Your Movie Soundtrack
Date: October 13, 2009 Teacher: Nicole Duhr
Grade Level: 7-8 Time Needed: A Class Period
Subject: Music Topic: Music and Emotions
Standard:
Standard 6: Listening to, analyzing, and describing music. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.
Objectives:
Given a worksheet and an example from the teacher the SWBAT list songs that would go on their own movie soundtrack.
Given an example from the teacher the SWBAT write a description from a montage in their movie during which one of the songs that they chose for their soundtrack is playing in the background.
Materials:
- Computer with Songs for my Soundtrack - Worksheets with Teacher Example
- Speaker - Black Board & Chalk
Procedures:
The teacher asks the students “What affects our emotions?
The teacher writes down the students’ answers on the board.
If the students SAY music as one of their examples, the teacher will go off that explaining that the other answers are good but we are going to focus on the music.
If the students DO NOT SAY music as one of their examples, the teacher will use the example of getting ready for a competitive event or how parents put their babies to sleep.
The teacher will ask the students to come up with examples of where they might see music used specifically to affect their emotions.
The teacher will go over the first part of the worksheet.
The teacher will ask the students to brainstorm more possible emotions and write those on the board.
The teacher will instruct the students about creating their own montage.
The teacher will show the students her example.
The students will then be asked to fill in their version of the work sheet. The worksheet will have five given emotions for which they need to come up with a song. It will also have space for other emotions. They will be required to come up with three other emotions. They will also have to brainstorm a situation in which this song would be playing. The back of the worksheet will have room for the students to write or draw what is happening in two of their montage scenes. They will need to identify the song and the emotion of the scene and then can choose between writing about (bullet points will be acceptable) and drawing what’s going on with at least one sentence about what’s happening.
The students will have the rest of the class time to work on their montages. For students that finish early, I will have “Extra Montage” halfsheets for them to work on.
Why is this important?
This is important more for the point of “getting in touch with their emotions” than anything else. As middle schoolers are growing and changing their hormones are fluctuating and they are likely to have mood swings. In choosing the music and putting that music to a situation they are made to think about what affects their emotions. By writing down the situation they are able to express their emotions in words and the “Think About” questions are designed to make them think about how their emotions affect them. I also have them come up with other types of emotions, so that they aren’t limited to talking about their emotions in terms of the three “ads” (sad, mad, and glad). Knowing how to express their emotions in words and in more specific terms, the students will be more emotionally healthy.
Date: October 13, 2009 Teacher: Nicole Duhr
Grade Level: 7-8 Time Needed: A Class Period
Subject: Music Topic: Music and Emotions
Standard:
Standard 6: Listening to, analyzing, and describing music. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.
Objectives:
Given a worksheet and an example from the teacher the SWBAT list songs that would go on their own movie soundtrack.
Given an example from the teacher the SWBAT write a description from a montage in their movie during which one of the songs that they chose for their soundtrack is playing in the background.
Materials:
- Computer with Songs for my Soundtrack - Worksheets with Teacher Example
- Speaker - Black Board & Chalk
Procedures:
The teacher asks the students “What affects our emotions?
The teacher writes down the students’ answers on the board.
If the students SAY music as one of their examples, the teacher will go off that explaining that the other answers are good but we are going to focus on the music.
If the students DO NOT SAY music as one of their examples, the teacher will use the example of getting ready for a competitive event or how parents put their babies to sleep.
The teacher will ask the students to come up with examples of where they might see music used specifically to affect their emotions.
The teacher will go over the first part of the worksheet.
The teacher will ask the students to brainstorm more possible emotions and write those on the board.
The teacher will instruct the students about creating their own montage.
The teacher will show the students her example.
The students will then be asked to fill in their version of the work sheet. The worksheet will have five given emotions for which they need to come up with a song. It will also have space for other emotions. They will be required to come up with three other emotions. They will also have to brainstorm a situation in which this song would be playing. The back of the worksheet will have room for the students to write or draw what is happening in two of their montage scenes. They will need to identify the song and the emotion of the scene and then can choose between writing about (bullet points will be acceptable) and drawing what’s going on with at least one sentence about what’s happening.
The students will have the rest of the class time to work on their montages. For students that finish early, I will have “Extra Montage” halfsheets for them to work on.
Why is this important?
This is important more for the point of “getting in touch with their emotions” than anything else. As middle schoolers are growing and changing their hormones are fluctuating and they are likely to have mood swings. In choosing the music and putting that music to a situation they are made to think about what affects their emotions. By writing down the situation they are able to express their emotions in words and the “Think About” questions are designed to make them think about how their emotions affect them. I also have them come up with other types of emotions, so that they aren’t limited to talking about their emotions in terms of the three “ads” (sad, mad, and glad). Knowing how to express their emotions in words and in more specific terms, the students will be more emotionally healthy.
