Teachers name: Willis Reifsnyder Grade: 9-12

Date: 3/24/13 Title of Lesson: Setting Movement to Music

Plan: what learners will

be able to do (behavioral): Compose music that follows a scene of a predetermined Looney Tunes episode understand (cognitive): What instruments work better for different scenarios/ situations How chord quality affects mood The value of an absence of music Rhythm establishing a flow to the whole episode encounter (experiential): Various emotions that have to be portrayed certain ways to make sense A common theme that may be prevalent in a section of the episode perceive differently (critical): How music in cartoons has evolved/ devolved (depending on their opinion) That jazz music had a huge influence on Looney Tunes and Merrie Melodies scores

Partner:
Play a specific part of a Looney Tunes episode that illustrates how movement is interpreted through music. Pose question: How did they do it? Begin by describing the process of how music was set to a Looney Tunes/ Merrie Melodies cartoon The music was rehearsed, and a tempo set with a metronome (a relatively new technique in the mid-30s) Use a musical clip from The Carl Stalling Project Cartoon episodes werent one single take; different tempi typically determined breaks The episodes used borrowed musical material, and music out of the Warner Bros. catalog provided to them to be promoted As such, these themes are prevalent throughout all the cartoons, from the mid30s to the late 50s. More Carl Stalling Project clips showing the time span. Play through chord qualities, and have students discuss what mood they represent Give them Garageband/ keyboard, split into groups of 4-5, and have them create sound effects/ musical riffs that accompany a scene from a Looney Tunes/ Merrie Melodies cartoon; have a selection of 10 different scenes to choose from. At the end of class/ the next class, the groups present their compositions, and talk through their thought processes for (a) the scene they chose, and (b) the compositions they worked on.

Present:

Personalize: Focusing Question: In what way will students

Interpret various emotions and situations through music?

Assessment:
Formative: Hovering around groups, giving advice, evaluating levels of creativity Summative: group presentations at the end of class/ next class

Perform:

Materials:
YouTube/DVD for Looney Tunes episodes o Various clips from multiple episodes iTunes for The Carl Stalling Project album o Musical clips from various songs Garageband/ keyboards

Process: