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Hs Lesson Plan

This lesson plan outlines a music class where students will learn about film scores and compose their own 30-second film compositions using GarageBand loops. Students will review the history of film music, critically analyze film scenes by identifying instruments and mood, and imagine compositions for scenes without sound. The lesson includes listening activities, discussion, individual work, and a closing reflection. Students will be assessed through worksheets and teacher observation. The goal is for students to understand the role and impact of music in films.

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94 views

Hs Lesson Plan

This lesson plan outlines a music class where students will learn about film scores and compose their own 30-second film compositions using GarageBand loops. Students will review the history of film music, critically analyze film scenes by identifying instruments and mood, and imagine compositions for scenes without sound. The lesson includes listening activities, discussion, individual work, and a closing reflection. Students will be assessed through worksheets and teacher observation. The goal is for students to understand the role and impact of music in films.

Uploaded by

api-374880895
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Name: Emily Browne Date: 03/29/2018


Grade: 10th Grade Class Type: High School General Music

1. Measurable Objective(s):
Students will identify the instruments used in a film score.
Students will describe the importance of music in film using describing words.
Students will imagine their own film compositions.
Unit:
Students will compose their own 30-second film compositions in GarageBand using loops that
reflects the scene in the film.

2. Required Prior Knowledge and Skills:


Students must know the different types of instruments.

3. Review Needed:
Students may need a reminder of all the instruments in an orchestra. If necessary, we can create a list
as a class on the back of the handout for students to reference.

4. Materials, Repertoire, Equipment needed:


PowerPoint and projector
Sound system
Guided questions worksheet
Glossary of describing words
Pencils
White board and marker

5. Agenda:
History
Listening
Imagination

6. Lesson Sequence Pacing


A. Brief Opening:
Students will think of their favorite movie and why it’s their favorite. They will turn 3 minutes
to a partner and tell each other.
B. Learning Activities:
1. Students will review the history of film scores. The topics are: silent films,
popular film scorers, and film scoring today. Refer to the PowerPoint for more 1. 7 minutes
detailed information.

2. After hearing about the history of film scoring, students will do some critical
analysis of a few movie scenes, also provided in the PowerPoint. They will listen for 2. 7 minutes
instruments and overall feel of the piece. Some guided questions will include, “What
is the overall mood of this scene?” and “How does the music contribute to the
scene?” These will be provided on a worksheet.

3. Students will then watch a scene with the sound turned off. They will write about

1
the instruments they think would be used and the different mood that music should 3. 7 minutes
help develop. We will then listen to the actual music from the scene and see if the
students were close or drastically different.
C. Assessment:
Teacher assessment – the teacher will be observing the class as time progresses,
checking to see that all students are participating and using the handouts.
Self-assessment – students will assess themselves as other students are giving
answers to see if they were similar or different. Students will be reminded that
much of the descriptions are subjective and can vary per person.

Students will hand in their worksheets at the end of class for a participation grade.
These sheets will be given back to them to help with their projects.

D. Closing/Wrap-up: 5 minutes
Students will think back to their favorite movie they chose at the beginning of the
lesson and write about a scene where music was a big contributor to the
mood/story. If they cannot think of one, students will write about a scene where
music would have been useful.

E. Assignment:
Watch a movie or a TV show and listen for the music. What instruments are used?
How does it contribute to the scene?

7. Accommodations: (a. Special Needs, b. ELL etc. )


ELL students will need a word bank with definitions written in.
Blind students will need a headset and a separate computer to listen along to guided audio while the
movies are playing. The movies can be played at the same time, so that students are going along with
the class.

8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b.
Rethink & Revise - what could you have done differently to improve the outcome of this lesson)

9. National Standards:
Responding:
MU:Re7.I.T.IIIa Select, describe and compare a variety of musical selections based on characteristics and
knowledge of the music, understanding of digital and electronic aspects, and the purpose and context of the
works.
MU:Re7.2.T.IIIa Demonstrate and justify how an analysis of the structural characteristics, context, and
technological and creative decisions, informs interest in and response to the music.
MU:Re9.1.T.IIIa Develop and justify the evaluation of a variety of music based on established and
personally-developed criteria, digital, electronic and analog features, and understanding of purpose and
context.

10. State Standards:


Critical Response – students will listen to the film scores and give examples of how the music
impacted the film.
Purposes & meaning in the arts - students will describe the significance of film scoring.

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