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Music at the Movies An After-School Adventure. Music at the Movies We spent three weeks at South Elementary watching movies in after- school and learning.

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Presentation on theme: "Music at the Movies An After-School Adventure. Music at the Movies We spent three weeks at South Elementary watching movies in after- school and learning."— Presentation transcript:

1 Music at the Movies An After-School Adventure

2 Music at the Movies We spent three weeks at South Elementary watching movies in after- school and learning about the use of music in each. We spent three weeks at South Elementary watching movies in after- school and learning about the use of music in each. Anybody could teach this after-school program; the only musical skill you need is the ability to recognize repeating melodies. Anybody could teach this after-school program; the only musical skill you need is the ability to recognize repeating melodies.

3 Introduction We started by learning about vocabulary such as the soundtrack and score of a film. We started by learning about vocabulary such as the soundtrack and score of a film. We talked about the difference between the score, where music plays beneath other action and dialogue, and a musical, in which the characters do the singing themselves. We talked about the difference between the score, where music plays beneath other action and dialogue, and a musical, in which the characters do the singing themselves.

4 Introduction It turns out that we love classical music, but the place most of us hear it most often nowadays is at the movies. It turns out that we love classical music, but the place most of us hear it most often nowadays is at the movies. We compared the film music of Henry Mancini and John Williams and asked, Are you on Team Henry or Team John? We compared the film music of Henry Mancini and John Williams and asked, Are you on Team Henry or Team John?

5 Fantasia Before watching Walt Disneys Fantasia, we talked about how music and art used to follow similar trends. Before watching Walt Disneys Fantasia, we talked about how music and art used to follow similar trends. We looked at art and listened to music from the Baroque, (Neo)- Classical, Romantic, Impressionist, and 20 th Century periods. We looked at art and listened to music from the Baroque, (Neo)- Classical, Romantic, Impressionist, and 20 th Century periods.

6 Fantasia We discussed how Walt Disneys aim in Fantasia was to get the public to take animation seriously by pairing it with music that they took seriously. We discussed how Walt Disneys aim in Fantasia was to get the public to take animation seriously by pairing it with music that they took seriously. Though the music fit into three categories (programmatic music that tells a story, music that suggests certain indefinite themes, and absolute music that exists for its own sake), the Disney artists did not always follow the story suggested by the composers, nor did they always pair the artwork of the animation with the art of the time period in which the music was composed. Though the music fit into three categories (programmatic music that tells a story, music that suggests certain indefinite themes, and absolute music that exists for its own sake), the Disney artists did not always follow the story suggested by the composers, nor did they always pair the artwork of the animation with the art of the time period in which the music was composed.

7 Fantasia We incorporated other content areas into our study of the film. We read the original story of The Nutcracker by E.T.A. Hoffmann and explored the creation of Stravinsky-like beat patterns by coming up with math equations that added up to a certain number of beats and clapping and holding accordingly (example: 1+2+5=8, so Clap + Clap (Hold) + Clap (Hold Hold Hold Hold) to get eight beats with claps that do not all fall on the downbeat). We incorporated other content areas into our study of the film. We read the original story of The Nutcracker by E.T.A. Hoffmann and explored the creation of Stravinsky-like beat patterns by coming up with math equations that added up to a certain number of beats and clapping and holding accordingly (example: 1+2+5=8, so Clap + Clap (Hold) + Clap (Hold Hold Hold Hold) to get eight beats with claps that do not all fall on the downbeat).

8 Fantasia Also, we discovered that we all REALLY want our very own Pegasus. Also, we discovered that we all REALLY want our very own Pegasus.

9 The Wizard of Oz Next, we watched The Wizard of Oz and looked forleitmotifs, pieces of music that recur in association with the same character or theme. Next, we watched The Wizard of Oz and looked forleitmotifs, pieces of music that recur in association with the same character or theme. For example, Over the Rainbow reappears throughout the score in strategic places to remind the viewer of Dorothys desire to get home. The same piece of music is played whenever abad witch is on-screen, whether that is the Wicked Witch of the Easts feet, the Wicked Witch of the West, or Miss Elmira Gulch. For example, Over the Rainbow reappears throughout the score in strategic places to remind the viewer of Dorothys desire to get home. The same piece of music is played whenever abad witch is on-screen, whether that is the Wicked Witch of the Easts feet, the Wicked Witch of the West, or Miss Elmira Gulch.

10 The Wizard of Oz Throughout the film, we considered whether the music met Walt Disneys definition of what music should do in a good musical: either move the story forward or tell you something about a character. Throughout the film, we considered whether the music met Walt Disneys definition of what music should do in a good musical: either move the story forward or tell you something about a character.

11 The Wizard of Oz We learned about musical styles used in the movie, such as operetta style, where spoken dialogue is mixed in with singing, and the use of achorus (in the Greek dramatic sense) to provide information about other characters. We learned about musical styles used in the movie, such as operetta style, where spoken dialogue is mixed in with singing, and the use of achorus (in the Greek dramatic sense) to provide information about other characters. After watching the movie, we also saw a clip from The Wiz and explored the possibility of telling the exact same story with a different style of music. After watching the movie, we also saw a clip from The Wiz and explored the possibility of telling the exact same story with a different style of music.

12 The Wizard of Oz Yeah, I like Michael Jackson, but I dont like this. –R.Yeah, I like Michael Jackson, but I dont like this. –R.

13 Beauty and the Beast We put our new understanding of leitmotifs to the test by exploring how they were used differently in Walt DisneysBeauty and the Beast. For example, music does not recur with a single character as it does in The Wizard of Oz (you dont hear Belle orGaston every time you see those characters), but instead repeats to bring back a theme, such as the music associated with the enchantment back- story at the beginning of the film. We put our new understanding of leitmotifs to the test by exploring how they were used differently in Walt DisneysBeauty and the Beast. For example, music does not recur with a single character as it does in The Wizard of Oz (you dont hear Belle orGaston every time you see those characters), but instead repeats to bring back a theme, such as the music associated with the enchantment back- story at the beginning of the film.

14 Beauty and the Beast We again looked at how music was meeting Disneys own criteria of moving the story forward or telling us about characters. We again looked at how music was meeting Disneys own criteria of moving the story forward or telling us about characters. We thought about questions such as, Why are there two love songs (Something There and Beauty and the Beast) almost back-to- back in the film? (Because they express the transition from the beginning of the romantic relationship to a deeper emotional attachment in a shorter period of time than it would take to show those events transpiring naturally) We thought about questions such as, Why are there two love songs (Something There and Beauty and the Beast) almost back-to- back in the film? (Because they express the transition from the beginning of the romantic relationship to a deeper emotional attachment in a shorter period of time than it would take to show those events transpiring naturally)

15 Beauty and the Beast We finished our study of the film by choosing a story that Disney has yet to tell in animated form,Rumpelstiltskin. We finished our study of the film by choosing a story that Disney has yet to tell in animated form,Rumpelstiltskin. We wrote out a sketch of the main story points, then went back and discussed where we might put songs to make our story into a musical, and even who would play the parts of the characters. We wrote out a sketch of the main story points, then went back and discussed where we might put songs to make our story into a musical, and even who would play the parts of the characters.

16 Beauty and the Beast You could play the girl. I want to be Rumpelstiltskin. –D.You could play the girl. I want to be Rumpelstiltskin. –D.

17 The Sound of Music We ended our program by watchingThe Sound of Music and thinking about what music can do in the lives of real people. We ended our program by watchingThe Sound of Music and thinking about what music can do in the lives of real people. We journaled our thoughts on a graphic organizer while watching the movie. In the first column of the organizer, we wrote our own names and an anecdote about what role music plays in our lives. In the middle five columns, we took notes on how music impacted the lives of Maria, the Captain, the children, Max, and the Austrian people. After watching the movie, we chose a group to which we belong and wrote it in the last column along with what music can do to help us as members of that group (examples: our families, our school, Lakota culture, American culture). We journaled our thoughts on a graphic organizer while watching the movie. In the first column of the organizer, we wrote our own names and an anecdote about what role music plays in our lives. In the middle five columns, we took notes on how music impacted the lives of Maria, the Captain, the children, Max, and the Austrian people. After watching the movie, we chose a group to which we belong and wrote it in the last column along with what music can do to help us as members of that group (examples: our families, our school, Lakota culture, American culture).

18 The Sound of Music Music helps [my family] when we are sad because we just put on happy music. –M.Music helps [my family] when we are sad because we just put on happy music. –M. The drum song helps you learn to talk Lakota and learn about how you sing it and the story it tells you. –R.The drum song helps you learn to talk Lakota and learn about how you sing it and the story it tells you. –R.

19 The Sound of Music To add some historical context, we discussed the role played by the Nazi takeover of Austria in the lives of the Von Trapp family and what it would have meant if the family had not been able to use performing as a means to escape the country. To add some historical context, we discussed the role played by the Nazi takeover of Austria in the lives of the Von Trapp family and what it would have meant if the family had not been able to use performing as a means to escape the country. Fittingly, we ended our after- school program on December 7, so we were able to tie our discussion into our knowledge about how and why the United States decided to enter World War II. Comparing Pearl Harbor Day and September 11 to the Austrian Anschluss helped us connect on a more meaningful level to how the citizens of Austria must have felt. Fittingly, we ended our after- school program on December 7, so we were able to tie our discussion into our knowledge about how and why the United States decided to enter World War II. Comparing Pearl Harbor Day and September 11 to the Austrian Anschluss helped us connect on a more meaningful level to how the citizens of Austria must have felt.

20 Music at the Movies This after-school program meets the following national standards for music: This after-school program meets the following national standards for music: Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures. Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. Students devise criteria for evaluating performances and compositions. Students devise criteria for evaluating performances and compositions. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. Students identify similarities and differences in the meanings of common terms used in the various arts. Students identify similarities and differences in the meanings of common terms used in the various arts. Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Students identify by genre or style aural examples of music from various historical periods and cultures. Students identify by genre or style aural examples of music from various historical periods and cultures. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. Students identify and describe roles of musicians in various music settings and cultures. Students identify and describe roles of musicians in various music settings and cultures.

21 Music at the Movies This after-school program also incorporates the following Common Core standards: This after-school program also incorporates the following Common Core standards: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Compare and contrast the adventures and experiences of characters in stories. Compare and contrast the adventures and experiences of characters in stories. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Add drawings or other visual displays to descriptions as desired to provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level. Decompose numbers in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2+3 and 5 = 4+1). Decompose numbers in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2+3 and 5 = 4+1).


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