Professional Documents
Culture Documents
#
3
of
3
Central
Focus:
The
central
focus
of
this
learning
segment
is
to
explore
the
ways
in
which
music
is
used
to
enhance
storytelling
on
screen
and
stage.
National
Arts
Standards:
Anchor
Standards:
7.
Students
will
perceive
and
analyze
artistic
work.
8.
Students
will
interpret
intent
and
meaning
in
artistic
work.
10.
Students
will
synthesize
and
relate
knowledge
and
personal
experiences
to
make
art.
11.
Students
will
relate
artistic
ideas
and
works
with
societal,
cultural
and
historical
context
to
deepen
understanding.
Specific
Objectives
Students
will
compare
and
contrast
the
ways
in
which
music
is
used
in
musical
theater,
to
how
it
is
in
film.
Students
will
take
a
story
and
enhance
it
by
deciding
where
and
how
to
add
music.
Materials:
Opening
Clip
from
the
Wizard
of
Oz,
as
well
as
one
that
shows
underscoring,
and
one
where
there
are
characters
singing.
Short
story
(Jack
and
the
Beanstalk)
,
with
copies
for
the
whole
class.
Sequence:
Est.
Procedures
Assessment
Time
Pre-class
setup:
have
groups
chosen,
or
have
a
method
for
quickly
breaking
the
class
into
groups
when
it
is
time.
Sequence:
Informal
assessment
5
min.
1. As
an
introduction
to
this
day,
first
play
again
the
opening
credits
that
the
Student
participation
in
class
watched
on
the
first
day,
with
the
opening
sound
track.
Explain
to
the
class
discussion
students
how
this
is
similar
to
the
overture
being
played
with
a
closed
curtain
before
a
musical
or
an
opera.
Ask
the
students
why
they
think
this
is
done.
Why
not
just
start
in
right
with
the
story?
15
min.
2. Show
clips
from
the
Wizard
of
Oz
that
includes
both
music
as
soundtrack
(underscoring),
and
a
song
sung
by
one
of
the
characters.
Ask
the
students
to
identify
the
two
uses
of
music,
and
ask
them
to
brainstorm
why
the
characters
are
singing
(and
are
actively
involved
with
the
music)
rather
than
just
having
music
as
soundtrack.
A
possible
connection
to
Arias/Recitative
in
opera
may
be
built
here
if
there
is
time
(driving
the
story
vs.
showing
what
the
characters
are
feeling).
Formal
Assessments
15
min.
3. Pass
out
copies
of
the
short
story.
Read
the
story
as
a
class.
Break
into
groups
Students
Annotated
Story
of
3
or
4
and
have
the
students
decide
how
to
turn
the
story
into
a
musical.
Have
the
students
annotate
the
story,
showing
where
they
will
have
underscoring
(and
what
is
it?),
where
a
character
will
sing,
where
there
will
be
a
chorus
number,
(etc).
Remind
the
students
of
what
was
talked
about
yesterday
with
leitmotifs.
Encourage
the
class
to
see
if
they
can
create
continuity
by
finding
a
theme
or
character
throughout
and
pairing
it
with
a
musical
idea.
7
min.
4. In
the
last
few
minutes,
have
the
class
join
back
together
to
compare
notes
on
how
they
used
music
to
enhance
the
short
story.
Reflection
of
Teaching
and
thoughts
for
next
lessons
(if
this
is
not
the
last
in
the
sequence):