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Activity Four

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Focusing Question

  • How can examining Kiwi rock/popular music help us to learn about our own and others' values?
  • What processes do we need to learn about to be able to critically evaluate sources of information that will help build our understanding of rock/popular music in New Zealand?

Learning Outcomes

  • Present a case study from one category of New Zealand music, one aspect of case study in detail, and an individual profile of one musician from the case study.
  • Consider how new learnings from this unit of work may helps us to interpret music with depth and provide models for future music creating and making.

Prepare students for their case study, as a requirement of US 12831. Before they begin work on the case study, they will need to submit a short (250 words) report outlining:

  • how and why they have selected the category for the case study
  • the resources they will use, and how will obtain access to these
  • personnel support required (e.g. teacher(s), librarian, etc.)
  • music required for listening and analysis (Recordings, scores)
  • support agencies they may contact to help them in their work (e.g. SOUNZ)
  • decide how they will present their work and why?
  • A description of the process they will undertake to complete the case study - this might include a time-line with the goals they need to work towards, when they will achieve these and how they will achieve these.

Discuss the categories of case study available to the students: Maori music OR Ethnic music other than Maori (e.g. Pacific Island, Asian, Fijian Indian) OR Popular music OR Art music (e.g. ' serious' /contemporary music - choral, orchestral, chamber, electronic etc) OR Music Industry (e.g. Film/TV/radio music, music engineers, music in the media, song writers etc), emphasising that Popular Music, the Music Industry and perhaps Maori or Polynesian music best reflects the categories studied in this unit. Make available to the students the resources listed in this unit. Have students work in groups to research, using the internet, the music examples they might use in their case study. Consider presenting information on the various industry agencies that support the case study topic the students have selected.

Show students how to reference the materials (using APA ) they access and use information from: When recording where they have got their information from - they should follow the format below: Acknowledge the source of all ideas, words and images copied (quoted from), paraphrased or adapted. Abusing intellectual property is THEFT. Referencing involves stating:

  • WHO it belongs to
  • WHAT it's called
  • WHERE it was found

Lead a discussion on how best to present the case study. Students may choose from 1. Seminar with music examples that you will share with others; 2. Booklet with a list of music examples that you have listened to; 3 Script for a C4 or MTV programme; 4. Website, blog or wiki; 5. CD Rom or 6. Radio programme. Consider the pros and cons of each presentation method asking students to share ideas on this. Provide students with starters or questions to consider for each aspect in each of the three elements being assessed. 

Ensure that students have set a time-frame for working towards the various aspects in the assessment, considering what they will need to do and where they might get information or ideas from. Share work in progress and provide time for students to share with each other and time for questions. Refer to assessment tasks on page 24.

Create a work-plan that will enable you to manage your time and preparation for achieving the three elements for US12831.

Element 1: Present a case study of one category of New Zealand music.

1.1 Presentation provides brief chronological overview of study, including significant musicians and their contributions.

  • How will you obtain this information and how will you present it?

1.2 Presentation describes significant musical characteristics of selected study, including repertoire and performance style.

  • How will you decide what the significant musical features are - through listening, research, reviews?

1.3 Presentation identifies features, which may be described as specifically 'New Zealand'.

  • How will you decide what is specifically 'New Zealand' - performance style, lyric content, talking to others?

Element 2: Present one aspect of the case study in detail.

2.1 Presentation provides brief overview of aspect.

  • What will you include in your overview?

2.2 Presentation identifies at least three musical features of aspect in terms of their significance to aspect and case study.

  • How will you decide on what musical features are significant?

2.3 Presentation identifies at least three musicians of aspect in terms of their contributions to aspect and case study.

  • What criteria will you use to select three significant musicians?

Element 3: Present an individual profile of one musician from the case study.

3.1 Presentation provides historical setting of musician, including major influences on musician' s musical output.

  • Where will you locate this information and how will you know what the major influences might be?

3.2 Presentation provides brief musical biography of musician.

  • What will you include? Leave out?

3.3 Presentation evaluates contribution of musician to New Zealand music history.

  • What criteria will you use to decide this?

In groups, write descriptors for the kind of evidence you will provide for each element, which you deem fair and reasonable in order to gain an achievement for each element. For example: 3.2 Clear and concise information on the training, experience, compositions and/or performances of the chosen musician will be provided.

PERSONAL REFLECTION:

How has discussing, researching, analysing and playing a range of New Zealand rock/popular music helped you in your learning? Think about:

  1. Your understanding of the development of NZ rock/popular music;
  2. The kinds of things that NZ songwriters write and sing about;
  3. How songs are put together or structured;
  4. How you might apply what you have learned in your own performing and composing;
  5. How the choice of musical style from an artist can affect the way we feel and relate to that music;
  6. What you have learned about yourself and others throughout this unit.

 

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