Music As Symbolic Representation

Hugh Jackman CentralPresented By: Mr. Hopkins, Mr. Tupper, Miss

Cross

Hugh Jackman CentralSchool Name: Hugh Jackman CentralType: Public SchoolLocation: Tulsa, OklahomaStudent Body: 800 studentsGrade Classifications:

Primary: K-2Elementary: 3-6High School: 7-12

Hugh Jackman CentralMission Statement Points:

Focus on the creative processTeach students how to tap into their creative

outletsLife-long learning experiencesTeach students to “think outside the box”Focus on critical thinking

Generative QuestionsWhat can music represent?How does music represent specific emotions?What musical elements, (tempo, dynamics,

contour, timbre etc…) contribute to symbolic representation of music?

How is sound created/produced?What are some specific sounds, and how

would you create them?What do these sounds represent?

The “Big Idea”

Why music as symbolic representation? It’s an important concept that all students

should be exposed to.So that the students understand the deeper

meaning and purpose of music.To get students thinking critically and

“thinking outside the box”.

Goals of Hugh Jackman CentralFor students to be able to associate music

with specific emotions

For students to understand that music serves a deeper purpose than simply background noise

For students to learn how to use music as a medium of expression.

Primary School (Grades K-2)Project

Movie /Cartoon Composer:Students will choose from 3 movies or

cartoons, and as a class, select pre-composed music to represent specific scenes in the movie, keeping in mind the following:What kinds of music will you select?What emotions do you want the music to

represent?What is going on in the scene?

Primary Project Phases Phase 1:

Students will come into class each week and discuss the following: What music they heard throughout the week Where they were when they heard the music(In the car, at home?) What did it sound like? (Was it loud, soft, fast, slow?) How the music made them feel

Daily Listening: Teacher brings in different examples of music, and as a class, students talk

about the music What does the music sound like? How does it make you feel? Activity: Have students draw a picture about the music, and explain why

they drew what they did. Have the students draw a picture in representation of a piece

Create a Soundscape: Students will create the following sounds, using classroom instruments:

Storm Sounds Beach Sounds City Sounds

Primary Project PhasesPhase 2:

Students will choose 1 of 3 animated films or cartoons to watch in its entirety over a series of class periods.

Students participate in a discussion, guided by the teacher, and discuss the emotional climaxes of the film.

What was going on in these scenes? What were the characters doing? How were the characters feeling?

Primary Project PhasesPhase 3:

Students will review the movie, discuss 3, selected scenes, and select pre-composed music to fit the scenes.

What’s going on in the se scenes? What does the music sound like? How does the music represent/reflect what is going

on in the scenes? What new/other music could work in these scenes?

What music does not work? Why?

Elementary Project (Grades 3-6)

Exploration of Music in Different Cultures:

Students will create music of another culture, and learn about the different functions of the music within that culture.

Students will then take this knowledge, use it to analyze a piece of artwork, and compose music that represents the artwork.

Elementary Project PhasesPhase 1:

Music Expression Journal: Students will keep a journal of the music that they

listen to throughout the week including the following:

What music they heard throughout the week Where they were when they heard the music (In the

car, at home?) What did it sound like? (Was it loud, soft, fast, slow?) How the music made them feel *Students will also discuss the music they’ve been

listening to in class.

Elementary Phase I (Continued)Daily Listening:

Teacher brings in different examples of music, and as a class, the students talk about the music. What does the music sound like? How does it make you feel? Students will discuss what kinds of music they enjoy

listening to Activity: Have students draw something in

representation of the music, and explain how their drawing represents/reflects the music.

Elementary Project Phases Phase 2:

Create a Soundscape:

Students will create sounds , using classroom instruments that represent the music of the Native American Culture.

Students will explore creating different sounds, and become comfortable with the classroom instruments.

As a class, students will discuss the different functions of music within a culture, listen to examples of each, and explore creating them using classroom instruments:

Religious Celebration Entertainment

A professional may be brought in to demonstrate traditional, authentic dances and/or music of a culture.

Elementary Project PhasesPhase 3:

Students will analyze a piece of artwork, chosen by the teacher.

Students will create and perform music (at an assembly) that represents the artwork.

Analysis may include:

Contrast of colors (What would bright orange sound like musically?)

Blending of colors Texture (what would a rough texture sound like musically?) Shading Shapes Light and dark

High School Project (Grades 7-12)

Movie Composer: Students will create one of the following: (with pre-approval of content from teacher)

Music video Criteria: 3-5 minutes of an original or “cover” song Students will create a video that reflects the lyrics or mood of the chosen song Video will be constructed using iMovie or (other movie software) and presented in class

Short film Criteria: 3-5 minutes in length Original story and dialogue is to be written by the students Video will be underscored by students’ original compositions that should represent what’s going on

in the movie Movie Trailer

Criteria: 3-5 minutes in length Students will create an original story and script for their movie The movie trailer should highlight climatic events or plot developments that will entice a viewer to

see the movie Music should reflect/enhance the on-screen drama

Students will be responsible for filming, composing, and presenting their movies.

High School Project PhasesPhase 1:

Music Expression Journal: Students will keep a journal of the music that they

listen to throughout the week including the following:

What music they heard throughout the week Where they were when they heard the music (In the

car, at home?) What did it sound like? (Was it loud, soft, fast,

slow?) How the music made them feel

High School Project Phase 1 (continued)

Create a Soundscape:Using GarageBand, students will create sounds

that they would hear in the following places:

Lunchroom/Cafeteria Pep rally/Sporting Event Rock Concert

High School Project PhasesPhase 2:

Students will create 3 different playlists, consisting of a minimum of 7 songs per playlist, based off of their music expression journals.

Workout Playlist Sad/Blues Playlist Zen Playlist

Students will present their playlists in class, and explain why they chose the songs they chose.

What musical elements of a song make it a “workout song”?

High School Phase 2 (Continued)Daily Listening:

Teacher brings in different examples of music, and as a class, the students talk about the music. What does the music sound like? How does it make you feel? Students will discuss what kinds of music they enjoy

listening to Activity: Have students take turns bringing in the

(school appropriate) music they enjoy listening to Have students talk about the different musical

elements, and how they determine what the music is symbolizing

High School Project PhasesPhase 3:

Students will have the choice of creating one of the following:

Music video Short film Movie Trailer

Students will be responsible for filming, composing, and presenting their movies.

Exhibition of LearningThe final product of the project will demonstrate the

student’s understanding of music as symbolic representation.

In the case of the high school students (7-12) did the music in their movie reflect what was going on in the movie? & How well did the students present their projects?

In the case of the elementary students, did the music that they composed, reflect the piece of artwork? How did it portray the piece of artwork?

In the case of the primary students, did the music that they selected for the movie scenes, accurately represent the scenes? Could they explain why, they chose the music they chose?