Pop and Rock

Total Page:16

File Type:pdf, Size:1020Kb

Pop and Rock Week 9: Pop and rock 200512 Recap: use of blues scale and 3-chord progression in pop and rock , Beatles’ British invasion expanded content and harmonies for development of pop/rock music The majority of pop and rock musicians have no formal academic music education, so can’t read music/write down the notes à why improv plays such a big part in jazz and blues. Ear, skills and practical knowledge is the highest authority in the realm of popular music. Features of popular music • In pop music, all types of chord changes are allowed (unlike in strict classical music). However, stereotypical chordal progressions are often used o E.g. C, G, Am, F; or variant Am, F, C, G • Structure of AABAB or AABABCB (or variations of verse-chorus-verse-chorus) o E.g. track HELP! Using AABAB structure • Harmony in pop music is often based on triads and 7th chords o Triad à chord consisting of 3 notes o 7th chords à chord consisting of 4 notes; trial + 7th interval o Jazz also uses 9th, 11th, 13th chords • Use of drone (e.g. track Say Something having rhythmic drone all throughout song) • Ostinato is present everywhere à repetition of short phrases provides catchiness Connection between pop/rock and traditional music • Pop/rock groups often create songs themselves, unlike classical genre in an orchestral setting where the composer has created the music o Therefore pop/rock tend to have less specialization à the musician writes, entertains, arranges, etc. o Classical music: composer writes, conductor leads, each part in orchestra plays a different part that has already been dictated • Pop/rock is similar to traditional where there is a collaborative sense in writing music together o There is no barrier between performer and audience in traditional music; participation is encouraged o Similar to pop/rock music, where bands during the concert actively encourage audience to dance or sing along to the performance; not strictly divided compared to classical à only can clap during very specific times § E.g. track Bo Diddley à call and response like in blues and field hollers § Definition: call and response happens in between singing and during short instrumental breaks o Especially in rock and r&r music, musicians play instrument + harmonize tunes themselves, arrange music, etc. similarly to traditional musicians Differences between pop and rock Modern rock (1960s ‒ 1970s) • Rock was formed in the late 60s and early 70s o E.g. Bo Diddley using piano, sax etc. that aren’t usual instrumentation in normal rock songs • Three mainstays of rock culture stemming from that time: o Increased amplification o Distortion of sound (e.g. guitar distortion effect) o Light shows • No rhythm guitar is used, full chords are avoided • Drum patterns become more dense and sophisticated in rock • Modern rock during this time underwent so much transformation that rock and roll of the Beatles and the Beach Boys (their sound and musical elements), which were relatively hard-edged in their time, sounded more pop-y + lighter sound compared to 60s/70s rock • Boundaries between different genres in the late 70s - 80s onwards became more blurred, very fine lines between each set genre Harmony in rock music vs pop music • Rock music has a heavier, more aggressive sound compared to popular music • Rock uses three instruments: lead guitar, bass, drums o Lead and bass guitars often play in unison or octaves (simple harmonies) • Heavy use of power chords (only 2 notes) o Power chords = triads without the third interval, i.e. only the 1st and 5th o When played at high volume on an electric guitar, creates massive distorted sound associated with heavy metal bands o Track: ACDC, Highway to Hell (1964), 28 mins § Power chords combined with guitar distortion + strong bass guitar doubling the guitar riff + increased amplification o Track: Nirvana, Smells Like Teen Spirit (1991), 30 mins § Kurt Cobain slurred, guttural voice a famous key feature of grunge music § Ostinato patterns in lead guitar + bass create quirky polyphonic texture w. independent vocal line § Comparing to clearer/refined singing styles of Beatles in the 40s Major differences between pop and rock • Group identity is crucial for rock à rock groups whereas pop has more solo artists with less bands • Expression: pop has a lighter sound + lighter emotional expression; rock pushes boundaries and has a more assertive/aggressive expression • Harmonic content: o Pop focuses on melody/vocal set against full progressions, homophonic texture o Rock lacks clear full chords, using power chords played in unison or in octaves; more minimalist and quirky o Full chords, if used, in rock music are usually dissonant (e.g Jimi Hendrix dissonant chord A + A flat) • Singing style of rock is often screaming and aggressive + lyrics are often expressing anger, frustration o Like in blues, field hollers and early rock, vocal style incorporates elements of speech, slurring, guttural, screaming + shouting à v uninhibited vocal expression o Often radical emotional content expressed: aggression, frustration, love/hatred, political statement, social discontent, rebellion § Led Zeppelin à strong interest in Celtic mythology expressed in lyrics • Heavy rock riffs + guitar solos based off improvisation of blues scales Tracks: Comparing rock and pop music • Warped, Red Hot Chili Peppers (rock, funk, heavy metal thing) o Ostinato, guitar distortion, energetic bass playing ostinato pattern in octaves/unison o Short phrases, minimalist o Vocal lines has elements of speech, slurring, gliding between fixed pitches o Difficult to reproduce on piano compared to pop song • One Call Away, Charlie Puth (very pop) o Homophonic texture + melodic (easily sing along + can play vocal line and accompaniment on the piano) o More positive message and lighter sound • Dreams, Van Halen, pop + rock combo o Rock elements: heavy drumming, power chords, active + distorted guitar solo o Pop elements: positive message, keyboard, full chords • Birthday, Paul McCartney, pop + rock combo o Rock elements: single-note riff (played in octave-unison) played by bass + lead guitar, heavy + active sound/drumming o Pop elements: keyboard, full chords, positive message • More Than A Feeling, Boston, pop + rock combo (LISTENING TEST) o Starts as pop, with gentle sound + full chords o Progresses to rock during song with power chords + screaming + guitar solo o Ending contains double drone Track: Foxey Lady, Jimi Hendrix (1967), 52 mins • Instrumentation: lead guitar (NO RHYTHM GUITAR), bass, drums • Extended guitar lines; solos based on complex interpretation of blues scale • Most of heavy rock guitar solos are based off a specific blues scale o An evolution of the field hollers • Harmonies: o Aggressive dissonance in opening riff and verse: Jimi Hendrix dissonance chord à 7th chord + major and minor third (an octave apart), creating a diminished octave dissonant interval § F in bass; A Eflat Aflat .
Recommended publications
  • Adult Contemporary Radio at the End of the Twentieth Century
    University of Kentucky UKnowledge Theses and Dissertations--Music Music 2019 Gender, Politics, Market Segmentation, and Taste: Adult Contemporary Radio at the End of the Twentieth Century Saesha Senger University of Kentucky, [email protected] Digital Object Identifier: https://doi.org/10.13023/etd.2020.011 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Senger, Saesha, "Gender, Politics, Market Segmentation, and Taste: Adult Contemporary Radio at the End of the Twentieth Century" (2019). Theses and Dissertations--Music. 150. https://uknowledge.uky.edu/music_etds/150 This Doctoral Dissertation is brought to you for free and open access by the Music at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Music by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • Final Version
    This research has been supported as part of the Popular Music Heritage, Cultural Memory and Cultural Identity (POPID) project by the HERA Joint Research Program (www.heranet.info) which is co-funded by AHRC, AKA, DASTI, ETF, FNR, FWF, HAZU, IRCHSS, MHEST, NWO, RANNIS, RCN, VR and The European Community FP7 2007–2013, under ‘the Socio-economic Sciences and Humanities program’. ISBN: 978-90-76665-26-9 Publisher: ERMeCC, Erasmus Research Center for Media, Communication and Culture Printing: Ipskamp Drukkers Cover design: Martijn Koster © 2014 Arno van der Hoeven Popular Music Memories Places and Practices of Popular Music Heritage, Memory and Cultural Identity *** Popmuziekherinneringen Plaatsen en praktijken van popmuziekerfgoed, cultureel geheugen en identiteit Thesis to obtain the degree of Doctor from the Erasmus University Rotterdam by command of the rector magnificus Prof.dr. H.A.P Pols and in accordance with the decision of the Doctorate Board The public defense shall be held on Thursday 27 November 2014 at 15.30 hours by Arno Johan Christiaan van der Hoeven born in Ede Doctoral Committee: Promotor: Prof.dr. M.S.S.E. Janssen Other members: Prof.dr. J.F.T.M. van Dijck Prof.dr. S.L. Reijnders Dr. H.J.C.J. Hitters Contents Acknowledgements 1 1. Introduction 3 2. Studying popular music memories 7 2.1 Popular music and identity 7 2.2 Popular music, cultural memory and cultural heritage 11 2.3 The places of popular music and heritage 18 2.4 Research questions, methodological considerations and structure of the dissertation 20 3. The popular music heritage of the Dutch pirates 27 3.1 Introduction 27 3.2 The emergence of pirate radio in the Netherlands 28 3.3 Theory: the narrative constitution of musicalized identities 29 3.4 Background to the study 30 3.5 The dominant narrative of the pirates: playing disregarded genres 31 3.6 Place and identity 35 3.7 The personal and cultural meanings of illegal radio 37 3.8 Memory practices: sharing stories 39 3.9 Conclusions and discussion 42 4.
    [Show full text]
  • MTO 11.4: Spicer, Review of the Beatles As Musicians
    Volume 11, Number 4, October 2005 Copyright © 2005 Society for Music Theory Mark Spicer Received October 2005 [1] As I thought about how best to begin this review, an article by David Fricke in the latest issue of Rolling Stone caught my attention.(1) Entitled “Beatles Maniacs,” the article tells the tale of the Fab Faux, a New York-based Beatles tribute group— founded in 1998 by Will Lee (longtime bassist for Paul Schaffer’s CBS Orchestra on the Late Show With David Letterman)—that has quickly risen to become “the most-accomplished band in the Beatles-cover business.” By painstakingly learning their respective parts note-by-note from the original studio recordings, the Fab Faux to date have mastered and performed live “160 of the 211 songs in the official canon.”(2) Lee likens his group’s approach to performing the Beatles to “the way classical musicians start a chamber orchestra to play Mozart . as perfectly as we can.” As the Faux’s drummer Rich Pagano puts it, “[t]his is the greatest music ever written, and we’re such freaks for it.” [2] It’s been over thirty-five years since the real Fab Four called it quits, and the group is now down to two surviving members, yet somehow the Beatles remain as popular as ever. Hardly a month goes by, it seems, without something new and Beatle-related appearing in the mass media to remind us of just how important this group has been, and continues to be, in shaping our postmodern world. For example, as I write this, the current issue of TV Guide (August 14–20, 2005) is a “special tribute” issue commemorating the fortieth anniversary of the Beatles’ sold-out performance at New York’s Shea Stadium on August 15, 1965—a concert which, as the magazine notes, marked the “dawning of a new era for rock music” where “[v]ast outdoor shows would become the superstar standard.”(3) The cover of my copy—one of four covers for this week’s issue, each featuring a different Beatle—boasts a photograph of Paul McCartney onstage at the Shea concert, his famous Höfner “violin” bass gripped in one hand as he waves to the crowd with the other.
    [Show full text]
  • Pop/Rock/Dance Pop/Rock/Dance
    pop/rock/dance A Little Less Conversation (Elvis) All About That Bass (Meghan Trainor) All Day All Night (Kinks) All My Loving (Beatles) All Shook Up (Elvis) All The Small Things (Blink 182) Angels (Robbie Wiliams) Are You Gonna Be My Girl (Jet) Are You Gonna Go My Way Lenny Kravitz) Beautiful Day (U2) Bi llie Jean (Michael Jackson) Blister In The Sun (Violent Femmes) Blurred Lines (Robin Thicke) Boom! Shake The Room. (Jazzy Jeff & The Fresh Prince) Brown Eyed Girl (Van Morrison) Brown Sugar (Rolling Stones) Bust A Move (Young MC) Call Me Maybe (Carly Rae J epson) Can’t Get Enough Of Your Love Baby (Barry White) Can’t Buy Me Love (Beatles) Can’t Take My Eyes Off You (Frankie Vallli) Celebration (Kool and the Gang) Chasing Cars (Snow Patrol) Crazy Little Thing Called Love (Queen) Dancing Queen (Abba) December ’63 (Frankie Valli) Dock Of The Bay (Otis Redding) Eagle Rock (Daddy Cool) Eight Days A Week (Beatles) Everybody Needs Somebody (Wilson Picket) Every Little Thing She Does Is Magic (Police) Faith (George Michael) Feel So Close (Calvin Harris) Fight For Your Right To Party (Beastie Boys) Fireworks Katy Perry) Friday I’m In Love (Cure) Funky Cold Medina (Tone Loc) Get Lucky (Daft Punk) Get This Party Started (Pink) Gimme Some Lovin’ (Spencer Davis Group) Good Feeling (Flo Rida) Good Riddance (Time Of Your Life) Great Balls Of Fire (Jerry Lee Lewis) Groove Is In The Heart (Deelite) Happy (Pharrell Williams) Hard To Handle (Otis Redding) Hawaii Five-O (The Ventures) Heroes (David Bowie) Hey Soul Sister (Train) Hold On I’m Coming (Sam
    [Show full text]
  • Broadcasting Regulatory Policy 2010-819
    Broadcasting Regulatory Policy 2010-819 PDF version Ottawa, 5 November 2010 Revised content categories and subcategories for radio This regulatory policy revises the list of content categories and subcategories for radio by adding a new subcategory 36 (Experimental Music), as announced in Broadcasting Regulatory Policy 2010-499 which sets out the new policy for campus and community radio. This regulatory policy will take effect only when the Radio Regulations, 1986 are amended to make reference to it. 1. In Broadcasting Regulatory Policy 2010-499, which sets out the new policy for campus and community radio, the Commission announced its intention to revise the content categories and subcategories for radio by adding a new subcategory 36 (Experimental Music). The Commission indicated that, in interpreting the new definition of Experimental Music, it would rely on the definitions of musique actuelle, electro acoustic and sound ecology set out in the appendix to Broadcasting Notice of Consultation 2009- 418, as well as the Turntablism and Audio Art Study 2009, which was prepared to assist parties in preparing their comments for the review of campus and community radio. The Commission also provided clarification as to how it would measure the Canadian content of musical selections falling into this new subcategory at paragraphs 77 and 78 of Broadcasting Regulatory Policy 2010-499. 2. In order to implement this determination, the content categories and subcategories contained in the appendix to this regulatory policy, including the new definition of Experimental Music, will replace the content categories set out in the appendix to Public Notice 2000-14. The Commission will propose amendments to the Radio Regulations, 1986 for the purpose of removing all references to the appendix to Public Notice 2000-14 and replacing them with references to the appendix to this regulatory policy.
    [Show full text]
  • History 371 Society, Culture, and Rock and Roll Spring 2011 Phone: 463
    History 371 Society, Culture, and Rock and Roll Spring 2011 Professor Michael A. Morrison Office Hours: Monday: University Hall 123 12:00-1:00 other days/times by appointment Email: [email protected] (work) [email protected] (home) Phone: 463-0087 (home) Teaching Assistants: David Weir Mauricio Castro REC 421 REC 402 [email protected] [email protected] Office Hour: Monday 2:00-3:00 Office Hour: Tuesday 2:00-3:00 & by appointment & by appointment STUDENT’S LAST NAME: A-K STUDENT’S LAST NAME: L-Z This class will survey the social and cultural fabric of post-World War II United States through the prism of music—rock and roll music. At one level the class will survey trends and styles in rock, focusing first on the artists and groups who gave rise to this hybrid form of music from its country and blues roots. It will then track the rise of rock and roll in the 1950s and the corporate, political, and social backlash against it. The focus on the 1960s will be on music as an expression and extension of the social, cultural, and political changes of that decade. Finally, the class will examine the paradoxical developments of the evolution of music videos (read: MTV) with the emergence of an abrasive, often angry music (read: punk/grunge/rap) by the end of the 1970s and into the 1990s. In the end, this class will examine and explain the technological, business, and social forces that helped cement rock’s position in Western popular culture. At another, deeper level, by placing this tradition of popular music in its historic context, the class will look at the problematic and interrelated issues of music, business, politics, gender, race, class, and culture in the postwar era.
    [Show full text]
  • Curiosity Guide #308 Candy Science
    Curiosity Guide #308 Candy Science Accompanies Curious Crew, Season 3, Episode 8 (#308) Pop Rocks Inflation Investigation #6 Description Find out how Pop Rocks work in this sweet investigation! Materials Package of Pop Rocks Balloon Funnel Full 16-ounce bottle of soda Spoon Table Procedure 1: Use all Pop Rocks minus one 1) Open the package of Pop Rocks. 2) Remove one large Pop Rock from the bag. Set both the package and the large Pop Rock aside. 3) Place the narrow end of the funnel into the neck of a deflated balloon. 4) Pour the Pop Rocks from the package into the funnel so that the Pop Rocks fall into the balloon. Save the large Pop Rock for later. 5) Keep the balloon bag of Pop Rocks to the side, and stretch just the neck of the balloon over the top of the bottle. 6) Carefully lift the balloon bag up so that the Pop Rocks fall into the soda. 7) What happens? Procedure 2: Experiment with the large Pop Rock 8) Place the large Pop Rock on the table. 9) Use the back of the spoon to carefully press down on the Pop Rock until the shell cracks. Could you hear the pop from the releasing carbon dioxide gas? My Results Explanation When Pop Rocks are made, the boiled sugar, lactose, corn syrup, and flavoring mixture is pumped with pressurized carbon dioxide gas. The gas is pressurized at 600 pounds of pressure per square inch! The candy is thus filled with high-pressure carbon-dioxide gas bubbles. Normally, when you place a Pop Rock on your tongue, part of the shell begins to dissolve.
    [Show full text]
  • The Music (And More) 2019 Quarter 3 Report
    The Music (and More) 2019 Quarter 3 Report Report covers the time period of July 1st to Kieran Robbins & Chief - "Sway" [glam rock] September 30th, 2019. I inadvertently missed Troy a few before that time period, which were brought to my attention by fans, bands & Moriah Formica - "I Don't Care What You others. The missing are listed at the end, along with an Think" (single) [hard rock] Albany End Note… Nine Votes Short - "NVS: 09/03/2019" [punk rock] RECORDINGS: Albany Hard Rock / Metal / Punk Psychomanteum - "Mortal Extremis" (single track) Attica - "Resurected" (EP) [hardcore metal] Albany [thrash prog metal industrial] Albany Between Now and Forever - "Happy" (single - Silversyde - "In The Dark" [christian gospel hard rock] Mudvayne cover) [melodic metal rock] Albany Troy/Toledo OH Black Electric - "Black Electric" [heavy stoner blues rock] Scotchka - "Back on the Liquor" | "Save" (single tracks) Voorheesville [emo pop punk] Albany Blood Blood Blood - "Stranglers” (single) [darkwave Somewhere To Call Home - "Somewhere To Call Home" horror synthpunk] Troy [nu-metalcore] Albany Broken Field Runner – "Lay My Head Down" [emo pop Untaymed - "Lady" (single track) [british hard rock] punk] Albany / LA Colonie Brookline - "Live From the Bunker - Acoustic" (EP) We’re History - "We’re History" | "Pop Tarts" - [acoustic pop-punk alt rock] Greenwich "Avalanche" (singles) [punk rock pop] Saratoga Springs Candy Ambulance - "Traumantic" [alternative grunge Wet Specimens - "Haunted Flesh" (EP) [hardcore punk] rock] Saratoga Springs Albany Craig Relyea - "Between the Rain" (single track) Rock / Pop [modern post-rock] Schenectady Achille - "Superman (A Song for Mora)" (single) [alternative pop rock] Albany Dead-Lift - "Take It or Leave It" (single) [metal hard rock fusion] Schenectady Caramel Snow - "Wheels Are Meant To Roll Away" (single track) [shoegaze dreampop] Delmar Deep Slut - "u up?" (3-song) [punk slutcore rap] Albany Cassandra Kubinski - "DREAMS (feat.
    [Show full text]
  • Music History Lecture Notes Modern Rock 1960 - Today
    Music History Lecture Notes Modern Rock 1960 - Today This presentation is intended for the use of current students in Mr. Duckworth’s Music History course as a study aid. Any other use is strictly forbidden. Copyright, Ryan Duckworth 2010 Images used for educational purposes under the TEACH Act (Technology, Education and Copyright Harmonization Act of 2002). All copyrights belong to their respective copyright holders, • Rock’s classic act The Beatles • 1957 John Lennon meets Paul McCartney, asks Paul to join his band - The Quarry Men • George Harrison joins at end of year - Johnny and the Moondogs The Beatles • New drummer Pete Best - The Silver Beetles • Ringo Star joins - The Beatles • June 6, 1962 - audition for producer George Martin • April 10, 1970 - McCartney announces the group has disbanded Beatles, Popularity and Drugs • Crowds would drown of the band at concerts • Dylan turned the Beatles on to marijuana • Lennon “discovers” acid when a friend spikes his drink • Drugs actively shaped their music – alcohol & speed - 1964 – marijuana - 1966 – acid - Sgt. Pepper and Magical Mystery tour – heroin in last years Beatles and the Recording Process • First studio band – used cutting-edge technology – recordings difficult or impossible to reproduce live • Use of over-dubbing • Gave credibility to rock albums (v. singles) • Incredible musical evolution – “no group changed so much in so short a time” - Campbell Four Phases of the Beatles • Beatlemania - 1962-1964 • Dylan inspired seriousness - 1965-1966 • Psychedelia - 1966-1967 • Return to roots - 1968-1970 Beatlemania • September 1962 – “Love me Do” • 1964 - “Ticket to Ride” • October 1963 – I Want To Hold your Hand • Best example • “Yesterday” written Jan.
    [Show full text]
  • Glam Rock by Barney Hoskyns 1
    Glam Rock By Barney Hoskyns There's a new sensation A fabulous creation, A danceable solution To teenage revolution Roxy Music, 1973 1: All the Young Dudes: Dawn of the Teenage Rampage Glamour – a word first used in the 18th Century as a Scottish term connoting "magic" or "enchantment" – has always been a part of pop music. With his mascara and gold suits, Elvis Presley was pure glam. So was Little Richard, with his pencil moustache and towering pompadour hairstyle. The Rolling Stones of the mid-to- late Sixties, swathed in scarves and furs, were unquestionably glam; the group even dressed in drag to push their 1966 single "Have You Seen Your Mother, Baby, Standing in the Shadow?" But it wasn't until 1971 that "glam" as a term became the buzzword for a new teenage subculture that was reacting to the messianic, we-can-change-the-world rhetoric of late Sixties rock. When T. Rex's Marc Bolan sprinkled glitter under his eyes for a TV taping of the group’s "Hot Love," it signaled a revolt into provocative style, an implicit rejection of the music to which stoned older siblings had swayed during the previous decade. "My brother’s back at home with his Beatles and his Stones," Mott the Hoople's Ian Hunter drawled on the anthemic David Bowie song "All the Young Dudes," "we never got it off on that revolution stuff..." As such, glam was a manifestation of pop's cyclical nature, its hedonism and surface show-business fizz offering a pointed contrast to the sometimes po-faced earnestness of the Woodstock era.
    [Show full text]
  • Music in the UK (Worksheet)
    ПОРТАЛ ДЛЯ ПРЕПОДАВАТЕЛЕЙ АНГЛИЙСКОГО HTTP://SKYTEACH.RU/ Music in the UK (worksheet) Activity 1 Look at the pictures. What do these pictures have in common? How often do you listen to music? Where? What types of music do you know? What kind of music do you like and don’t like? Why? Activity 2 Look at the pictures. Which singers and bands do you know? Which their songs have you heard? Spice Girls Queen The Rolling stones Adele Ed Sheeran Elton John Pink Floyd The Beatles Picture taken from https://pixabay.com and https://en.wikipedia.org Created and designed by Maria Tsedrik for Skyeng, 2018 © ПОРТАЛ ДЛЯ ПРЕПОДАВАТЕЛЕЙ АНГЛИЙСКОГО HTTP://SKYTEACH.RU/ Amy Winehouse Oasis One Direction Coldplay Complete the table with the name of the artists or bands. Dates Name Type of music 1962 - now 1965 - now 1960-1970 1970 - now 1965 - 1995 1991 - 2009 1994 - 2000 2003-2011 1998-now 2006 - now 2010-2016 2011 - now Watch the video and check. Picture taken from https://en.wikipedia.org Created and designed by Maria Tsedrik for Skyeng, 2018 © ПОРТАЛ ДЛЯ ПРЕПОДАВАТЕЛЕЙ АНГЛИЙСКОГО HTTP://SKYTEACH.RU/ Activity 3 Most famous British bands and musicians quiz. 1) What band is called “Fab Four”: a) the Who b) Queen c) Pink Floyd d) the Beatles 2) What city were the Beatles from? a) London b) Liverpool c) Brighton d) Oxford 3) Who was the lead singer of Queen? a) Freddie Mercury b) John Lennon c) Mick Jagger d) Robbie Williams 4) What happened to Mick Jagger in 2004? a) He left the Rolling Stones b) He became Sir Mick Jagger c) He died.
    [Show full text]
  • One Direction Infection: Media Representations of Boy Bands and Their Fans
    One Direction Infection: Media Representations of Boy Bands and their Fans Annie Lyons TC 660H Plan II Honors Program The University of Texas at Austin December 2020 __________________________________________ Renita Coleman Department of Journalism Supervising Professor __________________________________________ Hannah Lewis Department of Musicology Second Reader 2 ABSTRACT Author: Annie Lyons Title: One Direction Infection: Media Representations of Boy Bands and their Fans Supervising Professors: Renita Coleman, Ph.D. Hannah Lewis, Ph.D. Boy bands have long been disparaged in music journalism settings, largely in part to their close association with hordes of screaming teenage and prepubescent girls. As rock journalism evolved in the 1960s and 1970s, so did two dismissive and misogynistic stereotypes about female fans: groupies and teenyboppers (Coates, 2003). While groupies were scorned in rock circles for their perceived hypersexuality, teenyboppers, who we can consider an umbrella term including boy band fanbases, were defined by a lack of sexuality and viewed as shallow, immature and prone to hysteria, and ridiculed as hall markers of bad taste, despite being driving forces in commercial markets (Ewens, 2020; Sherman, 2020). Similarly, boy bands have been disdained for their perceived femininity and viewed as inauthentic compared to “real” artists— namely, hypermasculine male rock artists. While the boy band genre has evolved and experienced different eras, depictions of both the bands and their fans have stagnated in media, relying on these old stereotypes (Duffett, 2012). This paper aimed to investigate to what extent modern boy bands are portrayed differently from non-boy bands in music journalism through a quantitative content analysis coding articles for certain tropes and themes.
    [Show full text]