicianship shown. The student will be observed, recorded on video and audio, and given feedback by the tutor.
David L Page DCI Project 1 Seminar Presentation.20180816.pdf
This powerpoint slide represents my formal Project 1 Seminar Presentation in my Doctorate of Creative Industry (Music & Sound) research study. For additional information, please see www.davidlintonpage.com
A2 G325 revision booklet
This document provides revision materials for a media exam focusing on collective identity. It breaks down the exam questions, provides context on key concepts like representation and hegemony, and analyzes film and music examples depicting Black Britons over time. Historical texts from the 1950s-1970s presented an "otherized" view of Black communities, while contemporary works show more diversity and positive representations of youth culture, though some perpetuate stereotypes. The materials emphasize comparing historical and current media in answering how collective identities have been constructed and reconstructed over time.
Rock and Roll Rock is a form of a popular music that origi.docx
Rock and Roll
Rock is a form of a popular music that originated from the united states in the 1950s. It
incorporates electrically amplified instruments, heavy beats, and simple phrases. Rock-and-roll
establishment was mostly comprised of teenagers and young adults, of which many falls into a
group known as "hippies".
Music performed in the group was produced by two groups of young men performing on
different platforms. The main instruments used in the group were guitars, microphones, and
amplified speaker systems. This type of music was mainly identified by a strong rhythmic
pattern and loud sounds. In this genre, the audience preferred listening to music over dancing.
This was clearly shown during performances since the audience crowded areas near the speakers
to get the message from the song more perfect and first hand. In times of performances,
especially on large stages, there was a sound engineer that monitored and controlled the output
that was being produced by the speakers to ensure everything was perfect and was in order.
The main instruments that were used for recording music included; condenser
microphone, a cathode-follower amplifier, a sound level meter and a movable tape recorder. A
test recording was then conducted for a period of 50 to100 seconds. After completion, recordings
were then taken to a laboratory for checking using a magnetic tape recorder, a sound level meter,
an octave band filter, a graphic level recorder and a statistical distribution analyzer. The
statistical analyzer was meant to identify the period at the time of the test recordings.
The graphics level recorder had a mechanical switching device attached to it that
produced the statistical data which was then recorded in two ways. By doing this, it enabled the
band to identify the total period count and time spent in each stage of production.
References
American Standards Association: The Relations of Hearing Loss to Noise Exposure, New York,
1954.
Rudmose, W.: Hearing loss resulting from noise exposure, in Handbook of Noise Control, by C.
M. Harris, McGraw-Hill Book Company, New York, 1957.
van der Waal, J.: Peculiarities of noise enduring loss, Ann. Otol., 70:208-233, 1960
State of California: Noise Control Safety Orders, Division of Industrial Safety. Department of
Industrial Relations, November 1962.
1
Project Planning Worksheet: Analyzing the Writing Situation WSU/Winter 2019
Project planning: Analyzing Your Writing Situation
Project identification
Writer’s name(s), title:
Project name: Rock and Roll
Context
The context of writing the document was part of class assignments but was intended to offer
information that would benefit people wanting to learn music history. The paper introduces
rock and roll, a genre of music that was popular during the 1950s. It also outlines the nature of
the music and the instruments that were used. The document reintroduces the music in the ...
Ass eur conservatories martin prchal ester tomasi
1. The document outlines the development of shared descriptors called the Polifonia/Dublin Descriptors (PDD) for 1st, 2nd, and 3rd cycle higher music education programs in Europe by the European Association of Conservatoires (AEC) and ERASMUS Thematic Network for Music 'Polifonia'.
2. The PDD were created to provide common terminology and learning outcomes for music programs across Europe in response to the Bologna Process and increasing mobility of musicians.
3. Going forward, the AEC and Polifonia network aim to disseminate and validate the PDD, link them to pre-higher education levels, and use them to develop accreditation standards
L1 intro to as media studies
This document provides an overview of the Eduqas GCE Media Studies course. It outlines the course structure, components, assessment objectives, theoretical framework and contexts of study.
The course consists of three components - Component 1 examines media products, industries and audiences through two exam sections; Component 2 involves in-depth study of three media forms; Component 3 is a non-exam assessment consisting of a cross-media production. Key theories such as semiotics, representation and media effects must be applied to textual analysis. The course aims to develop critical understanding and practical skills in media production.
A2 Advanced Portfolio Guidance 2013
This document provides instructions and requirements for an advanced media studies coursework project involving the promotional packaging for an unsigned British band. Students must create: 1) a 2-4 minute music promo video, 2) cover art for a digipak album release, and 3) a magazine advertisement for the digipak. Research, planning, and evaluations are individually assessed written components. The video can be created individually or in groups up to 4 students. Print productions are individually assessed. All elements must utilize five key media concepts and draw from research into the target audience and music industry.
Target audience
The target audience for an alternative music genre video would be teenagers and young adults aged 15-24. As an alternative genre focuses on more mature topics, it would not appeal to younger viewers. The target demographic would likely be social classes C1, C2, and D. Fans of alternative music may follow trends of alternative bands in both dress and music discovery. They also likely consume media across varied channels as alternative music does not follow conventional paths. The style of alternative music can explore dark and realistic issues that older viewers may relate to from their own experiences.
Similar to BTEC National Music: Unit 19 music and society (20)
David L Page DCI Project 1 Seminar Presentation.20180816.pdf
David L Page DCI Project 1 Seminar Presentation.20180816.pdf
Rock and Roll Rock is a form of a popular music that origi.docx
Rock and Roll Rock is a form of a popular music that origi.docx
More from dave_windsor
Unit 2 appraisal booklet 2015
This document provides instructions for a music composition and appraisal exam. Students are asked to compose a piece of music focusing on selected Areas of Study. They then write an appraisal analyzing the composition process, addressing challenges, the success of the final piece, and its context. The appraisal should be written in the booklet and address key points like the chosen Areas of Study, why they were selected, how the music was composed and recorded, and difficulties overcome. Up to 2 hours are given to complete the written appraisal.
42702 exemplars & commentaries
The candidate composed a song-like piece without lyrics focusing on structure and form, and harmony and tonality. The piece has an introduction and ABAB structure in 4/4 time. The annotation describes the instrumentation and chord progressions in each section, but lacks details about tonality and melodic content. The appraisal answers the questions but with vague descriptions and little understanding of composition process and context. Overall, the piece shows a basic understanding of the areas of study and structure, but lacks coherence, imagination, and depth.
Plan for all these feelings
This document provides the musical score and lyrics for a song called "Plan for All These Feelings". The intro uses a clean guitar playing chords of B major and B/E over a cymbal beat. The verse sections have lyrics describing mixed up feelings and going somewhere with a romantic interest. The bridge slows down with longer melodic notes over chords of E and B while the lyrics express being hypnotized and unable to let go.
Texture
This document discusses different types of musical textures, including monophonic texture which uses a single melodic line, homophonic texture where a melody is accompanied by chords, and polyphonic texture which combines two or more independent melodic lines. It also mentions octave texture using the same melody at different pitches, and antiphonal texture with different musical parts answering each other from different spaces. The document provides examples and definitions for each texture type.
Gcse music introduction 2014
This document outlines the schedule and requirements for an after school music program. It details the daily schedule which includes a break, listening/theory, composition, and performance sessions. The program focuses on developing skills in music analysis, theory, composition, and performance. Students will complete one exam, compose two original pieces, and record one solo and one ensemble performance to be assessed for 40% each. Regular practice and participation in concerts is encouraged to help students improve.
Recording and music
Sousa believed that recorded music would ruin the artistic development of music by reducing people's live participation with music. Now, music is omnipresent through many formats but is often a passive rather than active experience with fewer people able to play instruments or sing properly. However, technology has also made music more accessible. While recording has changed the experience of music, it continues to evolve and have both benefits and drawbacks for music and society.
The music industry
This document outlines assignments for a BTEC course on the music profession. It discusses the wide variety of businesses within the music industry, including live performance, composing, venues, recording, distribution, marketing, merchandising, retail, internet, agencies, management, law, accountancy, publishing, and education. Students are tasked with researching and presenting information about one or two areas of the music profession by describing their functions and relations to other areas of the industry. They are warned against plagiarism and instructed to synthesize information from multiple sources.
The music industry
This document outlines assignments for a BTEC course on the music profession. It discusses the wide variety of businesses within the music industry, including live performance, composing, venues, recording, distribution, marketing, merchandising, retail, internet, agencies, management, law, accountancy, publishing, and education. Students are tasked with researching and presenting information about one or two areas of the music profession by describing their functions and relations to other areas of the industry. They are warned against plagiarism and instructed to synthesize information from multiple sources.
Drones
This document discusses drones in music. It defines a drone as one or two notes that are played continuously throughout a piece of music, usually the first and fifth notes of the scale. Drones provide a basic form of harmony and can give music a countryside feel. The document provides examples of drones in bagpipes, Bulgarian pipes, Chinese music, and homemade bagpipes. It instructs students to compose a simple piece using drones by playing two notes on a keyboard continuously while adding a melody using only the black notes.
Dynamics
The document discusses dynamics in music. It defines dynamics as the use of different levels of loudness and softness. Dynamics make music more exciting and help structure pieces by making them more expressive. It discusses common dynamic markings like pp (very soft), f (loud), and mp (quite soft). The document also addresses using dynamics markings in staff notation and analyzing their use in film music to increase impact.
Y9 booklet unit 5
This document is a unit plan from Biddulph High School for a unit on dynamics, drones, and chords in music. The unit will introduce dynamics and their Italian terms, require students to add dynamics to scores and compositions, analyze dynamics in music and film extracts, and be assessed on compositions that use dynamics to match emotion in film. Key terms like forte, piano, crescendo and diminuendo are defined. Exercises teach identifying dynamics, writing Italian terms, and using dynamics in performances.
Industry booklet
The article discusses how the music industry is struggling due to declining music sales as people are buying and paying less for recorded music. It provides several examples:
1) Radiohead released their album "In Rainbows" allowing fans to pay whatever they wanted, including only 1p, showing that recorded music has become more of a promotional tool.
2) Several other bands are giving their music away for free to promote concert ticket and merchandise sales, which are now more profitable.
3) Album and music sales have sharply declined worldwide while concert ticket prices have soared, showing live performances now generate more revenue.
4) Record labels are making much less money per album as margins have shrunk,
1.2 working in the music industry
This document provides an assignment brief for a BTEC Level 2 Diploma in Music course. Students must research and present information on two different professional music industry roles, describing each role and how they relate to other roles and the music industry as a whole. One role must be from a performance area and the other from a non-performance area. Students will be graded based on criteria assessing their ability to describe, explain, and provide detailed explanations of the roles and their relationships within the industry.
33.3 the performance how it went dip
This assignment brief asks students to prepare a written report evaluating their preparation for a music performance, including watching recordings of the performance, keeping feedback records, and detailing their preparation processes, and will be graded based on their ability to describe, explain, and evaluate their preparation processes for an extended music program performance. Students must complete the report by March 1st for their Solo Music Performance Skills course and outcome of knowing the preparation processes for an extended music program performance.
Introduction: What Is Music?
This document provides information for a student starting at Biddulph High School Music Department in Year 9. It outlines expectations for students, including following school rules and treating equipment with care. Music lessons will involve performing, composing, and listening to different styles of music. Students can continue studying music after Year 9 by taking GCSE or BTEC qualifications or can drop music as a subject. Extracurricular opportunities include joining the orchestra or vocal workshop, participating in productions, and starting their own music groups.
Y9 booklet unit 10 version 2
This document provides information about a unit on pop music from the 1970s, including:
- The unit will teach students about the main artists and music of the 1970s, building on a previous unit, as part of a GCSE module.
- Learning objectives are to understand the social/cultural context of 1970s music, analyze video/music extracts, perform a piece from the era, and compose in a 1970s style.
- Assessment will include identifying artists, performing a song, and composing in a similar style.
Music at biddulph high school 2010
This document provides an overview of music at BHS for year 9 students. It outlines expectations for student behavior and participation in class. Students will perform on keyboards and vocals, compose their own music, and study music theory and history. After year 9, students can choose to pursue GCSE Music or drop music as a subject. Outside of lessons, students are encouraged to join the orchestra, choir, or school productions.
Wk2 rhythm
The document provides an overview of a unit on rhythm. It begins by outlining the learning objectives which are to understand technical rhythm terminology, perform rhythms from notation, and create original rhythm compositions. It then defines some key rhythm concepts like beats, bars, time signatures, note values and provides examples. Learners are instructed to practice clapping rhythms, work in groups to create short rhythm pieces, and compose a longer original piece with a partner using a keyboard. The unit concludes with an assessment for learners to describe their composition and identify their current level and next steps.
More from dave_windsor (18)
BTEC National Music: Unit 19 music and society
- 1. Biddulph High School: Level 3 Diploma in Music ASSIGNMENT BRIEFING SHEET Course: BTEC Level 3 Diploma in Music Teacher: D. Windsor Assignment Title: 19 Music and Society I.V. R. Windsor Date Set: 15/09 Completion Date: 25/01 Unit No(s) Unit Title(s) Outcome(s)/Assessment criteria 19 Music and Society see attached grading criteria Assignment Description: You will produce a series of articles, suitable for publication or broadcast, which discuss issues raised in lessons and discussions, supplemented by your own research. You will be acting as a music journalist and, as such, you will be expected to meet a series of deadlines. Learning Outcome 1 Know the functions of music in society Learning Outcome 2 Know how technology affects music making and consumption in society Learning Outcome 3 Know how politics affects music-makers and users Learning Outcome 4 Know how business and industry affect music-makers and users Task list Assessment Criteria You should produce a range of articles covering the following issues and meeting the deadlines for each article: 28/09 • Discuss the different ways, both historically and in P1, M1, D1 comtemporary society, in which religion uses music. Refer to examples of pieces and types of music to support your discussion 12/10 • Comment critically on how music is used in film, using P1, M1, D1 examples to illustrate your points. 26/10 • Compare and contrast the use of music in identity and youth P1, M1, D1 culture with the way music is used in celebrity culture 09/11 P2, M2, D2 • Describe 4 technological advances and say how they have affected music 23/11 • Read 2 government documents on music, sum up their findings P3, M3, D3 and proposals and comment critically on the stances taken 07/12 P3, M3, D3 • Discuss the work of 2 musicians who have expressed political views in their music. Should music get involved in politics? 21/12 P3, M3, D3 • Should opera be subsidised? Examine the work of a range of opera companies before deciding whether it is a valid art form worthy of public support 11/01 P4, M4, D4 • Discuss the changing nature of the music industry from the invention of the CD to the present day. What solutions have companies found to threats posed by changing technology? Assessment Evidence: • Magazine articles • Presentations • Recordings of discussions
- 2. Biddulph High School: Level 3 Diploma in Music Grading Criteria: To achieve a Pass grade the evidence must demonstrate that the student is able to: P1 • describe, with reference to examples, the various functions of music in society P2 • describe, with reference to examples, how technology has affected music making and consumption in society P3 • describe, with reference to examples, how politics has affected music makers and users in society P4 • describe, with reference to examples, how business and industry affects music makers and users in society To achieve a Merit grade the evidence must demonstrate that the student is able to : M1 • explain in detail, with reference to examples, the various functions of music in society M2 • explain, with reference to examples, how technology has affected music making and consumption in society M3 • explain, with reference to examples, how politics has affected music makers and users in society M4 • explain, with reference to examples, how business and industry affects music makers and users in society To achieve a Distinction grade the evidence must demonstrate that the student is able to : D1 • comment critically, with reference to examples, on the various functions of music in society D2 • comment critically, with reference to examples, on how technology has affected music making and consumption in society D3 • comment critically, with reference to examples, on how politics has affected music makers and users in society D4 • comment critically, with reference to examples, how business and industry affects music makers and users in society Tutor Feedback: Unit: 19 Tutor: Date: Student comment and action plan: Student: Date:
- 3. Biddulph High School: Level 3 Diploma in Music