Description
Assignment Summary
Review an album, in any pop genre—hip-hop / rap, reggae, EDM, &c.—that was released within the last three years. You are welcome to discuss an album you know well, but I encourage you to consider something new.
Goal: 750–1000 words.
Rubric
Writing (organization, mechanics, style / perspective): 25 points
Content: 65 points
Extra-musical aspects: 25 points
General sound aspects: 15 points
1–2 selected tracks: 25 points
TOTAL: 90 points
Content Suggestions
Your discussion of extra-musical aspects may include:
Relevant biography
Relevant socio-political context
Number of songs, or song list
Discussion of collaborators: who wrote the material, who played or sang it, &c.
Discussion of media: was it released as a vinyl LP, CD, digital files, &c.
Discussion of album art
Discussion of music videos
Your discussion of general sound aspects may include:
Discussion of genre(s)
Discussion of production or aesthetics
General comments on lyrical themes, song forms, instrumentation or arrangements, &c. (
General comments on recorded vs. live versions of the songs
Your discussion of 1–2 selected tracks may include:
Specific discussion of genre(s)—what genre signifiers do you hear in this track?
Specific discussion of production or aesthetics—what production aspects or effects do you hear in this track, how is the aesthetic conveyed, &c.
Specific comments on lyrics or words-sounds relationships
Specific comments on song form, formal sections, instrumentation or arrangement, melody, harmony, &c.
Organization Suggestions
You could successfully organize this review in many ways. Here is one suggestion:
Introductory paragraph, with thesis (~50 words)
1st content paragraph, on extra-musical aspects (~250 words)
2nd content paragraph, on general sound aspects (~150 words)
3rd (and 4th) content paragraph(s), on 1–2 selected tracks (~250+ words)
Concluding paragraph (~50 words)
Note on Rhetoric
As a final note, the review should be rhetorical. That means, you should present and defend a perspective. Is the album successful, by whatever metrics you choose? Why or why not? Is it distinct, by your metrics, and if yes, how? Avoid sharing “empty facts.” Give some insights into what you are discussing: what is the impact of X, Y, or Z aspects?
Assigment 2 – Script Assignment
There are two parts to this video essay. Part 1 is a discussion of lyrics, sounds, and images as distinct components of your chosen video. The second part is a discussion of these components’ intertextuality—that is, how lyrics, sounds, and images relate to each other.
RECOMMENDED PROCESS
Part 1
1) Listen to the track. Take notes on musical stylistic features, such as form*, instrumentation, &c. Identify the genre and be prepared to discuss genre conventions or aesthetics (pop / commercial, DIY…).
*You may need to read the lyrics to determine the form.
2) Read the lyrics. Take notes on compelling or recurring words, phrases, and ideas. From these, determine a central theme or message.
3) Watch the video. Take notes on compelling or recurring imagery, and determine the video’s concept: documentary, story, collage, “artsy” or psychedelic, &c.
Having collected these notes, you are ready to create part 1.
Part 2
1) Reflect on the relationship among sounds and lyrics—either on a comprehensive level (overall sounds + central theme or message) or on the level of specific “moments.” Take notes on your ideas.
2) Reflect and take notes on the relationship among lyrics and visuals.
3) Reflect and take notes on the relationship among sounds and visuals; and on the relationships among all three components. Is there a core concept that is expressed by all three? If not, where do you perceive contrast or contradiction?
Having collected these notes, you are ready to create part 2.
RECOMMENDED STRUCTURE & TIMING
Intro: 30 seconds, with a thesis.
Part 1 discussion, 1.5–2 minutes.
Part 2 discussion, 1.5–2 minutes.
Conclusion: 30 seconds
For this portion I need a 4-5 minute script I can read for this assignment. Please discuss with me album and song choice for assignment.
