How Recording Artists Are Paid

A lesson for Grade 7 and 8

Financial Literacy and Music

Lesson 2 of 5

Connections to Financial Literacy
·  understanding needs and wants;
·  consumer protection and consumer awareness;
·  personal financial planning such as budgeting, saving and investing;
·  social and ethical implications of financial decisions;
·  understanding the economy;
·  planning for the future.
How recording artists are paid: Lesson Two / Music Grade 7 and 8

Curriculum Expectations

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Learning Goals

The Arts – Music
C3.1 analyse the influences of music and the media on the development of personal and cultural identity (Grade 7)
C3.2 analyse some historical, cultural, and technological influences on style, genre, and innovation in music (Grade 7)
C3.1 analyse some of the social, political, and economic factors that affect the creation of music (Grade 8)
Cross curricular connection for this unit can be found in:
Grade 7 and 8 Math: Number Sense and Numeration; Data Management and Probability; Patterning and Algebra / At the end of this lesson, students will be able to:
·  demonstrate an understanding of the different occupations involved in the production of a song.

Instructional Components and Context

Readiness

·  students should be able to complete a pie graph
·  students should have an understanding of how to participate in a Jigsaw strategy
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Materials

·  blackline masters Appendix A – Who Is Involved In Producing A Song?
·  blackline master Appendix B – Student Summary Organizer (pie chart graphic organizer)
·  blackline master Appendix C - Student Pie Graph
·  highlighters
Minds On / Connections
Explicitly label:
Assessment for learning
Assessment as learning
Assessment of learning
Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning
How does a song go from creation to being available to purchase?
Who is involved in the production of a song or album?
How does the illegal downloading of music affect the lives of those involved in the music industry?
How might the illegal downloading of music affect the future of recorded music?
Action
Approximate time: 50 minutes
Groups of 4 or 5 Þ How many people can it take to produce a song?
Teacher divides students into groups of 4 or 5 – this will the students’ Home Group. Students then letter off themselves within their group (e.g, red, yellow, green, blue and purple or A, B, C, D, E).
Using the Jigsaw strategy, students now go to join their new group – those who have the same label as themselves (all letter A students go this corner etc.) which is their Expert Group.
Teacher hands out one copy of Appendix B to every student. Students are expected to take a pencil and Appendix B to their new Expert Group. On this organizer, students will summarize the information they learn in their letter group from Appendix A.
In their new Expert Group students will take a copy of one of the “Who Is Involved In Producing A Song” in Appendix A. There should be enough copies of the same career for each student in the new group.
Students read through the Appendix A material, identifying key concepts from the information using a highlighter and discussing as a group what the key concepts are that need to be shared with their Home Group members. Students need to be able to summarize their learning and should practice this sharing with their Expert Group. Students then bring this information back to their Home Group.
In their Home Groups, students share the information that they learned in their Expert Groups. After this sharing, students will have an understanding of the different careers that make up the collaboration that produces a song.
Teacher hands out Appendix B.
In their home group, students fill out the information that they learned about each career, which is involved in producing a song.
Teacher hands out Appendix C.
In their home group, students apply their understanding of the percentage of profits of the different occupations involved in producing a song.
Teacher collects the pie graph, or has the students put it in their music portfolio for later use. / Teacher Tip: Have multiple copies of Appendix A available for student use.
Jigsaw strategy
Teacher tip: if you laminate the Appendix A cards, students can highlight key information on the card and they can then be wiped and reused.
Assessment as learning
Consolidation
Individual Þ Who is involved in producing a song
Students are to complete their pie chart (Appendix B) as a consolidation of this lesson’s Jigsaw strategy.