Brooke Fraser

8/13/2019 Brooke Fraser

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BROOKE FRASER

ARITHMETIC

Lesson One

Listening Activity

Before you read the resources provided, complete the listening task by listening to the work.

• Circle the description that best fit the music:

Tempo: moderate speed fairly fast solemn slow

march

Melody: medium in range, moving by step and narrow leap or

Wide in range, including wide leaps

Metre: 3 beats to a bar 4 beats to a bar

Rhythm: regular, steady much use of syncopation

Texture: mainly heavy, rich, dense mainly light, clear, open

Harmonies: mainly concords spicy discords at times

Dynamics: from mpmf throughout varying over a wide range of pp !ff

Character: forceful, energetic, heavy thoughtful and reflective

• Which of the following can you hear" #select one or more$

%a&or chord at the beginning and end %inor chord at the beginning and

end

'erses and chorus (lowing melody )stinato patterns

*trong marchlike accents

• Which instruments and voices can you hear"

%ale voice (emale voice Choir *ynthesi+ers iano 'iolin Cello (lute

• -re the vocal:

*yllabic or melismatic

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ACHIEVEMENT STANDARD 1.6

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BROOKE FRASER

ARITHMETIC

Composer Bio: Brooke Fraser

Brooke (raser was born and raised in a notsohip area of a hip little city in the most

beautiful country on od/s green earth Wellington, 0ew 1ealand. *he studied piano from

the age of seven, began writing songs at 2, played clarinet very averagely from 23, and at

2 got sick of writing slow piano ballads and playing 5Baby 6lephant Walk5 in the school

concert band, so taught herself the acoustic guitar. *he still has 7uiet aspirations of being a

drummer in a hardcore band or a forensic anthropologist, or a really great knitter, but these

remain pipe dreams for now.

Brooke was coerced into playing in public during her first year in high school, when the

dean of the senior year wanted an assembly 8item/ and one of Brooke/s socalled /friends/

dobbed her in. 9his led to a semihumiliating but character building biweekly /gig/ at the

senior assembly. )ver the net few years as her songs stopped being about insects, her

/gigs/ became music festivals, support shows and fundraisers for a charity that she remains

committed to and passionate about today World 'ision.

;n << at 2=, Brooke signed with *ony %usic #now *onyB%$ and moved to -uckland

where she played regularly at the grassroots>indie>acoustic venue /9he 9emple/ #no longer in

eistence$ whilst continuing to write material for her debut album.

What to ?o With ?aylight

Brooke/s first album What 9o ?o With ?aylight was released in 0ew 1ealand in late <<3,

debuting at @2 and achieved goldselling status in the same week. 9he album eventually

went = times platinum, selling over 2<,<<< copies in 0ew 1ealand alone. What to ?o With

?aylight remained in the top ten on the album charts for over a year, returned to the @2 spot

twice and charted for a record AA weeks. -ll five singles from her album reached the top <

01 singles chart and achieved @2 airplay status.

(ollowing the release of What 9o ?o With ?aylight, Brooke played a number of cobilled and

headline tours throughout her homeland, and in <<4 toured -ustralia and 0ew 1ealand

with -merican artist ohn %ayer and supported iconic .D. artist ?avid Bowie. *he thenrelocated to *ydney, -ustralia prior to the release of her album there and played various

residencies throughout *ydney. -t the <<4 01 %usic -wards Brooke won /Breakthrough

-rtist of the Eear/ and /Best (emale *olo -rtist/, and her debut single 5Better5 was named

the %ost erformed Work on 01 Fadio by the -ustralasian erforming Fight -ssociation

#-F-$.

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01 %*;C -W-F?*

<<4 ! Best (emale *olo -rtist

<<4 ! Breakthrough -rtist of the Eear

<<G ! Highest *elling -lbum #-lbertine$

<<G ! -irplay Fecord of the Eear

-F- -W-F?* #-ustralian erforming Fight -ssociation$

<<4 ! %ost layed Composition in 01 #IBetterJ$

<<G ! %ost layed Composition in 01 #I?eciphering %eJ$

<<G 9he -F- *ilver *croll #I-lbertineJ$

?iscography

WH-9 9) ?) W;9H ?-EK;H9

Feleased L )ctober <<3

Highest 01 album chart placing @2

2. 5-rithmetic5

. 5*aving the World5

3. 5*till ;n Kove5

4. 5Kifeline5

. 5Waste -nother ?ay5

A. 5Without Eou5

G. 5Feverie5

=. 5;ndelible5

L. 5Better5

2<. 5*carlet5

22. 5%ystery5

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Homework

Fesearch on the pop music in 0ew 1ealand from 2LG< to <23. 0ame a singer>songwriter ,

and at least songs from each decade, and two of them have to be female.

2LG<

2L=<

2LL<

<<<

<2<

<23

-lso, start on the 8ContetM part of the assessment, and bring any 7uestions you may have to

the net lesson.

Lesson Two

?iscuss findings and answers for homework set for the previous lesson. Were there

7uestions about the application part of the assessment that the teacher need to clarify or

eplain"

Fead the following ecerpts on -rithmetic

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%ore information on -rithmetic

Feleased 2A -ugust <<4

Highest 01 singles chart placing @=

Highest 01 radio airplay chart placing @2

-rithmetic *ingles track listing:

%ystery #Kive$

*omething in the way she moves #Kive$

9he song was later included on the *ony B% compilation More Nature, a collection ofsongs from the 0ew 1ealand *ony B% catalogue #in particular, those who promote nature

and conservation$.

9he film clip for 5-rithmetic5 features (raser in a dimly lit studio surrounded by fairy lights

and with fairy lights all over her piano. -s the song only features piano and a string 7uartet,

the 7uartet is also visible in another part of the studio with their music stands also lit by fairy

lights. (or this abundance of fairy lights, 5-rithmetic5 was awarded the satirical award for

5%ost used fairy lights in a video clip5 in the <<4 *tudio -wards.

Brooke also wrote some eplanation notes on the song itself:

I've been thinking for a while that I'd like to every so often dissect one of my songs for you. It's alwaysreally interesting listening to different interpretations of songs, so I in no way intend to halt thediscussion, but I thought ya might appreciate a bit of B-Fray (as ristin calls me! insight...

"o, since y'all started a topic discussing that e#act thing, I thought I may aswell take the opportunity toadd my $%c. &emember I'm not yet the forum-savvy poster I hope to be, so sorry if the layout of mypost isn't totally reader-friendly.

rithmetic was a song I am confident did not come from me. I literally wrote pages and pages of lyricsto this song, until all the right words came together and felt right. "o... here we go

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ARITHMETIC

ArithmeticI've been staring at the sky tonightMarvelling and passing time

Wondering what to do with daylightUntil I can make you mineYou are the one I want, you are the one I want

V!" #$% &he line What to do with daylight actually came to me months be(ore Arithmetic waswritten or the album was recorded, as I was sitting in a park trying to think o( a name (or anothersong) &hat phrase popped into my head and I wrote it down) As I repeated it, I realised it (elt likee*actly the right title (or the body o( work I was about to record) "o it was actually the name o( thealbum be(ore it was ever a line in Arithmetic) &his (irst verse is pretty much establishing the moodand setting o( the song) "omeone thinking about something they yearn (or so deeply))) when I readthese words I think o( someone with a consuming longing (or peace, but not understanding how theycan possibly obtain it)

I've been thinking o( changing my mind It never stays the same (or long +ut o( all the things I know (or sureYou're the only certain oneYou are the one I want, you are the one I want

V!" &W#% &he (irst couple o( lines are a play on words) I've been thinking o( changing my mind,it never stays the same (or long))) the second line can be taken as a con(irmation o( the (irst line'sstatement A$ can mean the person wants to swap their mind (or a more consistent one, becausetheir current mind doesn't stay the same (or long) &he last part o( this verse then changes theme(rom what is transient and undependable -our minds.emotions/ to what is unchanging) When theselyrics came through, my interpretation was that there are lots o( things I think I know (or sure 0 butwhen it comes down to it, 1od is the only thing that does not change like shi(ting shadows -2ames

3%34/)"o, at this stage in the song, I (eel like the person has moved (rom acknowledging they're wanting peace to batting about the idea o( 1od and 5is reality))) not 6uite understanding yet, but deciding to pursue this peace that's callin')

I've been counting up all my wrongs#ne sorry (or each star"ee I'd apologise my way to youI( the heavens stretched that (arYou are the one I want, you are the one I want

V!" &5!% In this verse, the person considers the barriers between themsel( and 1od andthinks about how i( each star in the sky represented an apology they needed to make (or an error,there wouldn't be enough stars to say sorry (or all the mistakes they've made) I've messed up toomuch, I'm too (ar down this track to go to 1od now, I can never make up (or all the stu(( I've donewrong)

&he truth is, we can't make up (or the stu(( we've done wrong))) but we don't have to, and as long aswe're breathing, it's never too late) &he good news comes in the chorus0kinda0part%

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ARITHMETIC

I won't (ind what I am looking (orI( I only see by keeping score'7os I know now you are so much more than arithmetic

'7os i( I add, i( I subtractI( I give it all, try to take some backI've (orgotten the (reedom that comes (rom the (act&hat you are the sum"o you are the oneI want

75#!U"% &his is the !V8A&I#$ part999 Woohoo9 &his is where the person 1&" that they won't(ind what they are looking (or -peace/ i( they're trying to earn it or apologise their way to it) :eople 0the point o( this song is 1!A7) 1race literally means unmerited or undeserved (avour) We can'tearn our way to peace) :eace 5imsel( earned the way (or us)7heck this out) #ne o( the reasons I know this song did not come (rom +rooke -I know, re(erring toyoursel( in the third person is "# 3;;</ is because !omans ;%=>.=4ish in &he Message translation

says this%

I( each grain o( sand on the seashore were numbered and the sum labeled 'chosen o( 1od',&hey'd be numbers still, not names?salvation comes by personal selection)1od doesn't count us? he calls us by name) Arithmetic is not his (ocus)

I (ound this A@&! the song had been written) I also read :salm 3> a(ter Mystery had been written)

When the years are showing on my (ace And my strongest days are goneWhen my heart and (lesh depart this place

@rom a li(e that sung your song

You'll still be the one I wantYou'll still be the one I wantYou'll still be the one I wantYou'll still be the one I want

FI)* +&" his part is looking ahead to the end of the person's life. hen we understand grace,we /find what we are looking for/ and our lives and eternities are never the same. his last verse isalso the most personal for me. hen I sing it, when I read it, when I speak it... I mean it so much I feellike I'm going to blow right out of my body0

1 2orinthians $13 - /my grace is sufficient for you/. /rithmetic/ is a song about grace - what 4hilip

5ancey describes as /the last best word/.*ife can be crap. 2ircumstances, people, feelings, culture are not dependable. But /the one I want/,is. e cannot pay our way - the way has been paid.

It's this message that will be my /song/ til way past when I'm saggy, wrinkly, and my 6owls are chafingmy collarbone. In fact, long after my bones are dust and the name /Brooke Fraser/ is long forgotten...I'll still be singin' it.

NCEA LEVEL 1

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BROOKE FRASER

ARITHMETIC

• fter reading Brooke7s e#planation on rithmetic, list number of influences she has had in

writing this song, and give an e#ample from the lyric (or music itself! to illustrate your answer.

I)F*8)2" 9:4*" F&;: *5&I2" ;& :8"I2

Score Reading

*tudy the vocal score and complete the following tasks:

• What is the key signature of the music"

• Circle the following on the score, and put the correct letter net to them.

• Change of time signature to 3 crotchets in a bar

• - tied note which adds up to = 2> beats

• ( natural

• ;nterval of perfect 4th

• 9he highest note in the vocal

• 9he lowest note in the vocal

• 9he chord ;, ;', ' on above the tab #at least 2 of each$. Which chord is not used as

much "

9hen, on manuscript paper, complete the following:

• Write the following chords in root position, including the necessary sharps>flats.

6 ma&or B ma&or (@ma&or ?@ma&or @ma&or

• 9ranscribe the 2st verse for clarinet in Bb, and the nd verse for tenor singer.

Homework - (inish the score reading activities. *tart on the analysis part of the

assessment. Eou should also be working>finishing on the contet part of the assessment.

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Lesson Three

Check answers for the score reading. Were there 7uestions about the application or

analysis part of the assessment that the teacher need to clarify or eplain"

Anaysis and !er"ormance Activity

0otify student the key signature of the key.

9he chord progression for this piece is relatively easy and repetitive. -nalyse the chords

provided on the score by giving them Foman numerals #;, ;', ' etc.$, then, as a class,

practice these chord progression on the guitar using the three chords -, ?, 6. make sure thechords are played in the rhythm of the accompaniment style on the record. erform in

groups of 34 as allocated by your teacher.

)r

;f you play a percussion instrument, compose an accompaniment pattern on the hand drum

#no drum kits allowed$, and utili+e the variety of percussion instruments available in class to

play with the students who are playing on the guitar.

#va$ation

Feflect on your group and otherMs performances critically. ;f your group is the backing band

for Brooke (raser in concert, how would she rate your performances"

Anaysis assessment

Continue working on the analysis assessment. lease note that the assessment works

should be handed in no less than weeks after teaching is completed on the achievement

standard.

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Assessment

Conte%t

Brooke Fraser is the composer and per"ormer o" this song&

'rite a (rie" (iography here in yo$r own words $nder the given headings&

#ary i"e:

)$sica )iestones:

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)rgani+e an 2 hour concert which Brooke (raser is epected to be one of the performer, for

0ew 1ealand %usic %onth, which promotes 0ew 1ealand musicians and their music.

repare the following information and present them in an interesting and promotional

manner to attract audience and financial sponsors for the concert.

Consider>include the following:

;dea for suitable venues

Kist of artists that will be performing with Brooke (raser, and provide reasons why you think

they will be good choices

*ongs they will be performing and how long each item will be

9itle and tag line for the concert

otential areas where sponsors can promote their products

?esign a promotional poster

)$sic #ements and Feat$res

Kisten to the work and write down any information about the music elements and features

#including compositional devices, such as motif, riff, repetition, and se7uence$ that you

consider important, significant, or interesting and that help describe what is occurring in the

music.

se the grid provided in the Fesources to do this.

ive as much detail as you can, and make links between the music elements and features

and the effect they have on the music. se references to the musical score to back up your

responses. Eou should include at least five elements or features and at least one

compositional device.

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ARITHMETIC

Elements andfeatures

Description Score references

:elody<pitch range

&hythm

=armony<tonality

imbre<tone colour

e#ture

empo

>ynamics

Form

"pecial features

-$ame and de(inethese/

)ame compositional devices used in this work, define and outine the effect of each device,and state where in the score it occurs.

Compositionaldevice

Definition and effect Score references

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Achievement Criteria

Achievement Achievement with Merit Achievement with

Excellence

• >emonstrate knowledge of

elements and features ofmusic works.


a range of elements andfeatures of music works.


a wide range of elementsand features of musicworks.

Assessment Schedule

Judgement towards

Achievement

Judgement towards

Achievement with Merit

Judgement towards

Achievement withExcellence

• &elevant materials selected

and mostly appropriatemusic<musicians are usedwith re?uired taskcompleted.

• *istening guide provides

description ofelements<features listed ande#plained in some detail.

• ffective materials

selected and appropriatemusic<musicians are usedwith re?uired taskcompleted in detail andeffectively.


description ofelements<features listedand e#plained in detail.

• =ighly effective and in

depth materials selectedand well-roundedcombinationmusic<musicians are usedwith re?uired taskcompleted.


description ofelements<features listedand e#plained in depth.

his assessment contributes evidence towards the final grade of chievement"tandard 3%%$@ (:usic $.A!.

he final grade will be determined on completion of this activity and an assessment activity

involving score analysis.

NCEA LEVEL 1

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Documents

Brooke Fraser