1. Learning Objective 1 To identify different ways music is used in film.
Success Criteria
ALL MUST recognise different reasons for music being used in film MOST SHOULD use musical vocabulary to describe how music reflects the action SOME COULD identify what impact the music has on an audience

2. 3. http://www.youtube.com/watch?v=O15x-B8PgeE
LO: To identify different ways music is used in film. ALL MUST recognise different reasons for music being used in film MOST SHOULD use musical vocabulary to describe how music reflects the action SOME COULD identify what impact the music has on an audience
Name that film… 3. 4. 5. 6.

3. LO: To identify different ways music is used in film
LO: To identify different ways music is used in film. ALL MUST recognise different reasons for music being used in film MOST SHOULD use musical vocabulary to describe how music reflects the action SOME COULD identify what impact the music has on an audience
Watch this clip from Harry Potter. Make notes on what the music does to reflect the action in the film (think DR T SMITH) and what impact this has on the audience.

4. Learning Objective 2 To create and develop musical ideas in the genre of film music.
Success Criteria
ALL MUST contribute ideas to group discussions and perform a small part
MOST SHOULD take an active role in group discussions and perform a more complex part accurately
SOME COULD lead group discussions and piece ideas together, perform a complex part accurately making improvements to your own and the group’s performance.

5. Learning Objective
To create and develop musical ideas in the genre of film music.
Success Criteria
ALL MUST contribute ideas to group discussions and perform a small part
MOST SHOULD take an active role in group discussions and perform a more complex part accurately
SOME COULD lead group discussions and piece ideas together, perform a complex part accurately making improvements to your own and the group’s performance.
Listen to the following piece of music. Which film is it from? Justify your answer using musical vocabulary.
Starter Activity
A: Good Morning Vietnam
B: Forrest Gump
C: Titanic

6. Task One Complete a cue sheet.
Learning Objective
To create and develop musical ideas in the genre of film music.
Success Criteria
ALL MUST contribute ideas to group discussions and perform a small part
MOST SHOULD take an active role in group discussions and perform a more complex part accurately
SOME COULD lead group discussions and piece ideas together, perform a complex part accurately making improvements to your own and the group’s performance.
Task One Complete a cue sheet.
Each group will be given a genre.
YOU MUST KEEP THIS SECRET FROM THE OTHER GROUPS!!!!
You need to write key happenings in a made up film.
Then decide what music would accompany them. Your group’s all need to be the same but you must all have your own copy.
EG…

7. Sample part of a cue sheet.
Time
Action
Music ideas
0,00 – 0,13
Murderer seen creeping to victim
Violins play very quiet long note. Very quiet brush used on cymbals.
0,14 – 0,28
Victim sees murderer before he strikes and struggles with him
Sudden 3 clashing notes played sustained on the piano loudly. Loud ostinato on cellos and violins. Xylophone disjunct melody.
0,29 – 0,37
Knife is turned towards murderer and it slowly approaches his throat.
Low note on cellos followed by loud glissando on high violins 4 times until…
0,38 – 0,45
Camera focusses on murderer’s eyes as knife enters.
Very low sustained note. Drum beats 3 times at death.
0,45 – 0,52
Knife is dropped as he is horrified by what he has just done.
Plucked violin notes fade out.

8. Task Two Make the music Use the hints on the cards to help you.
Learning Objective
To create and develop musical ideas in the genre of film music.
Success Criteria
ALL MUST contribute ideas to group discussions and perform a small part
MOST SHOULD take an active role in group discussions and perform a more complex part accurately
SOME COULD lead group discussions and piece ideas together, perform a complex part accurately making improvements to your own and the group’s performance.
Task Two Make the music
Use the hints on the cards to help you.
Remember you are NOT creating sound effects you are writing an UNDERSCORE!
No less than 45 seconds no more than 1 minute.

9. Plenary Give me 3…
Things you could do musically to create a “scary” movie underscore.
Things you could do musically to create a “romantic” movie underscore.
Things you could do musically to create an “action” movie underscore. OR
Things you could do musically to create a “war” movie underscore.

10. Learning Objective 3 To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST practice a straightforward part using strategies to develop accuracy in playing.
MOST SHOULD practice a more complex part using strategies to develop accuracy in playing.
SOME COULD practice a complex part using strategies to develop accuracy and expression in playing.

11. Starter Listen to Hedwig’s Theme from Harry Potter.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST practice a straightforward part using strategies to develop accuracy in playing.
MOST SHOULD practice a more complex part using strategies to develop accuracy in playing.
SOME COULD practice a complex part using strategies to develop accuracy and expression in playing.
Starter
Listen to Hedwig’s Theme from Harry Potter.
We are going to prepare a class performance of this piece.
Can you clap the rhythm?
Can you describe what happened with the dynamics?
Can you describe the mood this piece creates?
What instruments should you use?

12. Task One Brainstorm Top 5 Tips for good practice.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST practice a straightforward part using strategies to develop accuracy in playing.
MOST SHOULD practice a more complex part using strategies to develop accuracy in playing.
SOME COULD practice a complex part using strategies to develop accuracy and expression in playing.
Task One
Brainstorm Top 5 Tips for good practice.
How are you going to go from “pants” to “awesome” in one lesson?

13. Task Two Practice your part using the strategies you have devised.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST practice a straightforward part using strategies to develop accuracy in playing.
MOST SHOULD practice a more complex part using strategies to develop accuracy in playing.
SOME COULD practice a complex part using strategies to develop accuracy and expression in playing.
Task Two
Practice your part using the strategies you have devised.
What resources do you have to help you?
Rhythm cards
Keyboard Strips
C is to the left of the two black keys display.
Remember the rule of 3
Once to remember, twice to stay the same, three times to get better!

14. Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST practice a straightforward part using strategies to develop accuracy in playing.
MOST SHOULD practice a more complex part using strategies to develop accuracy in playing.
SOME COULD practice a complex part using strategies to develop accuracy and expression in playing.
Plenary
Partner up with people near you (about 4 in a group) and try to play it together.
What Went Well?
Even Better If?

15. Learning Objective 4 To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST perform a straightforward part accurately.
MOST SHOULD perform a more complex part accurately.
SOME COULD perform a complex part accurately and with expression.

16. Starter Listen to Hedwig’s Theme from Harry Potter.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST perform a straightforward part accurately.
MOST SHOULD perform a more complex part accurately.
SOME COULD perform a complex part accurately and with expression.
Starter
Listen to Hedwig’s Theme from Harry Potter.
What do we need to remember to create a performance of this piece of music?

17. Practice Time You have 15 minutes to remind yourself of your part.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST perform a straightforward part accurately.
MOST SHOULD perform a more complex part accurately.
SOME COULD perform a complex part accurately and with expression.
Task One
Practice Time
You have 15 minutes to remind yourself of your part.

18. Task Two Lets build the parts up bit by bit now. Perform.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST perform a straightforward part accurately.
MOST SHOULD perform a more complex part accurately.
SOME COULD perform a complex part accurately and with expression.
Task Two
Lets build the parts up bit by bit now.
Perform.
What Went Well? Even Better If?
Make the changes.

19. Final performance time. Remember your dynamics and lets record it.
Learning Objective
To develop instrumental skills to create a whole class performance.
Success Criteria
ALL MUST perform a straightforward part accurately.
MOST SHOULD perform a more complex part accurately.
SOME COULD perform a complex part accurately and with expression.
Plenary
Final performance time. Remember your dynamics and lets record it.