Cambridge TECHNICALS. OCR Level 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS K/505/1463. Level 2 Unit 20 GUIDED LEARNING HOURS: 60

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1 Cambridge TECHNICALS OCR Level 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS Music Historical Context K/505/1463 Level 2 Unit 20 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10

2 Music Historical Context K/505/1463 LEVEL 2 UNIT 20 Aim of unit This is a theoretical unit which aims to inform the learner about the history of music and set a context for their own development and experience. Learners will be taught about styles and periods, social, cultural and historical influences, and significant developments and practitioners. In addition to learning about performance contexts, learners will also develop research skills enabling them to access a wide range of resources through which they will be able to explore contexts, periods, styles and conventions. They will be able to select, organise and analyse the material they access. They will learn how to record research findings and will be equipped to present their findings in a range of formats which acknowledge their sources according to current, academic referencing practice. This unit could aid performance practice as research could be tailored to the learner s area of performance interest and shared amongst their peers to enable a shared discovery. 2

3 Music Historical Context Level 2 Unit 20 ASSESSMENT AND GRADING CRITERIA Learning Outcome (LO) Pass Merit Distinction The learner will: The assessment criteria are the pass requirements for this unit. The learner can: To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: 1 Know the history and context of different genres of music 2 Understand key features of a musical style 3 Be able to present research findings in an appropriate way P1 identify the origin and development of any given music genre P2 access resources to investigate features of a music style P3 use appropriate presentation skills to present research findings M1 discuss the style and features of any one major practitioner from any given genre M2 present well evidenced and detailed research findings in a clear and informative way D1 compare and contrast the style and features of two major practitioners from any given genre 3

4 Teaching content Know the history and context of different genres of music Repertoire by genre, e.g. periods/eras of classical music (baroque, classical romantic, etc), folk, popular, rock, blues, jazz, gospel, country Socio-historical context, e.g. historical events, performance conditions, styles and conventions, influences, audiences, cultural influences and movements, e.g. Classical, Naturalism, Romanticism, Modernism, Post modernism Practitioners, e.g. Mozart, Beethoven, Woody Guthrie, Bob Dylan, Joan Armatrading, The Beatles, Queen, Pink Floyd, B.B. King, Billy Holiday, Eric Clapton, Jimi Hendrix, Hank Williams, Loretta Lynn, etc. Be able to research key features of a musical style Primary sources, i.e. original documents, visits to performances, sites and venues, interviews, personal observation Secondary sources, i.e. books, learned journals, articles, theatre archives, electronic formats, internet, broadcast programmes, class notes Research skills, i.e. reading, listening, note taking, précis, internet searching, audio and video recording, editing, analysis, compiling, structuring. Be able to present research findings in an appropriate way Presentation: medium and format, e.g. written document, lecture, demonstration, audio/video presentation, live performance, CD ROM, website/blog, references and sources, citations, footnotes, bibliography and supporting evidence, appendices, conclusions. 4

5 Music Historical Context Level 2 Unit 20 Delivery guidance Know the history and context of different genres of music It would be helpful for learners to be exposed to material from a range of periods, styles and genres to establish a broader context. This should be before learners look at the historical development of a particular genre and focus on key artists and practitioners in a chronological way to demonstrate the progress logically. This may be in the area of interest for the students or focus on an area with which they are less familiar to ensure learners knowledge is expanded. A useful approach might be to begin with a visit to see a live performance from any of the genres suggested. If resources are limited however, then a class hearing about a commercially produced CD would also suffice. The delivery of this element of the unit may be realised in a variety of formats. Classroom presentations, lectures, seminars and demonstrations would all be appropriate as would visits/ workshops with practitioners in the field. Be able to research key features of a musical style Learners should be made familiar with the process and methodology of basic research such as: Selection of appropriate topic Listing key words The use of source cards, Statements of purpose To the average learner research may imply a rather vague hit and miss process centred on Google, producing a disproportionately high number of hits resulting in an equally disproportionately high dependence on specific websites. Internet searches should perhaps be seen as the first stage of any research process. An exploration of the various free Learning Zone sites will reveal all kinds of tools to enable researchers at any level to identify, record, link and review material from sources. The use of YouTube and similar sites is perfectly acceptable, providing the link is cited. Be able to present research findings in an appropriate way Learners will need to present their findings from the research and it may be useful to introduce mini seminars or forums in which individuals are called upon to use their research notes to establish and defend a simple proposition, e.g. (the work) contains elements typical of a given practitioner. This approach will help learners become used to group presentations and, additionally, will allow them to focus their research to address a particular idea, helping to avoid assumption and generalisation. It is helpful for learners to share the knowledge amongst the group and this could be achieved by learners each focusing on a different practitioner to research and present on. Accessing sources such as the library, the internet, academic articles, etc. Recording information in notes, notecards, interviews, etc Interpreting the research Discussion of findings Citing any necessary information with parenthetical citations. It is important that learners are given the research tools to do the job and it is equally important that they are shown how to use them. To achieve this, there should be a least one formal session in which learners are shown how to carry out basic research; this should include the use of library catalogues and Internet searches. Research doesn t have to be dry and candidates should be encouraged to use books/articles for research where they are accessible as well as the internet. 5

6 Suggested assessment scenarios and guidance on assessment Assessment and Grading Criteria P1, M1, D1 Evidence for this criterion should consist of a portfolio that includes detail of the historical, social and cultural context of at least one music genre. This will consist of class notes, written tasks, assignments and any relevant charts and illustrations to evidence the learner s studies. P1 will be demonstrated by detailing the history and context of one music genre. M1 will be demonstrated where P1 is extended to give an account of one practitioner in the chosen genre. D1 will be demonstrated where M1 is extended to give a comparison of two practitioners in the chosen genre. Assessment and Grading Criteria P2 Teachers should set a task/brief for learners to research a particular aspect of music in any given genre or period including relevant practitioners. This could be the same for all learners or cover a range to share knowledge and understanding where teachers could encourage personal choice when appropriate. Learners should respond to the brief within a set time and record their activities in an appropriate format. Learners should evidence that they have utilised a range of sources in their research by providing a bibliography/index/webography as appropriate. Assessment and Grading Criteria P3, M2 On completion of the research, learners will present and evaluate their findings from the task/brief set for P2. In doing so, they might be encouraged to produce, for example, an audiovisual presentation for which they will be required to identify their contexts and relevant practitioners. Alternatively, they may wish to write an academic essay or conduct an introductory session for the group, or a lecture/demonstration(s) or a combination of any of the above. DVD recordings should be made of the presentations. Whichever method the learner chooses to present their findings, it should present a focused and detailed account of research and acknowledge research sources. All presentation notes and DVD recordings should be retained for moderation. P3 will be awarded where the learner s presentation facilitates clear and competent expression of findings. M2 will be awarded where the presentation gives an in-depth examination of the findings end engages the audience. 6

7 Music Historical Context Level 2 Unit 20 Links to NOS Suite: Ref National Occupational Standards Music Performers and Composers CCSMPR 8 Compose music in music styles CCSMPR39 CCSMPR46 Apply music theory knowledge Apply critical listening skills 7

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