Teacher:

Subject: Music

Grade Level(s): 11-12

Unit Topic: Development of Music

Title of Lesson: Music and the Movie

Focus Q: What is the role/importance of Music in Movies?

Description: Students will use prior knowledge to correctly match the video clip to the corresponding sound track. Analyzing and evaluating the importance of emotional response to music.

Lesson Length: 45 minutes

Music and the Movie

Goals	impact of music in movies importance of music in pop culture sounds and relation to emotion Instrumentation and relation emotions concept
Objectives	Identify the correct song to movie clip Create musical connections Observe music as an emotional feedback Understand Power of Music
National Standards addressed	3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
Prior Knowledge needed	Knowledge of musical selections Knowledge of instrumental emotional response - Brass = Loud = Angry or Aggression - Woodwinds = Soft = Calm or serene - Etc… O Fortuna from Carmina Burana, by Carl Orff Dies Irae from Verdi’s Requiem Ride of the Valkyries from Die Walküre, by Wagner Peer Gynt Suite No.1, 'Morning', by Grieg Tchaikovsky -Dance Of The Sugarplum Fairy John Williams – Cantina Band Stars and Stripes Forever - John Philip Sousa
Materials/Resources	Mp3 and audio clips Visual Clips Computer and projector Journal Notebook
Lesson Procedures
¯ Introduction (Hook)	Begin with 2001 Space Odyssey, play the clip and without sound having the students watch. Then begin the clip again with audio and have them describe what they hear and the emotions they connect too. Brass sounds loud and triumphant, possibly powerful… http://www.youtube.com/watch?v=e-QFj59PON4
¯ Instruction (Procedure)	Begin class with opening. Have students take out journals Write the titles of the songs on the board in any order; copy both the composer and song title. Then have the students watch the video clips with no sound. They must watch the clip and then pick a song off the board that they feel best suits the video clip. Once they have picked a song the student then write: - the clip number and the song title - explain why they picked the song - what parts match up - instrumentation and the emotional response it creates for them Once everyone is finished with their response repeat with the next clip.
¯ Activities	The students will watch muted video clips, while watching the clips they will listen to an audio clip that may or may not match the clip being shown. Once they determine rather the video clip matches the audio clip they will write down what song they would have chosen to best represent the video being played. Then we will discuss and explore the choices people made. They must be able to support their answer.
¯ Closure	We will review the importance of music in movies. Students will then pick an appropriate theatrical scene from their favorite movies and discuss how the music being played affects the scene.

Universal Design
Universal Instruction Considerations Multiple means of Representation/ Expression Engagement	- Multimedia: Video and Audio - Journal writing of reasoning for music selections - Student interaction and discussion
Differentiation Considerations	Students with disabilities can identify how the video and the music makes them feel, by identifying it to an emotion. Those with hearing or visual difficulties can be address on a case by case basis. [one on one help]
Advanced Opportunities	Those who find the activity not challenging can think of other classical songs not listed, which would be appropriate for the video clip being shown. Or come up with their own scenes that would match the song list.
Student Assessment
Formative Assessment	- Are the students making connections? - Are they actively participating? - Are they asking questions and questioning why? - Do they give good reasoning
Summative Assessment	Teacher will collect Journal entries and review them looking for if the students addressed: - the clip number and the song title - explain why they picked the song - what parts they believed match up - instrumentation and the emotional response it creates for them - connections between their song choice and the clip
Review/Reflection Lesson/Teaching Evaluation (to think about during the lesson and record after teaching)
Overview – What occurred compared to the plan?
Analysis – How well was the lesson planned?
Reflection – What did you learn?
What would you do differently?