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By the end of this unit you should be able to:

discuss the pros and cons of an issue;

understand elements of academic language including hedging language; modals; the passive voice

understand ways to paraphrase;

understand how reporting language is used;

understand the structure of an evaluative response;

read and summarise material;

write an evaluative response.

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Task 2: Discover and speak about Australian music 

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Task 2: Discover and speak about Australian music 

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Australia has a long and successful history on the international music stage. Bands and singers that have enjoyed international success include Kylie Minogue, INXS, Midnight Oil, AC/DC, Nick Cave and the Bee Gees. Click the links to hear some of their music on Spotify. As you will see, many of these artists come from Australia's recent past.

To get a better idea of contemporary Australian music, we have included a playlist from the 2016 Australian Recording Industry Association Music Awards. The songs presented here were finalists and winners in the competition. Your job now is to listen through the songs, choose one you like, and then give a short presentation about the artist and their music.

Follow these steps.
Step One: Choose a song you like
1. Head to Spotify (click HERE) and complete a free registration
2. Skim through the songs in the playlist and choose one you like.

Step Two: Understand the structure of your presentation
At the end of this lesson, you'll need to give a 5-minute presentation based on the following structure:

1. Introduction - tell the audience who you will be talking about. Outline the overall structure of your presentation.

2. Body

the artist: who they are, and what's special about them

the song: what it is about, and why you chose it. Does it resonate personally with you in some way or remind you of a particular person or time in your life? Or perhaps you just like the way the music makes you feel?

the effect of the song: how it made you feel, and how it is different/similar to other music you like

recommendation: who would like this song, and why.

3. Conclusion - a final statement about the song and the artist. Has the song changed the way you think about music? Do you have any plans to listen to more Australian music?

Step Three: Do some research
Now that you understand the structure of your presentation, do some research to find out more about the artist and their music.

Step Four: Deliver your presentation
Deliver your presentation to the class using the techniques you have learned in previous lessons. Speak for no more than five minutes. Use visuals if appropriate.

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Language

hedging and modals

passive voice

Writing

paraphrasing

structuring an evaluative response

Reading

evaluating different opinions

Listening

BTN "Piracy crackdown"

Speaking

group discussion

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       Pop Music  has long been a part of mainstream culture, and nearly everyone has a favourite artist, band or preferred genre. In this module you are going to look at your own preferences in more detail, and in doing so, prepare to write a synthesised paragraph about an opinion you have relating to the digital consumption of modern popular music.

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       Pop Music  has long been a part of mainstream culture, and nearly everyone has a favourite artist, band or preferred genre. In this module you are going to look at your own preferences in more detail, and in doing so, prepare to write a synthesised paragraph about an opinion you have relating to the digital consumption of modern popular music.

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Unit 1  Pop Music                                                                     Objectives and Getting Started

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Unit 1  Pop Music                                                                     Objectives and Getting Started

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By the end of this unit, you should be able to:

Use vocabulary that is appropriate to discussing pop music and popular culture critically

Research an Australian artist and deliver a presentation on their life and music

Understand the grammatical structure of relative clauses & appositives and use them with confidence in order to make your writing richer and more descriptive

Understand the structure of an album review and the descriptive language that is found in these reviews

Comprehend an interview and reading on the theme of popular music

Write a review of a favourite album

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Introduction to Unit 2 - Issues in the Media Industry

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Introduction to Unit 2 - Issues in the Media Industry

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You have now:

listened to an interview and answered some questions about Trevor’s musical influences, and his passion for Prince.

chosen your favourite album, discussed the songs, and analysed the lyrics to describe each song.

Now it’s time to look at an interesting issue in the music world - PIRACY.

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Find Out:
* Work in groups to discuss piracy
* Group post a comment that sums up your group consensus(views)-50 to 100 words
* Click below and start talking

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Getting Orientated

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To get started, let's look at an Australian artist called Sia. Watch a video clip of one of her most popular tracks, "Chandelier".  What do you think of it?
Do you like it or dislike it? Why / Why not?
How does this song compare to the music you may usually listen to?

This word-list includes a wealth of useful vocabulary and phrases used to describe music. You may wish to explore these with your teacher.

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Later in the course, (Week 24) you will sit the Integrated Reading/Writing Test.

The test will ask you to read two articles on an issue.

The first article will contain arguments FOR a topic

The second article will contain arguments AGAINST the same topic.

Here is the process that you will follow when taking the exam.

STEP 1 - Read both articles carefully, and take Cornell notes.
STEP 2 - Write a response.

Let's start preparing for the test by understanding language used in academic texts.  Click below and we'll begin.

Share with mystudents.

Note, a n answer key to the hedging exercises can be found on the padlet below.

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Listening

TED talk on Street Art

Reading

text on graffiti

Sample report

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Listen and understand details of an interview

Make a presentation about a song or piece of music

Read and understand the content and structure of an album review

Write an album review

Analyse and produce graphs and charts

Read and critically evaluate differing views on arts issues

Learn and practie how to paraphrase and use reporting verbs

Write an opinion piece which synthesises material from a reading in preparation for the end of semester examination

Participate actively in an excursion to the National Gallery of Victoria

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Extra activity - Australian Album Sales -Interpreting Charts

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Extra activity - Australian Album Sales -Interpreting Charts

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Task 3: Descriptive language - Adjective (Relative) Clauses

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Task 3: Descriptive language - Adjective (Relative) Clauses

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The grammar focus in the unit is the use of appositives and adjective (relative) clauses. These are great tools which allow you to give more information and be more descriptive.

First, the video below refreshes our knowledge of relative pronouns eg. who, whom, that, which. Then, it looks at using these pronouns as part of relative clauses which make your sentences more descriptive.

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Relative Pronouns & Clauses - English Grammar Lesson

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 Task 4: Relative Clauses - Exercises / Homework 

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 Task 4: Relative Clauses - Exercises / Homework 

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Click this link to the visit the BBC Grammar Practice Site. Study the adjective clause rules  and then do the practice exercises.

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Appositives are another nice way to add information and description.
Let's have a look at them

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Task 6: Appositives - Homework / Exercises

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Task 6: Appositives - Homework / Exercises

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Click here to study the rules concerning appositives. Click here to do a practice exercise.

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Task 7: Writing using Relative Clauses & Appositives

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Task 7: Writing using Relative Clauses & Appositives

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Great! Now, let's put your skills to use. Write a paragraph about your favourite band or musician, or song or musical genre. Include at least two adjective clauses and one appositive.

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A "model" song review of Lorde's "Royals" with gap fill exercise.

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Read some further album reviews here

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In this episode of the Pitchfork Review podcast, our critics talk about what made them care about Drake in the first place, why his new album For All the Dogs is so frustratingly mid, and what he should do next.

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Task 1:  Work out how you feel about digital piracy

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Task 1:  Work out how you feel about digital piracy

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Piracy is regarded as stealing. Piracy used to only refer to attacking and robbing from a ship at sea, but it now also refers to downloading material illegally. So, whether it’s stealing cash and jewels from a ship, or digital content from a computer, piracy is all about taking something that doesn’t belong to you. Surely, these two forms of piracy are both equally wrong...or are they?

Watch the NEWS report below.  What do you think about piracy?  Is it really stealing?

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Sometimes it's nice to have a bit of privacy. Whether you just want to feel relaxed or it's a slightly more urgent matter. But this is one place where it can feel like privacy isn't that hard to come by.

Online it seems like no-one has to know who you are or what you're doing, even if you're doing something like downloading illegally. Except that's not entirely true.

Internet service providers have always known exactly who you are and what you do online. They're the companies that connect you to the net. And at the moment they're the only ones with that knowledge.

But what if all of the companies that own all of the movies, TV shows and songs, could find out who you are, too? Well, that could soon be possible here in Australia. One Hollywood film company is trying to force internet providers to dob in pirates by getting them to hand over the details of their customers.

But so far, Aussie internet providers aren't budging and the Federal Court will decide what should happen next year. But is it fair for a big movie company to track down and target individuals? Should people have a right to privacy even if they've broken the law?

VOX 1: If it is a continued download of movies they should be exposed.

VOX 2: I think it's wrong for people who are giving out the name for the movie studios.

VOX 3: Like invading their privacy

VOX 4: They should have to face the consequences of doing something illegal.

VOX 5: People may download it for specific reasons.

Australia's right up there among the world's worst when it comes to online piracy. Nearly thirty per cent of Aussies aged between 18 and 64 download illegally.

LORI FLEKSER, IP AWARENESS FOUNDATION: People are less inclined to believe that piracy is stealing or theft and that's a very worrying statistic.

TV, music and film industries say piracy is hurting them big time, because it means the creators don't see a cent of the money they would otherwise be entitled to. So is going after people who do the wrong thing going to solve the problem?

Well, some argue that better and cheaper access to entertainment is more likely to make a difference. Here in Australia, we pay 40 per cent more than in the US to download many new movies, while some TV shows just aren't available here.

Next year's court decision could have a big impact on how pirates are dealt with in the future, but whatever happens, it's an issue that won't be going away anytime soon.

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A Hollywood film company recently went to court to demand the personal details of Australians who downloaded one particular movie illegally. If successful, those downloaders could each face thousands-of-dollars in fines. But internet service providers say they're going to fight to keep the details secret. But it's not because they support piracy.

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Now read comments which were made in response to an article about digital piracy. People have strong opinions about this topic, as you can see.

What are the two positions that are represented in these comments?
Comment One

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Comment Two

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Task 5: Taking notes, summarising and evaluating a text

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Task 5: Taking notes, summarising and evaluating a text

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You will now read an article, take Cornell notes and write a summary.

We will then look at the structure of an evaluative text.

Click below to begin.

Share with students

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Now we'll look at some different opinions on the  topic of digital piracy. At the bottom of the page, you will see an article excerpted from Miller entitled "Downloading Pirated Music: Pros and Cons." The citation for this article is as follows:

Miller, M., Downloading Pirated Music: Pros and Cons (2012).

Now let's get to work. Follow this process.

Work in pairs/groups.

Read the background information on Miller's views about piracy and his conclusions.

Student A reads Miller's arguments IN FAVOUR OF downloading pirated music.

Student B reads reads Miller's arguments AGAINST downloading pirated music.

Take Cornell notes as you read and summarise the main arguments in your article.

Discuss your notes with your partner.

Read your partner’s summary.

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Background information
Click here to read the article.

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Student A:                                                                Arguments in favour of downloading pirated music

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Student A:                                                                Arguments in favour of downloading pirated music

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Student B:                                                                Arguments against downloading pirated music

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Student B:                                                                Arguments against downloading pirated music

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Click here to read the article.

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Now you can prepare for the writing part of the test.

Write a response (in a Google Doc created in your Google Folder) which evaluates the arguments in the readings. Make sure your opinion is clearly stated.

I will provide you with feedback. The task will count towards your participation grade. Write no more than 350 words.

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Any justification for Downloading?

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The show that unpicks the dark arts of advertising, branding and spin is back. Wil Anderson, Russel Howcroft and Todd Sampson are joined by a trusty team of advertising experts, including Dee Madigan and Claire Salvetti.

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Task 10-Reading Folio Week 14 Homework                       Look up vocab List below:

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Task 10-Reading Folio Week 14 Homework                       Look up vocab List below:

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BBC China's music listening habits revealed here.
Indonesia's Rich Chigga here.

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READING FOLIO TASK_.           Click on Links to "The Conversation" for articles on piracy or digital music/media issues

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READING FOLIO TASK_.           Click on Links to "The Conversation" for articles on piracy or digital music/media issues

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The relaxation of a ban on the sale of video game consoles in China has opened up an enormous market for the three big console manufacturers. The sudden opening has already precipitated a surge in Nintendo's...

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Task 11: The Conversation- Is downloading really stealing?

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Task 11: The Conversation- Is downloading really stealing?

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Many millions of people throughout the world will illegally download the fifth season of Game of Thrones, released today by HBO. Legally speaking, what they will be doing is a violation of intellectual property rights, or "piracy". But will they be doing anything morally wrong?

It might seem obvious that what they will do is wrong. After all, it is illegal. But there are many things that have been illegal that people don't think are morally wrong. Same-sex relationships, divorce and many other practices that are now widely accepted as morally acceptable were once outlawed and criminally sanctioned.

Few people think they were wrong just before they were legalised. Rather, they tend to think the laws governing these behaviours were unjust. So appeal only to the illegality of downloading doesn't settle whether it is okay, morally speaking.

Opposing views

Two rival camps dominate public discussion around the ethics of illegal downloading. On the one hand, there are what might be called "fundamentalist libertarians". These think that all ideas and artistic creation should be held in common and be freely accessible to all.

In their view, intellectual property, in the form of copyright and patents, unfairly restricts access to ideas and expression. They consider illegal downloading to be victimless crime, and do not think it imposes significant cost on anyone. In their view, the serious criminal sanctions that sometimes attach to illegal downloading are draconian and unjustified.

On the other hand, there are what might be called the "fundamentalist protectors". This camp thinks that illegal downloading is equivalent to common theft.

This view is vividly expressed in the aggressive message that often precedes films in Australia:

You wouldn't steal a car, you wouldn't steal a handbag, you wouldn't steal a television, you wouldn't steal a movie. Downloading pirated films is stealing.

According to fundamentalist protectors, owners of intellectual property deserve just as much protection and means for redress as those who have had their handbags or televisions stolen, including civil and criminal sanction against those who have violated their intellectual property.

For them, the massive penalties that are sometimes attached to illegal downloading are important because they send a clear message that this practice should not be tolerated. This seems to be the view of much of the entertainment industry, as well as public officials and legislatures in countries that produce and export a lot of intellectual property.

In a recent speech, for example, US President Barak Obama claimed:

We're going to aggressively protect our intellectual property [...] Our single greatest asset is the innovation and the ingenuity and creativity of the American people [...] It is essential to our prosperity. But it's only a competitive advantage if our companies know that someone else can't just steal that idea and duplicate it.

Excluding theft

Despite their currency, both of these positions are overdrawn and seem at odds with moral common sense. The fundamentalist protector position is problematic because there are clear and morally relevant differences between stealing someone's handbag and illegally downloading a television series.

In common theft, the owner of property is entirely deprived of its use, as well as their ability to share it and dispose of it as they choose. Common theft is zero-sum: when I steal your handbag, my gain really is your loss.

The same is not true when I download a digital file of your copyrighted property. In downloading your film, I have not excluded you from its use, or your ability to benefit from it. I have simply circumvented your ability to exclude me from its use. To draw an analogy, this seems more like trespassing on your land than taking your land away from you.

Criminal sanctions seem warranted in thefts where one person's gain is very clearly another person's loss. But things are not so clear when the relationship between gain and loss are more complex.

And of course there are ways that owners of intellectual property can gain, overall, from infringements of their rights. The more accessible their products become, the more people may want to consume them. This certainly seems to be the case with products like Game of Thrones, a fact recognised by its producers.

Protecting public goods

On the other hand, the fundamentalist libertarian position is problematic because it treats all intellectual property infringement as a victimless crime. For one thing, intellectual property rights are an important means by which people gain profit from the effort that they put into the production of creative works.

That they can profit in this way provides an important incentive - aside from the intrinsic value of the productive activity itself - for them to engage in socially useful productive activity.

This is evident in other fields, such as research and development of medical treatments: firms have little reason to invest the time and resources in developing vaccines and other public goods if they cannot benefit from their distribution.

Thus, not protecting the rights of the producers in some meaningful way is bad for everyone. Infringing intellectual property rights can also increase cost to those do pay for the good, in the form of higher prices. Those who pay for intellectual property are effectively subsidising its use by those who do not pay for it. In most cases this seems unfair.

Descrier/Flickr, CC BY

A different kind of theft

The question of the morality of illegal downloading is so difficult because it takes place in an environment in which the penalties attached to this behaviour ordinarily seem to be overkill, but where there are pretty clear social costs to engaging in it.

What, then, should be done? For starters, it seems important to stop treating intellectual property infringement as common theft, and to develop different legal remedies for its protection. Various kinds of property are different, and warrant different forms of protection. This is hardly a novel idea.

In his fascinating book, 13 Ways to Steal a Bicycle: Theft Law in the Information Age, the legal philosopher Stuart Green has pointed out that treating all infringement of property as theft subject to the same legal rubric is a relatively new development.

Prior to the 20th Century, theft law consisted of a sort of ad hoc collection of specific theft offences and specific kinds of property that were subject to theft. Different rules applied to different offences, and intangible forms of property, like intellectual property, were not included in theft law at all. We may need to return to rules that are well suited to protecting different forms of property.

In the meantime, it seems incumbent on consumers to try to respect intellectual property unless doing so imposes unreasonable cost on them. Refraining from accessing patented essential medicines that are inaccessible due to price does seem unduly costly. Refraining from watching the latest season of Game of Thrones, the ardour of its fans notwithstanding, does not.

At the same time, we should also strongly resist massive penalties levied on downloaders when they are caught. The practice of " speculative invoicing " - whereby people are sent threatening letters that offer the opportunity to pay a sum to prevent legal action seeking vast sums - is seriously objectionable. Even if what the downloaders have done is wrong, it is much worse to over-punish them.

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Is downloading really stealing? The ethics of digital piracy

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Many millions of people throughout the world will illegally download the fifth season of Game of Thrones, released today by HBO. Legally speaking, what they will be doing is a violation of intellectual property rights, or "piracy". But will they be doing anything morally wrong?

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Contemporary Topics 1 Unit 5: Art History Flashcards | Quizlet

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Start studying Contemporary Topics 1 Unit 5: Art History. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Contemporary Topics 1: Unit 5 Lecture with Powerpoint

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Contemporary Topics 1: Unit 5 Lecture with Powerpoint

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Task 10 FOLIO task:                               Write your review (300-400 words)and add to this class pallet

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Task 10 FOLIO task:                               Write your review (300-400 words)and add to this class pallet

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Task-take Cornell Notes
Write a 100 word description of Bob Marley using at least 5 sentences using relative clauses

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Just a small thing to look at a wider range of vocabulary to express certainty.

Students remake the below paddles for their group, and then simply drag the word to the place on the certainty line where they think it should be.

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LESSON 3:                Paraphrasing skills and reporting verbs

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LESSON 3:                Paraphrasing skills and reporting verbs

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Click below to learn about paraphrasing skills.

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Task 1: Understanding Graffiti and Street Art

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Task 1: Understanding Graffiti and Street Art

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Before we get started, it is important to explore the difference and similarities between graffiti and street art.
In groups discuss the following questions:

Have you seen graffiti around Melbourne? Where? What did it look like?

Did you like the graffiti or did you think it ruined the building?

Have you seen any murals around Melbourne? Where? What did they look like?

What is the difference between graffiti and street art?

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Is it art or vandalism?
The question of whether graffiti is street art or vandalism is a difficult one to answer. Below is an article of the Melbourne suburb, Moreland, and how they are dealing with the issue of graffiti.

Read the article and answer the questions below.

Write the answers in your notebook.

Discuss your answers in groups:

Be prepared to report on your discussion.

1. What does the new law propose to do?

2. In the council’s survey, how many people thought graffiti was vandalism?

3. In the council’s survey, what did just over half the people surveyed believe about graffiti?

4. Why does the council believe it is hard to distinguish between graffiti and art?

5. Give an example of a popular public art project in Moreland.

6. What are two benefits of public art projects?

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Task 4: Listening and Note Taking 'The History of Graffiti'

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Task 4: Listening and Note Taking 'The History of Graffiti'

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Below is a short talk on the history of graffiti. Listen and take Cornell notes about the key information. You will be asked to answer questions afterward using only your notes

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Studying graffiti can allow you to become conscious of what it means to make your mark over time. Graffiti as an art form presents an unusual historical domain because we are left with questions about who made the mark, how and why? Graffiti is unlike the typical primary and secondary sources used by historians because authorship, messages and audience are less known to the reader -- we, as historians, have to reconstruct those moments. This kind of historical reconstruction presents an interesting space for us to understand how and for whom historical knowledge is constructed, thus enhancing a focus on historical consciousness and how knowledge becomes 'known' to others. Graffiti presents a view of past from the perspective of rare and lesser known, every day people. To learn more about graffiti in ancient Rome you can click here.

In more contemporary contexts, like in Egypt and Turkey, graffiti tells us about how public spaces are used to express messages during times of dissent and revolution. For example, graffiti about the Arab Spring showed us what occurs when individual and collective voices do not match the forces of authority. In these cases, graffiti memorializes the voices of individuals who resist censorship and persist to have their memories shared publicly, even if the act of graffiti poses a risk to their own health or safety. You can learn more about graffiti and the Egyptian Arab Spring here. This kind of attempt to be 'heard' and remembered urges us to consider what is just or ethical and what further actions might be necessary to encourage historical consciousness more broadly. Art historian, Bahia Shehab discusses her fascination with street art during the Arab Spring here - her message is transformative.

Graffiti helps us to uncover competing truth claims and to determine when that meaning can better inform a more holistic and collective understanding of the past. To learn more about claim testers and how students can assess competing truth claims you can click here. Ultimately, students learn to challenge the assumption that history is already written and just merely passed along to them. Instead it offers learners an opportunity to discover how and for whom history is remembered.

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A brief history of graffiti - Kelly Wall

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Spray-painted subway cars, tagged bridges, mural-covered walls - graffiti pops up boldly throughout our cities. And it turns out: it's nothing new. Graffiti has been around for thousands of years. And across that span of time, it's raised the same questions we debate now: Is it art? Is it vandalism?

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Task 4: Finding Specific Information in Notes

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Task 4: Finding Specific Information in Notes

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Individually and using your Cornell Notes, answer the following questions:

1. When did the modern concept of vandalism become coined?

2. What what graffiti associated with?

3. Where do many graffiti artists stay?

4. What two cities in the USA are described in this lecture?

5. Are graffiti artists accepted into galleries?

6. What do you think the phrase mainstream means?

7. What do you think the phrase underground means?

8. What do graffiti artists challenge?

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It has two arguments about the issue

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Chinese shoppers spend a record $25bn in Singles Day splurge

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The annual event for lonely hearts is now four times bigger than Black Friday and Cyber Monday, the biggest shopping day in the US calendar

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Listening

TED talk on Street Art

FUN! - Lyrics Training

Reading

text on graffiti

Sample report

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Task 12_FOLIO B ALBUM REVIEW Week 14 TASK

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Task 12_FOLIO B ALBUM REVIEW Week 14 TASK