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Film Music Unit of Work
Film Music Unit of Work
Band: 9-10
Year Level: 9
Length of Unit: 10 weeks (1 lesson per week)
In this unit of work students will explore why and how music is used in film. They will study examples of film and music
ranging from 1920 silent films to modern day blockbusters, and will learn how film music can reflect different moods and
feelings. Students will also have the opportunity to study famous and influential film composers and discover what
compositional techniques they incorporated into their film music.
Students will demonstrate their knowledge and understanding by participating in a number of individual and group
learning activities. These activities aim to build students skills in performing, listening and composing, as well as providing
opportunities for appraising and evaluation. Towards the end of the unit, students will complete an individual assignment
where they are to compose the film music for a short cartoon using the program GarageBand. They will also complete a
story board for their assignment as well as an analysis of their composition.
Assumed Knowledge
Basic musical literacy skills (i.e reading and writing simple notation on a stave)
Be able to play and perform simple notation on a keyboard or tuned percussion instrument such as a glockenspiel
Simple time signatures 4/4, 3/4, 2/4
Key Signatures such as C major, G major, D major, A minor
Experience in using Garageband
Basic analytical and listening skills
Learning Objectives:
By the end of this unit students will be able to:
Recognise the role of music within film and identify how music is used to reflect mood/emotion.
Distinguish different moods in music through listening activities
Identify different techniques used in film music such as Mickey-mousing and the Leitmotif and be able to
incorporate them into compositions
Confidently compose and perform simple compositions
Complete a story board
Perform an analysis and evaluation of own compositions
Unit Structure (timeline)
Lesson 1:
Introduce film music unit by first playing a short scene from Pirates of the Carrabin.
In groups of 4, students will watch that scene and come up with a single word that
they think describes the mood/atmosphere created (e.g heroic, brave, love, sorrow).
They will also list what musical features contributed to creating this
mood/atmosphere (e.g. instrumentation, tempo, tonality etc). Next, play the same
scene but with different background music. Ask students to write what they think the
mood is now and what musical features contributed to this. Before playing the scene
a third time, tell the students that the music will be sad and thoughtful. Ask the
groups to brainstorm ways in which they can make music sound sad and thoughtful.
After a brief discussion, play the film and see if any suggestions from the students
were present in the film music.
Take this opportunity to explain that music in film is a powerful tool that helps to
convey and reflect different moods and feelings.
Hand out Glossary of Terms worksheet for students to put in folders/stick in
workbooks. Explain that every time a new term is introduced, it will be written on the
glossary page along with a definition
Lesson 3:
Introduce the leitmotif by playing examples of the leitmotif of the shark in Jaws and
Darf Vader from Star Wars. See if students can recognise the leitmotifs.
Explore and discuss what makes a good leitmotif and how it reflects appropriate
character traits (use the Jaws and Darf Vader leitmotifs as examples).
In groups/pairs students compose their own leitmotif based on a cartoon character
(choose between Cinderella, Tigger, The Hulk, or The Evil Queen). Worksheet to help
with this.
Groups perform their leitmotif to the class, and the class guesses what character it
represents. Group then discusses and evaluates the effectiveness of their leitmotif.
Set homework task
Lesson 4:
Students are given the opportunity to perform their leitmotif composition from their
homework task. The class will try and guess what character it represents.
Introduce Australian film music by playing a game where snippets of film music are
played and the students have to guess whether it is Australian film music or not.
Play example Ngarra Burra Ferra from the movie The Sapphires and get students to
do quick analysis (e.g. instrumentation, tempo, time signature, what mood or feeling it
creates).
Students are divided into groups of 4-5, and each group is given an Australian film
composer to research (includes Aboriginal and Torres Straight Island music and
composers). The groups are given questions to guide their research such as: Date of
birth, films the composer has composed for, well known pieces etc.
Each group gives a short 3 minute presentation on their Australian Composer which
includes an audio example of one of the composers pieces (found on YouTube).
Lesson 5
Introduce story boards by watching a video that shows what a story board is, how to
make one, and why they are useful -especially for film composers.
Look at and discuss an example of a story board for a scene from Toy Story.
Students individually complete a music story board for a short Tom and Jerry scene.
Lesson 7:
Continue working on Assignment
Assignment sheet
Example of storyboard and
completed assignment
Computers/iPad. If students have
their own laptops/iPad they can
use Garageband and work on
their assignment at home. If not,
students can use school
computers and more lesson time
will be given for the assignment.
Tom and Jerry films
Computers/laptops/iPads
Headphones for students to use
Lesson 8:
Continue Working on Assignment
Computers/laptops/iPads
Headphones for students to use
Lesson 9:
Continue working on Assignment
Computers/laptops/iPads
Headphones for students to use
Lesson 10:
Presentations/Collect Assignments
Hand out Unit Evaluation Forms for students to fill out and return
Computers/laptops/iPads
Projector and speakers for
presentations
Unit evaluation sheet
Lesson 6:
Introduce and handout Film Music Composition Assignment. Students are to choose
from 1 of 3 short films to which they are to compose their own film music. The
assignment must include a completed story board for their video, film music
composition, and an analysis of their composition.
As a class watch the 3 different Tom and Jerry films
Show an example of a completed assignment
Students begin working on their storyboard
Assessment
title/topic
MikeyMousing
Role Play
Leitmotif
Group
Composition
Leitmotif
Homework
Task
Assessment Details
Overview of assessment task
Word Count/Other Requirements
Students form groups of 3-4 and re-enact a
Each Group must include at least 5
short scene based on a silent movie watched
mickey-mousing examples
Formative Group in class. Students must provide the sound
Each group performs their scene
Work
effects by using instruments/utensils/objects
to the class
found around the classroom.
Formative Group Students form groups of 3-4 and work
Students complete the first half of
Work
together to compose their own leitmotif
the Leitmotif Composition
based on a character such as Cinderella, The
Worksheet which is slightly
Incredible Hulk, Tigger, or The Evil Queen
scaffolded to assist them in writing
(group chooses one). The group then
a leitmotif.
performs their leitmotif and the class
guesses what character the leitmotif is based
on.
Formative
Students apply what they have learnt in
Students complete the second half
individual
lessons and in the group task to individually
of the Leitmotif Composition
homework task
compose their own leitmotif. They will have
Worksheet which is slightly
the opportunity to perform their
scaffolded to assist students to write
composition to the class and explain their
a leitmotif
choices.
Due at the beginning of next lesson
Assessment
Type
Individual
Summative
Assignment
Section A = 25%
Section B = 50%
Section C = 25%
Film music is to include a minimum
of 4 mickey-mousing examples and
at least 2 leitmotifs.
Analysis is to be 250 words
Assignment due at the end of
Lesson in week 10
At the end of the unit, pass out evaluation sheet which contains questions such as:
What did you learn?
What was your favourite activity in the unit of work? Why?
What was your least favourite activity in the unit of work? Why?
Any other comments/suggestions
Key Activity/
Concept:
Undertaking
Listening
analysis of film
music to
understand
how music can
evoke different
moods/feelings
Film music
composition
assignment
Knowledge
and Skills
Code:
ACAMUM104
Literacy
Critical and creative thinking
ACAMUM102
ACAMUM099
ACAMUM100
ACAMUM102
Leitmotif group
and Individual
composition
ACAMUM100
ACAMUM101
Literacy
Numeracy
Critical and creative thinking
Literacy
Numeracy
Critical and creative thinking
Literacy
ACAMUM102
ACAMUM103
Study of
Australian
composers and
the use of
Australian
music in films
ACAMUM104
ACAMUM105
performance
Working collaboratively to develop
ensemble skills
Evaluating performances
Combining and manipulating the elements
of music using repetition, variation and
contrast to shape compositions
Performing music from scores made by
themselves or others
Considering viewpoints and evaluations
why was the music successful and
interesting?
Considering viewpoints societies: For
example How is this piece typical of the
social context in which it was created?
Cultures: How are the elements of music
used in this piece to convey a cultural
identity? Histories: What historical forces
and influences are evident in this work?
Discussing the influence of music on the
development of personal and cultural
identity
Literacy
Critical and creative thinking
Personal and social capabilities
Intercultural understanding