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?
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Task 3 – Process and Product (Criteria B and C)
Process: A selection of process journal extracts to show:
Product:
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.
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? https://docs.google.com/document/d/1O3IL1T9qE1-uye1kF4A1tC9YpcWF4Mu4rh_AMl7H_Hg/edit?usp=sharing |
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