Students have begun the Disney adventure and now we will embark on the Lion King unit. Students will be learning a fun dance, singing, playing the xylophone and percussion instruments to "The Lion Sleeps Tonight".
For this assignment, you will be choosing
one selection from a movie in the list given. Your scene will be a minimum of 2
minutes long and a maximum of 8 minutes.
Task 2
Once you have chosen your movie scene, you
will now move on to choose different options for a soundtrack.You may use your own recorded music or use an
mp3 player.You can download sound
effects from youtube or find other options and resources.
Once you find your options for music effects,
experiment with a few different examples of music to play along to your
selected scene.This should be something
that you feel “fits” the scene.For
example:The song “money” by Pink Floyd
to be played along to the opening bank robbery scene to Batman – The Dark Knight.
Materials:
Laptop
Headphones
Listening skills
Task 3
Response Questions
Give as many reasons
as you can as to why you made the specific movie and music
selections. Please be specific.
Which music selection
worked best for your specific movie selection and why? Again,
please be specific with your explanation.
In class, we will be learning about Jazz music and some of the characteristics and artists associated with this genre.
For this assignment, you are to choose one Jazz song (2-3 mins) from either the list provided or one of your own choosing and sing it for class. If your song exceeds three minutes, please find an appropriate place in the music to end it.
You may work alone or with a partner If you choose a song that is not on the list, please have the piece approved by Ms Carrie Aralis by Friday May 15.
You will perform the song in front of the class on , May 29 & June 1.
On the day of the performance, you are required to:
Provide the karaoke or vocal track to the song you are singing
Introduce your song to the audience
State one singer who has performed your song and describe the timbre of their voice in one or two sentences (Was the singer’s voice raspy, smooth, warm, low, high, soft, loud, lots of vibrato?)
Keep the song to two-three minutes in length. If there is scatting (fast rapping) in your song, you are not required to do so.
Know your song and its melody (you may have the words in front of you, but please do not rely too heavily on them)
Do your best to engage your audience (keep your eyes above the floor, move your body, snap your fingers, smile, etc.)
Enunciate (pronounce) your words
*If you are singing with a partner, each person must sing a verse by himself/herself. The chorus can be sung together.
Jazz Songs List
It Don’t Mean a Thing (If It Ain’t Got that Swing)
A remix is an new work made from existing musical material that is edited or altered in some way.
Remixing has been around for centuries. Composers have always “borrowed” ideas from one another to
make new musical pieces.
The art of remixing as we know it today involves taking all or part of a recorded work and using it to
create something new. Remixing extends to other art forms too: film, images, artwork and literature can
all be remixed to create something new.
Take a look at the History of Remixing for examples that date back to the
Classical Era and beyond.
Who makes a remix and why?
Remixes are usually created by DJs and/or music producers. There are many reasons for remixing, some
of which are:
to create a new song for artistic purposes
to create a dance mix for clubs
to make a song conform to a specific musical genre
to create new versions of “back catalogue” items
How remixes are made?
The DJ or music producer sources the original recording of a song - preferably all the separate recorded
tracks (known as stems) - so that they can chop them up, add a new drum beat, change the tempo or add
new harmony.
Sometimes the DJ or music producer will create their own samples from a recording (a little snippet of
sound) which might become the basis of a new melody or rhythm.
Almost any musical element of a song can be changed in a remix:
drum beat
style or “feel”
tempo
key
instrumentation
the vocal line can be “chopped up” into snippets
song structure
Remixing examples
There are thousands of examples available. Here are some good places to look:
Youtube: search for a song name with the word “remix” after it
On Youtube, take a look at the work of Pogo who has remixed sounds from many of the Disney and
Pixar movies. He samples spoken lines, music and sound effects and puts them together to create
a completely new song
DJ Kutiman: also on Youtube, search for “The Mother of All Funk Chords”. DJ Kutiman found a series
of unrelated music videos on Youtube and put them together to create a new piece
iTunes: search for a song and check all of the results. Chances are that someone has created a new
version
Project
Create and record a 30-second arrangement
Spend some time experimenting with the sounds available on GarageBand
Drag the classical composition that you have chosen into GarageBand to start a playback of the sound
Choose up to 7 of the 20 sounds that you would like to include in your arrangement. Include a
variety of rhythmic and melodic patterns
Play around with the mute and solo buttons to test out different combinations
Plan your arrangement so that it has a beginning, a middle and an end
Beginning - use layering to bring in all or some of the parts
Middle - create some interest by using the solo and/or mute buttons to vary texture. Some sections may have all dudes on, and others just one or two
End - layer the parts out at the end
Get ready to “perform” your mix
When finished, email and upload your arrangement on Google Drive
Musical Concepts
Arranging skills
Layering
Solo and tutti
Rhythm
Texture and timbre
Acappella part-singing and beat boxing
Assessment and feedback
Students will each play their arrangement for the class
Other students offer constructive feedback and comment on the choice of sounds, use of layering,
use of solo and tutti sections, the ending
Remixing Terminology
Tutti
A directive to perform a certain passage of a composition with all instruments together. The opposite of solo. all; i.e., all together, usually used in an orchestral or choral score when the orchestra or all of the voices come in at the same time, also seen in Baroque-era music where two instruments share the same copy of music, after one instrument has broken off to play a more advanced form: they both play together again at the point marked tutti
Stems
Individual audio tracks from a recording, ie. the lead vocals, the bass, guitar, keyboard,
backing vocals and so on
Acapellas (yes, spelt that way!)
Also known as a cappellas, capellas or pells - vocal stems; the vocal
track without any accompaniment
Beat
Used in the remix world to describe the entire drum pattern or musical style, rather than just
the underlying beat of a song
Introducing basic remixing with Incredibox (Let's start here)
Incredibox is a free online music resource which is lots of fun to use (and very simple). http://www.incredibox.com
Classical Composers Research and Timeline Presentation
Students will work in groups. The timeline presentation of composer research will be scheduled for the week of May 8.
Project Details
Each group will research the various musical eras and create a timeline.
Baroque
Classical
Romantic
Modern
Choose one composer and present interesting findings (not dry recitation of facts and dates) biography. Research the life and music of your assigned composer or historical music
period. Students will present their findings about the composer, including three major musical pieces, favored musical instruments and musical style.
Create one large, colorful, and detailed poster OR PREZI showing the following
information IN YOUR OWN WORDS!
For composers:
a. Year of birth, birthplace (city and country) b. Year of death (city and country) if not alive c. Location where most music was writtend. 3 important and interesting facts about the composer's life that significantly
affected their music.
e. What instrument or instrument group is composer most known for writing? (Ex.
string quartet, solo piano, symphony, band, etc.) f. Focus piece of music (Listed in Group Section):
i. What style of music was it?
ii. What instrument group performed the work?
iii. Date written
iv. Date of first performancev. 2 paragraphs of interesting facts and information about the piece musically (Do not list the types of instruments used or other general information. What
makes the piece unique or different?) g. Create a musical timeline featuring 5 of the composer’s most important
works, the 3 important and interesting facts about the composer’s life, and birth and
death dates. (TIMELINE should be a snapshot of all your researched information)
For historic musical periods:
a. dates of historic musical period (ex. 1300-1500) b. countries and/or cities where most music during period came from c. 3 most important musical developments during the time period (Research in depth before choosing the 3 most important) d. 3 of the most important composers from the time period and why were they so
important or influential (Most important or influential means they or their music
are unique in some way. Do not list general information that’s not unique or
different.) e. most prominent instruments played during this time period f. Most famous piece of music written during this period: i. What style of music was it?
ii. What instrument group performed the work? iii. Date written
iv. Date of first performance
v. 1 interesting fact about piece musically (Do not list the types of
instruments used or other general information. What makes the piece unique or
different?)
g. Create a musical timeline featuring 5 of the period’s most important works,
the 3 most important musical developments. (TIMELINE should be a snapshot of all
your researched information)
Each member of the research group is responsible for researching all information. Each
member must participate in the oral presentation for the group.
Present an oral presentation of your poster to the class
Each member must present at least 1 element from the poster.
Speak clearly and project your voice so everyone can hear you.
It’s important each member appear engaged so the audience understands the importance of the
information being given.
The group must demonstrate a sense of teamwork and collaboration.
