Unit #04--Film Music Content Area: Music Course(s): Generic Course Time Period: Generic Time Period Length: Grade 5 Status: Published Unit Overview (Content) Students will explore the music from moves whose soundtracks were composed by John Williams and Danny Elfman. The music will be taken from the main themes, and will feature a variety of styles, from somber to action. Emphasis will be placed on the mood painted by the composers and how it corresponds to the "action" on the screen. Students will be asked to identify various instruments and families heard within the studio orchestra. The vocabulary of dynamics will be applied to this unit. Essential Questions •From what movie does this music come? . •How are the styles of the two composers different? . •How are the styles of the two composers similar? . •How do the dynamics effect the mood of the music? . •How does the music affect the mood of the audience? . •How has this music contributed to pop culture? . •What family of instruments is most audible? . Student Learning Objectives (Skills) •Apply vocabulary of dynamics to descriptions of the music. •Discuss the significance of the music and how it relates to the movie. •Identify instruments and families by sound. •Identify music from various movies. •Identify the tonality of the music. Lessons/Activities •Compare and contrast John Williams and Danny Elfman's composing styles. •Discuss historical and biographical information about the composers. •Discuss how the instruments and families effect the mood of the music. •Listen to music from a particular movie. •Students identify instruments and families most audible. •Teacher asks students to identify the movie. •Watch a clip from a movie listening to the wrong music. Vocabulary •Composer . •Forte . •Fortissimo . •Mezzo Forte . •Mezzo Piano . •Pianissimo . •Piano . •Soundtrack . Cross-Curricular Connections •History . •Pop-Culture . Extended Learning Opportunities Students with Disabilities Adjustments will be made according to the child's specific needs. English Language Learners Adjustments will be made to suit the individual child's needs. Advanced Learners Since there will be varying levels of knowledge and skill, opportunities will be allowed for advanced students to provide their insight to the other students. Assessments Formative Assessments •Listening quiz--Danny Elfman . •Listening quiz--John Williams . Summative Assessments •Listening quiz--Identifying music from either composer . Standards •1.1.5.B.2 Identify meter, rhythm, tonality, intervals, chords, melodic and harmonic progressions. •1.2.5.A.1 Music and Society. •1.2.5.A.2 Relate common artistic elements among the Arts. •1.2.5.A.3 Significant contributions of individual artists in history. •1.4.5.A.1 Music terminology knowledge. •1.4.5.A.3 Values and inspiration. •1.4.5.B.1 Music design. •1.4.5.B.2 Evaluate tools. •1.4.5.B.3 Music terminology application. •1.4.5.B.4 Define technical proficiency. •1.4.5.B.5 Different points of view of a piece of music. 21st Century Standards •9.1.4.D.1 Use effective oral and written communication. •9.1.4.D.2 Express needs, wants, and feelings appropriately. •9.1.4.D.3 Demonstrate an awareness of one’s own culture. •9.1.8.B.1 Multiple points of view. •9.1.8.B.2 Assess and use data gathered from multiple sources. •9.1.8.C.1 individual responsibility within a group. •9.1.8.C.2 Compromise, consensus, and community in completing tasks. •9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities. Resources & Technology Core Resources •IMDB . •Wikipedia . Supplemental Resources •IMDB . •Music from both composers . •Wikipedia . •Youtube . Intervention Resources •Music from both composers. Literature Connections .