Unit 30:

Unit code: QCF level: Credit value:

Music in Context

L/601/1323 4 15

︎ Unit aim The aim of this unit is to enable learners to examine the contexts within which high and popular musical culture has evolved and continues to develop. ︎ Unit abstract The study of any chosen art form requires placing it in context with other art forms. Any style or feature, regardless of discipline, will have been influenced by previous events. These experiences could be from any source: other art forms, previous personalities, cultural influences as well as social and political trends and demands, religious beliefs and so on. Global influences are hugely important and quickly felt with the ever accelerating capabilities of technology. Any single creation will, in effect, have a creative family tree, an inheritance trail which can be traced back through the creator’s experiences and through previous works and how these in turn were influenced. Disciplines migrate to other forms (for example architecture to art to literature to music). Some events are directly linked (for example how war directly results in works of art, literature, photography, music and film). Other influences have a longer process of evolution (for example the social and cultural origins of pop music to the present-day milieu of genres). Often a completely different development will open new avenues (for example improvements in mechanical recording and reproduction of music and the effect on songwriting). All continue to develop. Learners will be able to research these pathways and understand how the chosen art form resulted in the way it did, and when it did. Study should be as wide and detailed as required to formulate an informed conclusion. On completion of this unit learners will have much greater knowledge and appreciation of how art forms emerge and develop. An awareness of possible future directions which could influence the way music is produced and marketed will also be cultivated. ︎ Learning outcomes On successful completion of this unit a learner will:

1. 1 Understand the key developments in different genres of music 2. 2 Understand a variety of musical genres 3. 3 Understand the cultural contexts that musicians work within 4. 4 Understand the effects of globalisation on music within a wider cross-cultural

context. UNIT 30: MUSIC IN CONTEXT BH029654 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Music – Issue 2 – October 2011 © Pearson Education Limited 2011

UNIT 30: MUSIC IN CONTEXT

Unit content 1. 1 Understand the key developments in different genres of music

Evolution: key periods and artistic movements in popular music and western classical traditions where appropriate; relationships made between modern practices and past practices Influences: cultural and social; political and historical; spiritual; geographical; technological; issues of gender and sexuality; key works; cross-cultural; religious Practitioners: a range of influential practitioners who have helped to shape the direction of music eg Bach, Mozart, Beethoven, Wagner, Schoenberg, Boulez, Caruso, Berlin, Gershwin, Sinatra, Presley, Beatles, Spector

2. 2 Understand a variety of musical genres Styles of performance: different styles of performance characteristics belonging to historical periods and artistic movements eg punk, baroque, jazz Location: the effect that location has on styles of performance and reception; open spaces; studio; site-specific eg carnival, rock festivals Audience: the relationship between audience and the work created eg mods, rockers, demographics of radio audiences, punk, sub-genres, country, bluegrass, indie and brit pop, jazz and cool

3. 3 Understand the cultural contexts that musicians work within Cultural: the conditions under which a musician creates a work of art and how these can affect the completed product eg censorship, early rock and roll, punk, resistance to new ideas (Rite of Spring) Social: the social structures and institutions which musicians operate within; moral and ethical concerns; environmental issues Political: censorship; free expression; manipulation; propaganda

4. 4 Understand the effects of globalisation on music within a wider cross-cultural context Technology: ever-developing technological influences on the production of music; combining music with other art forms; technology within any given period eg recording, playback developments, formats Multi-national: monopolisation of the administration of music by large business concerns (the Big Four); sustainability; copyright law Markets: cross-cultural influences on music; fusions; global opportunities in the marketing of new music; advantages and disadvantages of global availability

BH029654 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Music – Issue 2 – October 2011 © Pearson Education Limited 2011

Learning outcomes and assessment criteria UNIT 30: MUSIC IN CONTEXT

Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1Understand the key developments in different genres of music

1. 1.1 examine extracts from selected works from a contextual perspective

2. 1.2 explain the influences that have been brought to bear on the selected works

3. 1.3 compare a range of practitioners

LO2Understand a variety of musical genres

1. 2.1 analyse the characteristics of different musical genres

2. 2.2 assess the effect location has on the production and reception of a piece of work

3. 2.3 analyse the relationship between the audience and the music

LO3Understand the cultural contexts that musicians work within

1. 3.1 explain the cultural demands placed on musicians

2. 3.2 analyse how the social environment can influence the production of music

3. 3.3 review how political legislation can influence the production of music

LO4Understand the effects of globalisation on music within a wider cross-cultural context.

1. 4.1 evaluate the use and development of technology

2. 4.2 apply appropriate arguments to current business directions

3. 4.3 examine the opportunities offered in a global market looking at both advantages and disadvantages.

BH029654 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Music – Issue 2 – October 2011 © Pearson Education Limited 2011