Task 4 – Commentary (Criteria A and D)
A commentary that includes:
· Evidence of the use of acquired knowledge to inform the development of the student’s artwork.
· Evidence of the student’s ability to construct meaning and transfer learning into their artwork.
· The artistic response and the way in which it reflects or impacts on the world.
· A critique of the student’s own artwork including its ability to distort, abstract or blend space and time.
The commentary will enable students to:
· Explain convincingly how knowledge is used to make artistic decisions. (Aiii)
· Construct detailed, meaningful and creative connections between the process and product, the statement of inquiry and the global context. (Di)
· Demonstrate their ability to make meaningful, rich and sophisticated connections between their outcome and the world in relation to the statement of inquiry/global context (Dii)
· Critically analyse their own artwork including its ability to distort, abstract or blend space and time. (Diii)
Explain convincingly how knowledge is used to make artistic decisions. (Aiii)
How does research relate to my outcome?
How did I use knowledge in my instrument/ music theory/ creative process/ in genre/ style to make artistic decisions?
How does my knowledge in my instrument/ music theory/ creative process/ in genre/ style relate to my outcome?
How has my knowledge developed through the process?
Construct detailed, meaningful and creative connections between the process and product, the statement of inquiry and the global context. (Di)
How did I connect the process and the outcome to blending and distorting space and time?
How did distorting and blending Space and Time inform my creative decision making?
Demonstrate the ability to make meaningful, rich and sophisticated connections between their outcome and the world in relation to the statement of inquiry/global context (Dii)
How does your music relate to the world with yourself being situated in Singapore?
What meaning can you make from your music that other people in the world relate to?
Critically analyse their own artwork including its ability to distort, abstract or blend space and time. (Diii)
How did you combine the genres of music together?
How well did your music distort and blend space and time?
Task 3 – Process and Product (Criteria B and C)
Process: A selection of process journal extracts to show:
The process evidence will:
The product evidence:
The product should be between 1:30 minutes and 2 minutes long. It should be an original composition. Any samples used must be properly accredited. Apple loops are considered as plagiarism.
The process should highlight the 3 skills you are developing and why.
Highlight the three main skills you are developing.
The process journal should provide evidence of your skill development. Relate your skill development to the global context and the statement of enquiry. How are you blending and distorting space and time.
Some guiding questions to help with the proposal.
Intention what do you want your song or piece of music to be about and why?
What keywords relate to your musical ideas and how do they connect? (Spider - diagrams)
How will your piece of music relate to the global context?
What do you understand to be fusion music?
What musical styles are you going to mix and how are you going to do it?
What instruments are you performing with? Are you using Technology?
How will you use technology in your music?
How does the music you intend to make relate to your research?
What ideas from your research are you going to use in your music?
How does your proposal relate to the statement of inquiry?
How does your proposal relate to the inquiry questions?
What is the structure of your song? (Chord Progressions)
What lyric/melodic ideas do you have? (Spider - diagrams) (Generate-Sort-Connect-Elaborate) (Improvisation)
How will your music blend and abstract space and time?
Chords and chords sequences derive from the scale.
Similar Chord Progressions are used throughout a variety of different pieces of music. The most popular is I V vi IV
Even the Classical composers would use the same pattern of chord progressions
Chord progressions are the building blocks of all music. What makes the music unique is the harmony, rhythm, texture, tempo, melody, lyrics, structure. How you control the other elements of music.
There are a number of popular chord sequences used in the History of music. For example
There are great programs such as www.hooktheory.com to help put chord progressions together quickly, and is easy to reorganise and rearrange.
This is an example of how someone put together a chord progression using HookPad
The song writing process can be started by either the words or the music. The process is more natural through practice and often is a process of going back and forth between building a relationship between the words and the music. If writing an instrumental piece of music some of the rules still apply.
Writing words. This is one method that can be used.
Generate song ideas and words connected to that idea. - Use a mind map, use a free flow of thinking
Sort - Categorise Words
Identify 6 significant words to your subject
Connect - Create the 4 best lines of lyrics you can create using two of the significant words in each line.
Elaborate - Connect the lines to make sense- refine to become a verse in the song.
From this point you must keep a process journal.
A proposal explains - How are you going to write your song.
Write a paragraph of what subject and ideas that you may want to explore in your song and why?
Task 2 – Proposal (Criterion C)
You must show
A selection of process journal extracts to show:
The Criteria marked includes
Within the music it is sometimes better to get a deeper understanding by stepping inside the music by understanding who the musician was and what their intentions were.
Step Inside the music.
What did the musician see, observe or notice?
What might the musician know, understand, hold true, or believe?
What are the principles of the musician? What does the musician care about?
What might the person think or wonder when creating their music?
How does the musician want to push perceived boundaries?
How does the musician want their music to be perceived? Is it giving an alternative perspective?
Interviews from musicians talking about their music can help give these perpectives and ideas of who they are.
The Fusion music that you choose to create needs to be from two distinct musical styles. The styles of music are from a different place and time (Space and Time)
Here are some examples to help you.
How to Analyse Music - G10 ePortfolio
Talk about the musical qualities of the piece of Music.
You may include but not exclusive to.
Dynamics - How Loud/Soft
Rhythm - Straight/ Syncopated/ Polyrhythm
Context - What was happening at the time of the music was written what does it mean?
Purpose - What was the music written for?
Structure - What is the geography of the music.
Melody -Conjuct/Disjunct, Major/minor
Instrumentation - What instruments are used
Texture/Timbre - Thick or Thin, How does the music sound?
Harmony - How do the chords fit together? How do the instruments play together?
DR CP SMITH
Most important you need to cover the questions.
How do artists convey a sense of space and time?
In what ways can art distort space and time?
What role have the arts played in turning points in history?
How do artists create alternative perspectives?
How do the arts transcend actual or perceived boundaries?
To what extent do the arts blend the past, present or future?
You will need to include music terminology about the music you are talking about.
Example - Within You Without You by the Beatles.
This a Rock/Pop song that incorporates Northern Indian Classical Music.