web view1960s–1970s genres: e.g. merseybeat, motown, california sound, soul, folk rock,...

BTEC Level 3 Subsidiary Diploma in Music (performing)

NAME………………………………

BTEC Level 3 Subsidiary Diploma in Music (performance)

Study Guide & Student Workbook: Unit 30: Pop Music in Practice

“You are to write an article for the music magazine MUSIC TIMES. The article is to be called ‘The Development of Pop Music from 1950 to the current day’….You are also working as a member of an ensemble where you will provide live entertainment at The Moonraker in Swindon for their ‘Songs through the Decades night’. You will perform your own compositions demonstrating various pop music genres, and cover versions of well-known pop songs.”

A. Indicative knowledge, skills and understanding By the end of this unit you should: Know different genres of pop music Know how pop music developed Be able to perform original pop music Be able to perform pop music as part of an ensemble

B. Independent Notes You should read and make notes form these textbooks & online sites:-

Books & Websites Tick when completeTextbook 1: Frith S, Straw W and Street J (editors) – The Cambridge Companion to Pop and Rock (Cambridge, 2001)ISBN 978-0521556606Textbook 2: Larkin P (editor) – Virgin Encyclopaedia of Popular Music (Virgin Books, 2002) ISBN 978-1852279233Textbook 3: Rawlings T – Mod: Clean Living Under Very Difficult Circumstances – a Very British Phenomenon (Omnibus,2000) ISBN 978-0711968134Textbook 4: Rees D and Gampton L – Rock and Pop Year by Year (Dorling Kindersley, 2003) ISBN 978-1405300711Textbook 5: Winterson J – Pop Music: Question & Answer Book (Peters Edition, 2005) ISBN 978-1843670148Textbook 6: Winterson J, Nickol P and Bricheno T – Pop Music: The Text Book (Peters Edition, 2003)ISBN 978-1843670070www.allmusic.com Online music encyclopaediawww.futuremusic.co.ukMusic technology info and trendswww.nme.com The definitive music weeklywww.theguardian.co.uk/musicNewspaper’s music coverage

http://www.theguardian.co.uk/music

http://www.nme.com/

http://www.futuremusic.co.uk/

http://www.allmusic.com/


C. Employer engagement and vocational contexts: It would be particularly useful to try and make links with working musicians to give a vocational insight and to allow a focus on a particular style, genre or act within pop music. Try to make links with any professional musician (performers & composers) or personnel in the music industry and invite them to an interview session in person or via Internet sent questions, ensuring these questions are well-structured to aid your study of this unit of work and/or contribute to your magazine article.

Title & Date:Vocational contact

Brief description & critical review

D. Learning activities You will use your knowledge and understanding in class to take part in a range of activities, discussions, challenges and practice sessions covering the following learning objectives:-

Know different genres of pop music

1950s–60s genres: e.g. blues, dance music, popular ballads, balladeers, novelty songs, R&B, rock, skiffle, rockabilly, rock ‘n’ roll

1960s–1970s genres: e.g. Merseybeat, Motown, California sound, soul, folk rock, country and western, prog rock, psychedelia, reggae

1970s–1990s genres: electronica, glam rock, heavy metal, soft rock, pop ballad, girl power, boy/girl bands, Britpop northern soul, grunge, punk, hip hop, garage

2000s genres: e.g. urban, pop/rock bands, internet-based indie artists

Know how pop music developed

Musical elements: song structure, harmony, texture, timbre

Format: e.g. A-side/B-side singles, LPs, extended length rock songs, concept albums, instrumental rock, music video Technological/production: e.g. mono/stereo formats, wall of sound (Phil Spector), studio albums, ‘garage’ sound (Buddy Holly, White Stripes), high production values (Quincy Jones, Brian Eno), scratching, sampling


E. Coursework Assignments

During this unit you will complete the following two assignments. Worksheets to aid you with these assignments can be found at the end of this study guide. Once completed, these can be submitted as part of your evidence.

Assignment 1: MAGAZINE ARTICLE (P1, M1, D1, P2, M2, D2)

You have been asked to write an article entitled “The Development of Pop Music from 1950 to the current day” for the magazine MUSIC TIMES.

Your article must include definitions and descriptions of the music genres and styles and examples that best highlight the following listed aspects of development:-

● song structure● harmony● texture● timbre (relate to technological developments)● format● production● technological developments

Be able to perform original pop music

Styles: any from 1950s–60s, 1960s–1970s, 1970s–1990s, 2000s; selection of repertoire appropriate to ability; stylistic accuracy

Be able to perform pop music as part of an ensemble

Styles: selection of repertoire appropriate to ability; stylistic accuracy

P1: describe the genres and styles of pop music from the different eras.

MI: give details of the range of genres and styles from the different eras, giving specific examples and explaining how they developed.

D1: comment critically on the different genres and styles, giving examples and making links between the different eras and the development of the genres, noting the similarities and differences.

P2: describe the development of pop music, covering the range of factors including musical elements, format and technological/production changes.

M2: explain these factors, giving reasons for the changes and citing specific examples.

D2: comment critically on the development of the musical elements, format and technological/production changes, making links between the factors, giving a comprehensive picture of how pop music has evolved. The notion of ‘evolution’ is fundamentally important and development should be plotted in terms of the stylistic, musical and technological factors listed in the unit content.


Deadline date: ________________________ Sign when complete: ______________________

Assignment 2: MY POP MUSIC PERFORMANCE (P3, M3, D3, P4, M4, D4)

Your ensemble has been asked to participate in an evening of live entertainment at The Moonraker in Swindon. The event is being advertised as SONGS THROUGH THE DECADES NIGHT. You will perform your own compositions demonstrating various pop music genres, and cover versions of well-known pop songs. This should include:-

A performance of four of your own compositions (of 6 to 10 minutes), either solo, accompanied or as part of an ensemble

A performance of four stylistically accurate cover versions (of 6 to 10 minutes), as part of an ensemble.

P3: compose and play a piece inspired by at least four of the eras listed in the unit content. At this level, a performance that is stylistically accurate but with minor flaws would achieve a pass.

M3: produce solid, competent compositions and performances with no noticeable flaws. This needs to be stylistically accurate but may lack the flair and expressive qualities that would achieve a distinction.

D3: produce performances of composed pieces that are stylistically accurate, technically accurate and demonstrate good expression and flair. An energetic and enthusiastic performance is required.

P4: play a variety of ‘cover versions’ as part of an ensemble each of which will retain the essence of the original but may have minor errors in the actual performance.

M4: produce a solid, competent performance with no noticeable flaws. This needs to be stylistically correct but may lack the flair and expressive qualities that would achieve a distinction.

D4: learners are required to produce performances of pieces that are stylistically and technically accurate, and which demonstrate good expression and flair. An energetic and enthusiastic performance is required.


Deadline date: ________________________ Sign when complete: _______________________

F. Study Time Independent instrumental/vocal practice time using school rehearsal rooms Complete any independent work set during lesson. Complete your independent notes from the books and online articles outlined in this study

guide. Look ahead at the forthcoming assignments and begin gathering notes/research from the

suggested textbooks and websites that will help you in completing the assignment.

ASSESSMENT & GRADING CRITERIA

Assignment To achieve a pass grade your evidence

must show that you are able to:

To achieve a merit grade your evidence

must show that, inaddition to the pass criteria,

you are able to:

To achieve a distinction gradeYour evidence must show that,

in addition to the pass andmerit criteria, you are able to:

Magazine Article

describe, with reference toexamples, styles of pop music

(P1)

describe, with reference toexamples, how pop music

developed (P2)

explain, with reference toexamples, styles of pop music (M1)

explain, with reference toexamples, how pop music

developed (M2)

comment critically, withreference to examples, styles

of pop music (D1)

comment critically, withreference to examples, on

how pop music developed (D2)My Pop Music

Performance

perform original pop musicwith errors that do notdetract from the overall

performance (P3)

perform a variety of piecesas part of an ensemblewith errors that do notdetract from the overall

performance (P4)

perform original pop musiccompetently and accurately (M3)

perform a variety of piecesas part of an ensemble

competently and accurately (M4)

perform original popmusic with artistic flair and

interpretation (D3)

perform a variety of piecesas part of an ensemble with

artistic flair and interpretation (D4)


Worksheet 1: Styles and Performers through the Decades

DATE GENRE/STYLE DEFINITIONS/DESCRIPTION OF GENRE/STYLE EXAMPLES OF ARTISTS & BANDS FOR GENRE/STYLE

1950s

1960s

1970s

1980s

1990s

2000s


Worksheet 2: The Development of Pop Music through the Decades

DATE MUSICAL ELEMENTSsong structure, harmony, texture, timbre

FORMATe.g. A-side/B-side singles, LPs, extended length rock songs, concept albums, instrumental rock,music video

TECHNOLOGICAL/PRODUCTIONe.g. mono/stereo formats, wall of sound (Phil Spector), studio albums, ‘garage’sound (Buddy Holly, White Stripes), high production values (Quincy Jones, Brian Eno), scratching, sampling

1950s

1960s

1970s

1980s

1990s


2000sWorksheet 3: Criteria Planning for Magazine Article

describe, with reference to examples, styles of pop music

describe, with reference to examples, how pop musicdeveloped

PASS

explain, with reference to examples, styles of pop music

explain, with reference to examples, how pop musicdeveloped

MERIT

comment critically, with reference to examples, styles of pop music

comment critically, with reference to examples, on how pop music developed

DISTINCT


ION

Worksheet 4: How to write a magazine article

STAGE WHAT TO DO EVIDENCE Tick when

complete1 Learn the basics. Get the general explanation of whatever you are trying to write about. This

will give you a basic framework for what to look for as you research. You can use a website like Wikipedia, read newspaper articles or a book, or talk to someone knowledgeable on the subject. It will depend what you are writing about.

You should assume, at this stage, that some or all of the information you are getting is incorrect or incomplete. Don’t stop your research here.

2 Find reliable sources. Now that you know what to look for, research your topic. You can use the internet, a library, conduct interviews, watch documentaries, or whatever you feel is appropriate to teach you everything you need to know about your topic. Be an expert!

You can do research online very easily. However, you should be wary. Draw only from reliable sources like reputable newspapers, experts on the topic, government websites, or university websites. Look for information that lists other sources, since this will help back up any claims made by your source. These materials can also be acquired in print and the same precautions should be taken there.

3 Get different types of material. During your research, look for material that isn’t text. This can be used or altered to add to your article. You can look for data to make your own charts or templates, take photographs to match your text, or anything else which you feel might help your readers understand the information better and make them care about the topic as much as you do.

4 Decide your length. Consider what type of content you’re writing about and how much space it can fill, as well as how much needs to be written in order to cover the topic adequately, before proceeding with writing your article.

5 Outline your article. Before you begin formal writing, you will want to outline your article. This outline, which will break down which information goes where, will serve as a roadmap and help you see where more information may be needed.

6 Pay attention to style, structure and voice. You will want to write with a style, structure, and voice which make sense for the type of article you are writing. Evaluate your audience to determine what the best method would be to present your information to them.

For example, a newspaper article will need to offer information in a narrative, chronological format and be written with accessible but not overly-colloquial language. An academic article will need to follow the general 5-paragraph essay format and be written with high, formal language. A how-to, like WikiHow articles, can be written in more informal language which is intended to connect with readers on a personal level and should follow a format which allows for the breakdown of information into clearly visible sections and steps.

7 Be passionate. You should care about the topic you choose to write about. Your enthusiasm will show in your writing and it will be much more engaging for your readers. You may even be able to make them care about something they did not care about previously.

8 Edit your work. Before you submit your work, you will want to do some editing and revision. If time allows, wait for a day or two before editing. This will allow the information to filter out of your brain, so that you will be less likely to read the text with what you intended to write rather that what you actually wrote (skipping words, writing the wrong word, etc.). Reading aloud can also help with this.•Read over your text for spelling and grammar mistakes.•When that is done, make sure the structure makes sense and the information is broken down in a logical manner. Can someone new to the material follow and understand what you are saying? Make sure you do not include any contradictory information or information which appears to be contradictory.•Rewrite sections or the entire thing as necessary. Revisions like this are commonly needed, so don’t feel like you’ve failed or are incompetent.

9 Make it better. Add to the amazing text you’ve written with videos, pictures, charts, and any other visual or audio material which you found or made in the course of your research. This will make your information more engaging and easier to understand.

10 Respect the rights of other writers. If you are using information from an external source, be sure to cite the source at the bottom of the article. Depending on the license of the content, you may or may not need to cite the external source. However, it's always better (and


certainly more polite) to ask for permission if you are unsure.&

finallySubmit your work. When you’ve finished, submit your work in the appropriate manner.

REFERENCES: http://www.wikihow.com/Write-Articles http://www.gcseresult.co.uk/attachments/13045.pdf

Worksheet 5: Use this template to Outline your Magazine Article

Create a

Revision in minutes

What is the Purpose?

“analyse, review, comment”; or “argue, persuade, advise”.

Who is your Audience?

Ensure language suitability

Sub-headings?

use them to structure your article if you want, but they’re not compulsory.

The Opening paragraph

The opening paragraph needs to introduce the topic and the angle you’re going to take. Try to give it a twist to engage the reader’s interest, by including a provocative point of view, a fascinating fact, an unusual opinion, a dramatic event, or a confidential tone to lure the reader in to the rest of your article. Aim to keep the reader reading.

Main body text

This section should develop the ideas introduced in the opening. Forget tabloid style where every sentence is a paragraph and instead build a number of well-structured paragraphs of three or four sentences long. This will give you enough space to develop the topic, using all the usual components: facts and figures, people and places, personal opinions and quotations (from figures of authority as well as the woman next door), anecdotes, research data and examples. Make sure you link

Conclusion

This is an article not an essay, and your goal is to leave your reader with something to think about. There are lots of different ways of doing this. If it’s an argumentative or persuasive piece, refocus on the main idea or opinion you want them to go away with. If your purpose was to inform or advise, let them know what they should do next. Try to make it memorable.

http://www.gcseresult.co.uk/attachments/13045.pdf

http://www.wikihow.com/Write-Articles


Worksheet 6: Criteria Planning for Performing and Composing

perform original pop music with errors that do not detract from the overallperformance

perform a variety of pieces as part of an ensemblewith errors that do not detract from the overall performance.

PASS

perform original pop musiccompetently and accurately

perform a variety of pieces as part of an ensemblecompetently and accurately

MERIT

perform original pop music with artistic flair and interpretation

perform a variety of pieces as part of an ensemble withartistic flair and interpretation

DISTINCT


ION

Worksheet 7: COMPOSITION IDEAS for DIFFERENT STYLES

REMEMBER TO KEEP A PRACTICE DIARY/EVIDENCE LOG OF COMPOSITION PROGRESS & TARGETS

BLUES Write an instrumental piece based on a 12-bar blues chord sequence. Play the chord sequence and then improvise a melody over the top. This could form the basis of some variations where each 12-bar section uses different ideas.

POPULAR MUSIC of the 1960s

1. Write the chorus of a 1960s style pop song. The line-up should include guitars, drums, lead singer and backing vocals. Use a 4/4 time signature, simple melodic ideas and a repeating chord sequence based mainly on I IV and V. Include some or all of the following in your chorus: a bass line riff, strummed guitar chords, a vocal hook, drum fills, some nonsense words such as 'na na', and sing-along echoes in the backing vocals.2. Compose a rock steady style piece in 4/4. Use strong accents on beats two and four with most of the instruments playing the accompaniment resting on beat one. Use a two-chord sequence such as C to D minor or D minor to A minor. Use a prominent bass line.

R ‘n’ B/HIP HOP 1. Create a rap for two or more performers to tell a story. Divide the story between the performers. The rappers could double the last word of some lines and add answering phrases and spoken 'ad libs'. One of the performers could use a rhythm ostinato from a word or phrase in the lyrics. Experiment with rhymes and made up words. Add a backing beat which includes some sampled sound effects.2. Create a piece which uses some of the ideas from R 'n' B as a starting point. Start with a drum-beat backing and then take one line of lyrics and experiment with different ways of singing it. You could put the emphasis on different words, elongate different syllables or sing several notes to one syllable (melisma).

SAMPLING Create a piece of dance music using some of the ideas Moby uses in Why Does My Heart Feel So Bad? Use a layered texture, sampling, editing and looping techniques. Base the piece on two short themes with different chord sequences. You could choose from the following chord sequences or create your own.

theme idea 1

C A minor

C A minor

theme idea 2

C A minor

D minor G

theme idea 3

C E minor

F G minor

ROCK MUSIC 1. Write the chorus of a song for a rock band using a line-up of guitars and/or keyboard, drums and singer. There should be four beats in a bar. Include some word-painting - passages where the music reflects the words. You could use the following chord sequences or create your own.E minor, A minor, G, CA minor, F, G, C2. Create a verse and chorus song using a rock band line-up (such as guitars, drums, keyboard and singer). There should be four beats in a bar. You could include some or all of the following:o an introductiono a contrasting bridge passageo a climactic coda where the band improvises on three chords

BRIT POP Follow the structure in the table.

Decide which chords you are going to use for each section.

Write your lyrics:

Social statement-writing about human failings & political issues. e.g. ANOTHER DAY IN PARADISE by PHIL COLLINSFriendship-reflecting a personal statement. e.g. WONDERWALL-OASIS


REFERENCE: Composition Ideas taken from resource by Carisse White www.tes.co.uk and www3.hants.gov.uk/004-britpop.ppt

http://www.tes.co.uk/


Worksheet 8: Try this!...A Songwriter’s Plan

For your next song, rather than simply strumming the guitar, playing the piano and stringing together chords, melodies and lyrics that you hope you remember, try the following set of steps:

1. Take a sheet of paper, turn it to landscape orientation, and draw a horizontal line along the bottom. This is a rough timeline, an indication of the start and end of your song.

2. Draw blocks from left to right above the line to represent the various sections you plan your song to have, and label them. This will take some forethought, of course, and you may find that you’ll change your initial ideas as you go. But come up with a preliminary sketch of the basic form of your song.

3. Inside the blocks that you’ve drawn, indicate anything that you know already. Write down bits of lyric where they belong, sketch out a chord progression. You might even try to indicate the basic shape of your melody by making a line drawing that reflects the contour. That line drawing can serve as a memory aid each time you return to the song to continue your work.

4. Continue to fill in the different sections of your song. You’ll find that your “architect’s drawing” may change so much as you proceed that you might want to toss it out and start a new one, and that’s completely fine.

5. Start playing your song through, and see how the different sections fit together. You may decide that your verse is too short, and you need a pre-chorus… sketch it in. Any changes you make to your music should be indicated on your plan.

6. By step 4, you’ll sense a feeling of confidence that comes from seeing your music take shape in front of your eyes. Sketching your song gives you a visual perspective that you may not have had before, and it can free up creative ideas that may have been stifled before.

Sketching your ideas is also a great way to help cure writer’s block. So much of songwriter frustration comes from a lack of vision, a lack of planning. So borrow from the architect’s way of working, and see how writing and sketching your ideas can help stimulate the creative process. Use the following blank pages to sketch your own song writing ideas.

REFERENCE: http://garyewer.wordpress.com/tag/plan/

http://garyewer.wordpress.com/tag/plan/


Worksheet 9: FINAL FOUR COMPOSITION PLANS/NOTES

DECADE STYLE/GENRE INFLUENCES LYRICS/SONG TOPIC SONG STRUCTURE KEY HARMONY/CHORDS TEMPO BEATS PER BAR/RHYTHMS TIMBRE/INSTRUMENTATION TEXTURE (monophonic, polyphonic, homophonic)

ONE

TWO

THREE

FOUR


Worksheet 10: Performance of Cover Versions

REMEMBER TO KEEP A PRACTICE DIARY/EVIDENCE LOG OF REHEARSALS & TARGETS

ERA NAME OF SONG & ARTIST/BAND

MUSICAL CHARACTERISTICS INSTRUMENTATION/ENSEMBLE INFO PROGRAMME NOTES (HISTORIAL INFO ETC)

REASONS FOR CHOICE

web view1960s–1970s genres: e.g. merseybeat, motown, california sound, soul, folk rock,...

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