Context - 1960s

You are currently looking at the music of the 1960s. To understand how and why that music came about, it is important for you to understand what came before and what was happening in society to affect and shape the development of music.

Introductory presentation resource

Please click on your allocated group to access your breakout meet. Keep your main meet tab open so I can call you back. I will pop into your group meets to see how you're doing. If you have any questions during the group activity, please post in the chat of the main meet.

In your groups, you need to research and discuss the developments in the 1960s relating to your topic. For example, what was youth culture like in the 60s and what was new? How did war affect society int he 60s? What major civil rights developments happened in the decade? What technological advances affected music and culture?

Try to keep your points relevant to music and post them to the jamboard as post it notes and links. Add your initials to any posts. You can scroll across the pages of the board to find the one for your group.

 JAMBOARD

Applying to Conservatoires

 If you are thinking of applying to a Conservatoire, then you need to act now!

About the process - https://www.ucas.com/conservatoires

How to register for 'Apply' - https://2021.conservatoires.apply.ucas.com/apply/registrationcontroller

INDUSTRY - Publishing

Publishing presentation & class resource 

SENTRIC are a good publishing option if you don't have a deal with a traditional publisher.  they work in a similar way to AWAL (record company, who also deal with publishing to an extent) and specialise in offering sync opportunities.



You can download an article from Sound On Sound here

Plotting Your Personal Statement

Use this grid to plan the points you want to make for each section.  This will make it easier to write up and ensure that you don’t miss anything vital out!

WHY have you chosen to study/train in this subject area further?

WHAT have you done in and out of college to demonstrate your interest in the course subject?

How does your UAL COURSE relate to your chosen university course/apprenticeship?

What have you learned from your INTERESTS & ACTIVITIES that is relevant to your chosen progression path?

CONCLUSION – What personal experience or ambition can you link to your chosen course to give the statement a sense of completion?

Alternatively, use the UCAS tool - https://www.ucasdigital.com/widgets/personalstatement/index.html#/main

It is also worth registering for UNIFROG if you didn't do this in the first year.

Songwriting - what makes a song?

This week we looked at the concept of music and songwriting and defined and discussed the elements that go into it. 

Some elements were:

Verse

Chorus

Intro

Outro

Bridge

Break/solo

Pre-chorus

We also looked at how these are organised ie AB, ABA, AABB, ABC and strophic (AAA).

Your task was to have n initial discussions and just playing together. You will be working as a band to experience the process of writing collectively in a room, building on what you are learning in Olly and Keith's classes. 

The examples we listened to were:

• folk song:

 

• blues:

 

•  anthems:

 

•  composed and field recorded religious music combined to create music as 'art':

Solo Performance workshop 1 - dynamics

These are the tracks we listened to:








TASK: for next week, please work on your workshop song, developing your use of dynamics and submitting a video. You will perform your track to the class at the start of next week's workshop.

Further info Italian terms can be found HERE

Solo Performance - introduction

This week we looked at what makes a good solo performance and listened to some tracks to illustrate various factors.


Yeah Yeah Yeahs - one song can have an entirely different focus and effect depending on the situation and delivery...



A performance can be intensely powerful when dynamics and tempo are thought about...




Instrumentation can change the feel...




Technology can help you minimise people on stage..