MUSIC STUDIES US 12831

Demonstrate rudimentary knowledge of New Zealand music

Level: 1 Credits: 3

School Name School Logo

Students who achieve this unit standard are able to: Present a case study from one category of New Zealand music Present one aspect of case study (eg musical style, genre, historical period) in detail Present an individual profile of one musician from case study that includes biography, background and influences and evaluation of the chosen musicians contribution to New Zealand music history.

Student work will be retained in a portfolio If the student choses to present the evidence orally, the oral submission will be videoed and kept as evidence.

Teacher Information:
Context/setting:
This assessment will occur after a significant period of listening to New Zealand music and reading/researching a chosen category of New Zealand music. Students should know and be conversant with the terminology used in the assessment and the standard, and have prepared their case study selection after discussions in class with the teachers and their peers. Students will need to document this preparation in a report submitted with their case study.

Conditions:
This assessment will be individually assessed. It will involve classroom work (through discussion and research) and homework. Three weeks will be spent on preparing for and writing up the case study. Students will be offered the opportunity to resubmit any elements that are not achieved. Teachers will support students with appropriate resources.

Resource requirements:
Assorted Texts, newspapers, magazines (eg NZ Musician) Internet access Audio/visual equipment, contacts for key support agencies (eg SOUNZ, Music Industry Commission, APRA, RIANZ etc)

Additional Information:
Students need to submit a report showing work undertaken in preparing for this standard, at least a week before embarking on this assessment case study. This will enable the teacher to assess the readiness to undertake the task. This is a vital part of the process, where critical feedback can be given to the student, and clarification of the requirements can be given.

__________________High School/ College

Name__________________________ Class_____________

US 12831 Demonstrate rudimentary knowledge of New Zealand music Level 1 !redits 3

Student Instructions
This Unit Standard has three elements. To achieve this standard you will need to: 1. Present a case study from one category of New Zealand music 2. Present one aspect of case study in detail 3. Present an individual profile of one musician from your case study.

Assessment of each aspect: Date due: Element 1 Initial report for case study Case study Element 2 Detail of one aspect of case study Element 3 Profile of musician from case study Assessment Tasks:
Aspect 1: You are to present a case study of New Zealand Music. Choose ONE topic from the following: Maori music Ethnic music other than Maori (eg Pacific Island, Asian, Fijian Indian) Popular music Art music (eg serious/contemporary music choral, orchestral, chamber, electronic etc) Music Industry (eg Film/TV/radio music, musician engineers, music in the media, song writers etc) You may consider using the music you are listening to, analysing and playing in class. After you have chosen your topic, let your teacher know, so that you can be supported with resources, information and helpful tips!

Topic chosen:

What is a case study?

A case study gives you the opportunity to explore in depth, a topic that interests and excites you. You must be able to collect data (facts, statistics etc) and information from many sources and record these sources in a bibliography at the end of the study. In simple terms write down every book/magazine, website that you look up and use when you do this.

Initial Report:
Before you begin work on the case study, you need to submit a short (250 words) report outlining: How and why you have selected the category for the case study The resources you will use, and how will obtain access to these Personnel support required (eg teacher(s), librarian, etc) Music required for listening and analysis (recordings, scores) Support agencies you may contact to help you in your work (eg SOUNZ) How you will present your work and why A description of the process you will undertake to complete the case study this might include a timeline with the goals that you need to work towards, when you will achieve these and how you will you achieve these Use the boxes above to check that you have completed each of the aspects for your initial report.
Initial report presented: Topic: Teacher comments
Date

Referencing
Referencing means recording where you got your information from Acknowledge the source of all ideas, words and images copied (quoted from), paraphrased or adapted. Referencing involves stating:

"#$ it %elongs to WHAT it is called WHERE it was found

Abusing intellectual property is THEFT

When recording where your information came from you should follow the format below:

For a book with one author: Fairbanks, Carol. Prairie Women: Images in American and Canadian Fiction. New Haven: Yale UP, 1998. For a book by two or more authors: Berry, Jason, Jonathan Foose, and Tad Jones. Up from the Cradle of Jazz: New Orleans Music since World War II. Athens: U of Georgia P, 1997. For a book with no authors name on the title page: Encyclopedia of Photography. New York: Crown, 1997. For a work in an anthology: Rubenstein, Arye. Children with AIDS and the Public Risk. AIDS: Facts and Issues. Ed. Victor Gong and Norman Rudnick. New Brunswick: Rutgers, UP, 1999. 99-103. For an article in an encyclopedia: China. Encyclopedia Americana. 1999 ed. Online books: Austen, Jane. Pride and Prejudice. Ed. Henry Churchyard. 1997. 10 Sept. 1999. http://www.pemberley.com/janeinfo/pridprej.html

Books :

Print Magazines and Newspapers:

Print Magazine: Prince, Dinah. Marriage in the 90s. New York 1 June 1999:30-38.

Print Newspaper: Tucker, Cynthia. Education Stays on Top of Southerners Agenda. Atlanta Constitution 21 Mar. 1997: 19A.

Online Resources from a subscription service available at libraries:

Magazines in Electric Library, Proquest Direct or Newsbank : Cook, William J. Life in space. U.S. News & World Report 25 Mar. 1999: 108-112+. Electric Library. Sehome High School Library, Bellingham. 25 Apr. 2000. < http://www.elibrary.com/s/edumark/>

An Interview:
Lehrer, Jim. Interview with Al Gore and George W. Bush. News Hour with Jim Lehrer. PBS. MacNeil/Lehrer Productions. 26/WETA, Washington D.C. 5 Oct. 2000. Poussaint, Alvin F. Telephone interview. 10 Dec. 1999. Asmundson, Mark. Personal interview. 22 July 2000

Videotape, DVD, slides, filmstrip:

Medicine at the Crossroads. Prod. 13/WNET and BBC TV. Videocassette. PBS Video, 1999.

CD-ROM or Computer Software Resources:

World Book Multimedia Encyclopedia Acid Rain. World Book Multimedia Encyclopedia. Chicago: World Book. CD-ROM. 1999.

Internet Resources :
Internet Web Page: Use this protocol: 1 Title of project or website 2 Name of editor if given 3 Electronic publication information, including date of publication or latest update, and sponsoring institution or organization 4 Date of access and network address Thomas: Legislative Information on the Internet. 26 May 1998. Library of Congress, Washington. 19 June 1998. <http://thomas.loc.gov/>.

E MAIL communication:
McLain, Deborah. "Nile River Research Project results." Email to maryk@aol.com 25 Sept. 2000.

How will I present my Case Study?

You may present your case study as a: Seminar with music examples that you will share with others Booklet with a list of music examples that you have listened to Script for a C4 or MTV programme Website CD Rom Radio programme

What needs to be included in my Case Study?

The content of your presentation needs to include:

Element 1 1.1
A brief chronological overview of your study, including significant musicians and their contributions.

You will need to have: An opening paragraph stating what topic you have chosen with relevant information about this and how you are going to narrow it down to something manageable that you will examine in more detail. A list of the most important musicians for the topic you choose Detail of the significance of the musicians you choose their influence on NZ music All information presented in chronological order this must be done as a timeline.
You might decide that you are going to do NZ Rock music, but narrow it down to 1960s pop music which shows the influence of The Beatles for example. Then you would have to: Work out who the important Kiwi musicians of the 1960s were and Investigate why they were important by looking at the things they did and the influence of their music (their contribution to the development of Kiwi rock music).

Check: Opening paragraph completed Timeline completed with o Important musicians o Their influence on NZ music Referencing completed This case study will be presented as:

1.2

A description of the significant musical characteristics of your study, including repertoire and performance style.

Once you have narrowed down your topic of investigation, you now need to find lots of musical examples and listen carefully to all of them, listing your ideas using the following headings:

Main musical features of the music from the chosen era/topic of study
This should be a broad general statement.
In NZ pop music of the 1960s, the music was usually simple and catchy. Songs were short and had predictable structures. There were many solo acts. Rock n roll still had an influence on the styles of the music in terms of instruments used. NZ musicians tended to copy what was happening overseas, and there was very little originality

Repertoire
List the key pieces of music and say why you think they were important. o You may like to consider referring to the musical content of pieces to back up your comments on the musical features you have described, above. o You may do this by: annotating a score, providing a recording accompanied by notes that explain the musical features and clearly refer to sections of the music using timings.
From 112 145 you can hear the ice cream chord progression. This consists of chords

Performance style
If you can, view videos of performances and describe o The style of the music (eg soul) and o The on-stage style of the performer(s)
Ray Columbus and the Invaders these performers were static on stage, except for the classic 60s head movement. Dance movements were not innovative, and reflected learnt patterns with very little original, free movement. Dress codes were very formal, reflecting the fact that NZ was concerned that pop idols would present a respectable image for teeny-boppers to follow.

Check: Statement on main musical features completed List of key pieces of music completed with o Comments to back up your choices and/or o Score annotation/recording accompanied by notes Comment(s) on performance style o Style of music

o On-stage style of performer(s) Referencing completed

1.3

Identified features, which may be described as specifically New Zealand

You need to identify features of the music (refer to 1.2) that could be associated with the uniqueness of New Zealand. This may include: Lyric content of songs (eg referring to aspects of Kiwi way of life) Musical features that suggest an aspect of New Zealand (eg geography, language) Performance venues (eg pubs, town halls, universities) Check: List of features completed that identify the music as from New Zealand o Comments to back up your choices and/or Referencing completed

Case study presented: Topic: Teacher comments Positive features Areas for improvement
Date

Element 2
From the information you have collected and written about, now choose and present ONE of the following aspects of the case study in detail. Musical style (eg rock n roll, jazz, blues, soul, pop, disco, punk, serious, contemporary etc) Historical period (eg 1960s pop) Genre which is a category of a music form that has a tradition or kaupapa and is identified by certain characteristics (eg opera, pop song, concerto, symphony) Activity eg making CDs/videos, touring, promotion, roadies etc

Your presentation of this aspect must include:

2.1

A brief overview. You may summarise this using bullet points.

You should include at least FIVE major points in this.

(e.g. 1960s): The 1960s saw a loosening up of attitudes and morals. Rock and popular music was emerging, and parents were starting to become aware of the power of this phenomenon. NZ Rock stars were starting to emerge. It was an age of huge technological advance with the introduction of TV to NZ, There were significant world events (eg assassination of President Kennedy, moon landing)

2.2

Identification of at least THREE musical features of the aspect (eg genre) in terms of their significance and the relationship to the case study as a whole (eg 1960s pop).

You need to be more specific here and back up your comments referring to music examples. Consider using the elements of music to help structure your ideas in this section.
In 1960s, NZ Pop music tempi were usually pretty fast, to encourage dancing. Limbo Dancing was typical. Rhythm was regular and uncomplicated. Harmonies were uncomplicated, with few chords used, but repeated in progressions in the songs. Melodies were simple, repetitive, and memorable. The range was narrow. The instruments used were

2.3

Identification of at least THREE musicians in terms of their contributions to the chosen aspect (eg genre) and case study (eg 1960s pop).

eg Three big musicians, that led the way in the 60s were Musician A continued with using the typical features of 60s pop (as described above). This musician followed overseas trends, sold xx thousand copies of sheet music, and stayed at number one for several weeks with their hit, NCEA Blues. Musician B

Check: Aspect of case study chosen to present in detail is: Overview of aspect chosen contains at least FIVE main points Identification and description of at least THREE musical features of aspect chosen Identification and description of contribution of at least THREE musicians Referencing completed

Aspect of case study presented in detail: Aspect chosen: Teacher comments Positive features

Date

Areas for improvement

The last thing you need to do is to choose and present an individual profile of one New Zealand musician (alive or dead) from the case study. Your profile must provide:

3.1

The background of the musician, including major influences on the musicians musical output. Here, you should state the styles of music that the musicians is/was in to, and relate this to the musicians own musical work. Make THREE clear and relevant statements.

3.2

Brief musical biography of musician, including training, experience, compositions and/or performances. Here, you should give dates of birth/death, family background, educational background, area(s) of interest, work experience, musical talents (eg instruments they play) and track their music career. List significant compositions/performances and the dates they were written/performed. Write a maximum of 200 WORDS on this. An evaluation of the contribution of the chosen musician to New Zealand music history. Here you are to refer to critics who have made statements on their contribution to the NZ music scene. You should agree or disagree with such statements, giving clear reasons. You may also like to give your own personal view on this as well, as long as it is backed up with valid evidence from the music, or from other sources.

3.3

Check: Profile of chosen musician contains at least THREE relevant statements Biography of at musician in up to 200 WORDS Evaluation of contribution of musician (including personal view) Referencing completed

Profile of musician: Musician chosen: Teacher comments Positive features

Date

Areas for improvement

Assessment schedule: Unit Standard 12831 Version 2, Level 1 Demonstrate rudimentary knowledge of New Zealand music Evidence
Students preparatory report of c. 250 words

Student Report
Students report showing work undertaken in preparing for this standard include: A short rationale statement for selection of the category for the case study A concise list of the resources used, and how these will be accessed A concise list of personnel support required (e.g. teacher(s), librarian, etc.) A concise list of music required for listening and analysis (Recordings, scores) A concise list of support agencies contacted (e.g. SOUNZ) Decision on how work will be presented and why? A short description of the process undertaken to complete the case study

/X

Element 1
Students presentation of case study, including individual profile of one NZ musician as one of: Seminar Booklet Script Website CD Rom Radio programme Presentation of a case study of New Zealand Music. ONE chosen from: Maori music Ethnic music other than Maori Popular music Art music Music Industry Performance criteria: 1.1 Presentation provides brief chronological overview of study, including significant musicians and their contributions. This is evidenced through: An opening paragraph Key information shown as

Grade N/A

Element 2
Present ONE of the following aspects of case study in detail: Musical style Historical period Genre Activity

Grade N/A

Element 3
Present an individual profile of one New Zealand musician (alive or dead) from the case study

Grade N/A

_____

2.1 Presentation provides brief overview of aspect. This is evidenced through: At least five relevant points provided that show some understanding of the selected aspect.

Performance criteria: 3.1

Presentation provides historical setting of musician, including major influences on musicians musical output. This is evidenced through: Clear and concise information on the background of the musician chosen including ____ major influences on their style and musical output

_____

chronological timeline 1.2 Presentation describes significant musical characteristics of selected study, including repertoire and performance style. This is evidenced through: Relevant musical features are noted Key repertoire list provided Brief statements on performance style 1.3 Presentation identifies features, which may be described as specifically New Zealand. This is evidenced through: Brief discussion/personal response on considered interpretations of this element 2.2 Presentation identifies musical features of aspect in terms of their significance to the aspect and case study. This is evidenced through: At least three musical features provided that show some understanding of the selected aspect and case study. 2.3 Presentation identifies musicians of aspect in terms of their contributions to the aspect and case study. This is evidenced through: Clear and concise information on at least three musicians provided that show some understanding of the selected aspect and case study

3.2 Presentation provides brief musical biography of musician. This is evidenced through: Clear and concise information on the training, experience, compositions and/or performances of the chosen musician, _____ _____ 3.3 Presentation evaluates contribution of musician to New Zealand music history. This is evidenced through: A brief, supported statement explaining the significance of the chosen musician within NZ music history

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Standard completed

Teacher Initial

Student Initial

Date: