Lessons Thirteen to Fifteen
(Options A, B and C): Film, Video and Music

The presentation of music has become more visual since the advent of motion pictures, television shows and music videos. Conduct an analysis of music videos. Discuss the various relationships between the visual images and the music. In what ways do they affect each other? Look for patterns or conventions that are commonly found in music videos. Identify categories of videos. List some features that students consider necessary for a music video to be considered successful. Choose one of the following two activities.

Create an Excerpt for a Music Video

•participate in creative problem-solving processes (CEL: CCT)

Have students create an excerpt for a music video, using music from another time period. For example, create a contemporary music video excerpt using music from the Romantic or Baroque period, or from the "roaring 20s".

Have students research their chosen time periods to discover conventions of the time, clothing styles and popular dances. Find an appropriate location for filming. Students might create a painted backdrop. Or, they might project slides from behind onto large mylar sheets that have been taped together and hung in the middle of a room. Students will have to take particular care with lighting and sound. Refer to Media Studies books in the Arts Education bibliography for assistance with video production.

Create Music For a Film Character

Just as music can enhance action in film, it can also suggest character. In what ways can music be used to suggest character? How can music suggest a location, time period or event?

Ask students to list unique historical figures or fictional characters. They might include popular T.V. and film personalities such as Arnold Schwartzenegger; comedians such as John Candy, Andrea Martin, Jim Carrey, Charlie Chaplin, Mae West; historical and political figures such as Winston Churchill, Chief Poundmaker, Louis Riel, MacKenzie King; fictional and animated characters such as Superman, Count Dracula, Bart Simpson; scientists and undersea explorers such as Jacques Cousteau; climbers/explorers such as Sir Edmund Hillary, Samuel D. Champlaine; astronauts such as Roberta Bodnar, Marc Garneau; etc.

•use metaphoric and analogical thinking to create insights and build understanding (CEL: CCT)

Ask each student to pick one of the characters and research his or her chosen personality, including distinguishing characteristics and the individual's historical or cultural context.

Have students either match each person with appropriate selections of recorded music or create their own sound compositions for their characters.

•participate in creative problem-solving processes (CEL: CCT)

Provide students with access to traditional, electronic and/or homemade instruments. If students are using recorded music, have them seek out recordings in their homes and community. Provide them also with a wide range of listening examples, such as those found on the CDs that accompany Music: Its Role and Importance in Our Lives. The music need not be from the same period as the character the student is representing.

Ask each student to provide a brief presentation to the class, including a description of his or her character with a picture if possible, and a justification of each music choice. Some students may prefer to present the music "in role" as the character they have chosen to represent through music. For example, a student might dress as Charlie Chaplin and improvise an excerpt from one of his movies while the music is being presented.