Modern Music Genres Discusssion

Modern Music Genres Discusssion

Modern Music Genres Discusssion


Question Description

I’m working on a Social Science question and need guidance to help me study.

PInterview a person in his or her seventies, eighties, or nineties—someone who likes to talk!—and ask questions about his or her mass media experiences in the twentieth century (1930s on). Use the questions below as a starting point. If you don’t have a family member or other acquaintance in this age bracket, there are plenty of retirement communities and nursing homes in the area filled with people who would love to talk to you. Modern Music Genres Discusssion

Please organize your interview information according to the following guidelines, trying to make your paper as readable and accessible as possible:

  • Please type in 12 pt. double-spaced Times New Roman. The entire paper should be about two pages, double-spaced.
  • Put your name, the participant’s name and age, and the relationship you have with your interview participant at the top of the page.
  • Group your interview participant’s answers under the assignment’s categories: sound recording, radio, TV/cable, movies, internet.
  • Try to write at least a paragraph for each category.
  • Paraphrase your interview. However, if there’s a great quote include what your participant said


  • Include only information that seems the most poignant or interesting. For example, if

your participant didn’t say anything interesting or worthwhile about radio, skip that

category entirely. (He or she might make up for it in another category.) Modern Music Genres Discusssion

  • Bold the responses that are the most poignant or interesting to you—something

that made you say “Wow” or “Aha!”

a. Sound recording:

What records did you listen to? Who was your favorite recording artist?

What kind of record player did you have, and where was it in your home?

Was there any kind of music you weren’t supposed to listen to? Why?

Were you allowed to play music whenever you wanted, or were there parental limitations in your home?

How much did a record cost?

Where did you buy your records?

How did you find out about the artists you listened to?

What did your parents think about records and record players?

b. Radio:

What do you remember about your experiences with radio?

What kinds of programs did you listen to? (entertainment, music, talk, etc.)

When were they on, and why did you like them?

Do you remember anything about the early radio commercials?

Do you remember any public concern about radio commercials?

Do you remember any educational radio programs?

What technical problems did you experience with your radio set?

Do you have some specific memories (good or bad) about listening to the radio when you were young? What are they?

What was it like when FM radio became available?

c. Television/Cable:

What was it like when TV became available?

Where did you watch your first TV programs, and what was the viewing experience like?

How much did your family’s first TV set cost and what factors figured into its purchase?

What was reception like?

What was a typical family viewing session like?

How did TV change your home life?

What do you remember about the corporate sponsors of TV shows?

What (if anything) do you remember about the quiz show scandals?

What do you remember about the first 30-second TV commercials?

How do your television experiences in the 1950s or 1960s compare with your television experiences now?

If you have cable or satellite TV, how did you decide to get it? What factors went into this decision?

Do you have additional viewing options like Netflix or Amazon Prime? Why or why not?

d. Movies:

What were your first movie-going experiences like, and how were they different from today?

What were some of your favorite films growing up and why?

Were there films your parents forbade you to see? What were they and why were you not allowed to see them?

What films were the most influential for you?

e. Internet:

What, if any, is your experience with the internet?

Could you have imagined the internet 50 years ago?

Do you think it has had a positive or negative effect on society?

Other comments?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.