1. Music Videos 25/9/13

2. Q. What does music look like? Come up with 4 different answers: 1.Words (no more than 5) 2.An illustration/drawing 3.A gesture 4.Talk for 20 seconds to the person next to you without pausing 2 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

3. Q. What does music look like? LO: to explore and apply theories about how music can be translated into images/visuals (AG3) The most obvious link is that we see the song performed by the singer/band. But what are the less obvious ways? 2 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

4. Idea #1 This is the sheet music for ‘Twinkle, Twinkle, Little Star’: Write what you notice about: Patterns Mathematical sequences Movement – horizontal and vertical? 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

5. Idea #1 This is the sheet music for ‘Twinkle, Twinkle, Little Star’: What might it mean for: Research Planning Filming Editing? 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

6. Idea #2 An artist put paint on speakers, then played music and took photos: Write what you notice about: Movement Tone/feel of the music Emotions 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

7. Idea #2 This is a screen shot of a song. You can do this with Windows Media Player: Write what you notice about: Movement Tone/feel of the music Emotions 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

8. Idea #2 Take a sheet of paper. Listen to the music and draw what you hear: Write what you notice about: Movement Rhythm Tone/feel of the music Emotions 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

9. Idea #2 Take a sheet of paper. Listen to the song ‘Empty Word’ by Graham Coxon and draw what you hear: What might it mean for: Research Planning Filming Editing? 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

10. Idea #3 Pop songs have typical parts that are arranged in a number of ways: Intro: often instrumental, possibly the same as the verse, contain a hook Verse: contain the ‘story’/context of the song, mostly sung Lift: ‘lifts’ the song towards the chorus, short Chorus: often contains the title of the song, sing-a-long lyrics, louder Bridge/middle 8: different section to verse/chorus, often 8 bars long, could be instrumental (verse) Some typical examples are: Intro/verse/chorus/intro/verse/chorus/bridge/chorus/chorus Intro/verse/lift/chorus/verse/lift/chorus/bridge/chorus/end Intro/verse/verse/chorus/verse/chorus/bridge/chorus/chorus/end Chorus/Chorus/Middle 8/Chorus/Bridge/Middle 8/Chorus/Chorus 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

11. Idea #3 Look at the lyrics for ‘’If you’re wondering’. Try to work out the patterns. Now listen to the song and annotate accordingly – colour-code. 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3)

12. Idea #3 Watch the opening part of the video. Listen to the beat and identify when the video cuts from one shot to another. Mark it on the lyric sheet. What do you notice? 3 LO: to explore and apply theories about how music can be translated into images/visuals (AG3) What might it mean for: Research Planning Filming Editing?

13. Examples Watch the three music videos: ‘The Hardest Button to Button’, ‘Star Guitar’, ‘Can’t get You Outta My Head’: Identify and analyse how they use any of the three ideas about music + images. Q. What might happen with your own song? Q. What is the most practical way of showing AG3 in your own video? LO: to explore and apply theories about how music can be translated into images/visuals (AG3)