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CPHS_IB Music - Musical Cultures Project: 1. Define Topic

Standards Met: 11.14.7.7, 11.14.8.8, 11.14.9.9

Ms. Grivna's Assignment

The Anatomy of the Musical Links Investigation

 

·         MLI compares two different pieces of music

·         Each piece is from a different and distinct musical genre (see vocabulary)

·         Contains two musical links (see vocabulary)

·         MLI includes comparison of similarities and differences of musical issues

·         Focus is on the musical aspects rather than history, instruments, and orchestration, performers, biography, etc.

·         Format needs to be a media script, i.e. magazine article, radio or TV show script, website, powerpoint presentation, etc.

·         No more than 2,000 words

·         Include discography, bibliography, references

·         Can include a recording of pieces used

 

Choosing the Musical Links Investigation Topic 

 

This investigation is to be written by the student.  The teacher will guide you with help when needed.  The most important aspect of the investigation is choosing a topic which includes two musical links between the two chosen pieces.  Choosing the appropriate pieces and links will help you to successfully analyze the similarities and differences between the two pieces.

 

Choosing your MLI topic is the most important aspect of ensuring your success.  It consists of three parts:

            1. The Choice of Distinct Musical Cultures

             2. The Musical Pieces

             3. The Musical Links

Student Guide to the Musical Links Investigation

 

Step One:  Choosing 2 Distinct Musical Cultures and 2 Pieces of Music

 

Review the World Music you have studied, listen to world music you enjoy, watch Youtube videos of performances of various types of folk music.  Are there any pieces you would like to learn more about through this project?

 

List several pieces of music below, understanding that the pieces you choose for the Musical Links Investigation must have 2 musical links and be from contrasting musical cultures. At this point, you may or may not have identified the musical links.  This will be explored more thoroughly in Step Three.

Name of Piece:

Composer:

Musical Culture Represented:

 

 Name of Piece:

Composer:

Musical Culture Represented:

 

 Name of Piece:

Composer:

Musical Culture Represented:

 

Name of Piece:

Composer:

Musical Culture Represented:

·         Read through the rest of the steps in this musical links investigation worksheet. 

·         Reflect on the pieces you have chosen and which would satisfy the criteria most thoroughly. 

·         Now go back and star the two pieces that best fit the criteria. 

These are the two pieces you will work through in the following steps. 

Step Two:  Research

 

Using the resources available to you, conduct an internet search, explore your school, city, or possible nearby university library.  These websites, magazines, books, etc. will be the basis for your bibliography and quotes/footnotes.  You will need to have a discography which will be compiled from the recordings of the pieces you are using.

  

Write your bibliography below after you have located the resources you will use:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Write your discography here, citing the recordings you are using:

 

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Step Three:  Analyzation

 

Materials Needed:  recordings and scores, if possible

 

Name of Selected Piece #1: __________________________________________________________________

 

Composer:  ________________________________________________________________________________

 

Culture:  __________________________________________________________________________________

 

 

Name of Selected Piece #2: __________________________________________________________________

 

Composer:  ________________________________________________________________________________

 

Culture:  __________________________________________________________________________________

 

Note-taking process:

 

Write a chronological timeline of your piece as though you were describing a sporting event or a play-by-play event.  You will need access to an audio recording.  A score will help, though this is not always available for some pieces.  You can use bullet points for this part of the note-taking.  Use good music vocabulary and terminology to describe the events you hear.  Think in terms of the elements of music:  harmony, melody, rhythm, texture, and form.  Write down as thoroughly as possible a narrative of musical events in your selected pieces.  Break the piece down into sections.  Stop the recording often to take notes.

 

Here is an example:

·         Piece begins with full orchestra stating a 4 measure homophonic legato melody in a major key.  This piece sounds like it is in triple meter.

·         On the 5th measure, a trumpet trio plays a fanfare with accented, short notes which are in sharp contrast to the legato sounds of the first 4 measures

 

Use a Word Document format for ease in completing your finished Musical Links Investigation Media Script.

Step Four:  List Similarities and Differences

 

Recurring similarities

Ask yourself as you review your written, bulleted analyzation from Step Three, “What parts of these pieces sound alike?  Is there a consistent recurring similarity between both of them?  What are two musical elements that they both contain frequently?”  These are the musical links which will be a major component of your Musical Links Investigation.

 

1)  Write all the musical similarities below.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

2)  Circle the musical links or similarities which occur most often.

 

3)  Listen back through your pieces and list where these musical links occur in both pieces either by measure number or timed place in the music.  This is the key to your Musical Links Investigation (MLI).  The musical passages are the supporting material and will need to be quoted or stated as you write your MLI.  List passages either below or on another document.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

4)  Now go through your written analyzation again, this time listing the similarities (other than the musical links) and the corresponding musical passages which support these similarities.

 

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

5)  List below the differences between the 2 pieces of music and the corresponding musical passages.

 

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step Five:  Choosing the Format for Media Script/Length

 

The IB states the following in regard to format:

“Mass media communication in the 21st century has many formats such as radio, television, CD-rom, the Internet, printed article, or lecture. The MLI should be conceived for any relevant mass media communication.

 

It is essential that the MLI engages the interest of the audience of reader and communicates the student’s involvement with the subject matter.  A range of possibilities could include straight forward narration, conversation or interview, or dramatization.  However, the focus is to be on the music itself, and not on peripheries such as biography, or social discourses that may detract from the investigation.  Scripts that concentrate on such peripheries at the expense of content are unlikely to be successful.

 

The length of the media script at both HL and SL is no more than 2,000 words.  The variety of styles of media script may affect the length of the student’s MLI.  For example, a student who presents similarities or differences in tabular form as part of a website could achieve the same outcome in fewer words than as a student who writes in a more narrative form, such as a magazine article or a radio show.  Both approaches are equally acceptable.  Therefore, there is a degree of flexibility in the number of words used.  However, if students exceed 2,000 words, examiners are instructed not to read beyond the word limit, and will award achievement level 0 in Criteria D.

 

For the purposes of external assessment, students must submit a paper copy of the media script, regardless of the medium chosen.  For example, in the case where a student has chosen to present the information as a website, the screenshots must be printed out in order for the submission to be examined.”

 

Questions to answer below:

1)  Of the media script options stated above, what am I most comfortable writing in?

______________________________________________________________________________________________________________________________________

2)  Which format will best display the points I would like to make in my MLI?  Why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Reminder:  if you are not comfortable with using websites or power points, you can choose magazine articles, interviews, or narratives.  However, the MLI is not an essay and does need to engage the audience.

Step Six:  Rough Draft

 

Begin writing your rough draft, compiling the information you have uncovered through the previous steps.  Use your musical links information as a primary point with the corresponding passages that substantiate this.  Also include similarities and differences with corresponding musical passages.  Include your bibliography and discography along with quotes or footnotes.  Hand in a rough draft to your teacher.  Use the MLI rubric as a checklist for your MLI. (Criteria A is found on page 2 of this booklet).