Lesson Five: Making a Soundtrack
- Lesson One: Prior Knowledge
- Lesson Two: Using a Mac and Importing Music
- Lesson Three: Introduction to Garageband
- Lesson Four: Creating Music in Garageband
- Lesson Five: Making a Soundtrack
- Lesson Six: Pure Play
- Lesson 7-10: Workstations
- Activities for Lesson Three
- Music Sites & Downloads
- Music Language
Specific Learning Outcomes:
- Students will match sound to image, demonstrating awareness of mood and structuring musical elements to create an effective soundtrack for film. (PK, DI, UC)
- Create music that fits a short video clip
- Begin to understand and show mood in musical compositions
- Choose the right tempo to fit the feel/mood of the video
- Place a musical effect or change when the slow motion bit of the video arrives.
Video clip (mpeg/quicktime), data projector, amplifier
Words 4 Today:
mood, feel, audio, tempo, bpm
- Words 4 Today and Learning Goals
- Show video (I used a 1 minute snippet of the students at camp coming down a mudslide) on big screen and discuss:
- How they were feeling?
- What the faces look like?
- What sort of music would fit this?
- Approximately how many bpms (beats per minute) would we be looking at using? (refer back to GarageBand and show tempos and bpms of a few loops)
- Get students to take their pulse and discuss what they would be doing and feeling at different pulse rates
- What could you do to the music to make it seem slower or to help emphasise a change?
- Give students some musical examples of different musical genre that create different moods. They could explain how they feel when the piece of music is played.
- Limit preferences in the GarageBand Loop Browser so they don't spend hours experimenting with every sound possible.
Activity - self and peer assessed based on agreed success criteria
- Students to create their own soundtrack to a video clip (reinforce that they need to remember to put in ostinatos and hooks).
- reflecting the mood and feel of the activity in the video
- making an obvious change during the slow motion bit to suit the change in visual tempo (using effects of instrument change).
- Listen critically as a class to everyone's soundtrack, commenting on mood, tempo, ostinatos and hooks.
Conclusion - formative assessment activity
- Review the "Words 4 today" and monitor student responses.