Aria Islam IB Music

  A rationale justifies the choices of stimulus source material, including the choice of context and area of inquiry, and will help students to spotlight specific aspects of their experimentation leading to a more in-depth—rather than wide-ranging—engagement with the musical material in this report. For your creation rationale focus on Area of Inquiry 4: This area focuses on music created, performed and/or produced using electronic or digital technologies. Such technologies are an important aspect of contemporary musical experiences, often transforming some of the ways that we understand and engage with music. Examples: Electronic dance music, Elektronische Musik, Technology in popular music production. Students should also focus on music from a Global Context: This includes unfamiliar music from a variety of places, societies and cultures. This may include music that the student has not connected or engaged with previously. The music may be from a distant global region but may als...

  Focus on Area of Inquiry 2: This area focuses on music that expresses and communicates intrinsic aesthetic values. Such music is sometimes referred to as absolute music or fine arts music. Examples: Chamber music (western art music), Cool Jazz, Experimental music. Students should also focus on music from a Local Context: This includes music that has local significance, but that may be unfamiliar to the student. This can be music from within the student’s local, regional or cultural communities, and may include music that the student is not currently engaged with.  Write a commentary on your musical decision-making for your performer excerpt, selected from the music you have worked on in your Skyline music ensemble, with clear and accurate reference to the piece and your recording. Include evidence from your stimulus piece embedded in your blog post. Focus on the main instrumental technique that you have identified for this excerpt that you hope to improve. You should focus o...

  Focus on Area of Inquiry 2: This area focuses on music that expresses and communicates intrinsic aesthetic values. Such music is sometimes referred to as absolute music or fine arts music. Examples: Chamber music (western art music), Cool Jazz, Experimental music. Students should also focus on music from a Local Context: This includes music that has local significance, but that may be unfamiliar to the student. This can be music from within the student’s local, regional or cultural communities, and may include music that the student is not currently engaged with.  Write a commentary on your musical decision-making for your performer excerpt, selected from the music you have worked on in your Skyline music ensemble, with clear and accurate reference to the piece and your recording. Include evidence from your stimulus piece embedded in your blog post. Focus on the main instrumental technique that you have identified for this excerpt that you hope to improve. You should focus o...

  Focus on Area of Inquiry 2: This area focuses on music that expresses and communicates intrinsic aesthetic values. Such music is sometimes referred to as absolute music or fine arts music. Examples: Chamber music (western art music), Cool Jazz, Experimental music. Students should also focus on music from a Local Context: This includes music that has local significance, but that may be unfamiliar to the student. This can be music from within the student’s local, regional or cultural communities, and may include music that the student is not currently engaged with.  Write a commentary on your musical decision-making for your performer excerpt, selected from the music you have worked on in your Skyline music ensemble, with clear and accurate reference to the piece and your recording. Include evidence from your stimulus piece embedded in your blog post. Focus on the main instrumental technique that you have identified for this excerpt that you hope to improve. You should focus o...

For your creation focus on Area of Inquiry 4: This area focuses on music created, performed and/or produced using electronic or digital technologies. Such technologies are an important aspect of contemporary musical experiences, often transforming some of the ways that we understand and engage with music. Examples: Electronic dance music, Elektronische Musik, Technology in popular music production. Students should also focus on music from a Global Context: This includes unfamiliar music from a variety of places, societies and cultures. This may include music that the student has not connected or engaged with previously. The music may be from a distant global region but may also include music in closer proximity that has not been previously accessible to the student. Write a commentary on your musical decision-making for your creation, with clear and accurate reference to your composition and recording. Include evidence from your stimulus piece that you can link to your own creation. Fo...

  For your creation focus on Area of Inquiry 4: This area focuses on music created, performed and/or produced using electronic or digital technologies. Such technologies are an important aspect of contemporary musical experiences, often transforming some of the ways that we understand and engage with music. Examples: Electronic dance music, Elektronische Musik, Technology in popular music production. Students should also focus on music from a Global Context: This includes unfamiliar music from a variety of places, societies and cultures. This may include music that the student has not connected or engaged with previously. The music may be from a distant global region but may also include music in closer proximity that has not been previously accessible to the student. Write a commentary on your musical decision-making for your creation, with clear and accurate reference to your composition and recording. Include evidence from your stimulus piece that you can link to your own creati...