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Music at the Movies

Music at the Movies

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Music at the Movies

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  1. Music at the Movies Keys to a good film score

  2. Music maketh the movie • Without music in movies, we would be confused. Directors could hardly achieve suspense without screeching violins, or make us remember that climax without the familiar pop song that we all know. The music tells us when to laugh, when to cry, when to freak out, when to be ready for something, when to be calm, & even when to exit the theatre! • This unit is about giving you the chance to get into this lucrative business & expand your musicianship!

  3. Check these scores out • Titanic • Bourne Ultimatum

  4. Unit Learning Objectives • Investigate & explain the history, technical aspects, functions & censorship of music in movies (written) • Identify & describe elements & features of movie music aurally (Listening exercises) • Learn to play & perform a piece of movie music & evaluate your performance • Create, notate & perform/record a movie theme! (composition)

  5. Before we go anywhere • Look at your assessment schedules • Make sure you know what is being assessed & how it is being assessed.

  6. Timeline . . .

  7. (p4 • Which ONE development was the most important for you? Why? 3-5 bullet points • Discuss how internet movies, TV on Demand & video websites like YouTube might affect the future of movies. 3-5 sentences.

  8. Early days: Silent movies • Movies were silent so live sound effects had to be used • Captions, a lecturer, a pianist used to create sound as the movie was playing • Voice behind screen for screams • Coconut shells for horses hooves • Tin bath & roller skates for a train • Tray of gravel for footsteps • Using an axe on a raw cabbage for an arrow hitting home • Orchestras employed to play with the movie

  9. Activity • How might you create each of the following live FX to accompany a silent movie? • Breaking bone • Fire • Punch to the stomach • Birdsong • Fog horn • Bat wings flapping

  10. Movie Genres (p5) • What does ‘genre’ mean? • Find movies that fit the following genres: • Action, cartoon, crime, comedy, documentary, disaster, epic, gangster, history, horror, murder, musical, mystery, romance, sci-fi, silent, spy, thriller, vampire, wild west, war.

  11. Movie Making • Complete the cloze activity on p6

  12. Composers at work • John Williams’ composition for the classic thriller Jaws • As you listen, identify the theme & main characteristics of music. Relate this to the genre & the features of that genre. • Tempo – speed up or slow down? • Texture – thick or thin? Many layers? • Timbre – what instruments can you hear? • Dynamics – does it get louder or softer? • Melody – stepwise or big range? Memorable? • Articulation – jumpy (staccato) or smooth (legato)? • What are the effects of these elements on the music?

  13. 5 stages of movie making (read p7 & class write following down) • Development – Producer takes story, gets script, director & actors, finds budget • Pre-production – Cast actors, crew, props, costumes, sets, hire studios • Production – Filming of movie out of sequence • Post production – Editing, music & SFX added • Distribution – receive censors’ classification, distribute It takes up to 3 years to get all this done!

  14. Banned! Censorship & Music (Read p8, complete questions 6a. 6b. 6c.) • Censorship in NZ began in 1916 • Graded classification began in 1920 • Every film must be approved by the censor • Use following websites for help: • http://www.censor.org.nz /http://en.wikipedia.org/wiki/Censorship_on_MTV

  15. Questions! Answer Qs, follow up with a debate at the end for the last Q. • TV & Cinema use slightly different grading systems. Look at both & make a list of them with their meanings • Can you think of any musicians/styles that might have their DVD’s receiving a restricted rating? List them giving reasons. • Use these websites if you need help • http://www.censor.org.nz /http://en.wikipedia.org/wiki/Censorship_on_MTV(traces the censorship of pop & classical music over the years There should not be any censoring of movies & music DVDs. People should be able to make up their own minds about what they watch. Your team must find 5 points to argue your case in a debate

  16. Animation • Emile Cohl • Celluloid animation • Walt Disney & Mickey Mouse • Snow White & the Seven Dwarfs • The Lion King • Computer animation – Toy Story

  17. Exploring Movie Music (read p11 & answer Q7) • write down some movies & find out if they have classical music accompaniment • Try these websites: • www.naxos.com/musicinmovies.asp?letter=A • www.classicalarchives.com/movies/

  18. Activity • Listen to a short piece of programme music and make up your own story to go with it. Add the music to your own powerpoint presentation & retell the story for the class using pictures and words, creating your own ‘silent movie’ • You may use Garageband and create your own film score. In fact, you should!