Year 10 Music Unit Plan – Musical Theatre (approx 10 hours)



Year 10 Music – Music for the Big Screen

Learning Objective: Students will understand the elements of film music through listening, describing, transcribing, discussing extracts of film music. Students will perform and create pieces of film music.

(approx. 16 contact hours)

|Specific Learning Outcomes |Learning Activities/ Experiences |Resources |Assessment of Learning |

| | | |(PK, CI focus) |

|Strands and Achievement Objectives (Level 5): |

|Developing Practical Knowledge In Music (PK) Developing Ideas in Music (DI)Communicating and interpreting in Music (CI) Understanding Music in Context (UC) |

|Students will: |Play the video opening extract from The Shining and accompany it with 5 different examples of |Video of The Shining | |

|Identify and discuss the use of |music: 60’s Pop, cruisy NZ Neil Finn, Classical (Vivaldi, Mozart), Ambient, Peace In The Valley. |CDs: Carpenters Top of the World, |Reflective questioning |

|musical elements in films to create a|Students in groups discuss which is most appropriate and why. (Numbered Heads Down activity) |Beethoven 5th, etc… | |

|mood or atmosphere (PK, UC) | | | |

|Aurally analysing pieces of film |Then play real soundtrack, discuss what they think the movie is about (perhaps look at a couple of | | |

|music for the use of musical |scenes) | | |

|elements, particularly timbre, to | | | |

|create a mood or atmosphere (PK, UC) |Play Ride of the Valkyries (used in Platoon) different groups discuss: setting, time of day, how | | |

|Transcribe musical excerpts (PK) |many people, what is going to happen, …. |Ride of the Valkyries soundtrack | |

|Prepare, rehearse, perform and | |recording | |

|evaluate pieces of film music. (CI, | | | |

|PK) |Show opening to Lion King – refer to p.8 Exploring Film Music regarding “Evoking a Time and Place” |Lion King DVD | |

|Use musical elements to improvise a |students follow listening guide |Copy p.8-9 Exploring Film Music | |

|short soundscape piece to accompany a| | | |

|film extract (PK, DI, CI, UC) | | | |

| |Describe the link between music and action in films. Adapt Music Teach 14 section (keep referring |Handout on Nature of the Link between| |

| |back to this as the unit unfolds) |the Music and the Action | |

| | | | |

| |Homework activity More Aspects of Music q and a | | |

| |Listen to some extracts of music that use orchestral instruments. Students, in groups, sort |Recording of suitable pieces – pref. | |

| |instrument cards to identify which ones are playing. Move from individual families to usual |featuring one family at a time. | |

| |groupings of instruments. |(Presto 1 CD) | |

| | | | |

| |Hand out Instruments of the Orchestra sheet with diagrams and layouts |Musical Inst CD ROM |Identification of sound qualities |

| | | |(timbre) and the effects or mood |

| |Fill in table: what instruments do you hear? What kind of ensemble is it? What kind of |The Film Composer’s Materials Music |of the extracts. (marks out of 25)|

| |scene/mood/feeling do you get from this music? |Teach 14 | |

| | | | |

| | | | |

| |Theme from Schindler’s List. Listen to the piece and discuss emotions portrayed. Students then read|Exploring Film Music p.134-6 | |

| |Exploring Film Music p.134 and follow listening guide. |CD recording | |

| |Lord of the Rings classroom listening activity from Music Teach. |Music Teach 14 |Student self assessment of |

| | | |listening task. Can they recognise|

| |Extension activity: Play Hobbiton Theme |Listen to the Music (Jaws) |instrumental groupings and |

| | | |elements and associate them with |

| | | |mood and emotions. |

| |In pairs / small groups create graphic scores of Also Sprach Zarathustra while watching opening of|2001 A Space Odyssey video | |

| |2001 Space Odyssey (refer to Music: A Practical Teaching Guide chapter 1 and p.88 Exploring Film | | |

| |Music) |Recording Also Sprach Zarathustra | |

| |Discuss how music ‘hits the action’ as well as conveying mood | | |

| |(Discuss the idea of Programme Music e.g William Tell) | | |

| |Also Ligeti Requiem from 2001. | | |

| |Listen to Saint-Saëns Organ Symphony and discuss elements and features. Comparing original to the |Transcription worksheet |Transcription of pitch and rhythm.|

| |arrangement used in the movie Babe. Transcription exercise of theme, perform the version If I Had | |(marks out of 25) |

| |Words. |Exploring Film Music p.95 | |

| | | | |

| |(DVD references: ch 1, ch 13, ch 14 (after trial, crowd cheering, end titles) | | |

| |James Bond Theme. Students work out melodic lines. Perform as melody only at three separate work |Musikit Arrangement | |

| |stations. | |Group performance teacher and self|

| | |Class orch |assessment. |

| | |Exploring Film Music | |

| |Perform arrangement of Chariots of Fire or Conquest of Paradise (ostinato) | | |

| |Perform arrangement of: Mission Impossible Theme |Class Orchestra Arrangement | |

| | | | |

| |Experiment with using ostinato. (Music: A Practical Teaching Guide) | | |

| |The Mask foley artist exercise. The scene where the car is crossing the bridge, breaks down, falls |Story board task sheet |Reflective statements: |

| |apart and he sees the mask in the river. |Video of The Mask |We tried to show |

| | |Handout on Foley Artists from Music |What worked well |

| | |Teach 14 |What didn’t work so well |

| | | |How we would change to be more |

| | | |effective |

| |Perform arrangement of Star Wars |Class Orchestra Arangement Exploring| |

| | |Film Music score bk. P. 127 | |

Group Performance Preparation (Self Assessment):

|Achievement |Merit |Excellence |

|I co-operated well within my group and rehearsed my part well enough |I co-operated very well within my group, helped us to get the piece |I co-operated fully within my group, helped us to get the piece |

|so that I could play it mostly accurately. |together and rehearsed my part well so that I could play it mostly |together, perhaps by taking some leadership role, and rehearsed my |

| |accurately. |part effectively so that I could play it accurately. |

(above table descriptors split and presented on a continuum for students self assessment)

Reflective Statements:

I found the hardest thing to do was:

I found the most fun thing to do was:

I learned:

Group Performance Outcome:

|Achievement |Merit |Excellence |

|Perform generally accurate music, showing some control and |Perform mostly accurate music, showing control and effective group |Confidently perform very accurate music, showing a high level of |

|appropriate group listening skills. |listening skills. |musical and group listening skills. |

Practical Knowledge Assessment:

|Achievement |Merit |Excellence |

|20 marks out of 50 for the Identification of sound qualities (timbre)|35 marks out of 50 for the Identification of sound qualities (timbre)|45 marks out of 50 for the Identification of sound qualities (timbre)|

|and the effects or mood of the extracts and transcription of pitch |and the effects or mood of the extracts and transcription of pitch |and the effects or mood of the extracts and transcription of pitch |

|and rhythm tasks. |and rhythm tasks. |and rhythm tasks. |

Other Classroom Arrangements Available:

The Entertainer - two versions: Musickit arrangement and New Music Matters 11-14 (hard)

Bright Eyes – Kaleidoscope

Those Magnificent Men in Their Flying Machines – Top Class arrangement

Windmills of your Mind – Opus Pocus 5 – 4pt

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