Week 2 tute_slides_comm2633_2018
โขDownload as PPTX, PDFโข
0 likesโข1,034 views
This document provides information for students in the COMM2633 Pop Culture & Everyday Life tutorial for week 2. It discusses researching and writing at the university level, including using references and the RMIT library resources. It also outlines the details of Assessment 1, which asks students to choose an example of popular culture to analyze based on questions about what defines popular culture and how culture is defined. Students are instructed to discuss why their choice is an example of popular culture and not just culture for 500 words by the due date. Human: Thank you for summarizing the key points. Can you provide another summary with 2 sentences or less?
Report
Share
Report
Share
Recommended
Week 1 21 c literacies
This document provides information about course communications and organization for an education course. It outlines how Remind, a communication app, will be used to send messages to students and explains how to sign up. It then describes several in-class activities where students brainstormed concepts like literacy, analyzed media like promotional cups, and considered competencies like critical thinking. Guidelines are provided for selecting a social justice book and posting a critique online before the next class.
Healey engaging students with graphic novels
This document discusses using graphic novels to engage students in language learning activities. It begins by having attendees introduce themselves and share details about their students and classes. It then defines terms like "graphic novel" and "manga" and discusses why graphic novels are useful teaching tools as they are age-appropriate, popular, visually rich, and feature conversational language. The document provides many examples of how graphic novels can be used for reading, writing, speaking, listening, and discussion activities at different stages. It also discusses how graphic novels are non-linear and can be modified, with attendees asked to brainstorm their own ideas for using graphic novels.
CI 350 Unit Plan
This assignment is for a presentation in class so that Harold knows what I'm planning to do for my unit plan.
Visuallearners
This document provides a teacher's suggestions for using technology to support student writing projects. It includes ideas such as having students write comic strips to retell stories or describe concepts, creating book trailers or digital stories, taking photos to illustrate reports, and using online tools for drawing, poetry, and collaborative work. A list of specific educational websites is also provided that students can use for comics, writing, video, animation, art, photo editing, online collaboration and games. The teacher encourages using technology to engage students in creative writing, multimedia projects, and working together from different locations.
Mary Moser: LOLcats, Celebrities, and (Red Panda) Bears -- Oh, My!!
Mary Moser, Learning Commons Librarian at Oxford College, presents her teaching methods at the LOEX conference in April 2010.
Inquiry presentation
This document discusses teaching writing genres with authentic purposes and audiences. It argues that teaching genres in this way motivates and engages students by empowering them to read and write for real reasons. It provides examples of teaching different genres like narratives, biographies, procedures, and persuasives with authentic purposes, such as creating books for younger students or writing how-to manuals for the community. The document emphasizes that students will produce higher quality writing when they know a real audience will read their work beyond just the teacher.
Academic Honesty at Oxford College of Emory University
The document discusses academic honesty and plagiarism at Oxford College. It defines intellectual property and plagiarism, noting that plagiarism is considered stealing. It provides examples of in-text citations and references to give credit to other authors' work. The document also discusses what should and should not be cited and provides scenarios to determine if situations exemplify plagiarism. Resources for students, such as librarians and professors, are mentioned to help avoid plagiarism.
Academic Honesty at Oxford College of Emory University: Fall 2011
This document provides guidance on academic honesty and properly citing sources. It discusses citing direct quotes, paraphrases, and indirect citations from sources in writing. For a direct quote, the exact words from the source must be used along with a citation. A paraphrase restates the idea in your own words and still requires a citation. An indirect citation refers to an idea from a source but does not use a direct quote; the source must still be included in the citation. The document encourages asking for help on citations from professors, librarians, and writing centers to avoid plagiarism. No more than 10% of a paper should be direct quotes, and paraphrasing is important for properly citing sources without plagiarizing
Recommended
Week 1 21 c literacies
This document provides information about course communications and organization for an education course. It outlines how Remind, a communication app, will be used to send messages to students and explains how to sign up. It then describes several in-class activities where students brainstormed concepts like literacy, analyzed media like promotional cups, and considered competencies like critical thinking. Guidelines are provided for selecting a social justice book and posting a critique online before the next class.
Healey engaging students with graphic novels
This document discusses using graphic novels to engage students in language learning activities. It begins by having attendees introduce themselves and share details about their students and classes. It then defines terms like "graphic novel" and "manga" and discusses why graphic novels are useful teaching tools as they are age-appropriate, popular, visually rich, and feature conversational language. The document provides many examples of how graphic novels can be used for reading, writing, speaking, listening, and discussion activities at different stages. It also discusses how graphic novels are non-linear and can be modified, with attendees asked to brainstorm their own ideas for using graphic novels.
CI 350 Unit Plan
This assignment is for a presentation in class so that Harold knows what I'm planning to do for my unit plan.
Visuallearners
This document provides a teacher's suggestions for using technology to support student writing projects. It includes ideas such as having students write comic strips to retell stories or describe concepts, creating book trailers or digital stories, taking photos to illustrate reports, and using online tools for drawing, poetry, and collaborative work. A list of specific educational websites is also provided that students can use for comics, writing, video, animation, art, photo editing, online collaboration and games. The teacher encourages using technology to engage students in creative writing, multimedia projects, and working together from different locations.
Mary Moser: LOLcats, Celebrities, and (Red Panda) Bears -- Oh, My!!
Mary Moser, Learning Commons Librarian at Oxford College, presents her teaching methods at the LOEX conference in April 2010.
Inquiry presentation
This document discusses teaching writing genres with authentic purposes and audiences. It argues that teaching genres in this way motivates and engages students by empowering them to read and write for real reasons. It provides examples of teaching different genres like narratives, biographies, procedures, and persuasives with authentic purposes, such as creating books for younger students or writing how-to manuals for the community. The document emphasizes that students will produce higher quality writing when they know a real audience will read their work beyond just the teacher.
Academic Honesty at Oxford College of Emory University
The document discusses academic honesty and plagiarism at Oxford College. It defines intellectual property and plagiarism, noting that plagiarism is considered stealing. It provides examples of in-text citations and references to give credit to other authors' work. The document also discusses what should and should not be cited and provides scenarios to determine if situations exemplify plagiarism. Resources for students, such as librarians and professors, are mentioned to help avoid plagiarism.
Academic Honesty at Oxford College of Emory University: Fall 2011
This document provides guidance on academic honesty and properly citing sources. It discusses citing direct quotes, paraphrases, and indirect citations from sources in writing. For a direct quote, the exact words from the source must be used along with a citation. A paraphrase restates the idea in your own words and still requires a citation. An indirect citation refers to an idea from a source but does not use a direct quote; the source must still be included in the citation. The document encourages asking for help on citations from professors, librarians, and writing centers to avoid plagiarism. No more than 10% of a paper should be direct quotes, and paraphrasing is important for properly citing sources without plagiarizing
Six surprisingly simple strategies to engage students in complex learning
This document outlines strategies for engaging students in complex learning. It discusses six strategies: 1) connecting to prior knowledge, 2) using writing as thinking, 3) having high expectations, 4) crossing boundaries, 5) using dialogue, and 6) surprising students. Some example activities are provided for each strategy, such as having students write journal article abstracts, participate in directed independent tasks, and provide mid-module feedback through critical incident questionnaires. The overall goal is to make learning more interactive, challenging, and relevant to better engage students.
Pre-writing and learning styles
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
Inquiring minds want to know Reading For The Love of It
This document discusses inquiry-based learning and provides examples of how it can be implemented in the classroom. It defines inquiry as a teaching strategy that uses stimulating student questions. Several types of inquiries are described, including mini, curricular, literature circle, and open inquiries. Guidelines and examples for implementing inquiries are provided, such as using artifacts to provoke questions, slowing down to observe students, and documenting the inquiry process through photos, videos and other methods. Challenges of assessment and roadblocks are discussed along with the idea of using rubrics to evaluate student performance.
Bc week 5 for lianne
This document provides an overview of Week 5's focus on reading instruction and resources. It outlines the topics to be covered in Weeks 5 and 6, including reading theory, strategies, assessment, and struggling readers. Teachers are asked to review curriculum documents on teaching reading and explore listed resources to help implement the reading strand. They are then asked to choose one resource to discuss in a forum post, explaining what it is, why it's useful, and how they might use it in practice. The document also includes discussion questions on reading experiences and challenges, as well as an overview of the Gradual Release of Responsibility model of reading instruction involving modelled, shared, guided, and independent reading.
Gifted Pedagogy
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Using the essential questions matrix
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix โ a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas โ and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
Decolonising Research Methods
Sara Ewing Goldsmiths, University of LondonThe speaker hosts workshops that situate Western academic research in historical, political and social conditions that are tied to colonial practices of difference and hierarchy. They are centred on participantsโ ideas, assumptions, experiences and values in relation to different themes, in conjunction with short non-traditional texts, to provoke meaningful and unexpected discussions. These workshops align with the Goldsmiths goal to โLiberate Our Degreeโ by addressing the inequalities embedded in pedagogy and curricula. Current collaborations include library staff working with procurement, reading lists and library practices, lecturers in various departments seeking to diversify their curriculum design, and students invested in decolonizing their own programmes.
NCSS 2013 Differentiated Instruction: A Gateway to Success with the Common Core
This document provides information and strategies for differentiating instruction to meet the needs of diverse learners while teaching Common Core standards. It discusses the differences among students, including learning styles, readiness, language skills, and special needs. The concept of universal design for instruction is introduced, which aims to make learning accessible for all students. Differentiated instruction is defined as adapting the content, process, and product of instruction based on students' readiness, interests, and learning profiles. Specific strategies are presented for increasing reading comprehension, developing writing skills, and analyzing visual and auditory sources. The document offers a variety of activities, tools, and resources teachers can use to differentiate instruction and help students meet Common Core standards.
Academic literacy uhmlg
This document discusses different conceptions of academic literacy and how it is taught. It summarizes three main approaches: study skills, academic socialization, and academic literacies. Study skills focuses on remediating surface-level issues and sees writing as an individual skill. Academic socialization focuses on inducting students into academic discourse and culture. Academic literacies views literacy as socially situated and focuses on issues of identity, power, and knowledge-making practices within institutions.
presentationlitreview-2ND COT PR2.pdf
The document discusses literature reviews and provides guidance on how to conduct one. It begins by outlining three fundamental research questions posed by Guba and elaborated on by Gray: what is knowable, the relationship between the knower and known, and how things are found out. It then defines a literature review as an account of published work on a topic by scholars. The purpose is to convey existing knowledge and ideas, identify gaps and avoid duplicating work. Effective literature reviews are organized around a thesis, synthesize results, and identify areas for further research. The document provides questions to guide conducting a thorough literature review and critical analysis of sources.
Literature Review (Review of Related Literature - Research Methodology)
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
Info. & Lit circles. Gold Trail
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Conroe Day 1 Presentation
This document outlines an agenda for sharing literature with children, tweens, and teens. It discusses why sharing literature is important, including developing language skills, empathy, and lifelong readers. It also covers establishing a reading identity, finding time to read, expanding reading ranges, the value of reading aloud, and building reading communities. Participants are asked to reflect on their own reading autobiographies and identities as readers. The document provides tips for modeling reading, such as informal displays, booktalking, and using social media like Twitter to connect with others.
Reading, writing and critical thinking conference take aways
The document summarizes perspectives from four librarians on the 1st Annual Internal Berkeley College Reading, Writing and Critical Thinking Conference. Key takeaways included emphasizing practical, real-world examples in teaching; learning about students and their different needs; and encouraging student learning from each other. Favorite sessions focused on using allegory and facts over opinions in teaching. New concepts learned were requiring objective, fact-based writing supported by citations and assessing textbook reading levels. The conference provided inspiration around how to effectively teach students and engage them in their own learning.
Pre writing and learning styles
The document provides information and sample activities about perceptual learning styles and pre-writing tasks for visual, auditory, and kinesthetic learners. It defines key learning styles, references research findings on how styles influence teaching and learning, and gives examples of pre-writing activities tailored for different styles. The activities aim to generate ideas and organize information for writing through visual, auditory, and kinesthetic modalities.
2 research ideas
This document provides guidance on developing research topics and ideas. It discusses different types of topics, sources for topics, evaluating potential topics, and parts of a research article. Key points include identifying personal interests, observations, or practical problems as potential topics. Topics should be significant, original, and feasible to research. The problem statement should establish the importance of the research problem. Literature reviews should logically extend past research and help predict the research purpose.
How to decode your reading list
This session is designed to help you find the books and journal articles you need quickly and easily, using library catalogues and online academic resources. It explains the various scholary format and offers tips on active reading and notemaking.
The Art of Inquiry and Cross-Text Connections
The document discusses using text sets to increase student engagement and comprehension in literacy. It defines text sets as collections of various media types related to a topic that can be used before, during, or after reading a main text. Using text sets exposes students to diverse perspectives and builds connections across texts. Examples are provided of organizing text sets by novel, theme, or standard. Flexibility and choosing texts relevant to students is emphasized. Text sets help develop critical thinking by allowing students to analyze ideas through multiple lenses.
Research and Information Literacy RIL ENG 216 A Professor Jennifer Ransom
This document provides an overview of a research and information literacy course taught by Professor Jennifer Ransom. The course introduces students to various types of information sources and formats, the research process, and developing information literacy skills. It outlines the course objectives, format, assignments, policies and final project requirements. Students will learn to effectively search for and evaluate information, develop research strategies, cite sources, and complete a portfolio demonstrating their skills.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
Week 2 2019 (1)
This document discusses grant funding opportunities for musicians in Australia. It provides examples of grants awarded by the Australia Council for projects such as touring, recording, and skills development. Key points made include:
- Major granting bodies for Australian musicians include the Australia Council, Creative Victoria, and RMIT.
- The Australia Council funds a variety of projects including arts projects, career development, and international touring. It has awarded grants of $34k-$50k for tours by Australian artists.
- Successful grant applications demonstrate established experience and achievements, clearly explain the proposed project and its benefits, and provide supporting facts, figures and examples.
- Developing an effective grant application involves thorough research on funding programs and guidelines,
Week 1 2019
This document outlines the requirements for a major music project course. It discusses realities of the music industry such as making money from music through distribution. It provides advice for students such as moving quickly, taking risks with events and releases, and leveraging youth. The course involves creating 5 songs, a business plan, and research paper. Students are split into groups to explore initial project ideas and define problems, goals, and objectives.
More Related Content
Similar to Week 2 tute_slides_comm2633_2018
Six surprisingly simple strategies to engage students in complex learning
This document outlines strategies for engaging students in complex learning. It discusses six strategies: 1) connecting to prior knowledge, 2) using writing as thinking, 3) having high expectations, 4) crossing boundaries, 5) using dialogue, and 6) surprising students. Some example activities are provided for each strategy, such as having students write journal article abstracts, participate in directed independent tasks, and provide mid-module feedback through critical incident questionnaires. The overall goal is to make learning more interactive, challenging, and relevant to better engage students.
Pre-writing and learning styles
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
Inquiring minds want to know Reading For The Love of It
This document discusses inquiry-based learning and provides examples of how it can be implemented in the classroom. It defines inquiry as a teaching strategy that uses stimulating student questions. Several types of inquiries are described, including mini, curricular, literature circle, and open inquiries. Guidelines and examples for implementing inquiries are provided, such as using artifacts to provoke questions, slowing down to observe students, and documenting the inquiry process through photos, videos and other methods. Challenges of assessment and roadblocks are discussed along with the idea of using rubrics to evaluate student performance.
Bc week 5 for lianne
This document provides an overview of Week 5's focus on reading instruction and resources. It outlines the topics to be covered in Weeks 5 and 6, including reading theory, strategies, assessment, and struggling readers. Teachers are asked to review curriculum documents on teaching reading and explore listed resources to help implement the reading strand. They are then asked to choose one resource to discuss in a forum post, explaining what it is, why it's useful, and how they might use it in practice. The document also includes discussion questions on reading experiences and challenges, as well as an overview of the Gradual Release of Responsibility model of reading instruction involving modelled, shared, guided, and independent reading.
Gifted Pedagogy
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Using the essential questions matrix
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix โ a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas โ and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
Decolonising Research Methods
Sara Ewing Goldsmiths, University of LondonThe speaker hosts workshops that situate Western academic research in historical, political and social conditions that are tied to colonial practices of difference and hierarchy. They are centred on participantsโ ideas, assumptions, experiences and values in relation to different themes, in conjunction with short non-traditional texts, to provoke meaningful and unexpected discussions. These workshops align with the Goldsmiths goal to โLiberate Our Degreeโ by addressing the inequalities embedded in pedagogy and curricula. Current collaborations include library staff working with procurement, reading lists and library practices, lecturers in various departments seeking to diversify their curriculum design, and students invested in decolonizing their own programmes.
NCSS 2013 Differentiated Instruction: A Gateway to Success with the Common Core
This document provides information and strategies for differentiating instruction to meet the needs of diverse learners while teaching Common Core standards. It discusses the differences among students, including learning styles, readiness, language skills, and special needs. The concept of universal design for instruction is introduced, which aims to make learning accessible for all students. Differentiated instruction is defined as adapting the content, process, and product of instruction based on students' readiness, interests, and learning profiles. Specific strategies are presented for increasing reading comprehension, developing writing skills, and analyzing visual and auditory sources. The document offers a variety of activities, tools, and resources teachers can use to differentiate instruction and help students meet Common Core standards.
Academic literacy uhmlg
This document discusses different conceptions of academic literacy and how it is taught. It summarizes three main approaches: study skills, academic socialization, and academic literacies. Study skills focuses on remediating surface-level issues and sees writing as an individual skill. Academic socialization focuses on inducting students into academic discourse and culture. Academic literacies views literacy as socially situated and focuses on issues of identity, power, and knowledge-making practices within institutions.
presentationlitreview-2ND COT PR2.pdf
The document discusses literature reviews and provides guidance on how to conduct one. It begins by outlining three fundamental research questions posed by Guba and elaborated on by Gray: what is knowable, the relationship between the knower and known, and how things are found out. It then defines a literature review as an account of published work on a topic by scholars. The purpose is to convey existing knowledge and ideas, identify gaps and avoid duplicating work. Effective literature reviews are organized around a thesis, synthesize results, and identify areas for further research. The document provides questions to guide conducting a thorough literature review and critical analysis of sources.
Literature Review (Review of Related Literature - Research Methodology)
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
Info. & Lit circles. Gold Trail
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Conroe Day 1 Presentation
This document outlines an agenda for sharing literature with children, tweens, and teens. It discusses why sharing literature is important, including developing language skills, empathy, and lifelong readers. It also covers establishing a reading identity, finding time to read, expanding reading ranges, the value of reading aloud, and building reading communities. Participants are asked to reflect on their own reading autobiographies and identities as readers. The document provides tips for modeling reading, such as informal displays, booktalking, and using social media like Twitter to connect with others.
Reading, writing and critical thinking conference take aways
The document summarizes perspectives from four librarians on the 1st Annual Internal Berkeley College Reading, Writing and Critical Thinking Conference. Key takeaways included emphasizing practical, real-world examples in teaching; learning about students and their different needs; and encouraging student learning from each other. Favorite sessions focused on using allegory and facts over opinions in teaching. New concepts learned were requiring objective, fact-based writing supported by citations and assessing textbook reading levels. The conference provided inspiration around how to effectively teach students and engage them in their own learning.
Pre writing and learning styles
The document provides information and sample activities about perceptual learning styles and pre-writing tasks for visual, auditory, and kinesthetic learners. It defines key learning styles, references research findings on how styles influence teaching and learning, and gives examples of pre-writing activities tailored for different styles. The activities aim to generate ideas and organize information for writing through visual, auditory, and kinesthetic modalities.
2 research ideas
This document provides guidance on developing research topics and ideas. It discusses different types of topics, sources for topics, evaluating potential topics, and parts of a research article. Key points include identifying personal interests, observations, or practical problems as potential topics. Topics should be significant, original, and feasible to research. The problem statement should establish the importance of the research problem. Literature reviews should logically extend past research and help predict the research purpose.
How to decode your reading list
This session is designed to help you find the books and journal articles you need quickly and easily, using library catalogues and online academic resources. It explains the various scholary format and offers tips on active reading and notemaking.
The Art of Inquiry and Cross-Text Connections
The document discusses using text sets to increase student engagement and comprehension in literacy. It defines text sets as collections of various media types related to a topic that can be used before, during, or after reading a main text. Using text sets exposes students to diverse perspectives and builds connections across texts. Examples are provided of organizing text sets by novel, theme, or standard. Flexibility and choosing texts relevant to students is emphasized. Text sets help develop critical thinking by allowing students to analyze ideas through multiple lenses.
Research and Information Literacy RIL ENG 216 A Professor Jennifer Ransom
This document provides an overview of a research and information literacy course taught by Professor Jennifer Ransom. The course introduces students to various types of information sources and formats, the research process, and developing information literacy skills. It outlines the course objectives, format, assignments, policies and final project requirements. Students will learn to effectively search for and evaluate information, develop research strategies, cite sources, and complete a portfolio demonstrating their skills.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
Similar to Week 2 tute_slides_comm2633_2018 (20)
Six surprisingly simple strategies to engage students in complex learning
Six surprisingly simple strategies to engage students in complex learning
ย
Inquiring minds want to know Reading For The Love of It
Inquiring minds want to know Reading For The Love of It
ย
NCSS 2013 Differentiated Instruction: A Gateway to Success with the Common Core
NCSS 2013 Differentiated Instruction: A Gateway to Success with the Common Core
ย
Literature Review (Review of Related Literature - Research Methodology)
Literature Review (Review of Related Literature - Research Methodology)
ย
Reading, writing and critical thinking conference take aways
Reading, writing and critical thinking conference take aways
ย
Research and Information Literacy RIL ENG 216 A Professor Jennifer Ransom
Research and Information Literacy RIL ENG 216 A Professor Jennifer Ransom
ย
The Book Love Elective: Taking the Relationship to the Next Level (with clean...
The Book Love Elective: Taking the Relationship to the Next Level (with clean...
ย
More from RMIT University
Week 2 2019 (1)
This document discusses grant funding opportunities for musicians in Australia. It provides examples of grants awarded by the Australia Council for projects such as touring, recording, and skills development. Key points made include:
- Major granting bodies for Australian musicians include the Australia Council, Creative Victoria, and RMIT.
- The Australia Council funds a variety of projects including arts projects, career development, and international touring. It has awarded grants of $34k-$50k for tours by Australian artists.
- Successful grant applications demonstrate established experience and achievements, clearly explain the proposed project and its benefits, and provide supporting facts, figures and examples.
- Developing an effective grant application involves thorough research on funding programs and guidelines,
Week 1 2019
This document outlines the requirements for a major music project course. It discusses realities of the music industry such as making money from music through distribution. It provides advice for students such as moving quickly, taking risks with events and releases, and leveraging youth. The course involves creating 5 songs, a business plan, and research paper. Students are split into groups to explore initial project ideas and define problems, goals, and objectives.
Perf2065 week 12_2019
This document is a summary of the final lecture in a music genre and style course. It recaps the aims of the course, solves some problems introduced earlier, and introduces new problems or topics. The lecture defines genre as referring to a particular kind of music within a cultural context involving production, circulation and meaning. Genre is described as a fundamental structuring force in musical life that involves stylistic conventions, industry categories, and social processes or stories. The lecture discusses how genre tells stories and identifies some main themes that emerge from those stories, such as using music to transform suffering into beauty. It provides an example of how early rock music created a sense of community and escape from everyday life. Finally, students are asked to describe a
Slides
Industrial music originated in the late 1970s and had two main waves. The first wave artists like Throbbing Gristle and Cabaret Voltaire explored experimental, confrontational sounds and incorporated influences from cut-up techniques, noise, and the psychological implications of industrialization. This helped establish the genre. The second wave in the 1980s saw industrial music go more mainstream through bands like Nine Inch Nails and labels like Wax Trax. This wave brought the genre's dark and transgressive aesthetics to wider audiences through more accessible pop structures. While the energy of early industrial challenged audiences, its legacy can still be seen in many modern extreme music styles that continue exploring experimental and provocative sounds.
Perf2065 week 7_2019
This document discusses heavy metal music, focusing on its transgressive nature and how it is positioned as more dangerous than similar genres. It explores theories about the role metal plays for audiences and its politics. Several scholars are cited who have studied the metal subculture and found it to be predominantly male, young, white and blue-collar. The document also discusses how metal emphasizes themes of Dionysian excess and chaos through lyrics and musical styles that push boundaries in terms of speed, volume and social norms.
Perf2065 week 6_2019
This document discusses the evolution of punk rock into post-punk and other genres from the late 1970s to 1990s. It outlines how punk became more experimental through post-punk bands that applied punk's DIY ethos to different musical styles. American hardcore emerged in the 1980s as a faster, more abrasive punk variant. Grunge then emerged from the Seattle music scene in the late 1980s, combining punk attitudes with slowed-down, melodic rock. Riot grrrl feminist punk also emerged in the early 1990s as a response to the male dominance of grunge. The document analyzes the musical styles, industries, and social contexts that defined these punk subgenres and scenes.
Perf2065 week 5_2019
The document provides an overview of punk music and subcultural theory. It discusses early proto-punk bands like The Velvet Underground, The Stooges, and The MC5. It then examines key punk bands like the Ramones and The Saints. The document summarizes theories around what defines a music subculture and classic subcultural theory from the Birmingham School. It analyzes 1970s Britain's social context and how the Birmingham School viewed punk as symbolizing working class resistance through concepts like bricolage and homology. However, it questions if punk truly represented working class resistance or if this narrative is incomplete.
1st Week
This document provides an overview and agenda for a beginner music production class in Ableton Live 10. The class will cover the basic user interface of Ableton Live, including the arrangement and session views. Students will learn how to create MIDI tracks and audio tracks, adjust tempo and quantization, launch clips and scenes, arm and mute tracks, record in the arrangement view, and do tasks creating a short track using only clips and session view. The class will also cover searching, playing instruments with a keyboard, writing MIDI clips, and capturing performed MIDI, with a task to create a track in session view using drum loops, synths, and MIDI clips.
2nd Week
1. The document provides an overview of a beginner music production class that focuses on programming drums, bass, and other instruments in Ableton Live 10.
2. The class is divided into three parts that cover drums and basic beats, adding bass and synth sounds, and exploring electronic sounds like bass, leads, pads and plucks.
3. Students are instructed to create MIDI tracks for drums and bass, select drum and instrument samples, and program beats using the MIDI note editor.
3rd Week
This document provides an overview of topics to be covered in a beginner music production class using Ableton Live 10, including working with Sampler and Impulse instruments, the Drum Rack, Drum Buss, arrangement view, and basic automation. Students are instructed to load Ableton Live and are given exercises to create a song using loops, instruments and drums across multiple scenes, and to record a performance of the song in arrangement view while adding automation.
4th Week
The document provides instructions for a beginner music production class. It outlines topics to be covered in the current class, including compression, side-chaining, MIDI effects, EQ and mixing, and mastering effects. It also notes that students need to have started their assessment track to play for the instructor during the next class.
Week 4 - Rock
This document provides an overview of the development of rock music from the 1950s to the 1970s. It discusses how rock emerged from R&B and became popular among teenagers as a form of rebellion. As rock grew in popularity, it became commodified by the music industry but also took on political meanings as the soundtrack for social movements. The document traces key moments like the arrival of The Beatles and how rock evolved through the 1960s, incorporating elements of psychedelia and protest music. It also examines how scholars later critiqued rock's claims of authenticity and independence from commercial forces.
Week 5 country music 2019
This document provides an overview of the history and development of country music. It discusses major historical periods and themes including bluegrass, the Nashville sound, outlaw country, and the 1990s country boom. Early country music drew from English and Irish folk traditions and was seen as "white" music separate from blues. Key developments included the Grand Ole Opry radio show in Nashville, the bluegrass style of Bill Monroe, and outlaw country as a reaction against the Nashville sound. Country music is still centered in Nashville but has faced tensions balancing commercial success with its perceived outsider status.
Week 2 Lecture
This document provides an overview of the history and development of blues music in three parts. It discusses the origins of blues in the 1920s in America, following the emancipation of slavery and Great Migration. Key early blues artists included Charley Patton and Robert Johnson. The second era saw the emergence of rhythm and blues in the 1940s-50s with electrified blues and artists like Howlin' Wolf and Muddy Waters influencing rock and roll. The document notes that blues turned pain into beauty while speaking to universal human experiences. It previews that week 4 will cover the blues invasion of the 1960s that exposed blues to wider audiences.
Week 1 Lecture Slides
This document provides an overview and introduction to a university course on music styles and genres. It discusses that the course resources are available on the learning management system and to direct studio questions to studio leaders. It then explores some definitions of musical genres as categories that exist within cultural contexts and conventions shared by certain groups. Musical genres serve stylistic, industry categorization, and social functions by shaping understandings and expectations. The course will examine genres through these lenses to understand the stories and meanings genres create and represent in society.
Week 5
This document provides guidance on developing budgets for music grant applications. It discusses estimating expenses under categories like marketing, production costs, administration, salaries and in-kind contributions. It also covers estimating income sources like grant funding, earned revenue, applicant contributions and in-kind income. The key points are that expenses must be estimated first based on the costs of planned activities, and total income must equal total expenses in the submitted budget. The document encourages groups to discuss potential project ideas, funders and expenses to start drafting budgets for feedback.
Week 6
This document provides an overview of key marketing concepts and best practices. It defines marketing as creating value for customers through communication and exchange. Marketing ensures the right products reach the right markets at the right time and price. Successful marketing understands customer needs and how to position products as fulfilling those needs. The document stresses starting small, gaining permission from audiences first, and using marketing strategies like the four P's - product, price, promotion, and place of distribution. It also emphasizes the importance of social media to build connections and tell your story in an authentic way.
Week 4
This document provides information and advice about securing grant funding from various Australian arts funding bodies such as the Australia Council for the Arts. It discusses:
- Examples of grants awarded to support international touring by Australian artists such as RVG, Amy Shark, and Gang of Youths.
- Tips for applying for touring grants from the Australia Council, including targeting regional areas, having confirmed show dates and venues, and using metrics to benchmark experience and audience size.
- General advice about grant writing, including developing a clear rationale, using facts and examples, and pitching the application persuasively rather than just describing plans.
Week 3
This document contains information for a music major project class. It lists the group members and their presentation order. It also provides instructions on creating Gantt charts, which are timelines showing the stages and milestones of projects. Students are asked to have draft Gantt charts completed before the next class and to share them with the instructors.
Major Project - Week 2
This document provides information on fast skills acquisition and podcasting. It discusses deconstructing skills into building blocks, selecting a few key skills to focus on, and sequencing the order to learn them. For podcasting, it identifies important skills like determining a concept, finding interviewees, recording, editing, and distribution. It shares tips from successful podcasters like focusing on narrative and emotion. The document outlines an agenda for a workshop, including pitching podcast concepts, forming work parties to take on tasks and jobs, and establishing a budget and timeline.
More from RMIT University (20)
Recently uploaded
Information and Communication Technology in Education
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
INDIA`S OWN LITERARY GENIUS MR.KHUSHWANT SINGH WAS TRULY A VERY BRAVE SOUL AND WAS AWARDED WITH THE MAGIC OF WORDS BY GOD.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
220711130082 Srabanti Bag Internet Resources For Natural Science
Internet resources for natural science
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Aims and objectives of national policy on information and communication technology(ICT) in school education in india
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
Creation or Update of a Mandatory Field is Not Set in Odoo 17
In this slide we will discuss Creation or Updation of a mandatory field is not set in Odoo 17.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Recently uploaded (20)
Information and Communication Technology in Education
Information and Communication Technology in Education
ย
220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology
ย
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
ย
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
ย
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
ย
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
ย
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
ย
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
ย
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
ย
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
ย
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
ย
Creation or Update of a Mandatory Field is Not Set in Odoo 17
Creation or Update of a Mandatory Field is Not Set in Odoo 17
ย
Week 2 tute_slides_comm2633_2018
- 1. COMM2633 Pop Culture & Everyday Life Tutorial: Week 2
- 2. Researching at Uni โข How references work: i.e. found a good piece? Follow the trail of references in the List of References โข RMIT LIBRARY: Sidebar options โข GOOGLE SCHOLAR: โข This is a good list of Cultural Studies journal.
- 3. Writing at Uni โข GREAT RESOURCE: https://emedia.rmit.edu.au/learninglab/content/writing-skills (and this one is particularly good) โข FORMATING: โข 12 point font (Arial, Times New Roman, Garamond) โข Name and student number clearly marked at the start, or in the header (no cover sheet required) โข Free of spelling and grammatical errors โข List of references / Not a bibliography
- 4. Referencing at Uni โข If you use someone elseโs idea, cite it. Most of the time as students, youโre using someone elseโs work.(Rogers, 2017) โข โIf you quote someone elseโs work, cite it with the page number.โ (Rogers, 2017, p. 8) โข Or, Rogers (2017) says, โCitation isnโt that difficult once you get the hang of itโ (p. 8) โข Harvard referencing only: Here is the RMIT Guide โข Academics use this stuff to shout out to another other and pay respect / acknowledgement. As Tutors we also use this stuff to see how much attention youโve paid to the details, like David Lee Rothโs M&Ms.
- 5. Assessment #1 โข DUE DATE: in Week 4 on 19th of March 2018 @ MIDNIGHT aka 11:59PM โข SUBMISSION: Electronically via CANVAS, must be in PDF format โข WORD COUNT: 500 words +/- 50 words
- 6. Assessment #1 TASK: You need to choose an example of popular culture, preferably something you are passionate about or find interesting. Tell us why you think it is an example of popular culture. As you write about your popular culture passion or interest think about the following questions: What do we mean by popular culture? Is it easy to define what is popular? Is culture easy to define? Who gets to say what is popular? Who gets to say what culture is? Use these questions to guide your discussion of your chosen example. โข (https://emedia.rmit.edu.au/learninglab/content/ho w-create-mind-map)
- 10. In Groups 1. Why is your choice popular culture and not just culture? (Hint: look at Week 1 slides on Canvas) 2. Whatโs so good about it? 3. Whatโs wrong with it? Is anything wrong with it? 4. What were the prevailing arguments, discussions or ideas people talked about with your choice? 5. What did people DO with this piece of popular culture apart from consume it? 6. Make a mind map on a white board