Unit Plan

Teacher: Megan Strosnider

Unit Title: The Music of Film
Grade: 9th
Number of Classes: 4
MA Frameworks:
PreK12 STANDARD 2: Reading and Notation
2.10 Demonstrate the ability to read an instrumental or vocal score of up
to four staves by describing how the elements of music are used
PreK12 STANDARD 4: Improvisation and Composition
4.14 Compose music in several distinct styles using the elements of music
for expressive effect
4.15 Compose and arrange music for voices and various acoustic and
electronic instruments, demonstrating knowledge of the ranges and traditional
usages of sound sources
4.19 Compose and arrange music, demonstrating imagination and
technical skill in applying the principles of composition
4.20 Demonstrate an understanding of choral and instrumental scoring in
composition
PreK12 STANDARD 5: Critical Response
5.12 Demonstrate an understanding of how musical elements interact to
create expressiveness in music
5.13 Demonstrate knowledge of the technical vocabulary of music
5.14 Listen to performances of extended length and complexity with
proper attention and audience protocol
5.15 Analyze and describe uses of the elements of music in a given work
that make it unique, interesting, and expressive
5.16 Demonstrate the ability to perceive, remember, and describe in detail
significant occurrences in a given aural example
5.17 Compare and contrast ways in which compositional devices and
techniques are used in two or more examples of the same piece, genre, or style
National Standards:
Creating
-Imagine
-Plan and Make
-Evaluate and Refine
-Present

Responding
-Interpret
-Analyze
-Evaluate
Rationale: This unit introduces students to film music through the analyzation of
various pieces and allows them to interpret these presented ideas to create their
own score.
Essential Question: What effects does music have on films?
Enduring Understanding: By the end of this unit, students will be able to
understand the effects music has had on films over time. They will take this
knowledge and be able to use it to effectively compose to film scenes and other
visual arts in the future. This will be added to their Digital Media Projects
collection.
Behavioral Objectives:
Students will be able to

discuss the history of film music beginning in the mid-20th century.

discuss the various genres used in film music.
discuss the effects music has on films.
discuss the reasoning behind compositional choices for music in various
movies.
compose a melody to a selected movie scene.
select an appropriate style to compose in for a movie scene.
add accompaniment/back-up instrumentation to the melody of a movie
scene.
Assessment/Evaluation:
Informal: In-class discussion and activities, observations made by the
instructor, homework, and individual participation.
Formal: Film scoring project (Garageband) - writing a melody with 1 or
more accompaniment instruments or sound effects to a 30 second long movie
scene chosen from the instructor created list.
Long Range Assignment/Project/Product: Digital Media Projects collection
(1 semester long).
Prior Knowledge and Skills:

 Basic understanding of musical notation and instrumentation.

Basic understanding of Garageband.
Ability to write a melodic line.
Accommodations:
1. Autism Clear visual directions, as well as highlighting important
information connected with the unit.
2. ELL Clear visual and verbal queues used to give directions and
explain concepts.
School to Home/community connection:
Students will be able to take the knowledge they gain on composing to
certain emotions, cultures, and events to help connect with those in their homes
and communities.

Activator:
Students will be asked to discuss what movie has their favorite music in it.
Repertoire:
Fireworks by Nicholas Hooper (Harry Potter and The Order of the
Phoenix)
Suite From The Devil Wears Prada by Theodore Shapiro (The
Devil Wears Prada)
The Ways of the Force by John Williams (Stars Wars: The Force
Awakens)
On The Nature of Daylight by Max Richter (Shutter Island/Arrival)
When I Wake by Justin Hurwitz (Whiplash)
I Have Nothing by Whitney Houston (The Bodyguard)
Forces of Attraction by Johan Johansson (The Theory of
Everything)
In Motion by Trent Reznor and Atticus Ross (The Social Network)
Cell Block Tango by Bob Fosse and John Kander (Chicago: The
Musical)
Materials Needed:

Pencils
Notebook
Computer with internet access
Projector
Youtube Videos
Speakers
Computers with Midi Keyboards and Garageband for students
White Board
Dry Erase Markers
Headphones

Lesson Outlines:
1. Lesson 1/4
Objective: As a result of this lesson, students will begin building a solid
understanding of the necessity of music in a film using critical thinking skills,
listening activities, and class discussions.

Assessment/Evaluation: Diagnostic/informal assessments based on each

individual student's answers to the critical thinking exercise and their
participation in class activities.
Prior Knowledge and Activator: Listening skills based upon the knowledge of
being able to distinguish the colors (emotional) traits of music. Students will
begin a discussion on what film has music that is a favorite of theirs.
Lesson Content:
History of music in film presentation.
Each student will be asked what movie they enjoyed the music from.
They will then be asked what role they think music plays in movies.
Open the floor for discussion.
Play the selected youtube videos of movie scenes with the corresponding
soundtrack from Harry Potter, The Devil Wears Prada, Star Wars, and
Shutter Island.
Ask the students what they heard regarding style, mood, and
instrumentation.
Play the Star Wars scene with the Harry Potter music.
Discuss the effects it had.
Reinforce the importance of music in film and how composers write to the
emotions of the scenes.
2. Lesson 2/4
Objective: Students will be able to differentiate and discuss various styles of
music used in Films.
Assessment/Evaluation: Diagnostic/informal assessments based on each
individual student's answers to the critical thinking exercise and their
participation in class activities.
Prior Knowledge/Activator: Students will do a warm-up activity worksheet
based on last classes discussions.
Lesson Content:
Warm-up worksheet on the discussion of the last class.
Questions relate to how composers write for films and the history of
film music.This is not graded.
Class will go over the answers as whole.
Students will be asked to present the film music they chose for the last
classs assignment.

 As a class, there will be a discussion on what style or genre we

think it is.
Presentation on the different styles of music in film.
Play the selected songs from Whiplash, The Bodyguard, The
Theory of Everything, The Social Network, and Chicago: The
Musical.
Ask the students what genre they think each song is and whether
they believe the style is appropriate. Open the floor for discussion.
Conclude with a reiteration on the importance of catering a film scores
overall genre to a movies culture and feel.
3. Lesson 3/4
Objective: Students will a score a melody to their selected 30 second long movie
scene in Garageband.
Assessment/Evaluation: Informal assessment from the instructor based on the
students written melodies.
Prior Knowledge/Activator: Discussion on the various genres and instruments
used in the film scoring examples from the past two classes.
Lesson Content:
The instructor will begin a quick review discussion on the film music of the
last two classes.
What genres have we heard?
What instruments have we heard?
What moods or colors have we heard?
Students will be given a quick tutorial on how to write to a movie in
Garageband, live by the instructor.
Each student will then chose what movie scene they wish to score to:
Beauty & The Beast End Scene
Harry Potter & The Sorcerer's Stone Opening Scene
Iron Man Mark 3 Suit-Up Scene
Using their technology stations consisting of a midi keyboard,
headphones, and a computer, students will upload the video provided the
instructor to Garageband.
With just ONE melodic instrument of their choice (no un-pitched
percussion), students will write the melody to their movie scene.
The melody can repeat throughout the scene.
As an assignment, students will be asked to think about what other
instruments or sounds they would like to add to their project.

4. Lesson 4/4
Objective: Students will complete their film scoring project by adding 2
accompanying instruments or sounds to their already existing melody.
Assessment/Evaluation: Informal assessment from the instructor based on the
students accompaniments. Formal assessment and grading from the instructor
based on the completion of the project. It will then be added to their Digital Media
Projects collection.
Prior Knowledge/Activator: Students will use the genre and style of the melody
they wrote to choose appropriate accompanying instruments and sounds.
Lesson Content:
Instructor will present a quick review on how to find different instruments,
sounds, and loops in Garageband.
Students then will continue to add 2 accompanying instruments or sounds
to their film score.
The instructor will walk around and take any questions from
students and to assist them.
After their final edits, students will extract their movie file from Garageband
and send it to the instructor.
The instructor will present each student's work onto the SmartBoard.
The class will keep this project in their Google Drive folder for their Digital
Media Projects Collection for the end of the semester.