Unit: At the movies. Musical focus: Composition Subject link: English 9-10 AGE. Click here to view the plans:

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1 The children explore movie music in this unit from 1920s animated films to present day movies. They learn techniques for creating soundtracks and film scores, and compose their own movie music. Click here to view the plans: Medium term plan 1st lesson plan 2nd lesson plan 3rd lesson plan 4TH LESSON PLAN 5TH LESSON PLAN 6TH LESSON PLAN 1

2 medium term Plan 1 Understanding music narrative Interpreting notation Using a storyboard to structure sounds Music in early animation Compare the use of music in animations from the 1920s and 1930s Musical sound effects Look at graphic representations of musical sound effects and listen to them being played If your resource of instruments is limited, collect together materials which can be used as sound sources, eg paper, plastic, tins, buttons, boxes, metal washers, tubing, natural materials. Storyboard cartoon sequence Create music for a storyboard cartoon sequence 2 Learning about the use of sound effects to movies Exploring and using narrative structure Composing sound effects to perform with a movie Abstract Albert Add vocal and body sound effects to the movie Abstract Albert Abstract Albert with Mickey Mousing Compose musical sound effects in Mickey Mousing style to perform with the Abstract Albert movie Sequencing and character Perform musical sound effects to accompany a silent animation Prepare the groups for activity two adding sounds played on instruments. Watch Abstract Albert without sound, asking the six groups to add sound effects for the six actions using body percussion and voices. 3 Identifying changes in tempo and their effects Exploring and understanding phrase structure of a song melody Creating and performing a sequence of melodic phrases with a movie Action Mouse song Sing a song at different speeds and explore the phrase structure Action Mouse movie Explore changing tempo to reflect the action in a movie Running Rodent Invent a melodic sequence to accompany a movie with three tempi Help the children to understand the Action Mouse song s phrase structure by dividing into four groups: W, X, Y and Z. Sing the song following the notation, with each group only singing their matching phrases. 2

3 medium term Plan 4 Learning about the use of musical clichés in movie soundtracks Exploring the effects of music on movies Using the musical dimensions to create and perform music for a movie Man in a tunnel Listen to incidental music to notice how the music suggests the mood and the action fantastic ANTics Watch a movie and listen to musical clichés for different emotions Musical clichés Study the musical cliché notation, then make up new music for each of the four scenes Make a note of the children s thoughts about the six pieces of incidental music for Man in a tunnel. Display these where the children can see, then listen to each piece again so that they can reflect on their own and other s ideas. 5 Learning about techniques used in movie soundtracks Exploring techniques used in movie soundtracks Creating sounds for a movie, following a timesheet Spacedust Watch Spacedust and learn about hit points in animation Spotting Learn about spotting and begin exploring musical ideas as a soundtrack to the animation Spacedust Spacedust compositions Select instruments and compose musical ideas for Spacedust Make audio recordings of the children s ideas so that they can listen, to help them evaluate the sound effects they have chosen. 6 Working in groups to create descriptive movie music Evaluating and refining compositions Learning about using cue scores Scene structures Continue creating music for each section of Spacedust Cue scores Finalise ideas and fill in the cue score for each section Synchronised Spacedust Rehearse the cue scores to a second count, then perform the music with the animation Make a large wall chart of the cue score and use this to rehearse the music without the movie, following a conductor if necessary. 3

4 1 Plan learning Understanding music narrative Interpreting notation Using a storyboard to structure sounds A selection of tuned and untuned instruments and soundmakers Music in early animation Compare the use of music in animations from the 1920s and 1930s watch animations to explore and discuss the role of music; critically describe the use of music in animated films. Musical sound effects Look at graphic representations of musical sound effects and listen to them being played interpret graphic representations of sound effects using percussion or soundmakers; listen critically to select sounds that match graphics; sing a song with added sound effects. Storyboard cartoon sequence Create music for a storyboard cartoon sequence invent sound effects to interpret a cartoon storyboard; work in groups to create and play storyboard sequences with tuned and untuned instruments; perform in groups, listen critically to their performances and evaluate. Support: If your resource of instruments is limited, collect together materials which can be used as sound sources, eg paper, plastic, tins, buttons, boxes, metal washers, tubing, natural materials. Tempo Dynamics Accompany a mime sequence using musical sound effects, eg one child mimes a sequence of sawing, hammering, running, walking, climbing, creeping, fear, happiness etc while the rest of the group make up musical sound effects. Encourage the children to match the tempo and dynamics of their sound effects to the movements of the mime artist. 4

5 2 Plan learning Learning about the use of sound effects in movies Exploring and using narrative structure Composing sound effects to perform with a movie A selection of instruments and soundmakers Abstract Albert Add vocal and body sound effects to the movie Abstract Albert watch an animation which has a music soundtrack and sound effects; perform vocal and body sound effects in time with an animation and music track; experiment with making new sound effects in a narrative structure. Abstract Albert with Mickey Mousing Compose musical sound effects in Mickey Mousing style to perform with the Abstract Albert movie watch an animation with musical sound effects and discuss; learn about Mickey Mousing sound effects; work in groups to create sound effects using instruments. Sequencing and character Perform musical sound effects to accompany a silent animation perform musical sound effects with an animation in sequence; refine their ideas for musical sound effects; explore how sound effects can change the character of the animation. Support: Prepare the groups for activity two adding sounds played on instruments. Watch Abstract Albert without sound, asking the six groups to add sound effects for the six actions using body percussion and voices. Timbre Dynamics Ask the children to write down their musical sound effects using graphic notation and to give an explanation of how the sound characterises Albert or his actions. Create Foley sound effects using a wider range of sound sources, eg walking and running (shuffle gravel in tray), climbing the ladder (tap drinks cans) and add these to the musical sound effect performance. 5

6 3 Plan learning Identifying changes in tempo and their effects Exploring and understanding phrase structure of a song melody Creating and performing a sequence of phrases with a movie Action Mouse song Sing a song at different speeds and explore the phrase structure learn a song at three different tempi; use notation to explore and understand the phrase structure of the song melody; sing the song following notation. Action Mouse movie Explore changing tempo to reflect the action in a movie watch a movie which includes music at different tempi; listen and follow a graphic of the music s structure; listen to identify missing phrases in the score. Running Rodent Invent a melodic sequence to accompany a movie with three tempi watch a movie with three sections at different tempi, and clap to the changing tempo of a click track; create a new sequence of phrases to accompany a movie; sing the new phrases in time with a movie. Support: Help the children to understand the Action Mouse song s phrase structure by dividing into four groups: W, X, Y and Z. Sing the song following the notation, each group only singing their matching phrases. Tempo Phrase Learn to play the Action Mouse song melody on instruments. Perform the melody at different speeds. Alternating two beaters will help the children play phrase Y at a fast tempo (RRLRLR crossing right hand over left to play the note F). Invent your own melodies to play using the melodic phrases from Action Mouse. 6

7 4 Plan learning Learning about the use of musical clichés in movie soundtracks Exploring the effects of music on movies Using the musical dimensions to create and perform music for a movie A selection of instruments and soundmakers Man in a tunnel Listen to incidental music to notice how the music suggests the mood and the action watch a movie with five examples of different incidental music; discuss the effects of the music on the movie; in pairs, interpret music tracks through tableau, scenario or mime. FANtastic ANTics Watch a movie and listen to musical clichés for different emotions learn and perform a chant; watch and discuss a movie and its music; learn about musical clichés; perform a chant to accompany a movie, adding dialogue and ad libs. Musical clichés Study the musical cliché notation, then make up new music for each of the four scenes relate graphic notations to sounds; work in groups to create music and dialogue for scenes of a movie; perform music with a movie. Support: Make a note of the children s thoughts about the six pieces of incidental music for Man in a tunnel. Display these where the children can see, then listen to each piece again so that they can reflect on their own and other s ideas. Pitch Timbre Tempo Dynamics Texture In groups, children invent their own scenario for the ants and add musical backing and dialogue. 7

8 5 Plan learning Learning about techniques used in movie soundtracks Exploring techniques used in movie soundtracks Creating sounds for a movie, following a timesheet Spacedust Watch Spacedust and learn about hit points in animation A selection of percussion instruments, eg xylophone, metallophone, guiro, tambour, triangle, claves, cymbal, swanee whistle, flexatone Texture watch an animation, noting the timing of hit points ; investigate ways of marking the hit points with a hand clap. Spotting Learn about spotting and begin exploring musical ideas as a soundtrack to the animation Spacedust learn about adding music to a movie using spotting ; explore and evaluate ways of creating musical ideas for a movie; perform movie music from a score using vocal and body percussion sounds, and evaluate their effect. Spacedust compositions Select instruments and compose musical ideas for Spacedust work in groups to create descriptive music for a movie using a timing breakdown chart; perform in groups and evaluate. Support: Make audio recordings of the children s ideas so that they can listen, to help them evaluate the sound effects they have chosen. Write dialogue to go with the movie and record some sound effects to add to the complete soundtrack performance next lesson. 8

9 6 Plan learning Working in groups to create descriptive movie music Evaluating and refining compositions Learning about and using cue scores A selection of percussion instruments, eg xylophone, metallophone, guiro, tambour, triangle, claves, cymbal, swanee whistle, flexatone Scene structures Continue creating music for each section of Spacedust revise and refine group compositions, using graphic notations; practise playing to accompany an animation; listen and evaluate their own and others music. Cue scores Finalise ideas and fill in the cue score for each section develop and finalise compositions; notate compositions on a cue score; use timing notes to perform compositions, synchronising with an animation. Synchronised Spacedust Rehearse the cue scores to a second count, then perform the music with the animation perform group compositions in a sequence with an animation; evaluate the timing and sound effects; suggest improvements to the music. Support: Make a large wall chart of the cue score and use this to rehearse the music without the movie, following a conductor if ed. Melody Rhythm Dynamics Texture Swap groups so everyone gets a chance to work on a different section. Add real sound effects and dialogue. 9

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