Exploring Sound – Sound to Picture 1
SECOND LEVEL ACTIVITY
Second
LEVEL
ACTIVITY
Learning intention
• We are learning to compose sound effects for a moving image.
Success criteria
•
•
I am able to describe mood and atmosphere using sound.
I am able to select sounds to accompany a moving image.
Resources
•
•
•
•
A range of instruments
Music technology
Access to short film clip
Projector
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are selecting and creating sounds appropriate
to the moving image.
Learners will be able to:
• articulate thoughts, feelings
and ideas
• work co-operatively
• analyse a moving image
• create sound effects
• peer assess others’ work
• use music technology
• reflect on own work.
How learners are communicating: Learners
are demonstrating an understanding of mood
and atmosphere through their creative choices.
Musical building blocks: Learners are
developing an understanding of timbre.
Experiences and outcomes
Links to other areas of the curriculum
Expressive arts:
• I can use my voice, musical instruments
and music technology to experiment with
sounds, pitch, melody, rhythm, timbre and
dynamics. EXA 2-17a
Health and Wellbeing; Literacy
•
Inspired by a range of stimuli, and
working on my own and/or with others, I
can express and communicate my ideas,
thoughts and feelings through musical
activities. EXA 2-18a
Useful links
http://www.bbc.co.uk/schools/teachers
/wallaceandgromit/downloads.shtml
http://www.fisfilmproject.ie/wpcontent/uploads/2013/06/lesson10.pdf
http://www.bbc.co.uk/programmes/p01
vs08w
https://vimeo.com/videoschool/lesson/
66/foley-artistry
https://vimeo.com/112006972
http://filmmakeriq.com/2014/11/introdu
ction-to-foley-and-sound-effects-forfilm-a-filmmakeriq-lesson/
Process/next steps
1) Watch the video clips (see useful links) explaining the history of sound effects and in particular
what a Foley artist does.
Discuss with children that sound effect specialists need to watch film clips and look for all sounds
especially movement, costumes and props.
2) Assign each group a focus for sound effects (movement, costume or props). Working in groups,
watch the chosen Wallace & Gromit video clip (link to BBC above) and note what sound effects
are needed on the storyboard sheet.
3) Provide time for pupils to experiment with found objects around the classroom to make different
sounds appropriate to their storyboard.
4) Once the groups agree on sounds, they should complete their story board with cue information.
5) The pupils can then practice producing their sounds live along with the film, or record them if
using a recording device.
Encourage children to have a rehearsal and a number of takes, just as a professional sound
editor would.
6) Children can then add a different aspect of Foley (movement, costume, props) and continue to
add other layers of sound. Garageband is a useful tool for this task.
7) Set peer assessment criteria with a focus on level and balance of sound) and encourage groups
to share work with others and provide feedback.