Lesson 05: Parts 1 and 2–A Song is Worth 1000 Screams

A song is Worth 1000 Screams

This is a two part lesson plan to take place on two separate days

• Unit: Horror and Villains
• Duration: Part 1 ~1hr, Part 2 ~ 1hr 45min

• Cycle: 3
• Topic: ELA

To create a short film with the goal of manipulating the viewers sentiments.

To understand the effect of music in creating suspense/fear.

• Cross-Curricular

COMPETENCY 3 • TO EXERCISE CRITICAL JUDGMENT

COMPETENCY 4 • TO USE CREATIVITY

COMPETENCY 5 • TO ADOPT EFFECTIVE WORK METHODS

COMPETENCY 6 • TO USE INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)

COMPETENCY 7 • TO CONTRUCT HIS/HER IDENTITY

COMPETENCY 8 • TO COOPERATE WITH OTHERS

COMPETENCY 9 • TO COMMUNICATE APPROPRIATELY

• Subject Areas

COMPETENCY 3 • TO REPRESENT HER/HIS LITERACY IN DIFFERENT MEDIA

Visual Arts

COMPETENCY 1 • TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS

COMPETENCY 2 • TO PRODUCE MEDIA WORKS IN THE VISUAL ARTS

• Essential Knowledges

LANGUAGE OF VISUAL ARTS

COLLABORATIVE GROUP ACTIVITIES

Video cameras

Computer lab and video editing software

SMARTboard (or a computer that the whole class can sit around if no SMARTboard is available)

Internet access

Development

Goals

2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.

3. To develop appropriate teaching/learning situations.

4. To pilot teaching/learning situations.

5. To evaluate student progress in learning the subject content and mastering the related competencies.

6. To plan, organize and supervise a class in such a way as to promote students’ learning and social development.

8. To integrate information and communications technologies (ICT) in the preparation and delivery of teaching/learning activities for instructional management and professional development purposes.

9. To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school.

12. To demonstrate ethical and responsible professional behavior in the performance of his or her duties.

OUTLINE

TIME

ACTIVITY

Preparation

(5 min)

Open the internet browser.

This is going to take a lot of tabs. Be prepared!

Open and pause:

1. Louis Armstrong, Wonderful World

www.youtube.com/watch?v=7s7w3vCePSY&NR=1

1. Louis Armstrong, Wonderful World (death metal version)

www.youtube.com/watch?v=JLkOYHYQ2tc

1. Circle of Life (The Lion King)

www.youtube.com/watch?v=vX07j9SDFcc

1. Be Prepared (The Lion King)

www.youtube.com/watch?v=-X0dxn40r_c

1. Scar and the Mouse (The Lion King)

www.youtube.com/watch?v=b3L2sEFK_v4

1. Final Fantasy (sad music)

www.youtube.com/watch?v=JSnR80kY0m0&feature=related

1. Witch King (scary/violent music)

www.youtube.com/watch?v=bLJKTi1XtvM&feature=related

1. Psycho (scary/suspenseful music)

www.youtube.com/watch?v=jW1X8x3O3fU&feature=related

1. Carmina Burana (scary/dramatic music)

www.youtube.com/watch?v=qjvqY-U9gV0

10.  Beach Boys, Good Vibrations (happy music)

www.youtube.com/watch?v=TCeD_6Y3GQc

11.  Walking on Sunshine (happy music)

www.youtube.com/watch?v=xmxSL6H2QEg

*It is not necessary to show the entirety of any of the clips; it is relatively easy to get the point within 45 seconds or so. I strongly recommend playing the whole Louis Armstrong videos though*

(30-45 min)

Today, keeping up with our horror unit, we are going to look at the effect of music on video.

Music is a very powerful tool. It is an important part of every culture around the world because of its ability to create emotions.

We are going to see just how powerful music is in creating tone.

Begin by showing video 1, Louis Armstrong.

Ask students how the song makes them feel and what the tone of the song is.

Show video 2, the death metal version.

Ask the same question as above.

If the students don’t know this song to begin with, ask them which one they think is the original.

Ask how them how the same video and the same song could have such different tones.

Let them know which one is the original if they didn’t know. Point out how the death metal version seemed so real and Louis really seemed angry in this version.

Point out that this shows how easily emotion can be altered using music.

Now, we are going to see how easily we can change the way you feel about something you see.

Play video 3, The Circle of Life.

I assume most of you have seen this? Now let me change everything you know about it…

Play video 3 on mute and have video 6, the sad song, playing but minimized.

Ask how the students feel during the video now.

Play about 30 seconds of video 3 on mute with videos 7, 8 then 9 minimized.

After each, note how the tone is dramatically altered, but that the music and the video still work together.

Point out that this is how media is intentionally created to create the desired emotion in the viewer.

Now play video 4. Then play it on mute with videos 10 then 11.

Explain that something that seemed outright villainous, Scar, can seem playful and jubilant with different music.

Do the same for video 5 with video 6 to show that sadness can also be invoked.

(15-30 min)

One student will take on the role of secretary for the group, and record the key points of the discussion.

This will be turned in.

TIME

ACTIVITY

Introduction

(15 min)

In groups of two to four, students will decide on a short clip to film.

Provide examples: walking down the street, the wind in the trees, a flag on a flagpole, cars driving on the street, a squirrel, a ball on the playground, etc.

They will need to film about 45 seconds of anything they choose.

They will also choose two songs of vastly different tones to accompany their footage.

I can’t explain how to use your video camera here, because there is significant individual variability.

Most digital cameras and even cell phones have the capacity to take videos. Quality really isn’t of the highest importance, so it is not necessary to ensure access to a video camera to complete this lesson.

(1 hr)

Since I am at a perfect imaginary school, there are enough video cameras for each group. They will be given 15 minutes to take 45 seconds of footage.

The next step of this lesson takes place in the computer lab.

Students will upload their videos onto their computers. Once again, this procedure will vary depending on the equipment. If it is a digital camera, the SD card can be removed and inserted into the computer. If it is a video camera, it can be plugged into the computer.

This procedure must be explained.

The teacher will go through this slowly, step by step. If there is a projector/smart board in the computer lab, the process can be demonstrated.

Students will open iMovie on their PCs (remember—perfect imaginary school). They will press FileàImport Videoà select where the video is coming from (from computer for a digital camera or from camera for a video camera).

They will select the 45 seconds of footage that they are going to use, and drag it to their project.

They will then copy and paste the project (right clickàcopy; right clickàpaste) so that the same 45 seconds is there twice.

They will put a transition between the clips: right side of interface, mouseover reads “Transitions”. Students will select one, click and drag it to the space between the clips.

The next step is music. This can be downloaded (free music) from Amazon.com. It will *hopefully* automatically save into iTunes. If not, it can be saved to the desktop and drag and dropped into iTunes.

Students will click the music note in iMovie. They will select “From iTunes” from the menu in the right hand corner. They will find their songs and drag and drop them onto their project. The time and length of the songs can be adjusted by selecting the audio and dragging it longer or shorter from the ends.

*This procedure was written from memory and may not be perfect*

(30 min)

The students will click the email option at the top (in iMovie) and email it to the teacher (address will be given).

The teacher will play them on the SMARTboard (or computer).