Learning Activities From Bb

CULT3120 Music & Culture [email protected]

Learning Activities Week 1 - ends 4th March Introductions Familiarise yourself with the Course Outline, Additional Information and Blackboard Site. Ensure that you know what is expected of you in class and for the assessment items. Resolve any queries in the face-to-face class or on the Blackboard forum. Week 2 - ends 11th March Music in everyday life Levitin, Daniel J.Life Soundtracks:The uses of music in everyday life: Report prepared for the exclusive use of Philips Consumer Electronics B.V., Eindhoven, The Netherlands May 11, 2007 http://levitin.mcgill.ca/pdf/LifeSoundtracks.pdf North, A. C.; Hargreaves, David J; Hargreaves, Jon J. Uses of music in everyday life. Music Perception 22, 41-77 (2004). Full text available in ProQuest 5000 In-class exercise: What might a music diary record? Week 3 - ends 18th March Music, taste and aesthetics Hennion, Antoine, Music Lovers. Taste as Performance Theory, Culture & Society 18, 5 (2001) 1-22" Full text available in SAGE Premier 2007 White, Daniel, Music and Art Aesthetics: Is there such a thing as perfect taste in music? Skytopia Website, 2002 http://www.skytopia.com/project/rating.html In-class debate (everyone speaks) That good music is simply a matter of taste. Week 4 - ends 25th March Performance, recording and authenticity Auslander, Philip (1998) Seeing Is Believing: Live Performance and the Discourse of Authenticity in Rock Culture. Literature and Psychology, Winter v44 i4 p1-13 Full text

available in Proquest. Earl, Peter E. Simon's travel theorem and the demand for live music Journal of Economic Psychology Volume 22, Issue 3, June 2001, Pages 335-358 Full text available in Science Direct. In-class debate (everyone speaks) That the live performance is the authentic music experience. Introduction to Project 1 Project 1 information. Week 5 - ends 1st April Music scenes, genres and subcultures Aucouturier, Jean-Julien and Pachet, François (2003) 'Representing Musical Genre: A State of the Art', Journal of New Music Research,32:1,83 — 93 http://dx.doi.org/10.1076/jnmr.32.1.83.16801 Hesmondhalgh, David (2005) Subcultures, Scenes or Tribes? None of the Above Journal of Youth Studies, V 8, N 1 March, pages 21 - 40 Introduction to Project 2 Project 2 information Weeks 6, 7, 8 - ends 29th April Group projects Week 9 - ends 6th May Project 1 presentation and discussion Week 10 - ends 13th May Popular music analysis and criticism Brennan, Matt The rough guide to critics: musicians discuss the role of the music press Popular Music, Volume 25, Issue 02, May 2006, pp 221-234 Full text available in Cambridge Journals Online. Kaminsky, Peter M. “Revenge of the Boomers: Notes on the Analysis of Rock Music.” Music Theory Online 6/3 (2000). http://mto.societymusictheory.org/issues/mto.00.6.3/mto.00.6.3.kaminsky.html In-class debate (everyone speaks) That writing about music is like dancing about architecture.

Week 11 - ends 20th May Music, lyrics and meaning Singletary, Michael W. Some perceptions of the lyrics of three types of recorded music: Rock, Country and Soul Popular Music and Society, Volume 9, Issue 3, 1983, pages 51 63 Cubitt, Sean ‘Maybellene’: meaning and the listening subject Popular Music (1984), 4:207-224 Inskip,C., A MacFarlane, P Rafferty, Meaning, communication, music: towards a revised communication model Journal of Documentation, V64 N5 2008 pp:687-706 In-class debate (everyone speaks) That "Are we human or are we dancer" is rock's silliest lyric. The Guardian Music Blog http://www.guardian.co.uk/music/musicblog/2008/oct/17/oasisbeatles-silly-lyrics Week 12 - ends 27th May Industry, technology and DIY Jones, Steve, Music that moves: popular music, distribution and network technologies Cultural Studies, Volume 16, Issue 2 March 2002 pages 213 - 232 Music industry urged to embrace the Internet Tue Jan 20, 2009 http://www.reuters.com/article/internetNews/idUSTRE50J03U20090120 Williamson, John and Martin Cloonan, Rethinking the music industry Popular Music 2007, 26 : 305-322 In-class debate (everyone speaks) That a hug from the music industry is too little, too late. Week 13 - ends 3rd June Review and evaluation

Project 1 information. Music as social practice

Learning outcomes: Through this project students will come to an understanding of the various functions of music in society, learn how to critique the roles of music in a culture and in individuals lives, and explore the ideological assumptions on which music culture is based. Scenario: The government has announced a series of local grants to support social and cultural activities. The guidelines suggest that it was anticipated that the grants would go to support ‘high culture’ activities; however there is nothing in the rules to prevent a wider range of groups applying. Your organization Music for the Populace is preparing a submission, requesting a considerable sum of money to support popular music as a significant social and cultural activity in Newcastle. Your submission will clearly define what you mean by ‘popular music’; argue its social and cultural value; provide details of the activities that will be supported; and draw on published research to support your assertions, and to justify the activities. Task: As a group (either face-to-face or online) prepare your submission giving the required information, presented in an appropriate format. It is anticipated that this project will involve: researching making decisions solving problems strategising analyzing planning presenting Clarify terms and define issues Individually: • Read the scenario and clarify any terms. • Highlight key points – ‘triggers’ that will guide your research.

• Define the issues raised in the scenario. • Identify the core question that is to be answered by your research. • Clarify the final product that will be produced by your group Then as a group come to an agreement on each of these. Brainstorm Individually, use concept mapping software, mind maps or topic webs to record ideas, for example Mindomo. As a group, brainstorm to provide as many explanations, alternatives and/or hypotheses as possible. Arrive at a decision on a possible outcome. Identify, Discuss and Assign

Identify areas where you require additional information. Some of these will be critical topics that everyone should research, others will be specific areas that individuals can research and report back. Discuss how this research will be done. Assign topics to group members. Set a deadline for everyone to report back on whether the original solution is effective or problematic, and on areas where more research is required. Refine your plan of action. Build Solutions As you research, share information and opinions with your group members. If you are in a face-to-face tutorial some of this exchange will happen in class. Use your group forum to keep in touch between class sessions. In you are in an online tutorial, all of your discussion will take place in the group forum. Keep your posts to the group forum fairly brief, dealing with one point at a time. Use quotes to support your opinions, or direct your group to readings – but keep them very brief. See your posts as initiating or contributing to a discussion, not as providing the answer. (See the information on Online Communication and Groupwork) Use chat to come to an agreement on a point. All group members will need to be logged on at the same time, but it facilitates reaching an agreement. Or use your face-to-face time productively for those things that require synchronous conversation. If you have longer position statements that you want the group to consider, then share them as a file. Assess your progress. Is additional research required? Are you headed towards agreement? Can you summarise the ideas that have been presented so far?

When all of the information and opinions of individual group members have been considered, the group will need to arrive at a conclusion for the set task. Report Journal Template rtf format (61.755 Kb) Report to the class in Week 9 Present in the F2F class or post a file and discuss in the online class. Submit your journal for assessment by 12:00 midday Wednesday 6th May. Evaluate How effective was the process you used?

Project 2 information Set up your group blog in Blogger Blogger https://www.blogger.com/start Take a quick tour Watch a video tutorial Discover more features Read Blogger Buzz 1. 2. 3. 4. 5. 6. 7. 8.

One person in the group sign in to your Google account, or create a new one. One person in the group create a a blog and name your Blog What to listen for in 'music genre that you've chosen' For Example What to listen for in Rock Select a template design (you can change this later). Under 'Settings' and 'Permissions' add the email addresses of the rest of your group to invite them to be authors. Under 'Settings' and 'Basic' add a description of your Blog View the other settings options, but leave as the default unless you have a reason to change them. Under 'Layout' and 'Page Elements' edit the 'About me' section to describe your group. Click 'View Blog' and copy and paste the URL of your Blog to the Blackboard discussion forum.

Assignments My Music My Music assessment rubric - pdf file (55.592 Kb) Due: 12:00 midday Wednesday 25th March Length: 1,000 words plus appendix Marks: 25% Keep a detailed diary of all of your music related activities for a twenty-four hour period. On the basis of this diary, analyse the role that music plays in your life. Use academic references to support the opinions you express and the conclusions you draw. Submit your paper, with your diary as a appendix, for assessment using the View/Complete link above. The assessment rubric gives the assessment criteria and grading standards - it specifies what we will be looking for in grading your assignment. Use it to self-assess your draft paper.

Project 1 Journal Learning journal template (61.755 Kb) Journal assessment rubric.pdf (54.599 Kb) Due: 12:00 midday Wednesday 6th May Length: 1,000 words approximately Marks: 25% Submit your journal for assessment using the View/Complete link above. Use the template provided, and complete all of the sections.

Music Blog Posts Blog outline example (10.44 Kb) Suggested plan due: 12:00 midday Wednesday 8th April Final blog post deadline: 12:00 midday Wednesday 3rd June Length: equivalent to 2,000 word essay Marks: 50% Complete your own map of what the Blog might look like and upload using the View/Complete link above. For guidance, see the example attached. Share individual outlines as a group and agree on a unified plan. As a group set up a Blog entitled "How to listen to ...." Contribute individual posts in the agreed categories, making sure that you are identified as the author of your own posts. You should post a minimum of ten posts during the semester.