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Relationship Between Popular Music and Everyday Life
Relationship Between Popular Music and Everyday Life
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Relationship Between Popular Music and Everyday Life
Popular Music – Reading Response
In Media/Society: Technology, Industries, Content, and Users, David R. Croteau and William Hoynes (2019, p. 13) define agency as follows, adding an example from education:
Agency is intentional and undetermined human action. Human agency reproduces—or sometimes changes—social structure. With education, students have some leeway in what they study, how much time and energy they spend on schoolwork, and whether or not they even continue their studies. But, overall, their actions typically reinforce an existing model of education that has evolved only modestly in the last century. While structure constrains agency, it is human agency that either alters or maintains social structures.
Rojek, on page 76 of Pop Music, Pop Culture, writes:
Whereas structuralism foregrounds the desiderata that are alleged to condition or determine individual and group action, the agency perspective launches from the position of the knowledge, motivation and action of social actors to transform history and socio-economic contexts. It takes for granted that the central defect of the structuralist approach is to deny creativity, variation and cultural difference.
Against this, agency approaches emphasize the creativity and aesthetic contribution of artists and audiences and their attempt to make meaning and act upon society and history. The caveat here is that subjective choice and practice are conceived not as autonomous, but as entwined in fields of knowledge and power that prioritize specific types of embodiments, recognition and conduct.
Pick one or two texts we have read, up to and including Week Five, the week of this assignment’s deadline. These texts may also be e.g. individual perspectives (Plato/Aristotle, relationism, etc.) discussed by Rojek in our textbook. Using examples from your own experience or from music-related media, explain where these texts locate listeners’ or musicians’ agency—and/or where they deny such agency.
What, according to these texts/writers, is people’s agency in their everyday listening or in their musical performances? Where do these authors find “intentional and undetermined human action” or “the creativity and aesthetic contribution of artists and audiences and their attempt to make meaning and act upon society and history”? Do these texts/writers allow for agency at all?
Further notes/recommendations (also remember to revisit the syllabus for further information):
Be sure to use the space you have efficiently. Choosing just one text may be enough if you have strong arguments in your discussion of its up- and downsides. Two texts/writers may work well for a comparison.
While, of course, short summaries of selected texts’/writers’ main arguments should be included in your text, be sure to focus on the application of their ideas to your examples, and focus on your critical evaluation of these ideas. To quote the syllabus:
“How do the readings help us to understand the relationship between popular music and everyday life? Do these readings speak to your personal experience as a consumer or producer of music? Are there alternative ways of thinking about what the readings discuss? If so, what are they?”
Be sure to isolate the key arguments of the texts you focus on. Don’t feel like you have to explain a text’s/writer’s minor lines of thought. Instead, take a reading’s key point and engage with it through evidence as well as comparison.
Relationship Between Popular Music and Everyday Life
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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