BROOKE FRASER ARITHMETIC

Lesson One

Listening Activity Before you read the resources provided, complete the listening task by listening to the work. Circle the description that best fit the music: moderate speed fairly fast solemn slow

Tempo: march Melody:

medium in range, moving by step and narrow leap or Wide in range, including wide leaps

Metre: Rhythm: Texture: Harmonies: Dynamics: Character:

3 beats to a bar regular, steady mainly heavy, rich, dense mainly concords from mp mf throughout forceful, energetic, heavy

4 beats to a bar much use of syncopation mainly light, clear, open spicy discords at times varying over a wide range of pp !ff thoughtful and reflective

end

Which of the following can you hear" #select one or more$ %a&or chord at the beginning and end 'erses and chorus (lowing melody %inor chord at the beginning and )stinato patterns

*trong march like accents Which instruments and voices can you hear" %ale voice -re the vocal: *yllabic or melismatic (emale voice Choir *ynthesi+ers ,iano 'iolin Cello (lute

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Composer Bio: Brooke Fraser Brooke (raser was born and raised in a not so hip area of a hip little city in the most beautiful country on .od/s green earth Wellington, 0ew 1ealand. *he studied piano from the age of seven, began writing songs at 23, played clarinet very averagely from 23, and at 24 got sick of writing slow piano ballads and playing 5Baby 6lephant Walk5 in the school concert band, so taught herself the acoustic guitar. *he still has 7uiet aspirations of being a drummer in a hardcore band or a forensic anthropologist, or a really great knitter, but these remain pipe dreams for now. Brooke was co erced into playing in public during her first year in high school, when the dean of the senior year wanted an assembly 8item/ and one of Brooke/s so called /friends/ dobbed her in. 9his led to a semi humiliating but character building bi weekly /gig/ at the senior assembly. )ver the ne:t few years as her songs stopped being about insects, her /gigs/ became music festivals, support shows and fundraisers for a charity that she remains committed to and passionate about today World 'ision. ;n 3<<3 at 2=, Brooke signed with *ony %usic #now *onyB%.$ and moved to -uckland where she played regularly at the grassroots>indie>acoustic venue /9he 9emple/ #no longer in e:istence$ whilst continuing to write material for her debut album. What to ?o With ?aylight Brooke/s first album What 9o ?o With ?aylight was released in 0ew 1ealand in late 3<<3, debuting at @2 and achieved gold selling status in the same week. 9he album eventually went = times platinum, selling over 23<,<<< copies in 0ew 1ealand alone. What to ?o With ?aylight remained in the top ten on the album charts for over a year, returned to the @2 spot twice and charted for a record AA weeks. -ll five singles from her album reached the top 3< 01 singles chart and achieved @2 airplay status. (ollowing the release of What 9o ?o With ?aylight, Brooke played a number of co billed and headline tours throughout her homeland, and in 3<<4 toured -ustralia and 0ew 1ealand with -merican artist Bohn %ayer and supported iconic C.D. artist ?avid Bowie. *he then relocated to *ydney, -ustralia prior to the release of her album there and played various residencies throughout *ydney. -t the 3<<4 01 %usic -wards Brooke won /Breakthrough -rtist of the Eear/ and /Best (emale *olo -rtist/, and her debut single 5Better5 was named the %ost ,erformed Work on 01 Fadio by the -ustralasian ,erforming Fight -ssociation #-,F-$.

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

01 %C*;C -W-F?* 3<<4 ! Best (emale *olo -rtist 3<<4 ! Breakthrough -rtist of the Eear 3<<G ! Highest *elling -lbum #-lbertine$ 3<<G ! -irplay Fecord of the Eear

-,F- -W-F?* #-ustralian ,erforming Fight -ssociation$ 3<<4 ! %ost ,layed Composition in 01 #IBetterJ$ 3<<G ! %ost ,layed Composition in 01 #I?eciphering %eJ$ 3<<G 9he -,F- *ilver *croll #I-lbertineJ$

?iscography WH-9 9) ?) W;9H ?-EK;.H9 Feleased 3L )ctober 3<<3 Highest 01 album chart placing @2
2. 5-rithmetic5 3. 5*aving the World5 3. 5*till ;n Kove5 4. 5Kifeline5 4. 5Waste -nother ?ay5 A. 5Without Eou5 G. 5Feverie5 =. 5;ndelible5 L. 5Better5 2<. 5*carlet5 22. 5%ystery5

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Homework Fesearch on the pop music in 0ew 1ealand from 2LG< to 3<23. 0ame a singer>songwriter , and at least 3 songs from each decade, and two of them have to be female. 2LG<

2L=<

2LL<

3<<<

3<2<

3<23

-lso, start on the 8Conte:tM part of the assessment, and bring any 7uestions you may have to the ne:t lesson.

Lesson Two

?iscuss findings and answers for homework set for the previous lesson. Were there 7uestions about the application part of the assessment that the teacher need to clarify or e:plain"

Fead the following e:cerpts on -rithmetic

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

%ore information on -rithmetic Feleased 2A -ugust 3<<4 Highest 01 singles chart placing @= Highest 01 radio airplay chart placing @2

-rithmetic *ingles track listing: %ystery #Kive$ *omething in the way she moves #Kive$

9he song was later included on the *ony B%. compilation More Nature, a collection of songs from the 0ew 1ealand *ony B%. catalogue #in particular, those who promote nature and conservation$.

9he film clip for 5-rithmetic5 features (raser in a dimly lit studio surrounded by fairy lights and with fairy lights all over her piano. -s the song only features piano and a string 7uartet, the 7uartet is also visible in another part of the studio with their music stands also lit by fairy lights. (or this abundance of fairy lights, 5-rithmetic5 was awarded the satirical award for 5%ost used fairy lights in a video clip5 in the 3<<4 *tudio 3 -wards.

Brooke also wrote some e:planation notes on the song itself:

I've been thinking for a while that I'd like to every so often dissect one of my songs for you. It's always really interesting listening to different interpretations of songs, so I in no way intend to halt the discussion, but I thought ya might appreciate a bit of B-Fray (as ristin calls me! insight... "o, since y'all started a topic discussing that e#act thing, I thought I may aswell take the opportunity to add my $%c. &emember I'm not yet the forum-savvy poster I hope to be, so sorry if the layout of my post isn't totally reader-friendly. 'rithmetic was a song I am confident did not come from me. I literally wrote pages and pages of lyrics to this song, until all the right words came together and felt right. "o... here we go(

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Arithmetic I've been staring at the sky tonight Marvelling and passing time Wondering what to do with daylight Until I can make you mine You are the one I want, you are the one I want V !" #$ % &he line 'What to do with daylight' actually came to me months be(ore Arithmetic was written or the album was recorded, as I was sitting in a park trying to think o( a name (or another song) &hat phrase popped into my head and I wrote it down) As I repeated it, I realised it (elt like e*actly the right title (or the body o( work I was about to record) "o it was actually the name o( the album be(ore it was ever a line in 'Arithmetic') &his (irst verse is pretty much establishing the mood and setting o( the song) "omeone thinking about something they yearn (or so deeply))) when I read these words I think o( someone with a consuming longing (or peace, but not understanding how they can possibly obtain it) I've been thinking o( changing my mind It never stays the same (or long +ut o( all the things I know (or sure You're the only certain one You are the one I want, you are the one I want V !" &W#% &he (irst couple o( lines are a play on words) 'I've been thinking o( changing my mind, it never stays the same (or long'))) the second line can be taken as a con(irmation o( the (irst line's statement A$, can mean the person wants to swap their mind (or a more consistent one, because their current mind doesn't 'stay the same (or long') &he last part o( this verse then changes theme (rom what is transient and undependable -our minds.emotions/ to what is unchanging) When these lyrics came through, my interpretation was that there are lots o( things I think I know (or sure 0 but when it comes down to it, 1od is the only thing that 'does not change like shi(ting shadows' -2ames 3%34/) "o, at this stage in the song, I (eel like the person has moved (rom acknowledging they're wanting peace to batting about the idea o( 1od and 5is reality))) not 6uite understanding yet, but deciding to pursue this peace that's callin') I've been counting up all my wrongs #ne sorry (or each star "ee I'd apologise my way to you I( the heavens stretched that (ar You are the one I want, you are the one I want V !" &5! % In this verse, the person considers the barriers between themsel( and 1od and thinks about how i( each star in the sky represented an apology they needed to make (or an error, there wouldn't be enough stars to say sorry (or all the mistakes they've made) 'I've messed up too much,' 'I'm too (ar down this track to go to 1od now', 'I can never make up (or all the stu(( I've done wrong') &he truth is, we can't make up (or the stu(( we've done wrong))) but we don't have to, and as long as we're breathing, it's never too late) &he good news comes in the chorus0kinda0part%

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

I won't (ind what I am looking (or I( I only 'see' by keeping score '7os I know now you are so much more than arithmetic '7os i( I add, i( I subtract I( I give it all, try to take some back I've (orgotten the (reedom that comes (rom the (act &hat you are the sum "o you are the one I want 75#!U"% &his is the ! V 8A&I#$ part999 Woohoo9 &his is where the person 1 &" that they won't (ind what they are looking (or -peace/ i( they're trying to earn it or apologise their way to it) :eople 0 the point o( this song is 1!A7 ) 1race literally means 'unmerited or undeserved (avour') We can't earn our way to peace) :eace 5imsel( earned the way (or us) 7heck this out) #ne o( the reasons I know this song did not come (rom +rooke -I know, re(erring to yoursel( in the third person is "# 3;;</ is because !omans ;%=>.=4ish in &he Message translation says this% 'I( each grain o( sand on the seashore were numbered and the sum labeled 'chosen o( 1od', &hey'd be numbers still, not names? salvation comes by personal selection) 1od doesn't count us? he calls us by name) Arithmetic is not his (ocus)' I (ound this A@& ! the song had been written) I also read :salm 3A> a(ter Mystery had been written) When the years are showing on my (ace And my strongest days are gone When my heart and (lesh depart this place @rom a li(e that sung your song You'll still be the one I want You'll still be the one I want You'll still be the one I want You'll still be the one I want FI)'* +,&",( -his part is looking ahead to the end of the person's life. .hen we understand grace, we /find what we are looking for/ and our lives and eternities are never the same. -his last verse is also the most personal for me. .hen I sing it, when I read it, when I speak it... I mean it so much I feel like I'm going to blow right out of my body0 1 2orinthians $1(3 - /my grace is sufficient for you/. /'rithmetic/ is a song about grace - what 4hilip 5ancey describes as /the last best word/. *ife can be crap. 2ircumstances, people, feelings, culture are not dependable. But /the one I want/, is. .e cannot pay our way - the way has been paid. It's this message that will be my /song/ til way past when I'm saggy, wrinkly, and my 6owls are chafing my collarbone. In fact, long after my bones are dust and the name /Brooke Fraser/ is long forgotten... I'll still be singin' it.

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

'fter reading Brooke7s e#planation on 'rithmetic, list number of influences she has had in writing this song, and give an e#ample from the lyric (or music itself! to illustrate your answer.

I)F*8,)2,"

,9':4*," F&;: *5&I2" ;& :8"I2

Score Reading *tudy the vocal score and complete the following tasks: What is the key signature of the music" Circle the following on the score, and put the correct letter ne:t to them. Change of time signature to 3 crotchets in a bar - tied note which adds up to = 2>3 beats ( natural ;nterval of perfect 4th 9he highest note in the vocal 9he lowest note in the vocal 9he chord ;, ;', ' on above the tab #at least 2 of each$. Which chord is not used as much "

9hen, on manuscript paper, complete the following: Write the following chords in root position, including the necessary sharps>flats. 6 ma&or B ma&or (@ma&or ?@ma&or .@ma&or

9ranscribe the 2st verse for clarinet in Bb, and the 3nd verse for tenor singer.

Homework - (inish the score reading activities. *tart on the analysis part of the assessment. Eou should also be working>finishing on the conte:t part of the assessment.

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Lesson Three

Check answers for the score reading. Were there 7uestions about the application or analysis part of the assessment that the teacher need to clarify or e:plain" Ana ysis and !er"ormance Activity 0otify student the key signature of the key. 9he chord progression for this piece is relatively easy and repetitive. -nalyse the chords provided on the score by giving them Foman numerals #;, ;', ' etc.$, then, as a class, practice these chord progression on the guitar using the three chords -, ?, 6. make sure the chords are played in the rhythm of the accompaniment style on the record. ,erform in groups of 3 4 as allocated by your teacher. )r ;f you play a percussion instrument, compose an accompaniment pattern on the hand drum #no drum kits allowed$, and utili+e the variety of percussion instruments available in class to play with the students who are playing on the guitar.

#va $ation Feflect on your group and otherMs performances critically. ;f your group is the backing band for Brooke (raser in concert, how would she rate your performances"

Ana ysis assessment Continue working on the analysis assessment. ,lease note that the assessment works should be handed in no less than 3 weeks after teaching is completed on the achievement standard.

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Assessment

Conte%t
Brooke Fraser is the composer and per"ormer o" this song& 'rite a (rie" (iography here in yo$r own words $nder the given headings& #ar y i"e:

)$sica )i estones:

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

)rgani+e an 2 hour concert which Brooke (raser is e:pected to be one of the performer, for 0ew 1ealand %usic %onth, which promotes 0ew 1ealand musicians and their music. ,repare the following information and present them in an interesting and promotional manner to attract audience and financial sponsors for the concert. Consider>include the following: ;dea for suitable venues Kist of artists that will be performing with Brooke (raser, and provide reasons why you think they will be good choices *ongs they will be performing and how long each item will be 9itle and tag line for the concert ,otential areas where sponsors can promote their products ?esign a promotional poster

)$sic # ements and Feat$res Kisten to the work and write down any information about the music elements and features #including compositional devices, such as motif, riff, repetition, and se7uence$ that you consider important, significant, or interesting and that help describe what is occurring in the music. Cse the grid provided in the Fesources to do this. .ive as much detail as you can, and make links between the music elements and features and the effect they have on the music. Cse references to the musical score to back up your responses. Eou should include at least five elements or features and at least one compositional device.

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Elements and features

:elody<pitch range

Description

Score references

&hythm

=armony<tonality

-imbre<tone colour

-e#ture

-empo

>ynamics

Form

"pecial features -$ame and de(ine these/

)ame compositional devices used in this work, define and outine the effect of each device, and state where in the score it occurs. Compositional device Definition and effect Score references

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS

BROOKE FRASER ARITHMETIC

Achievement Criteria Achievement Achievement with Merit Achievement with Excellence >emonstrate knowledge of a wide range of elements and features of music works.

>emonstrate knowledge of elements and features of music works.

>emonstrate knowledge of a range of elements and features of music works.

Assessment Schedule Judgement towards Achievement Judgement towards Achievement with Merit Judgement towards Achievement with Excellence

&elevant materials selected and mostly appropriate music<musicians are used with re?uired task completed.

,ffective materials selected and appropriate music<musicians are used with re?uired task completed in detail and effectively. *istening guide provides description of elements<features listed and e#plained in detail.

=ighly effective and in depth materials selected and well-rounded combination music<musicians are used with re?uired task completed. *istening guide provides description of elements<features listed and e#plained in depth.

*istening guide provides description of elements<features listed and e#plained in some detail.

-his assessment contributes evidence towards the final grade of 'chievement "tandard 3%%$@ (:usic $.A!.
-he final grade will be determined on completion of this activity and an assessment activity involving score analysis.

NCEA LEVEL 1 MUSIC ACHIEVEMENT STANDARD 1.6 MUSIC WORKS