August 30th, 2012

8/30/12

In Class:

Checked for completed homework and missing assignments.

Phrase-integration guided writing exercise.

Reviewed perspectives of songwriting, settling on the working descriptors narrative, expressive, social critique, and meta-song. Established audience types of introspective (analogous to 1st person point of view in literature), apostrophe (2nd person), and generalized (3rd person).

Working Descriptions of Stylistic Perspectives and Audience types of lyric writing

Discussed the effective use of varied perspectives with varied audiences.

Guided Practice in the generative process:

- Brainstorm a list of 10 potential song premises.

- Adopt 3 of these premises to explore.

- With each premise, list ten independent words that you associate with the idea—consider the five senses, and do not limit yourself to adjectives.

 - With each premise, write a line expressing the general idea behind the song very bluntly—no bells and whistles.

- With each premise, develop this line to express the idea without directly identifying it. In other words, explain it as if you were explaining it to yourself—don’t worry about making sense to others.

- For each premise, write the first line from an expressive stylistic perspective. I.e., what does this idea sound like if you articulate the feelings and thoughts behind it?

- For each premise, write the first line from a narrative stylistic perspective. I.e., what does this idea sound like as a story? 

- For each premise, write the first line as apostrophe.

- For each premise, write the first line as introspective.

- For each premise, write the first line to a generalized audience.

- Determine what style and what audience each premise fits best with. 

- Choose one premise to continue writing on. 

Homework:
Write a chorus and a related verse. (Refer to 8/28 lecture for characteristics of verse and chorus.)
Write a 5-sentence reflective description of your creation of the chorus and verse; what was your process?
Note: Pocket notebooks will be collected on Tuesday, Sept. 4th, to check for writing activity. (They will not be graded on content.)
Early progress reports will be distributed on Tuesday, Sept. 4th.