PERFORMING ARTS OCR LEVEL 3 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS CONTEMPORARY SONGWRITING TECHNIQUES CERTIFICATE/DIPLOMA IN L/600/6929

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1 Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS CONTEMPORARY SONGWRITING TECHNIQUES L/600/6929 LEVEL 3 UNIT 68 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10

2 CONTEMPORARY SONGWRITING TECHNIQUES L/600/6929 LEVEL 3 UNIT 68 AIM OF UNIT In this unit learners will gain the techniques, knowledge and understanding to be able to write contemporary songs. To study the art of songwriting, learners should understand the particular context that contributes to songs becoming successful and established in the minds of the public; the techniques, structures and narratives that work in a given market. The aim is first to understand what makes a songwriter prominent in their own time and genre and then to produce a portfolio of original songs. 2

3 Contemporary Songwriting Techniques Level 3 Unit 68 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 how, in a range of contexts, different songwriters construct songs 2 Be able to write or adapt material for use as effective lyrics 3 Be able to compose music for lyrics to create effective songs 4 Be able to produce a portfolio of original songs showing a range of genres and styles P1 describe, in a range of contexts, how different songwriters construct songs P2 produce suitable song lyrics with appropriate form and rhythmic structure P3 compose music for song lyrics competently P4 present a portfolio of original songs showing a range of genres and styles M1 explain the work of one songwriter in detail M2 show accomplished songwriting skills in one genre D1 show accomplished songwriting skills across genres 3

4 TEACHING CONTENT The unit content describes what has to be taught to ensure that learners are able to access the highest grade. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative. It should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work although these do not need to be the same ones specified in the unit content. Know how, in a range of contexts, different songwriters construct songs Historical and social context of contemporary genres, e.g. Rock and Roll, Country, Punk, Hip-Hop and styles, e.g. ballads, torch songs, anthems Songwriters, writing partnerships and singer-songwriters e.g. Carole King, Diana Warren, Burt Bacharach, Lennon and McCartney, Stock-Aitman-Waterman, Ewan McColl, Bob Dylan, Dolly Parton, Joan Armatrading, Adele, Lady Gaga Contemporary songwriting structures, e.g. verse/chorus/ verse/chorus/bridge/chorus; how songs break structures e.g. Bohemian Rhapsody Writing for commissions for special projects, e.g. film themes songs, Eurovision Song Contest, fundraising Commercial considerations and markets, e.g. exploiting rising stars, Hit Factories, writing for talent show winners, continuing momentum. Be able to write or adapt material for use as effective lyrics Be able to compose music for lyrics to create effective songs Be able to produce a portfolio of original songs showing a range of genres and styles Starting points for lyric-writing, e.g. political themes or opinions, emotions and personal narratives, christmas and special events Sources, e.g. poetry, photos, dreams, altered states Technical construction, e.g. rhythm, scansion, rhyme, verse/chorus, repetition Elements of composing, e.g. metre, rhythm, melody, harmony, timbre, pitch, parts, variations Choice of genres and understanding key features of each, e.g. Country, steel guitar and excessive sentimentality, Rock and Roll and electric guitar Developing styles, e.g. mixing styles and instruments, creating hybrids and using technology and software. 4

5 Contemporary Songwriting Techniques Level 3 Unit 68 DELIVERY GUIDANCE Know how, in a range of contexts, different songwriters construct songs As part of their wider study of songwriting techniques, learners should understand the development of contemporary music from the post war period up to the present day and how social conditions influenced and were influenced by music and popular culture. This brief overview will give them some knowledge and understanding of how Lennon and McCartney, for instance, were able to use the platforms of the rise of Rock and Roll, Youth Culture and increasing affluence to exploit a market (and their own talents) and export their music back across to the States thus building further momentum for early Popular Music styles. Once established that all songwriters have a context and that it is important to cite and know the providence of material, their own included, they should then be encouraged through classes and workshops to concentrate on individual songwriters and how songs are constructed. Although working with groups will entail taught sessions on the range of songwriters and song structures, learners should be encouraged to research an individual songwriter or writing partnership. Be able to write or adapt material for use as effective lyrics Be able to compose music for lyrics to create effective songs Be able to produce a portfolio of original songs showing a range of genres and styles Because of the nature of the creative work involved, these outcomes should be delivered integrating teaching, guidance and support so that learners realise and find for themselves the way in which they want to approach songwriting. The portfolio of songs should flow organically from this integrated process and it will not always be clear whether the lyrics or the music came first. Learners should therefore be given time and resources to produce the portfolio. Learners should also be allowed to set up songwriting partnerships although careful consideration should be given to the generation of individual evidence of all outcomes. Group composition, however, should not be allowed. 5

6 SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT Assessment and Grading Criteria P1, M1 Learners should present evidence of their knowledge and understanding of songwriting and the wide range of contexts in which it occurs. This can be in a presentation form or written or a combination of both. They should give individual examples and use appropriate technical language using recordings and/or performed work. To achieve P1 learners should produce evidence that they can describe songs from different songwriters in a range of styles in a range of different contexts with some reference to the song structure. M1 should be awarded when learners go on to explain in detail the work of a songwriter or writing partnership. Assessment and Grading Criteria P2, P3, P4, M2, D1 Evidence will be assessed through the portfolio of original songs submitted by the learners. This should include appropriate documentation and recording of the songs including sheet music and demo tapes. There should also be short commentaries on the development of each song and observations on the process from teachers and suitably qualified professionals. To achieve P2 learners should produce evidence that demonstrates that they can produce suitable lyrics with appropriate form and rhythmic structure. To achieve P3 learners need to produce evidence that they can compose music for song lyrics competently. To achieve P4 learners should present a portfolio of at least four original songs; the range should be of at least two genres in four different styles. M2 should be awarded when learners evidence particular songwriting accomplishment in one of the genres in their portfolio. D1 can be awarded when learners evidence accomplished songwriting across all genres in their portfolio. 6

7 Contemporary Songwriting Techniques Level 3 Unit 68 LINKS FOR NOS Suite Ref National Occupational Standards CCSMPR 19 CCSMPR 8 CCSMPR 40 Create Lyrics Compose music in music styles Communicate music 7

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