Exploring Sound – Sound to Picture 2
SECOND LEVEL ACTIVITY
Second
LEVEL
ACTIVITY
Learning intention
•
We are learning to create a musical soundscape to accompany a film.
Success criteria
•
•
•
I am able to identify sounds which reflect mood and atmosphere.
I am able to work collaboratively or independently to combine creative ideas.
I am able to perform with a group to an audience.
Resources
•
•
•
A range of instruments
Access to short film clip
Projector
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are composing a musical soundscape
appropriate to the mood and character of the
moving image.
Learners will be able to:
• articulate thoughts, feelings
and ideas
• work co-operatively
• select appropriate
instruments
• perform to an audience
• reflect upon own work.
How learners are communicating: Learners
are developing confidence in making
appropriate creative choices.
Musical building blocks: Learners are
developing understanding of creating a
repeated musical phrase or rhythm.
Experiences and outcomes
Links to other areas of the curriculum
Expressive Arts:
Health and Wellbeing; Literacy
•
•
I can use my voice, musical instruments
and music technology to experiment with
sounds, pitch, melody, rhythm, timbre and
dynamics. EXA 2-17a
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/lesso
n/66/foley-artistry
https://vimeo.com/112006972
http://filmmakeriq.com/2014/11/intro
duction-to-foley-and-sound-effectsfor-film-a-filmmakeriq-lesson/
Process/next steps
1) Listen to some examples of film music, or watch a scene from a movie eg ‘Free Willy’ opening
scene. As a class, discuss how the music played enhances our understanding of the story.
2) Refer to the previous lesson (Sound to Picture 1). Using the short film clip they used for Foley,
the pupils will begin to compose their own musical soundscape using classroom percussion
instruments, and/or their own voices. It is important pupils use the same sound clip they used for
the previous learning about Foley.
3) In groups, the pupils can begin to mind map words which link to the mood of the chosen video
clip. The pupils can then begin to work out how they think their responses might sound.
Ensure there is time for experimentation and trying out different ideas. Using instruments and/or
voice of children’s own selection, they should collaborate to produce and perform a live musical
soundscape that accompanies the film to the whole class.
4) Groups should reflect, via written or oral response, on their creative choices and justify why they
think their idea fits with the mood and character of the music.