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

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Massamedia en die musiekbedryf

Module by: Siyavula Uploaders. E-mail the author

KUNS EN KULTUUR

Graad 9

PERSOONLIKE EN SOSIALE VAARDIGHEDE

Module 2

MASSAMEDIA EN DIE MUSIEKBEDRYF

MUSIEK

Figure 1
Figure 1 (Picture 1.png)
  • Gedurende die afgelope paar dekades het daar enorme ontwikkeling t.o.v. tegnologie plaasgevind. Ook die musiekindustrie is positief daardeur beïnvloed as ‘n mens kyk na die aantal video’s, CD’s, programme, ens. wat beskikbaar is oor musiek. Ongelukkig hou dit ook negatiewe aspekte in vir die musiekindustrie:
  • A.g.v. die relatief goedkoop digitale tegnologie kan tuisopnames gemaak word.
  • Jy sou tuis jou eie compilations kon maak m.b.v. ‘n CD-skryweren dus net die snitte kopieer waarvan jy hou (dit is onwettig!).
  • Musiek kan van die internet afgelaai word.
  • Dui aan met watter tegnologiese ontwikkelinge jy vertroud is deur ‘n regmerkie of kruisie in die spesifieke blokkie te maak:
Table 1
  Bandmasjien   CD-speler   Radio   DVD-speler
  CD-writer   Televisie   Video’s   Internet

Nou verbonde aan die vooruitgang op tegnologiese gebied is die massamedia! Die massamedia sluit in o.a. die televisie, radio, internet, musiekvideo’s ens. waardeur ‘n groot massa bereik kan word.

Die massamedia bepaal in ‘n groot mate waarna jy luister – nie noodwendig uit vrye keuse nie! Dink byvoorbeeld aan die musiek wat jy hoor by sportbyeenkomste, in winkels, banke, restaurante, lughawes en selfs oor die telefoon as ‘n spookstem vir jou vra om aan te hou of selfs aan te hang!

Aktiwiteit 1 (Individueel en groep)

  • Ondersoek en analiseer advertensies (individueel). Juffrou kan ‘n advertensie kies (radio, TV, ens.) en ‘n opname aan julle voorspeel. Elke leerder ondersoek en analiseer die musiek van die advertensie m.b.v. die volgende vraelys:
Table 2
Die doel van die advertensie?  
Op watter teikengroep is dit gerig? (Jeug, volwassenes, studente, vrouens ens.)  
Is die melodie maklik singbaar?  
Is daar enige trefkrag in die ritme?  
Pas die teks by die advertensie?  
Is die musiek instrumentaal of vokaal?  
Indien vokaal, is dit begeleid of onbegeleid (a capella)?  
Watter instrumente word hoofsaaklik gebruik?  
In watter styl is die musiek? (klassiek, rock, jazz, ens.)  
Sou jy die timbre as lig of donker beskryf?  
Is daar enige byklanke? Beskryf.  
Voel jy die musiek is geskik vir die spesifieke advertensie? Motiveer jou antwoord.  
  • Bespreek nou as klas of daar sekere aspekte is wat ‘n mens sou kon veralgemeen t.o.v. musiek in advertensies.

ASSESSERING

Table 3
Die leerder is in staat om: 1 2 3 4 5 6 7
Nuwe kulturele idees te verken              
Stereotipes te heroorweeg              
Table 4
         
  LU 3.2      

Aktiwiteit 2 (Individueel binne groepverband)

Figure 2
Figure 2 (Picture 3.png)

Wat is vandag populêr?

Skryf ‘n resensie vir die plaaslike of skoolkoerant oor ‘n “uitvoering” van jou geliefkoosde liedjie en/of kunstenaar(s).

  • Leerders word in groepe verdeel, verkieslik volgens elkeen se musieksmaak. Elke groep kan onderverdeel sodat elke leerder ‘n spesifieke aspek behandel.
  • Die eindproduk kan op ‘n A4-vel papier gedoen word sodat elke leerder ‘n fotostaat daarvan aan sy module kan vasheg.
  • Lees gerus musiekresensies in koerante en tydskrifte om idees te kry ten opsigte van uitleg en aanbieding.

Wees oorspronklik!

Die berig moet die volgende insluit:

  • Naam en foto van Band of kunstenaar
  • Algemene voorkoms ten opsigte van modestyl
  • Naam van Song
  • Styl waarin die spesifieke lied is bv. country, rock, rap, kwaito, gospel ens.
  • Samestelling van die orkes: m.a.w. watter instrumente gebruik word
  • Kritiese bespreking van die lirieke
  • Kritiese bespreking van die komposisie as sulks met verwysing na sekere elemente van die musiek soos bv. ritme, melodie, harmonie, timbre, ens.
  • Bespreking van die uitvoering as sulks met verwysing na die sanger(s), instrumentaliste: balans, atmosfeer, ens.
  • ‘n Rating uit 10
  • Tips vir verbetering!! (Net vir waaghalse!)

Die eindproduk, tesame met ‘n gedeelte van die musiek, moet aan die res vandie klas voorgedra word.

AFLEIDINGS:

Die jeugkultuur ten opsigte van populêre musiek in my klas is:

Moontlike redes waarom hierdie tipe musiek die gewildste is:

ASSESSERING

Table 5
Die leerder is in staat om: 1 2 3 4 5 6 7
Massamedia te omskryf              
Doelgerig en gedissiplineerd in ‘n groep te werk              
‘n Kreatiewe bydrae te lewer tot projek              
Kritiese evaluering van advertensie te gee              
Spesifieke elemente van musiek te evalueer              
Stil te luister na musiek              
Sensitiwiteit teenoor ander se musiekkeuses te toon              
Table 6
         
  LU 3.7      

Assessering

Table 7
Leeruitkomstes(LUs)
 
LU 3
deelname en samewerkingDie leerder is in staat om persoonlike en sosiale vaardighede te toon deur individueel en in groepe aan kuns- en kultuuraktiwiteite deel te neem
Assesseringstandaarde(ASe)
 
Dit is duidelik wanneer die leerder:
ALGEMEENtov 3.1-3.4 hieronder, die volgende toon:
3.1 sensitiwiteit t.o.v. ander se musiekkeuses, kunsvoorkeure, ens;
3.2 bereid is om nuwe kulturele idees te verken en stereotipes te heroorweeg;
3.3 eie, groep en veranderende identiteite erken;
3.4 die vermoë toon om eie bydraes in enige kunsvorm uit te druk.
3.8 VISUELE KUNS
  • die invloed van die massamedia op die gemeenskap begryp.
3.7 MUSIEK
  • spesifieke elemente van musiek in advertensies en populêre musiek kan identifiseer en vertolk.
3.6 DRAMA
  • verantwoordelikhede binne groepverband kan deel.
3.5 DANS
  • dansmaat-vaardighede en danssekwense toon om kontrasterende en komplementerende vorms te skep, asook die vermoë toon om die gewig te kontrabalanseer met ‘n maat.

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