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    This module and collection are included inLens: Siyavula: Arts & Culture (Gr. 7-9)
    By: Siyavula

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Popular music culture

Module by: Siyavula Uploaders. E-mail the author

ARTS AND CULTURE

Grade 9

PERSONAL AND SOCIAL SKILLS

Module 2

POPULAR MUSIC CULTURE

MUSIC

Figure 1
Figure 1 (Picture 1.png)
  • During the last few decades there has been enormous development in the area of technology. The music industry has also been affected positively, if one looks at the amount of videos, CDs, programmes about music, etc. that are available. Unfortunately there have also been negative factors for the music industry
  • Because of relatively inexpensive digital technology, copies of music can be made in one’s home
  • You could make your own compilation of different pieces of music by using a CD – writer (although this is unlawful)
  • You are able to ‘download’ music from the Internet
  • Indicate the aspect of technology with which you are familiar by making a cross in the specific block:
Table 1
  Tape recorder   CD player   Radio   DVD player
  CD writer   Television   Videos   Internet

Closely related to the technological developments is the mass media! Mass media, amongst others, include television, radio, the Internet, music videos, etc. These are media that are able to reach masses of people.

The mass media determine to a large extent what you listen to – not necessarily by free choice! Just think of the music one hears at sports meetings, in shops, in banks, in restaurants, in airports and even over the telephone when you are asked to ‘hold on’.

Figure 2
Figure 2 (Picture 2.png)

Activity 1 (Individual and group)

  • Investigate and analyse advertisements (individual). The educator can choose an advertisement (radio, TV, etc) and play a recording of it. Each learner must investigate and analyse the advertisement by means of the following questionnaire:
Table 2
The aim of the advertisement  
Who is the target group? (Youth, adults, students, women, etc.)  
Is the melody easy to sing?  
Is there anything attractive about the rhythm?  
Does the text suit the advertisement?  
Is the music instrumental or vocal?  
If vocal, is it sung with accompaniment or not (a capella)?  
Which instruments are used?  
In what style is the music composed? (Classic, rock, jazz, etc.)  
Would you regard the timbre as dark or light?  
Are there any sound effects? Describe.  
Do you regard the music as suitable for the specific advertisement? Motivate your answer.  
  • Discuss whether any aspects with regard to music in advertisements can be generalised. Sum up your findings:
Table 3
         
  LU 3.2      

Activity 2 (individual within a group)

Figure 3
Figure 3 (Picture 3.png)

What is popular?

Write a review of a ‘performance’ of your favourite song or by your favourite artist/s for the local school newspaper.

  • Learners must be divided into groups, preferably according to their tastes in music. Groups can be further divided so as to ensure that each learner gets to deal with a specific aspect.
  • The end product can be presented on an A4 sheet of paper, so that it can be photocopied and each learner can receive a copy to attach to his or her module.
  • Read music reviews in newspapers and magazines to get an idea of the layout and the presentation.

BE ORIGINAL!

The report/review must contain the following:

  • Name and photograph of the group/band or the artist
  • General appearance related to fashion
  • Name of the song
  • The style of the song, e.g. country, rock, rap, kwaito, gospel, etc.
  • Composition of the group: i.e. which instruments are used
  • Critical discussion of the lyrics
  • Critical discussion of the composition as such, with references to musical elements such as rhythm, melody, harmony, timbre, etc.
  • Discussion of the performance with references to the singer/s, instrumentalists, balance, atmosphere, etc.
  • A rating out of 10
  • Advice on improvement (only for the audacious!)

The end product, together with a portion of the music, must be presented to the class.

CONCLUSIONS:

The youth culture in my class in regard to popular music is:

Possible reasons why this music is the most popular:

Table 4
         
  LU 3.7      

Assessment

Table 5
Learning Outcomes(LOs)
 
LO 3
participation and cooperationThe learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment Standards(ASs)
 
This is indicated when the learner:
GENERAL
3.1 is sensitive towards the music and art form choices of others;
3.2 is prepared to explore new cultural ideas and to re-evaluate stereotypes;
3.3 acknowledges own, group and varying identity;
3.4 expresses his or her own contribution in any art form;
3.8 VISUAL ARTS
  • is aware of the influence of the mass media on society;
 
3.7 MUSIC
  • is able to identify and interpret specific elements of music in advertisements and popular music;

Memorandum

In this module we focus on technology, mass media and popular music culture by means of self-discovery. Learners must be encouraged to make use of the technology at their disposal.

  • The following is a summary of the different activities in Module 1:

Activity 1 (individual and group)

A specific advertisement is listened to and then ‘analysed’. The activity can be extended from radio to television, etc.

Activity 2 (Individual within a group)

Learners must give a critical analysis in the form of a newspaper review of a song that is known to them. The questions that have to be answered will lead them to listen to specific elements.

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