Year 8 Elective Music
An Introduction to Expressive Arts (Music & Verbal Arts)
Student Booklet Name: _________________________
Contents SECTION 1: Reference .....................................................................................................................................4
Music Devices – The Concepts of Music ......................................................................................... 5 Verbal Arts Devices........................................................................................................................ 7 Verbal Arts Devices used in Poetry................................................................................................. 8 What are Music and Verbal Arts .................................................................................................. 10 Chord Progressions...................................................................................................................... 11 Guitar Chords .............................................................................................................................. 12 Keyboard Chords ......................................................................................................................... 13 Song Structure ............................................................................................................................. 14 Basic Arranging ............................................................................................................................ 15 Writing memorable melodies ...................................................................................................... 15 How to Write and Record a Successful Song ................................................................................ 16
SECTION 2: Coursework ................................................................................................................................18
Existing Art Works – Verbal Art .................................................................................................... 19 Existing Art Works – Music .......................................................................................................... 21 Critical Analysis - Prompt sheet Musical & Compositional devices................................................ 23 Critical Analysis of Verbal Art – Draft Scaffold .............................................................................. 24 The context in which the work is created ..................................................................................... 28 My Influences – Context .............................................................................................................. 29 “Now” Subjects ........................................................................................................................... 29
2
SECTION 3: Planning My Song (Process Diary) ............................................................................................. 30
Planning Overview ....................................................................................................................... 31 Brainstorm the Theme ................................................................................................................. 32 Ideas Log ..................................................................................................................................... 33 Rhyming Words ........................................................................................................................... 35 Relating to the Theme and Issue .................................................................................................. 36 Planning Verbal Art Work ............................................................................................................ 37 Planning My Music ...................................................................................................................... 39 Planning my Verbal Art (Lyrics) .................................................................................................... 41 Verse by verse description ........................................................................................................... 42 Verbal Arts Techniques and Devices Used .................................................................................... 43 Rough Ideas for Lyrics .................................................................................................................. 44 My Lyrics – Completed................................................................................................................. 45 Changes Log ................................................................................................................................ 46 SECTION 4: Final Evaluation .......................................................................................................................... 48
Final Evaluation Report – Prompt Sheet ....................................................................................... 49 Final Evaluation Report - Scaffold ................................................................................................ 51 SECTION 5: My Notes (Lined Paper and Manuscript) ................................................................................... 55
3
SECTION 1: Reference
4
Music Devices – The Concepts of Music
MUSICAL CONCEPT
DESCRIPTION
Structure sections of the music
Structure is also called form. It refers to how a piece of music is constructed, and how it is divided into sections or parts. There are many different types of structure, including binary (AB), ternary (ABA), rondo (ABACA…), theme and variations (A, A1, A2,…), through composed (where no section is repeated), strophic (same tune different words / verses), and many more. Structures used in popular music are described in more detail on page 11.
Tone colour sounds and instruments
Tone colour means the quality of the sound. You can use words such as harsh, warm, bright, dark, nasal to describe the sounds of the instruments. Tone colour also involves identifying the performing media of a song (identifying the actual instruments used to perform the music).
Duration tempo, rhythms, pace
Duration encompasses anything to do with the timing in music. It includes the rhythms, beat, pulse, speed (tempo), time signatures, accents, bars, syncopation, riff (ostinato), backbeat, etc.
Pitch (Melody) the tune, shape
Pitch is the highness or lowness of sound. Melody is a series of pitches played one after another to create a tune. A melody (or tune) can be sung or played by any instrument. Melodies can contain motifs (musical ideas) and phrases (musical sentences). The shape or outline of a melody is called its contour. Melodies can move by steps or leaps and move up (ascending) or down (descending). Melodies can have different roles:- main melody, counter melody, call and response, question and answer, canon (round) or can be improvised (made up on the spot)
Pitch (Harmony) the chords, patterns, etc
Harmony is when two or more notes occur at the same time, that is, the chords used in a piece of music. See page 11 for further information about CHORD PROGRESSIONS. Harmony also covers the tonality or key of a piece of music. A song in a major key can have a bright, positive sound, while a song in a minor key can be mellow and sad.
5
MUSICAL CONCEPT
DESCRIPTION
Dynamics and Expressive Techniques louds and softs
Dynamics refers to the volume of a piece of music and how it changes (getting louder or softer). Expressive techniques are how the performer plays the instrument or sings to create feeling and emotion in a piece of music. It can include playing staccato (short and detached), legato (smooth and well connected notes), by adding extra decorative notes and can include vocal effects such as vibrato, bends, slurs, scat singing, slurps and drops.
Texture layers and density
Texture describes the layers of sound in a piece of music and the function of each layer. It is important to think about the texture of a song when you are recording as it is easy to add too many layers of sound at times. Less is often best! We can also discuss texture as when describing the density of the sound, which means how thick or thin the overall sound of a piece of music is.
Repetition
Repetition is one of the most important concepts of music. There are many musical ideas that can be repeated throughout a piece of music, from a motif or riff to different sections of music. Repetition can be applied to any of the concepts of music to create unity and familiarity with a piece. We normally remember those parts of a song that are repeated over and over, such as a hookline.
Variety and contrast how is interest sustained, what changes
Variety and contrast is how the use of musical concepts change throughout a song. Variety and contrast are very important as they help the song remain interesting. For example, songs may start with instruments playing less in the beginning of the song than in the end, so that the song is able to develop and grow to keep the audience interested. When something changes, contrast is in operation.
Unity what stays the same
Unity refers to anything that is the same or similar throughout a piece of music. This helps the listener feel comfortable with the song and brings togetherness to the song.
Tension, climax and resolution the emotional journey and “life� of the song
All of the elements described above can work together to create tension and climax in a song. This may involve a build-up in the song, or breaking it down for a sensitive section. The tension is usually resolved in some way. The overall aim of this is to make the listener have an emotional reaction of some sort – to make the audience feel something.
6
Verbal Arts Devices Poetic Device
Definition
Effect or Example
Tone
feelings or meanings conveyed in the poem
Not so much what is being said but how it is said
Stanza
a grouping of two or more lines of a poem in terms of length, metrical form, or rhyme scheme.
Provides order and an expectation of closure
Simile
A comparison between two unlike things using like or as.
“My love is like a red rose.�
Metaphor
A comparison between two unlike things without using like or as. Something is something else
The doctor inspected the rash with a vulture's eye.
Personification
Giving human qualities or characteristics to My shoes are killing me. animals or inanimate objects
Alliteration
Repetition of initial consonant sounds in a group or words close together
Peter Piper picked a peck of pickled peppers.
Assonance
Repetition of a vowel sound
The eagle lived free and easy.
Hyperbole
Overstatement or exaggeration
I will just die if I do not go to the party.
Symbol
On object or idea that stands for something else.
Common symbols for love are roses and hearts. A dove is a symbol for peace.
Onomatopoeia
The use of words which imitate sound
Buzz, tweet, ping
Imagery
Words that appeal to the senses.
Creates vivid mental pictures (sight, smell, taste, touch, and sound).
Speaker
The voice in the poem (not always the poet).
Provides focus.
Oxymoron
a seeming contradiction in two words put together
Jumbo shrimp
7
Verbal Arts Devices used in Poetry One way to attain the qualities so essential to making words poetic is through the use of poetry devices. We won't begin to cover all the known poetic devices or terms. Rather we'll discuss and use some of the more commonly known and used ones. Below are the more commonly used poetic devices and terms. Hopefully, with the examples given, you will get a better understanding some of the ways to make poetry, well, more poetic.
Poetic Device Alliteration the repetition of a beginning sound
Allusion a casual reference to someone or something in history or literature that creates a mental picture
Analogy the comparison of two things by explaining one to show how it is similar to the other.
Example lyrics
Explanation
Rain reigns roughly through the day. Raging anger from the sky. Partners prattle of tormented tears From clouds wondering why Lightning tears their souls apart. A Common Woman No Helen of Troy she, Taking the world by war, But a woman in plain paper wrapped With a heart of love untapped, She waits, yearning for her destiny Whether it be on a charger white Or one riding behind a garbage truck. Perhaps instead a room of students Lurks in the shadows of her life Needing her interest to be shown. Yet other concerns may call No, no Helen of Troy she, But a woman set the world to tame Wherever she may be. Day's Journey The day dawns as a journey. First one leaves the station on a train, Rushing past other places Without a pause or stop, Watching faces blur through the window, No time to say goodbye. On and on the train does speed Until the line's end one sees, Another sunset down Without any lasting memories.
8
In the first two lines, the r sound is repeated. In the third line p starts two adjoining words. Helen of Troy brings to mind a woman so beautiful that two countries went to war over her.
The whole poem creates analogy, the comparison of a day and a train journey.
Poetic Device Metaphor the comparison of two unlike things by saying one is the other.
Onomatopoeia the sound a thing makes
Example lyrics
Explanation
Sunshine, hope aglow, Streams from heaven's store Bringing smiles of warming grace Which lighten heavy loads. Clouds are ships in full sail Racing across the sky-blue sea. Wind fills the cotton canvas Pushing them further away from me. Roaring with the pain Caused by flashing lightning strikes, Thunders yells, "Booooom! Craaaashhhh! Yeow!" Then mumbles, rumbling on its way. Grrrr, the lion's cry echoes Through the jungle's den Causing creatures small To scurry to their holes.
Oxymoron the use of contradictory terms (together) for effect.
Freezing heat of hate Surrounds the heart Stalling, killing kindness, Bringing destruction to the start.
Personification the giving of human traits to non-human things incapable of having those traits.
Anger frowns and snarls, Sending bolts of fire from darkest night That bring no brilliance, Rather only added blackness of sight.
Simile the comparison of two unlike things by saying one is like or as the other.
Sunshine, like hope aglow, Streams from heaven's sky Bringing smiles of warming grace On breeze whispers like a sigh. Clouds are like ships in full sail Racing across the sky-blue sea. Wind fills the cotton canvas Pushing them further away from me.
Symbol something which represents something else besides itself.
The dove, with olive branch in beak, Glides over all the land Searching for a place to light. Storms of war linger on every hand, Everywhere the hawk does fight.
9
In the first stanza, sunshine is compared to hope while in the second, clouds are compared to ships.
Roaring, rumbling, cry are not examples of onomatopoeia, but are verb forms. Boooom, craaaashhh, yeow, and grrrrr are examples of onomatopoeia
Freezing and heat are contradictory, opposites, yet the two together create a mental image Frowning and snarling are human traits that anger cannot experience; however using them as traits for anger creates the imagery needed. These two stanzas of poetry and those for metaphor are nearly identical. Both metaphor and simile are comparisons of unlike things, but metaphor states one thing is the other while simile says one is like the other, or as the other. The dove is a symbol of peace, and the hawk is a symbol of war. Using them in poetry gives an image without having to explain in detail.
Other Poetic Devices: Elegy: a poem of lament (extreme sorrow, such as caused by death) Free verse: a poem without either a rhyme or a rhythm scheme, although rhyme may be used, just without a pattern. Blank verse: un-rhymed lines of iambic pentameter (ten syllables with all even numbered syllables accented) Imagery: the use of words to create a mental picture Mood: the emotional effect of a poem or a story Understanding and using these devices and terms can help improve and strengthen poetry. Imagery is essential for vivid poetry, and devices help develop imagery.
What are Music and Verbal Arts What is meant by the term “Music and Verbal Arts�?
10
Chord Progressions Writing melodies and chord progressions does require some basic skills on keyboard or guitar. You need to be able to recognize chord names and play them - that's all. Many songwriters begin their songs by strumming a chord or two. Without really thinking about it, they let the chord progression lead them through the song. Melodies and lyrics ARE copyrighted, but, in general, the chord progressions that use I, IV, V plus a couple other familiar chords are not. The popular chord progression |C |Am |F |G | belongs to everyone! Some popular chord progressions |C
|Dm
|G
|C
|
|C
| Em
|Am
|Dm
|G7
|C
|Dm7 |G
|C
|
|Am |Dm
|Am
|E
|
|C
|Fmaj7 |G7
|C
|
|Am |F
|Bdim |E
|
|C
|Am
|G
|C |
|Dm
Basic Chord Chart This chart contains ALL of the chords for ALL keys.
11
|C |
Guitar Chords
12
Keyboard Chords
Chord charts taken from http://joelomarmendoza.blogspot.com/2009_05_01_archive.html
13
Song Structure SONG STRUCTURE is one of the most important aspects of song writing. The most common contemporary song structure is:-
VERSE CHORUS VERSE CHORUS BRIDGE CHORUS
Listeners like this song form because it provides enough repetition to feel familiar and enough variety to keep them interested. It also gives you, the songwriter, the chance to add emotional dynamics to your song. Many of today's hits feature a conversational, intimate verse followed by a big, powerhouse chorus with plenty of emotional punch.
VERSE
The verses in a song all have the same melody but different lyrics. The verse lyrics give us information about the situation, emotions, or people in the song, and progress the story.
CHORUS
We may hear the chorus of a song three, four or more times. The lyric and melody remain the same each time it recurs. The chorus lyrics sum up the heart of the song. The title of the song almost always appears in the chorus section and may be repeated two or more times. A popular technique is to make sure you hear the chorus after about 1 minute from the start of the song.
BRIDGE
The bridge has a different melody, lyrics, and chord progression from the verse or chorus. It provides a break from the repetition of verse and chorus. The lyric often provides an insight or revealing moment. It is often called the MIDDLE section.
PRECHORUS
INTRO / OUTRO
Many of today's hits include a short section between the verse and the chorus that builds energy, letting the listener know that the chorus is coming. By creating a sense of anticipation, the chorus has even more punch when it finally arrives. Most songs have an introduction at the beginning to set the overall mood of the song. It is usually instrumental and is based on one of the other sections of the song. An outro (coda) is the section at the end of a song. It could be a chorus fading out or a special ending for the song.
14
Basic Arranging A Typical Song may have this, well used, time proven structure:
IABABCABCE I=Intro, A="A section or verse", B="B section or chorus", C="C section" or break, E=Ending Section
Common Name
INTRO
Possible Length 4-8 bars
A
8-16 bars
VERSE 1
B
8-16 bars
CHORUS
A
8-16 bars
VERSE 2
B
8-16 bars
CHORUS 2
C
2-16 bars
BREAK / MIDDLE
A
8-16 bars
VERSE 3
B
8-16 bars
CHORUS 3
E
--
OUTRO / CODA
INTRO
Note there are many variations of this, such as:-
IABABCACE IABACBABE IABCBCABE
Writing memorable melodies No one can teach you how to write a great melody, however, there are a few tricks that will help you write a memorable one. Memorable, emotionally powerful melodies use repetition and variation. A melody with no repetition sounds unfocused and weak, as if it's wandering around with nowhere to go. Listeners quickly lose interest and tune out. A melody with too much repetition is boring. Good melodies walk the line in between - mixing repeated phrases with variation.
15
How to Write and Record a Successful Song TASK 1: Start with Drums • • •
•
•
Start with one or two bars of Hi Hat. Use crotchets or quavers typically for rock, semiquavers for dance Add the bass drum on beats 1 and 3 for rock or ballads, etc. Add the bass drum on beats 1 2 3 and 4 for dance. Add leading notes and experiment – you are building a house, make the foundation strong and weather-worthy. Now choose the snare. Normally to beats 2 and 4. Add a frill, a flam, and other variations to this essential backbeat. Don't add the Toms yet, or anything else.
TASK 2: Write your CHORD PROGRESSION
TASK 3: Add Bass for Chorus • • •
• •
Make up a bass line for the chorus. It should follow the chords in your chord progression. Take your time and experiment till you find a pattern or something you really like – do not settle for "anything". The most powerful bass lines in music are very simple play-offs of octaves and fifths. Or it’s a simple walk up or down the scale. Make sure you LIKE what you have given birth to. When your inner censor says "Wow, Cool!" move on to the verse section.
TASK 4: Compose a Bass line for your VERSE 16
• •
To do this you need to know the CHORD PROGRESSION. See the notes on page 11. You might find, after coming up with the verse bass line that you want to change the chorus bass line to make it fit better. Yes! Do it!
TASK 5: Work out the STRUCTURE for your song •
•
Read through the information on page 11 about SONG STRUCTURE and work out the structure you will use for your song Use the copy and paste function in Garage Band (Apple C & Apple V) to extend your song to the appropriate length and create the structure.
TASK 6: Write a hook line for your song. •
Try using the first 5 notes of the key you are in to make a catchy hook that is easy to remember! For example:C Major
- C, D, E, F, G
A Minor
- A, B, C, D, E
G Major - G, A, B, C, D F Major
- F, G, A, Bb, C
TASK 7: Add additional layers • • • •
Time for you to add extra layers to make your piece sound interesting and unique. You might like to add some sound effects, broken chords, additional percussion or keyboard parts and tectures or more percussion. You might also add some drum fills leading into different sections of the music and enhance the feel of the drumming to create more or less energy Experiment with Garage Band and think about how you can integrate your music with your lyrics in different ways.
17
SECTION 2: Coursework
18
Existing Art Works – Verbal Art Listen to some examples of Verbal Art Works (songs) by both students and professionals. What do you LIKE or DISLIKE about these songs? What is each song about? What musical features help tell the story? Make notes and comments about each song below‌
Song & Artist 1: ______________________________________________________________________________________________
Song & Artist 2: ___________________________________________________________________________________
Song & Artist 3: ________________________________________________________________________________________
19
Song & Artist 4: ____________________________________________________________________________________________
Song & Artist 5: ____________________________________________________________________________________________
Song & Artist 6: _____________________________________________________________
20
Existing Art Works – Music Listen to some examples of songs by both students and professionals. Analyse the Concepts of Music (refer to page 5), and how they integrate with the Verbal Art (the lyrics). MUSICAL CONCEPT
SONG 1: ARTIST:
SONG 2: ARTIST:
Structure sections of the music Tone colour sounds and instruments Duration tempo, rhythms, pace Pitch (Melody) the tune, shape Pitch (Harmony) the chords, patterns, etc Dynamics louds and softs Texture layers and density
Repetition Variety and contrast how is interest sustained, what changes Unity what stays the same Tension, climax and resolution the emotional journey and “life” of the song
21
SONG 3: ARTIST:
MUSICAL CONCEPT
SONG 4: ARTIST:
SONG 5: ARTIST:
Structure sections of the music
Tone colour sounds and instruments
Duration tempo, rhythms, pace
Pitch (Melody) the tune, shape
Pitch (Harmony) the chords, patterns, etc
Dynamics louds and softs
Texture layers and density
Repetition
Variety and contrast how is interest sustained, what changes Unity what stays the same Tension, climax and resolution the emotional journey and “life� of the song
22
SONG 6: ARTIST:
Critical Analysis - Prompt sheet Musical & Compositional devices In class you will work towards completing a CRITICAL ANALYSIS of the music and lyrics of an existing song by identifying how the Verbal Arts Devices and Concepts of Music described on pages 5 to 10 are being used. The questions below will help you to complete the analysis.
PARAGRAPH 1 – Introduction • What did you listen to and who wrote it? • Which art form(s) will you be concentrating on? • What is the song about? • What was it influenced by? PARAGRAPH 2 – The message of the song • Which issues are raised? (Social / Political) • What message does the song communicate? • Who are the intended audience? PARAGRAPH 3 – The musical features of the song • What style is it written in? • Describe the structure / form / construction. • What compositional devices are used? • Analyse the elements of music (e.g. tempo, texture, dynamics, timbre and rhythm, Instrumentation and pitch) PARAGRAPH 4 – The Verbal Arts features used in the lyrics • Analyse the use of written techniques (e.g. alliteration, simile, metaphor, rhyme, metre, descriptive language). • Describe the emotion and expressions used. • What verbal arts devices are used? PARAGRAPH 5 - Conclusions • What are the strengths and weaknesses in this piece? • What ideas do you now have? • Quote what you might use. • Give your influences. • How will it help your performance? Once you have all the answers, use the scaffold on the following pages to write the draft of your CRITICAL ANALYSIS report. You will need to use a word processor to produce your final submission.
23
Critical Analysis of Verbal Art – Draft Scaffold I was asked to listen to a piece of music by _______________________________________________ entitled ____________________________________________________________. The task was to investigate the songs connection to the theme ______________________________ and the topic ________________________________________________________. The song is about
The issues raised in this song are
I think the target audience for this composition is _____________________________. The reason I nominated this group is because
The message communicated by this song is
24
I think this song was influenced by
The structure of the song is outlined as follows
There are a number of written verbal techniques and musical devices used in this song to help communicate the message. An example can be found in the (intro/verse/chorus/middle 8 etc) where (Music)
Integrates with (verbal arts)
Another example occurs in the (intro/verse/chorus/middle 8 etc) where (music)
25
Integrates with (verbal arts)
Other verbal art techniques used to help communicate the message and themes in the composition are
There are also important music devices used in this song to integrate with the verbal arts and set the mood for the composition. They are
The political and social issues raised in this song are
The strength of this song is
26
The weakness of this song is
I think the song does/doesn’t work because
The ideas I now have for my own composition are
Some of the devices I might use are
27
The context in which the work is created Your work will be created in a context – YOUR context. Who you are affects the type of work you create. If you lived in the outback on a cattle farm, your experiences would be very different and so would the kind of work you would make. Your context is made up of lots of things including:Who you are Your sex Your religion Where you live Things you see around your area Your experience as a child Your country of birth Your family set up Your responsibilities in the home Your friends Your stories in the news The TV you watch The books you read The magazines you read The newspapers you read The music you listen to Someone you know who has effected you in some way Your influences
What is the CONTEXT in which you will write your song? Complete the table above by writing the details about YOUR CONTEXT. 28
My Influences – Context Think about the answers you gave on the previous page and reflect on your personal context. Write a paragraph about those influences and experiences that will affect the song you create.
“Now” Subjects All of the things listed as being part of YOUR CONTEXT (previous page) shape you. They make you the person who you are. Also, things happening to you at the moment make a difference too. We call these the NOW SUBJECTS. They may include:• • • • • • • • • • •
Stalking Mixed race relationships Wanting to live in a fantasy world Escape from reality Leaving school Relationships outside marriage Abusive relationships Nightmare situations Murder Sensationalism Anything that has been in the news in the recent past
29
SECTION 3: Planning My Song (Process Diary)
30
Planning Overview This section contains pages that will help you to plan your Verbal Art Work. Below is an outline of this process. Page 37 provides space for you to make notes about each of these stages.
Who is the AUDIENCE? Why is the piece right for that audience?
What do I know about THE THEME?
What has INFLUENCED my ideas?
What am I doing in the MUSIC?
What RESOURCES are needed?
What am I doing in the VERBAL ARTS?
How do the two art forms INTEGRATE?
31
What is the MESSAGE? What am I trying to say?
My FINISHED PIECE What is it?
Brainstorm the Theme The theme for this unit is ISSUES. The specific topic we will focus on is ISSUES IN RELATIONSHIPS. Write this topic in the star below and brainstorm any words that spring to mind
32
Ideas Log Use these pages to jot down any thoughts and ideas you might have for your song. Date
Ideas
33
Ideas Log Use these pages to jot down any thoughts and ideas you might have for your song. Date
Ideas
34
Rhyming Words Choose 8 words from your brainstorm (page 32) and write them in the shapes below. Fill each shape with as many words as you can that rhyme with these theme words.
35
Relating to the Theme and Issue Describe how your song will relate to the THEME “Issues in Relationships”
36
Planning Verbal Art Work What do I know about the theme?
What am I doing for my Music?
What am I doing for my Verbal Arts (Lyrics)?
What is my message?
37
What resources do I need?
How do the two art forms integrate (music and lyrics)?
What has influenced my ideas?
38
Planning My Music A detailed Music plan is very important as it outlines exactly how you intend your music to sound. Consider the following points when writing your detailed plan. How does your music relate to the theme?
What are the resources you will be using?
Who is in your group? What will the contribution be of each group member?
Write a description of your music plan. This should include important points such as: STRUCTURE – The beginning, middle and end sections
DYNAMICS – The effective use of load and soft
TIMBRE –The tone/voice of the instruments
39
TEMPO – The importance of how speedy the music is
PITCH – Does high/low play an important role?
TEXTURE –The amount of instruments you use and why
DURATION OF THE PIECE – Important to realise how long the piece needs to be because of second art form.
A brief description of your plans for your second art form (lyrics) should be given
Explain how both art forms will integrate.
Who is your audience and what is the message you are trying to communicate to then?
How does your music communicate your message? List some musical examples from your piece that effectively communicate your message.
40
Planning my Verbal Art (Lyrics) What type of relationship am I going to deal with in my song?
Brainstorm all words / phrases / questions /ideas I have for my song.
Lyrics
41
Verse by verse description Here is where you map out what the lyrics for each section of your song will focus on, that is, what will be the subject of each verse and the main theme repeated each time in the chorus.
Verse 1
Chorus
Verse 2
Verse 3
Bridge
_________
_________
42
Verbal Arts Techniques and Devices Used List the Verbal Arts/Poetic devices you will use in your song. Refer to page 7 to 10. You must use at least 4 different devices.
43
Rough Ideas for Lyrics
44
My Lyrics – Completed
45
Changes Log Date
Changes made to my piece.
Why did I make this change? What was I trying to achieve?
46
How did this change make my piece better?
Date
Changes made to my piece.
Why did I make this change? What was I trying to achieve?
47
How did this change make my piece better?
SECTION 4: Final Evaluation
48
Final Evaluation Report – Prompt Sheet Once you have fully completed your Verbal Arts Work (your song) you will be required to write a report to evaluate both the song writing process and your finished work. The questions below will help you to complete your report. Heading • Name • Theme and Topic • Art Forms Introduction • What have you actually produced as your response to the theme? (Describe your final piece – a short paragraph) • How does tour piece relate to the theme? • What are the two Art forms you used? • How do the two Art forms work together in your piece? Investigation • Describe how the songs you looked at for your critical analysis had an effect on your work? • Name the works you listened to and read their composers/writers. • What influences of these investigations can you see in your final piece? Communication with the Audience • What audience did you design your work for (Specify age or type) • Why did you make this choice? • What have you done in your particular presentation, which shows it is designed with this particular audience in mind? (What is there in your piece that is just right for the age group?) • Why is the style you chose for your work just right for you audience? • What is your message? • What might you do to make your song more effective? Planning • What methods of planning did you use? (e.g. brainstorm, planning sheet, analysis of related compositions) • Do you think your planning was successful? • What method worked the best for you? • How could you have improved your preparation? The Development • How did you develop your work from the planning stage to the presentation? • Did you keep a record of the day to day development of your work? • Was your record helpful for the next lesson? • Do you think you could have improved your development process? • What could you have done differently? 49
Integration Describe how both your music and verbal arts worked together to create the same mood and atmosphere required for your piece. (Give a few examples of where both art forms depict the same feeling /pictures /atmosphere) The Presentation • Think back to the actual presentation – did it go according to plan? • Was anything left out? • Were there any last minute problems? • Explain how skills and techniques you used in the piece improved the results. • Was anything unfinished at the time of the presentation? • If you were given chance to present again, what would you do differently? • Explain exactly why you would make these alterations? Your Contribution – The Contribution of others • What was your main contribution? (I f you worked on your own, you did it all – if you worked in a group then say which parts were your idea and which bits you actually did) • What was good about your particular contribution? Explain your answer. • What is the best part of the work? • What is the weakest part of the work? Resources • What resources/materials/equipment did you use for this project? (Cubase SL3 FostexDigital recorder) • Did you manage to complete everything in the time given – were you panicking near the deadline because you were not finished?
The whole Process • Looking back, have you enjoyed this project? • Which have been your favourite parts? • Have you learnt any new skills or developed existing skills in your chosen art forms? • Have you learnt anything about issues relationships? • Have you learnt anything about yourself?
Once you have all the answers, use the scaffold on the following pages to write the draft of your FINAL EVALUATION REPORT. You will need to use a word processor to produce your final submission.
50
Final Evaluation Report - Scaffold Introduction We were given the topic ____________________ for our Verbal Arts Work. The task was to devise music and verbal arts in the form of lyrics for an original composition. The aim of this task was to demonstrate integration between verbal arts and music for the theme
Critical Analysis I read and heard several works at the investigation stage that had an effect on my work. For instance, the song This investigation gave me an insight into what kind of Verbal Arts and Music devices I could use in my work. For example:-
Another example comes from the song This investigation gave me an insight into what kind of Verbal Arts and Music devices I could use in my work. For example:-
I also was influenced by the song This investigation gave me an insight into what kind of Verbal Arts and Music devices I could use in my work. For example:-
51
Verbal Arts/ Music For my verbal arts I applied many techniques in order to convey the theme. I used ______________________ in _______________________________________________ in order to
I also used ____________________________ in ________________________________ in order to
Another technique I used was_________________________ in _____________________ in order to
I used musical techniques in this composition which work to create integration between the two art forms.
Audience The message I wanted to get across was
I do/do not think I was successful in getting this message across to the audience because
The audience group I designed my work for is
52
What makes it particularly suitable for this audience is
My song ________________________________ is particularly suitable for this audience because (musical styles, subject matter, the language, the symbolism).
The message I wanted to get across was
Development The strategies I used to plan my work included a planning sheet to record my ideas for the piece before starting, a brainstorm, and analysis of related composition. The planning sheet and brainstorm were helpful because they game me an overview to refer back to during the writing process. I also used
The approach I/we used to move work from a plan to a real piece was
My role in the composition involved
53
Changes The major changes made as the work progressed were
It was necessary to make these changes because
The work changed for better because
I am happy/not happy with the final piece because
54
SECTION 5: My Notes (Lined Paper and Manuscript)
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71