BMA0D230 – Music in Context

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Module code
BMA0D230
Module title
Music in Context
Prescription
This module examines music that is designed, developed and produced in conjunction with other artistic media. Using both historic and contemporary examples, students will explore the relationship between music and the context in which it arises, in particular; film, theatre, advertising and other media. The methods and conceptual models examined in Audience, Message and Context are applied to an elective focus for the production of work.
Programmes
  • BM9601
NZQA Level
Level 6
NZQA Credits
15
Delivery method
  • Web-Enhanced
Learning hours
Directed hours
60
Self directed hours
90
Total learning hours
150
Resources required
Learning Outcomes
2LEARNING OUTCOMES AND PERFORMANCE CRITERIA
2.1 Understand a process which advances the structured and reflective refinement of a sound composition brief
-identify the situations and issues set in the course brief
-complete self-directed research and reflect upon working processes
-structured resolution of a process through the generation, regeneration, manipulation and refinement of ideas
-discuss with peers and tutors the individual working process adopted
-show evidence of independent and interdependent processes for working

2.2 Comprehend a collaborative process for intermedia projects
-address deadlines and time management using a timeline
-discuss the consultation process for the collaborative design of intermedia projects
-adopted roles in a collaboration are successfully and equitably played

2.3 Recognise the historical and contemporary issues that relate music to other artistic media
-investigate the historical and contemporary applications of music in interdisciplinary contexts
-describe and discuss the role of music in the moving image medium
-explore the relationship between music and the performance arts ie dance and theatre
-describe and discuss interdisciplinary contexts for music
-examine aesthetics and purposes
-identify music imperatives, priorities and preferences in a selected context
-identify and understand the role of subtext music, transition music and featured music in moving image contexts


2.4 Understand the social production of meaning in media arts domains
-theories of signification are examined and applied to the production of works
-theories of genre are examined and applied to the production of works
-the interrelationships between convention, genre, style, context, site and audience and the production of meaning in works are analysed and tested
-procedures, skills and techniques appropriate to selected media conventions are tested and developed
-notions of currency and significance in media arts domains are explored

2.5Comprehend a process of graded assessment
-employ a vocabulary for describing work
-demonstrate the integration of conceptual knowledge and practice
-consider and reflect upon composition processes and decisions
-participate in ongoing formative assessment
-consider, discuss and document self and peer performances for graded assessment

Content
3CONTENT AND PROCESS
3.1 Music contexts
Music in theatre
Music in film
Music in other media

3.2 Intermedia musical considerations
Dramatic analysis
Background music and atmosphere
Authenticity: era and fashion
Creating continuity
Psycho-acoustic effects of music
Action and dramatic inflection
Integrating text, music and image
Identifying significant events and dramatic imperatives
Pace and intensity

3.3 Composition Practice
Tension and release
Relationship between subject matter, content, style and format
Producing gestural abstract sound
Exploring the use of song in intermedia contexts

3.4 Communicating with a range of cultures
Content of interest to a Maori audience
New Zealand cultural identities
Content from at least one other culture
Modes of address appropriate to the audience
Learning and Teaching Resource
4LEARNING PROCESS
Students examine issues of form and technique through exercises and project briefs prescribed by lecturer.
Students research content for their own assignments.
Students adopt structure prescribed by lecturer for working through projects.
Students adopt procedures prescribed by lecturer, students identify specific questions within those topics.
Students participate in informal presentations of their work.
Students participate in formative assessment according to criteria set by lecturer.
Students receive feedback on their performance through graded assessment performed by lecturer.