Sample 3: Grade 12

Topic: Pop Music

Prescribed Learning Outcomes:

Structure (Elements of Rhythm)

It is expected that students will:

compose, perform, and notate rhythms in increasingly complex metres

Structure (Elements of Melody)

It is expected that students will:

apply increasingly complex melodic contour to their own compositions

Structure (Elements of Expression)

It is expected that students will:

manipulate the elements of expression in their compositions

Structure (Form and Principles of Design)

It is expected that students will:

compose music incorporating increasingly complex forms and principles of design

Thoughts, Images, and Feelings

It is expected that students will:

compose music that represents a broad range of thoughts, images, and feelings

Context (Self and Community)

It is expected that students will:

revise their compositions in response to constructive feedback
critique music composed by themselves and others

Context (Historical and Cultural)

It is expected that students will:

evaluate the historical, cultural, and stylistic influences in their compositions
compose music for a variety of purposes, venues, and audiences

Applications of Technology

It is expected that students will:

use increasingly complex technologies to create, reproduce, and manipulate music
demonstrate an understanding of the physics and physical properties of sound

Overview

Students analysed and explored a variety of contemporary commercial music. They composed pieces of commercial music and presented their works to the class. Evaluation was based on pop music projects consisting of four parts:

musical compositions
accompanying scores
accompanying productions of audio-visual materials
presentations to the class

Planning for Assessment and Evaluation

Students had previously worked with a variety of audio technologies, including analog stereo tape decks, soundboards, 4-track analog tape decks, and 8- to 16-track digital recorders. They had studied the physical properties of sound and applied their knowledge to a variety of recording activities.

The teacher showed approved videos of television commercials and clips from television shows, rock videos, and films. The class watched, first with the sound off, then again with the sound on. The class analysed and discussed the elements, purpose, and function of the music. Students worked together to develop the following criteria for commercial music:
- catchy tune
- interesting rhythmic activity
- effective instrumentation
- relevance--suggestive of the product or situation
- reminiscent of a period or style
The teacher reviewed various forms of commercial music (e.g., voice-over, music with a visual message, message provided through lyrics). Students discussed and analysed the forms using the criteria they had developed.
The teacher obtained an approved video that included a short commercial students had not seen before (e.g., an advertisement from another country). The teacher presented the commercial without sound. In small groups, students composed musical themes or motifs (maximum 30 seconds) to accompany the commercial.
Students compared and critiqued the themes they had composed, then viewed the commercial with the original soundtrack. Each group developed a chart comparing its theme (motif) with the original. They presented their analyses to the class for discussion.
To demonstrate their knowledge and skills, students were asked to individually choose commercial genres (e.g., television, film, video) and particular visuals (in some cases, these were created and videotaped by individual students), and compose short pieces of music for the visuals. Each student was also expected to produce a score for his or her music, along with a recorded audio-visual presentation. Before students began, the teacher reviewed the criteria for commercial music, along with criteria for scoring, audio production, and presentation. The class agreed on the following weighting for various parts of the assignment:
- musical composition: 50%
- score: 10%
- production of audio-visual material: 20%
- presentation: 20%
The teacher provided assistance as needed. Students were also encouraged to seek peer feedback as they worked.
Students presented their projects to the class for critique and discussion.
After receiving feedback from their peers and the teacher, some students chose to add their projects to their professional portfolios.

Defining the Criteria

The class discussed the following criteria throughout the activity. The criteria for scoring and production of the cassettes and videos had been used in previous assignments.

Musical Composition

To what extent does the music feature:

a catchy tune
interesting rhythmic activity
effective instrumentation
relevance--suggestive of the product or situation
evocation of a period or style

Score

To what extent is the score:

prepared in standard notation
neat, easy to read
an accurate representation of the music

Production of Video

To what extent does the audio-visual material demonstrate:

audibility
good sound quality
effective mixing
synchronization between music and visuals

Presentation

To what extent does the student:

prepare and operate all required equipment smoothly (Do delays or problems detract from the presentation?)
provide a logical context for the music
identify the historical, cultural, and stylistic influences in her or his composition
invite and respond appropriately to feedback

Assessing and Evaluating Student Performance

The teacher assigned a rating for each of the four categories of the pop music project. Marks were weighted as agreed upon with students.

Pop Music Project
Component	Weight	Rating Self Teacher	Comments
Musical Composition	50%
Score	10%
Production of Audio-Visual Material	20%
Presentation	20%

Key:
5--Powerful: goes beyond requirements of task; meets all criteria at an outstanding level.
4--Proficient: meets all requirements of task; all criteria thoroughly demonstrated.
3--Satisfactory: addresses all requirements of task; most criteria demonstrated at a satisfactory level.
2--Partial: addresses some requirements of the task, but several criteria are not demonstrated at a satisfactory level.
1--Unsatisfactory: incomplete; inappropriate; may contain multiple and repeated errors.