3.3 Designing a cd cover

English first additional language

Grade 4

The world of music

Module 28

Designing a cd cover

Activity 1

To write lists with headings [lo 4.1.2]

To express an opinion in writing [lo 4.1.5]

DIFFERENT TYPES OF MUSIC

As we have already said, there are many different kinds of music, not only classical. Each person has his or her own taste in music. Some prefer pop, others like rock, rhythm and blues, gospel, heavy metal, kwaito or reggae. Some people like a variety of styles.

1. Make a list of your favourite bands or groups or pop stars, and try to name the style of music as well. Start with your most favourite music and work your way down to the kind you like least.

Give each column in the list a heading.

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2. Listen to the following types of music in class: Classical, Jazz and Country. Write down what you think of the different types of music. Try to give reasons while you feel the way that you do.

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Activity 2

To design media texts [lo 4.4.1]

A popular band/ singer is coming to town. Draw up the whole media campaign:

1. Just the plan of the poster (not the poster itself!)

HEADING (Who /where):

Times and dates:

Where to buy tickets:

Colours to use:

Design in general

2. CD Cover.

2.1 Booklet that you fit into the sleeve of the CD

The cover of the CD that you will be selling has a front page, middle spread and a back page.

a) FRONT PAGE

Title of the record:

Recording artists/ band / conductor, etc.

Illustration:

b) MIDDLE SPREAD:

• This includes the title of each cut
• the name of each recording artist
• the name of the lyricist (the person who wrote the words)
• the name of the composer (of music) + date of composition. An illustration (in line with the picture on the front)

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c) BACK PAGE: Something about the production of this CD (where and how it was made and by whom).

2.2 Back of the CD

• A repeat of c. above.
• Details of royalties and copyright. (This is whom to write to if you wish to copy the material).
• Details of the compiler of this disc, addresses of the printer and who was responsible for the overall design and cover.
• The price is in code.

3. The press release

• Exactly what you want the newspapers / magazines to print or the TV stations to say.
• You have been told that you can keep part of the proceeds of the sales and you are aiming to make money for a club at school.
• Try to be as original and creative as possible. Remember that the CD cover is folded.
• For ideas, look at CD covers and gain some inspiration.

FINALLY

• Once you have worked it all out, present your plans to the whole class.
• Vote on the group that you think has a plan that will work best.

Assessment

Learning outcome 4: writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standard

We know this when the learner:

4.1 writes to communicate information:

4.1.2 writes lists with headings;

4.1.5 expresses an opinion in writing (e.g. whether a book was interesting or boring);

4.4 designs media texts:

4.4.1 designs a simple poster and / or notice.

Memorandum

Activity 1

Much of the assessment in this activity will be subjective. Discuss the criteria in detail with the learners prior to them beginning their tasks.

Variety is emphasised here. Listen to various kinds of music and discuss with learners. Make it interesting by encouraging them to bring pictures/posters/music to class. Learners must be able to express an opinion and back it up by giving reasons.

Activity 2

Allow the learners time to plan their poster and to EXPLAIN how they intend doing it – and WHY.

The CD cover should be thoroughly done so that the learners understand just how much goes into producing a CD and that it is not cheap. Explain what the duties of the various people involved are.

There is tremendous scope here for career guidance at the same time!

The press release should be explained: The purpose of a press release and the effectiveness of this control. Perhaps negative and positive press can be explained here, in simple terms.