Home > The Industry > Session 2 > Industry Facts > Page 1/2

Choose Session



  • 1
  • 1
  • 1
  • 1
  • 1

Fader 

Session 2 - How does the industry work?

 

 Aim
This session aims to broaden students' knowlege of the music industry; the differences and importance of the various sectors and how they work as a whole. 

 

Resources:
Did you know fact sheet (resource library)
Work card (resource library)
Internet connection for video
The footprint (resource library)  

 

Curriculum links:
KS3
Media Literacy
English
Music (listening)
Maths

Task 1

 Watch the following videos where various music business employees discuss their different roles in the industry then answer the questions below each one 

 

Producer management:

 

 

 

Get the Flash Player to see this player.
  • Who do producer managers work for?
  • What do they do?
  • Why do producers like Colin Emmanuel need them?
  • How do they get paid?

    •  

    Artist managers:

     

     

    Get the Flash Player to see this player.
  • What do they do? What are their responsibilities?
  • What, in Henry's opinion, makes a good/bad manager? 
    •  

     

    Record labels:

     

    Get the Flash Player to see this player.
    • What is the overall function of a record label? 
    • Which department starts the ball rolling?
    • What does the legal department do? 

     

    Collecting societies:

     

    Get the Flash Player to see this player.
  • What is the different function of PPL?
  • Where do they collect money from? 

    •  

    Songwriting and composing:

     

    Get the Flash Player to see this player.
    • How does David Arnold recommend getting into composing for films?
    • What are the most important qualities for a songwriter according to publisher Richard Manners?  

     


    Task 2

    Students should work in pairs to read through the ‘Did you know’ facts. Teachers may feel they need to go through this with pupils before they compile their own information sheet, although the option is there to see how much pupils understand by working independently.

     

    Now – in pairs – students should work through the work card in order to compile their own information sheets.

     

     

    Task 3

    Students should use 'The Footprint - a baseline survey of the creative and cultural sector' to find out the following information

     

    Firms by employment size

    • How many businesses employ 20-49 people in the music sector?
    • How many sectors are there in this survey? What are they?
    • In which region is the music business most concentrated
    • Which region has the least employees in the music industry?

     

    Information on gender

    • What is the % split between male and female workers?
    • How many male and female workers, according to this survey, work in the music sector?

     

    Employment and self-employment

    • Which sector has the greatest number of self-employed workers?
    • Why do you think this is?
    • In the music sector, what is the % difference between self-employed and employed workers?