1 Higher National Unit credit at SCQF level 8 (8 SCQF credit points at SCQF level 8)

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1 Higher National Unit Specification General information Unit code: J0N3 35 Superclass: LF Publication date: August 2018 Source: Scottish Qualifications Authority Version: 02 Unit purpose This unit is designed to provide the learner with an understanding of a range of songwriting techniques. It will extend the experience of learners who have completed some study of songwriting by providing opportunities to explore the key features of a variety of genres. This will be achieved through listening to and analysing existing songs. Learners will then undertake the process of songwriting based on the conventions of a chosen genre studied. This unit is intended for those learners wishing to develop their songwriting skills and those planning to undertake further study. Outcomes On successful completion of the unit the learner will be able to: 1 Analyse songs in a variety of genres. 2 Apply songwriting techniques to create and notate an original song. Credit points and level 1 Higher National Unit credit at SCQF level 8 (8 SCQF credit points at SCQF level 8) Recommended entry to the unit Access to this unit will be at the discretion of the centre. It would be beneficial if learners had strong communication and interpersonal skills. These may be demonstrated by the possession of Core Skill Communication at Higher level or Higher English and Communication or a suitable NQ Communication unit (SCQF level 6). It would also be beneficial if learners had some notational skills including following and writing chord charts and/or a simple notational score in the case of a melody or a solo passage this could be J0N3 34, Music: Songwriting (SCQF level 8) 1

2 Higher National Unit Specification: General information (cont) evidenced by successful completion of Music Theory (SCQF level 7). Further, it would be of further benefit if learners have undertaken, or are in the process of undertaking the HN Unit, Music: Songwriting (SCQF level 7). Core Skills Achievement of this Unit gives automatic certification of the following Core Skills component: Complete Core Skill None Core Skill component Critical Thinking at SCQF level 6 There are also opportunities to develop aspects of Core Skills which are highlighted in the Support Notes of this Unit specification. Context for delivery This is an optional unit in the framework for HN Music. It is recommended that it should be taught and assessed within the subject area of the group award to which it contributes. Equality and inclusion This unit specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on our website J0N3 34, Music: Songwriting (SCQF level 8) 2

3 Higher National Unit Specification: Statement of standards Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. Outcome 1 Analyse songs in a variety of genres. Knowledge and/or skills Range of styles/genres Key features of songs: harmonic characteristics melodic motion and phrasing lyrical devices elements of arrangement and song structure Outcome 2 Apply songwriting techniques to create and notate an original song. Knowledge and/or skills Compositional and lyric writing techniques in songwriting Contextualising song in terms of genre Notation appropriate for genre Evidence requirements for this unit Outcome 1 Learners will need to provide evidence to demonstrate their knowledge and/or skills by showing that they can analyse songs in a variety of genres recognising key features: harmonic characteristics melodic motion and phrasing lyrical devices elements of arrangement and song structure Learners will analyse three songs, each from a different genre. Written and/or oral evidence will be created at appropriate points in the unit, under open-book conditions. J0N3 34, Music: Songwriting (SCQF level 8) 3

4 Higher National Unit Specification: Statement of standards (cont) Outcome 2 Learners will need to provide evidence to demonstrate their knowledge and/or skills by showing that they can: create an original song with appropriate notation, submitting melody, chord and lyrics. The song must: contain harmonic content suitable for the genre. contain melodic content suitable for the genre. contain lyrics that work with the music in support of the song. have appropriate notation for the genre, with a minimum of notated melody, chord names and lyrics. be consistent with the conventions of a particular songwriting genre. The song must be submitted in a high quality audio or video format and must be retained for verification. The song created must be derived from one of the genres studied in Outcome 1. The assessor checklist must comment on how the harmonic and melodic content is suitable for the genre, the lyrics work with the music in support of the song and how the song is consistent with the conventions of the songwriting genre. To give the learner the opportunity to meet the evidence requirements, the song created will be a minimum of 2 minutes 30 seconds in duration. Product evidence will be created for this outcome, under open-book conditions at appropriate points in the unit. The two outcomes in this unit should be assessed separately. J0N3 34, Music: Songwriting (SCQF level 8) 4

5 Higher National Unit Support Notes Unit support notes are offered as guidance and are not mandatory. While the exact time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours. Guidance on the content and context for this unit This unit would be beneficial for learners who have already undertaken some songwriting activities. It is intended that this unit should provide the learner with the opportunity and time to explore a genre of interest and develop at least one song within this genre. Some skill on a musical instrument is desirable but the unit and delivery of the unit should take into account learners who do not play harmonic instruments (vocalists and drum kit players). The content of the unit will reflect songwriting techniques including harmonic characteristics, melodic motion and phrasing, lyrical devices and elements of arrangement and song structure. For Outcome 1, suitable analysis of harmonic characteristics could include chord extensions, suspended and add chords, and slash chords. It will not always be possible for the material covered to contain all of these concepts but they are offered as a guide to suitable depth in analysis. Principles of melodic composition and the notation of such should be addressed. The motion of the melody (stepwise, leaping) should be covered in addition to melodic phrasing. For example, if the learner is analysing the genre of 1980s independent music, in the songs of REM the melodic phrases will always tend to fall after the beat as the melody is often created by the singer reacting to the changing chords. With the music of The Smiths, there are recurring melodic patterns that the singer relies upon. Lyrical forms including concepts of phrasing, rhyming, subject matter, narrative concept and development, metaphor, point of view and prosody should be explored within the unit. A suitable response for the Outcome 1 analysis could be drawn from a consideration of several of these factors in each work studied. Learners will be expected to analyse the structure of the each song studied, with relation to how the structures support the song. Study of arrangement should be minimal and in terms of supporting the song. J0N3 34, Music: Songwriting (SCQF level 8) 5

6 Higher National Unit Support Notes (cont) It is anticipated that the learner will maintain a portfolio of work in progress or sketches of ideas. The songs could be written throughout the duration of the unit and presented to the tutor/assessor for developmental feedback. The final song submitted should have appropriate notation for the genre which should contain as a minimum: notated melody, chord names/symbols and lyrics. It would also be beneficial if workshops exploring specific components of songwriting were delivered in addition to individual mentoring on songwriting. Consideration should be given to developing the learners use of language for lyric writing. Understanding the effect of nouns, verbs, adjectives, and the use of metaphor and narrative development will enable learners to create more sophisticated songs. Guidance on approaches to delivery of this unit This unit is an optional unit in the HN Music framework and is designed for learners that already have some experience of songwriting activity. The main evidence requirements are: an analysis of songwriting within specific genres. a song composition based on a specific genre. The tutor/assessor should present a series of structured lessons covering the assessment criteria. Classes could take the form of a series of songwriting exercises to explore the concepts required. While exploring songwriting concepts, learners could work in groups or individually. Working in groups may be of benefit to learners who do not play pitched instruments. Suitable exercises or workshops to explore lyric writing could include exercises: to explore the effect of elements of grammar in use of metaphor to stimulate the creation of ideas and themes to encourage regular writing to adopt a specific point of view in a song that impose specific limitations on the learner Suitable exercises to develop the melodic, harmonic, lyrical and structural elements of song could include: guided study of songs within genres self-directed study of songs within genres discussion of techniques deployed within specific songs exercises that impose melodic, lyrical and structural restrictions Guest speakers, invited to discuss their personal approach to songwriting could help learners to appreciate the range of approaches that maybe taken when songwriting and encourage their individual expression within the songwriting process. J0N3 34, Music: Songwriting (SCQF level 8) 6

7 Higher National Unit Support Notes (cont) The resources at centres delivering the group award will vary so it will be up to the institution and individual tutor to decide on a delivery method. Ideal areas for delivery would include digital workstations with the appropriate software, rooms with recording facilities and music rehearsal rooms. Suitable texts to aid delivery of this unit may be: Writing Better Lyrics by Pat Pattison The Songwriters Idea Book by Sheila Davis The Songwriter s Rhyming Dictionary by Sammy Cahn The AB Guide to Music Theory by Eric Taylor In addition to this, a Roget s type Thesaurus could be useful to assist with the lyric writing component of the unit. Guidance on approaches to assessment of this unit Evidence can be generated using different types of assessment. The following are suggestions only. There may be other methods that would be more suitable to learners. Centres are reminded that prior verification of centre-devised assessments would help to ensure that the national standard is being met. Where learners experience a range of assessment methods, this helps them to develop different skills that should be transferable to work or further and higher education. This unit should be assessed using at least two instruments of assessment. Outcome 1: a written and/or oral analysis is required, generated under open-book conditions at appropriate points in the unit. This analysis could take the form of a report or oral presentation. Delivering centres should take appropriate measures to guarantee the authenticity of the learner s submitted evidence. It is recommended that all centres use plagiarism detection software that can detect similarity within the class group, wider academic group and online resources. If there is any doubt as to the authenticity of a learner s evidence, oral questions should be used to verify the learners understanding of the work they have produced. Outcome 2: create a song with appropriate notation for the genre a minimum of notated melody, chord names and lyrics is required. harmonic content suitable for the genre. melodic content suitable for the genre. lyrics that work with the music in support of the song. be consistent with the conventions of a particular songwriting genre. J0N3 34, Music: Songwriting (SCQF level 8) 7

8 Higher National Unit Support Notes (cont) Audio of the song will be retained in a high quality audio or video format. The assessor s checklist should contain comment on how the harmonic and melodic content is suitable for the genre, the lyrics work with the music in support of the song and how the song is consistent with the conventions of the songwriting genre. There may be a range of ways in which the lyrics work with the music prosody, reinforcing the meaning or creating tension. The assessor should note this on the checklist. The song submitted should be coherent a successful composition where the elements of lyrics, melody and harmonisation should work together. The assessor could use work-inprogress stages of the song or sketches to ensure that the song created by the learner is on track to generate suitable evidence. Opportunities for e-assessment E-assessment may be appropriate for some assessments in this unit. By e-assessment we mean assessment which is supported by Information and Communication Technology (ICT), such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the evidence requirements are met, regardless of the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment to support SQA s qualifications is available at Opportunities for developing Core and other essential skills During this unit there will be opportunities for learners to develop Core Skills such as Communication and Information and Communication Technology (ICT). Learners may also develop critical listening skills analysing and recognising key features from songs in a variety of genres. This Unit has the Critical Thinking component of Problem Solving embedded in it. This means that when learners achieve the Unit, their Core Skills profile will also be updated to show they have achieved Critical Thinking at SCQF level 6. J0N3 34, Music: Songwriting (SCQF level 8) 8

9 History of changes to unit Version Description of change Date 02 Core Skills Component Critical Thinking at SCQF level 6 embedded. 31/08/18 Scottish Qualifications Authority 2018 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. Please contact the Business Development and Customer Support team, telephone J0N3 34, Music: Songwriting (SCQF level 8) 9

10 General information for learners This section will help you decide whether this is the unit for you by explaining what the unit is about, what you should know or be able to do before you start, what you will need to do during the unit and opportunities for further learning and employment. This unit is designed to give you an understanding of a range of songwriting techniques by providing opportunities to explore advanced elements of songwriting. This will be achieved through listening to and analysing existing songs. You will then undertake the process of songwriting based on the conventions of a chosen genre. The unit has two outcomes: 1 Analyse songs in a variety of genres. 2 Apply songwriting techniques to create and notate an original song. Outcome 1 you are required to analyse three songs, across a range of genres and determine key features of the songs in terms of: harmonic characteristics. melodic motion and phrasing. lyrical devices. elements of arrangement and song structure. You will provide written and/or oral evidence, under open-book conditions, at appropriate points in the unit. For Outcome 2 you are required to create a song that must: contain harmonic content suitable for the genre. contain melodic content suitable for the genre. contain lyrics that work with the music in support of the song. have appropriate notation for the genre, with a minimum of notated melody, chord names and lyrics. be consistent with the conventions of a particular songwriting genre. The song must demonstrate use of harmonic and melodic principles derived from the genre studied. During this unit you will be given the opportunity to: research and gain knowledge of a range of songwriting concepts. develop skills in songwriting. There will be opportunities for you to develop Core Skills such as Communication and Information and Communication Technology (ICT). This Unit has the Critical Thinking component of Problem Solving embedded in it. This means that when you achieve the Unit, your Core Skills profile will also be updated to show you have achieved Critical Thinking at SCQF level 6. J0N3 34, Music: Songwriting (SCQF level 8) 10