Activity Four
Chapter navigation:
- Introduction
- Activity One
- Activity Two
- Activity Three
- Activity Four
- Ongoing Assessment towards Achieving AS90017
- Ongoing Assessment towards Achieving US18816
Focusing Question
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Learning Outcomes
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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:
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:
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.
1.2 Presentation describes significant musical characteristics of selected study, including repertoire and performance style.
1.3 Presentation identifies features, which may be described as specifically 'New Zealand'.
Element 2: Present one aspect of the case study in detail. 2.1 Presentation provides brief overview of aspect.
2.2 Presentation identifies at least three musical features of aspect in terms of their significance to aspect and case study.
2.3 Presentation identifies at least three musicians of aspect in terms of their contributions to aspect and case study.
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.
3.2 Presentation provides brief musical biography of musician.
3.3 Presentation evaluates contribution of musician to New Zealand music history.
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:
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