Mi EL-week1 slides Black and white \"music in everyday life\" PDF

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Mi EL-week1 slides Black and white "music in everyday life" week 1 - what is music?...

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MUSI10037

6/3/19

MUSI 10037 – Music in everyday life ¡ Week 1 § 2019.03.06

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Music in everyday life (MUSI 10037)

www.research about listening.com @StudyListening

Why are we here? What is this unit?

Photo by Spencer Imbrock on Unsplash

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Why are we here? What is this unit?

Photo by Spencer Imbrock on Unsplash https://img.scoop.it/tiZCX1XKy1Z5YS827VTaaTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9

Subject Overview (in the handbook / subject guide) This subject explores the types of music that constitute the soundtrack of our lives. We all experience music every day, but how deeply do we really listen to it? What critical faculties do we employ when we stop to think about our taste in music, and why do we choose to listen to what we do? Active listening, as opposed to passive hearing of music, is a key element in this subject. We will help you develop a range of critical skills that will allow you to think conceptually about music and therefore to understand and enjoy music at a deeper level. You will acquire a set of tools and a working vocabulary for discussing, describing and analysing music. You will be better equipped to discuss the music you love and talk about why, when, and how you choose to listen to it. You will be exposed to a wide range of musical styles and genres, including popular classical, contemporary, jazz, and non-Western.

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Dr Amanda Krause

Prof Jane Davidson

Dr Kirsten Stevens

Dr Alex Crooke

Mr Fred Kiernan

Ms Kate Macfarlane

Co -Ordinator, Lecturer

Guest Lecturer

Guest Lecturer

Guest Lecturer

Guest Lecturer, Tutor

Tutor

academic journey ) in psychology, child psychology, & music therapy MS in Urban education MA in Applied music psychology PhD in music psychology

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Musical background includes: Playing • Oboe • Saxophone • World percussion in bands, orchestras, choirs & teaching music to primary school (pre-k – year 8) students in the US http://www.californiakeyboards.com/wp-content/uploads/2017/07/oboe.jpg https://www.instrumentalsavings.com/wp-content/uploads/2017/02/TTS-87-img1 https://percussionplus.co.uk/wp-content/uploads/2017/08/PP6646.jpg https://az58332.vo.msecnd.net/e88dd2e9fff747f090c792316c22131c/Images/Products12200-1200x1200-28742459.jpg

Research expertise in: 1. the ways that music engagement is changing in today’s digital climate • everyday listening practices • technologies: access and selection 2. impact of music engagement on wellbeing • both music making and music listening 3. Music aesthetics • artificial intelligence and processing music characteristics • trends in pop music lyrics https://www.dymocks.com.au/Pages/ImageHandler.ashx?q=9780198818830&w=&h=310 https://journals.sagepub.com/na101/home/literatum/publisher/sage/journals/content/poma/2019/poma_47_1/poma_47_1/20181127-01/poma_47_1.cover.png

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Photo by Nathan Dumlao on Unsplash

https://iview.abc.net.au/show/what-is-music / and on YouTube

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Photo by Emily Morter on Unsplash

In MUSI10037, we are trying to answer one big question:

¡ What role does music play

in our everyday life?

Photo by Emily Morter on Unsplash

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In trying to answer one big question… We will address many ‘little’ and ‘medium’ questions: ¡ ¡ ¡ ¡ ¡ ¡ ¡

How can we talk about the music we experience/like? What shapes our music preferences & experiences? When, where, how, why do we listen to music? Do we always get to choose what we hear – does it matter? How does music influence us? How does it make us feel? How does it make us move? Can it affect our performance? How do we experience performances? Etc. Photo by Emily Morter on Unsplash

How do we answer our big question? There are many perspectives to studying music! Including: ¡ Musicology ¡ Ethnomusicology ¡ Music theory ¡ Practice-based research ¡ Music information retrieval ¡ Sociology of music ¡ Psychology of music Photo by Dayne Topkin on Unsplash

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Musicology ¡ Started in 1880s ¡ Scholarly analysis + research-based study of music ¡ Umbrella term, often refers to historical musicology but can include many other disciplines

Guido Adler http://commons.wikimedia.org/ wiki/File:GuidoAdler.png

Historical musicology ¡

¡

the study of past musical forms and cultures, and their performance, transmission and reception throughout recorded history to present day. interprets the cultural meanings of musical expression through the critical examination of musical scores, texts, instruments and other artefacts.

Photo by Ira Selendripity on Unsplash

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Popular music studies ¡ ¡

Emerged in the 1980s Focuses on popular musics past and present

Photo by Jan Střecha on Unsplash

Cognitive musicology ¡

the study of computational modeling of music

Systematic musicology ¡ Includes music acoustics ¡ Science and technology of musical instruments

Photo by Oleg Ivanov on Unsplash

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Ethnomusicology ¡ ¡ ¡

Emerged circa 1950 the study of a music in its cultural context(s), according to its own terms The Society for Ethnomusicology states: § “Ethnomusicologists approach music as a social process in order to understand not only what music is by why it is: what music means to its practitioners and audiences, and how those meanings are conveyed.” http://www.ethnomusicology.org/?page=whatisethnomusicol

Music theory ¡ ¡

Describes the elements of music Includes the development and application of methods for composing and analyzing music through notation/sound

Photo by rawpixel on Unsplash

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Performance practice and research Performance science ¡ ¡

¡

= Practice-based inquiry Considers the practice of performing, how to enhance it, and how it is perceived Findings often be applied in music education

Photo by Samuel Fyfe on Unsplash

Music information retrieval (MIR) ¡ ¡ ¡

Growing discipline Includes combination of informatics and machine learning Major topics include § Recommender systems § Automatic categorization/ recognition of instruments/ features § Computerized transcription Photo by Markus Spiske on Unsplash

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Sociology of music ¡

¡

¡ ¡

Examines the social aspects of musical behaviours and how music operates in human society on a day-to-day level Examines all kinds of music, but has been particularly interested in the field of popular music Theodor Adorno (1903-1969) Tia DeNora’s (2000) book examines the power of music to create human agency

DeNora, T. (2000). Music in everyday life. Cambridge, UK: Cambridge University Press.

Image from https://www.booktopia.com.au/

Music psychology = Psychology of music ¡ ¡

Aims to understand musical behavior and experience § How music is perceived, created, responded to… Has (sub)disciplines like psychology, including: § Perception and cognition § Evolutionary § Neuro § Affective responses (emotion) § Social and applied

https://www.youtube.com/watch?v=vHd6zbZZiLg

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Social and applied psychology of music § Paradigm shift to investigating

the purpose and implications of musical experiences in naturalistic contexts (North & Hargreaves, 2008)

§ Investigating ‘real world’ musical

experiences North, A. C., & Hargreaves, D. J. (2008). The social and applied psychology of music. Oxford, UK: Oxford University Press.

Photo by Goh Rhy Yan on Unsplash

MUSI100037 ¡

¡

Draws on these disciplines / approaches § & music psychology, in particular Topic requires critical examination § that is research-driven and theory-focused

Photo by Debby Hudson on Unsplash

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What does this mean? ¡

We are researchers undertaking scholarly work to answer questions concerning the role of music in our everyday lives

Photo by João Silas on Unsplash

To scaffold and facilitate our learning journey: ¡

LMS

¡

Subject guide § They overview and outline the

entire unit § Your first stop for information

Photo by Denise Jans on Unsplash

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To scaffold and facilitate our learning journey: In lectures: ¡ Lecture slides, audio, video, discussions ¡

Poll everywhere

Photo by rawpixel on Unsplash

To understand content and complete assignments: ¡

Scholarly publications § Books, book chapters, journal articles

Opportunity to extend your learing outside class: ¡

Attend a live performance at the MRC

¡

For twitter users, Dr Krause tweets about music psychology as @StudyListening Photo by rawpixel on Unsplash

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Week Week 1 (04-08 March) Week 2 (11-15 March) Week 3 (18-22 March) Week 4 (25-29 March) Week 5 (01-05 April) Week 6 (08-12 April) Week 7 (15-19 April)

Lecture Topic Unit introduction Elements of music 1 Elements of music 2 Elements of music 3 Musical taste Developing performance Enjoying performance Non-teaching week Week 8 (29 April – 03 May) Accessing and selecting music Week 9 (06-10 May) Social forces on our relationship with music Week 10 (13-17 May) Music in media Week 11 (20-24 May) Week 12 (27-31 May)

Music in retail Music and well-being

Assessment component

Grade percentage

Lecturer Dr Amanda Krause Mr Fred Kiernan Mr Fred Kiernan Mr Fred Kiernan Dr Amanda Krause Prof Jane Davidson Prof Jane Davidson Dr Amanda Krause Dr Alex Crooke Dr Kirsten Stevens Dr Amanda Krause Dr Amanda Krause Dr Amanda Krause

Due date

Weekly participation in 9 web- Week 3 -10: 4% per week Weekly based quizzes Week 11: 8% 500-word written assignment 20% Friday, 29 March 1500- word written assignment 40%

Friday, 31 May

¡ Complete details on LMS (Assessment area) ¡ Hurdle: All assessment components must be attempted in order to

pass the subject.

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Learning outcomes (in the handbook / subject guide) On completion of this subject students should be able to: 1. Understand core musical concepts 2. Discriminate aurally between different musical styles according to their musical characteristics 3. Apply enhanced listening skills to analyse different types of music 4. Articulate your impressions about music coherently using an appropriate technical vocabulary 5. Engage with music on a critical and analytical level

How does MUSI10037 work? As valuable members of the MUSI10037 team, it is expected that each student will: q q q q q q

Attend the weekly lecture and tutorial, and come prepared to participate in the discussions. Engage with the set readings each week by downloading (and/or printing) these from the LMS, and completing these readings before class. Complete the three assessment tasks on time, and with appropriate academic research and writing standards. Research, research, research. There are suggested readings, databases, and resources on the LMS. The more you put in to this course, the more you will get out. Have an opinion! Speak up in tutorials, ask questions in lectures, and support your peers by respecting their right to an opinion too. Ask for help – but use the resources available to you too. q The Co-Ordinator and Tutors have weekly consultation hours and can be reached by email, q BUT if you have a question about assessment, research resources, lecture content or readings, you’ll almost certainly find the answer on the LMS – so please check there first!

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How does MUSI10037 work? To help the MUSI10037 team on its journey, your Unit Co-ordinator will: q q q

q

q q

Ensure that the forthcoming week’s class content (e.g. readings, handouts) is uploaded 1-2 weeks prior, allowing plenty of time for students to engage with this. Discuss each written assignment in detail at least 2 weeks before each task is due, making sure to explain the assessment criteria and to offer tips for research/resources. Work with the tutors to mark each assessment as quickly as possible, and provide feedback to help with later assessments. Feedback for each assignment will be uploaded/returned to students no later than two weeks after original submission. Clarify concepts, suggest resources, and help solve research conundrums with any student that asks, either in person (at lectures, or in consultation hour) or by email. Please note: do not leave these sorts of questions to the last minute, as there is no guarantee the Unit Co-ordinator will be able to help you in time! Be available each week for one-on-one consultation (by appointment) with students. Be excited to hear each student’s ideas and opinions, and be respectful of the diversity of views that will surely arise!

Arts West/ the Library Tute

Melba Hall

Consultation rooms on second floor

Conservatorium bldg. Royal Parade entrance

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To get us started thinking about music in everyday life: ¡

Let’s check out some stories from the news

Photo by Andris Romanovskis on Unsplash

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Group activity 1. Form small groups 2. You’ll get a short newspaper article and a question for discussion 3. We’ll re-group to share & discuss

Photo by Ryoji Iwata on Unsplash

Stealing or influencing ¡ Copyright issues

Photo by Ar Meftah on Unsplash

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Stealing or influencing ¡

Re: Ed Sheeran and Marvin Gaye: https://www.youtube.com/watch?v=0kt1DXu7dlo https://www.youtube.com/watch?v=z1YxFjQXbXg

¡

Re: Blurred lines and Got to give it up: https://www.youtube.com/watch?v=-1COYitP8hI https://www.youtube.com/watch?v=Yy1sj6JdRUc

What we hear in public ¡ Pigs vs golf course atmosphere ¡ Starbucks

Photo by Ali Yahya on Unsplash

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Because we don’t have earlids… Unless you’re this guy: https://www.youtube.com/watch?v=XvZD19godvQ

Lyrics used in court cases ¡ Rappers’ lyrics = intention of crime?

Photo by rawpixel on Unsplash

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What do animals think of our music? ¡ ¡

Sharks love jazz https://www.youtube.com/watch?v=017GezzgG2Y Cows and an accordion https://www.youtube.com/watch?v=IypL_EcI9XE

Photo by Tim Wright on Unsplash

Public spaces, loitering & anti-social behaviour ¡ ¡

McDonalds London underground

Photo by Barry McGee on Unsplash

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Taking an escalator versus the stairs ¡ ¡

Stockholm, Sweden: https://www.youtube.com/watch?v=SByymar3bds Auckland, NZ: https://www.youtube.com/watch?v=c0lHPRWf9co

Photo by Andre Benz on Unsplash

The Mozart effect ¡ ¡

and the influence of background music https://www.youtube.com/watch?v=cBlgurKd9NU

Photo by Larisa Birta on Unsplash

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Auditory illusions? ¡

Yanny vs Laurel? https://www.youtube.com/watch?v=yDiXQl7grPQ

Articles used in the lecture activity: ¡ Blurred lines copyright: https://www.abc.net.au/news/2018-03-22/court-rules-with-gaye-family-in-blurred-linescase/9576518 ¡ Ed Sheeran copyright: https://www.abc.net.au/news/2019-01-04/ed-sheeran-margin-gaye-plagiarism-case-going-tojury/10685922 ¡ Cows’ milk production: https://www.npr.org/sections/thesalt/2014/03/06/285314648/secret-life-of-cows-part-deuxmilking-mood-music ¡ McDonalds: https://news.sky.com/story/big-bach-and-fries-mcdonalds-cuts-anti-social-behaviour-with-classicalmusic-11290515 ¡ The Mozart effect: http://www.bbc.com/future/story/20130107-can-mozart-boost-brainpower ¡ Murillo lyrics in court: https://arstechnica.com/tech-policy/2015/07/online-rapper-must-face-the-music-stand-trialfor-threatening-lyrics/ ¡ Melly court lyrics: https://www.thefader.com/2019/02/20/ynw-melly-murder-on-my-mind-charis-e-kubrininterview?utm_source=tftw ¡ Pigs v. golf course: https://www.theguardian.com/world/1999/apr/12/michaelellison ¡ Sharks love jazz: https://www.theguardian.com/music/2018/may/10/sharks-love-jazz-macquarie-university-sydney ¡ Starbucks Employees: https://www.cbc.ca/radio/thecurrent/the-current-for-february-25-2019-1.5032165/starbucksmusic-is-driving-employees-nuts-a-writer-says-it-s-a-workers-rights-issue-1.5028163 ¡ Music in the underground: https://www.independent.co.uk/arts-entertainment/music/features/mind-the-bachclassical-music-on-the-underground-800483.html ¡ Yanny v. laurel illusion: https://www.theguardian.com/technology/2018/may/16/yanny-or-laurel-sound-illusion-setsoff-ear-splitting-arguments

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