Charlie Hebdo

Charlie Hebdo

In January 2015, there was a shooting in Paris that caused the world to re-examine freedom of speech and expression. Use the resources below as a starting point to research the following key questions.

• What is Charlie Hebdo and what is it about?
• Who is claiming responsibility for the shootings?
• Why did they attack?
• What was it about Charlie Hebdo that caused such offence?
• How does Salman Rushdie feel about it?
• What did George Galloway say about it?
• Do you think the incident broke Freedom of Expression laws?
• Do you think the shootings were an act of terrorism or protest?
• What do YOU think about the whole situation?

https://en.wikipedia.org/wiki/Charlie_Hebdo_shooting
Liberty, Freedom of Speech & Protest
Guardian, Freedom of Expression
Guardian, Salman Rushdi's opinion
The Telegraph, is Charlie Hebdo that clever?
The Independent, George Galloway's opinion
Charlie Hebdo covers translated and explained
What 'Je Suis Charlie' has become
Charlie Hebdo site
Charlie Hebdo attack wiki
The killers
Secularism in France
Reactions to the first issue after the attack

KEY WORDS/PEOPLE

Charlie Hebdo
Freedom of Speech
Freedom of Expression
Satire/satirical
Salman Rushdie
George Galloway
Terrorism
Protest
Laicite

FUNKY JUNK PERFORMANCE

FUNKY JUNK PERFORMANCE

PLAYLIST

Course Title	UAL Level 3 Music Performance and Production Yr2
Task Title	Task 2: Dissertation
Unit Title	Unit 11: Exploration of Specialist Study and Context
Assessor	Keith Moliné

         

Vocational Context

Being able to express your thoughts and opinions is vital in academic writing and everyday life.

The Brief

Write a 2000 word dissertation about a subject related to your area of interest as a musician. Confirm the topic and question of the dissertation with me before you start writing. You must show evidence of critical thought and go beyond simple observations. Include a bibliography presented in the Harvard style of referencing and make sure any information you have taken from external sources is properly cited in the text. DEADLINE: 5PM 23RD MARCH 2018 Submit your essay as a blog post, titled ‘Dissertation’ and labelled ‘Unit 11’, as well as e-mailing a word document of the essay.

Learning Outcomes	Assessment Criteria
1. Understand the principles and practices of a chosen discipline.	1.2 Apply knowledge and understanding of critical perspectives to inform own practice.
2. Be able to locate and evaluate information from a range of written and /or visual sources.	2.1 Identify a range of relevant academic and cultural sources for a personal research project.
	2.2 Critically evaluate information from a range of sources to inform ideas.
3. Be able to communicate ideas and arguments in an academic form.	3.1 Apply academic conventions in the production and presentation of ideas.
	3.2 Effectively communicate ideas in appropriate formats.

Harvard Referencing - A quick guide (LINK)

Final Collaborative Performance Project - The Proposal

Final Collaborative Performance Project - The Proposal

Things to include in your proposal

Introduction: briefly describe what your project is and what the outcome will be. 

e.g. This project will focus on completing a recording of three original pieces. One of the pieces will be performed live during the summer gig. 

Context: what is your background and why does this help develop your skill set?

e.g. As a songwriter, most of my work has been written for solo piano and my voice. I would like to see how the introduction of more instruments will affect the songwriting process and help develop my sound as an artist. 

Outline research plan: what will you be investigating in the project? How will this affect your work? 

e.g. My research will fall into three main categories. 1) I will look at the work of (insert artists here) and analyse the different elements in their songs. This will help inform my own songwriting. 2) I will look at different methods of arranging songs for (insert genre here) in order to inform the way that I use (insert instrumentation here) in my work. 3) I will find research different ways to prepare a recording and compare the differences between live recording or multitrack recording. 

Case Studies: find three models of music making (or other relevant area) and embed the media. Explain why it is relevant.

e.g. This video of Kamasi Washington playing a jazz gig with band, string orchestra and choir shows a clear way to join together written notation and improvisation. 

Methodology: how will you achieve what you are aiming for?

e.g. In order to achieve these goals I will need to do the following: develop my songwriting skills, develop my arrangement skills, develop ways of communicating ideas to my band, develop ways to lead sessions, create demo versions to send to the band, create pre-production of my tracks before the recording session, etc. During my week I will need to set targets and reflect on whether I have achieved them or not. 

Timeline: you have eight weeks to complete this. Make sure it is doable. Show what will happen week by week.

e.g. Week 1 - research key artists and analyse their work. Find a band of musicians and define the instrumentation I will be working with. Start work on the first piece and input ideas into Logic X. Send ideas to band members. 
Week 2 - etc. 

Bibliography: are there any albums, books, online articles, films that might help you? We'll look into Harvard referencing at a later date.

e.g. Neville, C. (2010) The Complete Guide to Referencing and Avoiding Plagiarism. 2nd Edition. Maidenhead: Open University Press

General Pointers

• We'll have a half-way point performance and presentation so that your classmates can give you feedback on your work to date. This is really important to UAL. 
• Your gig will be on Monday 21st May. 
• You will have access to more rooms during your timetabled classes so you will be able to do more practical workshops during the week. 
• The proposal is really important. It should outline everything about your project and show how you will achieve your aims.

FRIDAY FEB 2nd LEVEL 3 Year 1

Below you'll find the revised Task 4 for the Funky Junk project.
Next week is Review Week. This means there will be no taught music classes BUT English and Maths will run as normal AND you can book rooms with Grant to work on stuff AND...
you will each be given a time slot for a combination of Progress Review and Individual Presentation. These one-to-ones will be taking place throughout the week.

Music Performance students will receive an email with your time slots. Parents/carers are welcome and will receive an invitation to attend.
Music Production students will receive communication from Farz.

Your task is to prepare a five-minute presentation following the Task 4 guidelines below. You will expand on your ideas in a more thorough blog post, as per the assignment brief. Spend today's class preparing for this.

Vocational Context

Developing as musician requires you to reflect on your strengths and weaknesses in order to tailor your work to the skills that you feel are best developed.

 

The Brief During your review I the week of 5th February, give a short (5 mins) presentation analysing the things that you feel you have done well during the first two terms. Use examples and evidence to back up your points and capture all this in a more detailed blog post. This will help you decide what you will specialise in doing for the final graded unit. Consider: Which aspects of the course you do well - performance (solo or group), songwriting, composition, production, event planning, industry, admin, marketing, organisation, etc. How you would describe your skill set Why you have excelled in these areas What project you would like to do for your Final Major Project Which examples from the first two terms will help back up your argument

Decades Project Task 7: Advanced Instrumental Equipment Test

Write a blog post that demonstrates your knowledge of how to use the equipment that you need to perform on your chosen instrument. Use these cues to help you.

SINGERS:

MICROPHONES:

Write a blog post that demonstrates your knowledge of how to use the equipment that you need to perform on your chosen instrument. Use these cues to help you.

Plugs and connections – what type, where they go

If on stage, what the mic is usually plugged in to (i.e. how the signal reaches the mixing desk.)

STANDS:

Main types. How to use. Why to use.

MIXING DESK:

What “Channels” are. What “mutes” are. What “faders” are. What “sends” are. How to apply effects such as reverb. What “Equalisation” (or “EQ”) is.

P.A.:

How you get sound to come out of the P.A.

MONITORS:

What they are. Who needs them most and why.

MASTER VOLUME CONTROLS:

What position the master volume control should be in when any piece of equipment is switched on, and why.

DISTANCE OF MIC FROM MONITOR OR P.A.

How you know when you’re too close, or the mic level is too high

GUITARISTS/BASSISTS:

INSTRUMENTS:

What the controls do. What can cause buzzing, crackling or sound drop-outs.

What causes broken strings

CABLES: What kind.

EFFECTS UNITS: (eg.pedals)

How you connect them. What power supplies are and what you need to check before using them.

MASTER VOLUME CONTROLS:

What position the master volume control should be in when any piece of equipment is switched on, and why.

AMP:

What an “input” is. On some bass amps there is an active as well as a passive input – say what the difference is. What the difference is between “gain” and “volume” (sometimes labelled “master volume”)

Some guitar amps have an effects stage – say what some of the effects (eg. reverb, delay, chorus) do

Some amps have a tuner – say what this does and what happens to the amp output when it’s engaged.

How you know if you’re standing too close to the amp or it’s too loud.

Whether basses can be plugged into guitar amps. Whether guitars can be plugged into bass/keyboard amps.

MIXING DESK:

What “Channels” are. What “mutes” are. What “faders” are. What “sends” are. How to apply effects such as reverb. What  “Equalisation” (or “EQ”) is.

P.A.:

How you get sound to come out of the P.A.

MONITORS:

What they are. Who needs them most.

KEYBOARDS:

What the different types we have at college are.

Pedals that can be connected – which input is needed.

Ways that you can amplify the keyboard and/or hear it onstage.

Whether a keyboard can be plugged into a guitar or bass amp.

MONITORS:

What they are. Who needs them most.

MIXING DESK:

What “Channels” are. What “mutes” are. What “faders” are. What “sends” are. How to apply effects such as reverb. What  “Equalisation” (or “EQ”) is.

P.A.:

How you get sound to come out of the P.A.

DRUMS:

Different things you can hit the drums with and why they can be used.

Basic ways a drum kit can be mic’d up.

The different parts of the kit.

Drum hardware (stands etc.)

MONITORS:

What they are. Who needs them most.

What a drummer might need to hear in their monitor onstage.

DRUM PADS/V-DRUMS:

How you power them up /connect them.

MIXING DESK:

What “Channels” are. What “mutes” are. What “faders” are. What “sends” are. How to apply effects such as reverb. What  “Equalisation” (or “EQ”) is.

P.A.:

How you get sound to come out of the P.A.