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LESSON PLAN: Adam Duffey 17764865

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PART A: PREPARATION AND STRATEGIES

 
 

Stage: 4

Syllabus section: Composition - Students will develop knowledge, understanding and skills in the musical

Lesson 10/10

concepts through composing as a means of self-expression, musical creation and problem-solving.

 

Unit Name: Understanding the value of Land, Community and Identity.

 
 

Aboriginal site: Red Hands Cave, Glenbrook.

 
 

Lesson Topic: Foley (Sound Effects) in Film Music.

 

Duration: 60 minutes

 

Prior knowledge/skills required

Resources (Attach classroom ready resources/worksheets students will be using, including

Prior excursion to Red Hands Cave, Glenbrook. How to organise pre-existing samples in garage band.

relevant pages from textbooks)

Record/Export music in Garage Band for iPad.

   
 

Learning Map:

These applications are to be installed prior to the lesson. Garage Band is an application that the students should already have experience with, and will not need a tutorial.

Red Hands Cave Nature Sounds: (to be air-dropped to students iPads) Additional Resources are supplied to students through Google Drive through this link:

 

Quality Teaching Elements (lesson focus) - Highlight relevant items

 
 

1. Intellectual Quality

 

2. Quality Learning Environment

 

3. Significance

 
  • 1.1 Deep knowledge

  • 2.1 Explicit quality criteria

  • 3.1 Background knowledge

  • 1.2 Deep understanding

  • 2.2 Engagement

  • 3.2 Cultural knowledge

  • 1.3 Problematic knowledge

  • 2.3 High Expectations

  • 3.3 Knowledge integration

  • 1.4 Higher-order thinking

  • 2.4 Social Support

  • 3.4 Inclusivity

  • 1.5 Metalanguage

  • 2.5 Students’ self regulation

  • 3.5 Connectedness

  • 1.6 Substantive communication

 
  • 2.6 Student direction

  • 3.6 Narrative

 

How are Quality Teaching (QT) elements achieved in the lesson?

 
 
PART A: PREPARATION AND STRATEGIES Stage: 4 Syllabus section: Composition - Students will develop knowledge, understandinghttps://itunes.apple.com/au/app/imovie/id377298193?mt=8 • Prior excursion to Red Hands Cave, Glenbrook. • How to organise pre-existing samples in garage band. relevant pages from textbooks) iMovie for iPad Tutorial: https://www.youtube.com/watch?v=QdbK7KTgqP0 • Record/Export music in Garage Band for iPad. Garage Band for iPad: https://itunes.apple.com/au/app/garageband/id408709785?mt=8 Google Drive: https://itunes.apple.com/au/app/google-drive-online- backup/id507874739?mt=8 Learning Map: https://drive.google.com/drive/folders/0B4PtZ3sbwlpjSFczRUhHRGhIN1E?usp=sharing These applications are to be installed prior to the lesson. Garage Band is an application that the students should already have experience with, and will not need a tutorial. Red Hands Cave Nature Sounds: (to be air-dropped to students iPads) Additional Resources are supplied to students through Google Drive through this link: https://drive.google.com/drive/folders/0B4PtZ3sbwlpjSFczRUhHRGhIN1E?usp=sharing Quality Teaching Elements (lesson focus) - Highlight relevant items 1. Intellectual Quality 2. Quality Learning Environment 3. Significance 1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge 1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge 1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration 1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity 1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness 1.6 Substantive communication 2.6 Student direction 3.6 Narrative How are Quality Teaching (QT) elements achieved in the lesson? QT element/s in the lesson Indicators of presence in lesson Students are required to critically analyse their decisions. This is guided through the 1.4 Higher-Order Thinking use of a learning map. Students also create their own film sound experience, which requires substantial thinking capacity. Learning map provides relatable symbols which will help students better grasp the 3.1 Background Knowledge concept of emotion, place and atmosphere in film music. " id="pdf-obj-0-184" src="pdf-obj-0-184.jpg">
 
 

QT element/s in the lesson

 

Indicators of presence in lesson

 

Students are required to critically analyse their decisions. This is guided through the

 
  • 1.4 Higher-Order Thinking

 

use of a learning map. Students also create their own film sound experience, which requires substantial thinking capacity.

 

Learning map provides relatable symbols which will help students better grasp the

 
  • 3.1 Background Knowledge

 

concept of emotion, place and atmosphere in film music.

 
LESSON PLAN: Adam Duffey 17764865 Page 1 PART A: PREPARATION AND STRATEGIES Stage: 4 Syllabus section:https://itunes.apple.com/au/app/imovie/id377298193?mt=8 • Prior excursion to Red Hands Cave, Glenbrook. • How to organise pre-existing samples in garage band. relevant pages from textbooks) iMovie for iPad Tutorial: https://www.youtube.com/watch?v=QdbK7KTgqP0 • Record/Export music in Garage Band for iPad. Garage Band for iPad: https://itunes.apple.com/au/app/garageband/id408709785?mt=8 Google Drive: https://itunes.apple.com/au/app/google-drive-online- backup/id507874739?mt=8 Learning Map: https://drive.google.com/drive/folders/0B4PtZ3sbwlpjSFczRUhHRGhIN1E?usp=sharing These applications are to be installed prior to the lesson. Garage Band is an application that the students should already have experience with, and will not need a tutorial. Red Hands Cave Nature Sounds: (to be air-dropped to students iPads) Additional Resources are supplied to students through Google Drive through this link: https://drive.google.com/drive/folders/0B4PtZ3sbwlpjSFczRUhHRGhIN1E?usp=sharing Quality Teaching Elements (lesson focus) - Highlight relevant items 1. Intellectual Quality 2. Quality Learning Environment 3. Significance 1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge 1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge 1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration 1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity 1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness 1.6 Substantive communication 2.6 Student direction 3.6 Narrative How are Quality Teaching (QT) elements achieved in the lesson? QT element/s in the lesson Indicators of presence in lesson Students are required to critically analyse their decisions. This is guided through the 1.4 Higher-Order Thinking use of a learning map. Students also create their own film sound experience, which requires substantial thinking capacity. Learning map provides relatable symbols which will help students better grasp the 3.1 Background Knowledge concept of emotion, place and atmosphere in film music. " id="pdf-obj-0-222" src="pdf-obj-0-222.jpg">

LESSON PLAN: Adam Duffey 17764865

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PART B: SEQUENCE OF ACTIVIES IN LESSON

 

Syllabus outcomes: (number/s and descriptor)

 

4.4: demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing. 4.5: notates compositions using traditional and/or non-traditional notation. 4.6: experiments with different forms of technology in the composition process.

Students learn to:

 

Students learn about:

organise musical ideas into simple compositions both individually and in groups

notating compositions using various forms of traditional and non-traditional notation

explore forms of musical notation, including computer-based applications, as a method of recording their own musical ideas

experimenting and improvising music representative of various styles, periods and genres

Timing

Lesson content

Student activity

8 ways link

 

Student Entry + Roll

Classroom Entry

 
  • 3 Mins

Mark Roll

Students line up in two lines outside classroom. Students need their: iPads, Earphones, Workbooks, Pencil Case.

Once students are seated, teacher takes the roll.

10 mins

Foley and Sound Effects

As a class, deconstructing an Original Film Clip.

10 mins Foley and Sound Effects As a class, deconstructing an Original Film Clip.

Show clip from the original Spiderman Movie.

Instruction:

Deconstruct the Original by listening for specific aspects of the

  • 1. Listen for any sound effects that you can identify

film.

  • 2. Write down those sound effects

 

Relate this to the musical concept

into your workbooks. If you don’t

Deconstruct-Reconstruct

of TEXTURE.

know the name of that effect, describe the sound.

This part of the lesson focuses on deconstructing an excerpt of film. The

Layers:

  • 3. After the video we will discuss why

“reconstruction” appears later, when students

• Music Layers

these effects are used and how

apply their knowledge to change a film and

• Sound Effects

they change the film.

develop their own films.

The fight scene has only a small

What sound effects can you hear?

After the excerpt, ask students to raise their hand to share their answers.

amount of musical material, and heavily focuses on external sound effects.

Teacher questions students and asks them to think about why and how these effects were created and used.

Whooshing

Teacher-Centred Activity

Punching

Materials

Why: Deconstructing a popular film excerpt

Slow-Motion Effects

away from iMovie first. This is the ‘hook’ of

Dialogue

the lesson, drawing heavy inspiration from

In the future, this example could be changed

Sound effects are used to help develop atmosphere and improve the overall quality of a film.

popular culture, building on student’s background knowledge.

to better illustrate film that those students are directly aware of.

  • 5 mins

Deconstructing iMovie Project

Students now deconstruct the iMovie project.

5 mins Deconstructing iMovie Project Students now deconstruct the iMovie project.

Provide students with Learning map.

This scaffolds students towards their iMovie Foley task.

This example provides tangible viewing of the task. Students can see the waveform of the samples

Instruction:

Learning Map

LESSON PLAN: Adam Duffey 17764865

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and exactly how long they last.

  • 1. As I go through this project, we will encounter some sound effects.

Learning map is used to help frame students understanding of the task. This scaffolds

Use a projector or Apple TV to share the teacher’s iPad to the class.

  • 2. I would like you all to think about why this sound effect was chosen.

students understanding one element at a time.

Ask students why they think I

  • 3. Then, please answer if you believe

When students are creating their iMovie projects, place this graphic onto the board so

chose these specific sound effects: what happens on screen?

Do you believe this sound effect portrays the on-screen action accurately? Why/why not.

this sound effect accurately portrays the on-screen action.

  • 4. Pay close attention, as you will be making your own sound effects track for your own iMovie Projects!

all students can clearly see how they can go about creating sound their projects.

The Learning Map will help scaffold students understanding of sound effects and music

Deconstruct & reconstruct iMovie project. Demonstrate how to create an iMovie project, and how

Teacher-Centred Activity

to import various sound effects and music.

Why: Deconstruction of iMovie Project directly leads onto the next section of the lesson. This allows students to really understand the thought process of sound engineers.

2 Mins

Short demonstration of choosing

Explain the process that the

Students:

 

sound effects and music material based off the learning map.

teacher/composer used to produce the chosen sound effect.

Following the learning map, and learning about the process of creating their sound material.

Teacher/Student Centred Activity

sound effects and music material based off the learning map. teacher/composer used to produce the chosen

E.g.:

Why: Short demonstration to provide

Deconstruct-Reconstruct

What kind of environment is my film in?

students with a clear how-to. This gives them an easy approach to the task, and makes it less daunting.

This is a demonstration of re-constructing film sounds using iMovie. Most students should be

This is a demonstration of re-constructing film sounds using iMovie. Most students should be

Harry-Potter forest

able to figure it out on their own, however for

What emotions should my music convey?

Dark/Scary

those visual learners, a demonstration should work.

What kind of sound effect best suits the on screen action?

Learning Map

The wand scene, I used the electricity effect to imitate the sound of a wand.

Coinciding with this activity is a learning map which will help frame students answers and

In the background is music descending in pitch, referencing the spiders moving downwards on their webs.

decision making. This way, students should not be spending too much time simply choosing (identifying) their sound effects.

 

Students Start their iMovie Task

Instructions:

Deconstruct-Reconstruct

Deconstruct-Reconstruct

25

Explain the instructions to students.

  • 1. Choose from Spiderman or Harry Potter.

If one student asks a question, there is a good chance that many

  • 2. Start by adding in sound effects for punching/spiders/cars/etc. Think

students have the same question. Ensure that all students hear the

about what kind of sound those characters/objects would make.

Now students spend the next 25 minutes

answer to the question.

  • 3. Follow the learning map to select

creating their iMovie soundtrack and effects.

LESSON PLAN: Adam Duffey 17764865

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Monitor Students and give them timing for each section.

5 Minutes: Started incorporating sound effects

your sound; it is there to guide you.

  • 4. Once your sound effects are used, include you field recording from red hands cave. You may use it for

Monitor Students and give them timing for each section. 5 Minutes: Started incorporating sound effects your

10

Minutes: Finalising sound

the environment, or chop/and or

effects

change the recording to create new sound effects.

 

15

Minutes: Incorporating Field

Land Links

Recording

  • 5. Incorporate music into your film.

20

Minutes: Adding musical

(High Order Thinking) Again, use

The learning map not only provides a scaffold

material

the Learning Map to think about the kind of music samples you

for students, it also allows them to think critically about the material they choose. This

25

Minutes: Task Completed

would like to use.

helps develop their Higher-Order Thinking.

(anything not complete is due for

homework)

Student-Centred Activity

Why: Students create (Higher-Order Thinking) which allows them to apply all of their knowledge from music and other curriculum lessons in the form of narrative through music.

10 mins

Sharing & Submission of Task

Selected students share their work.

Linking back to Red Hands Cave field recording

Linking back to Red Hands Cave field recording

Whilst walking around the room monitoring students, the teacher

All students are being asked to answer the Learning Map questions through hands-up.

should have found some students that had effectively tackled the task. Invite one-two students to connect their ipad to the board,

If some students are not finished, this activity will help give them further inspiration to complete their work.

specifically. At this point in the unit, students

so they can share their task.

Students should also be asked:

will have gained invaluable experiences from Red Hands cave. This is their opportunity to

Select a short excerpt of their film, and run through the Learning Map questions.

How was the field recording from Red Hands Cave incorporated into this example?

musically and creatively apply their knowledge from the unit.

Ask students those questions for each example.

What did you like about that students recording?

Students who have finished may

The project is assessed by the

Was it effective?

submit their work to Google drive now. Otherwise, they must

Teacher/Student Centred Activity

complete the activity for homework.

teacher at a later date.

Why: Students share their work, which will inspire other students and positively reinforce students who achieved a) well or b) tried really hard.

5 Mins

Finishing the journals, and submitting them.

Teacher-Centred Activity

 

Journal Question: What aspects of film music did you learn about

Why: Each lesson students created a short reflective journal. This allows students to reflect on their experience, whilst also

in today’s lesson? Why is it

allowing the teachers to modify and adapt

important to you?

the program in the future.

Instruction: Please submit your finalised reflective journals now.

LESSON PLAN: Adam Duffey 17764865

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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?

Learning outcome

Method of measuring and recording

4.4: demonstrates an understanding of musical concepts through exploring,

Students submit their task online through Google drive. This project is marked based on the effectiveness that students achieved learning outcomes 4.4, 4.5, 4.6.

experimenting, improvising, organising, arranging and composing.

ALL students are still expected to complete this task, in a realistic time frame. High

4.5: notates compositions using

Expectations are an important aspect of 8 Ways pedagogy, and is a large component

traditional and/or non-traditional notation

of the Stronger Smarter Institute (SSI) Framework (2017).

4.6: experiments with different forms of technology in the composition process.

All aspects of the task must be completed through student iPads. If students are missing an iPad, they must borrow one from the school library, and ensure that they save their project on Google Drive so they can access it later.

Throughout the lesson, there is also informal assessment through hands-up and walking around the classroom supplying feedback to students.

Links to next lesson

  • - Students upload, share and analyse their short films as a group.

  • - Students perform song themes in small groups that they have learned from lesson 6.

AISTL graduate standards and evidence that this lesson achieves this standard.

AITSL Standard (2011)

Evidence within this lesson

  • 1.4 Demonstrate broad knowledge and

This lesson incorporates 8 Ways pedagogy (2012) and thinking to kindly articulate

understanding of the impact of culture,

cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and

and enlighten students on Indigenous Australian culture. Students learn about disconnection through music material and prior lesson content.

Symbols are used to help students relate metalanguage in their own way.

  • 2.4 Demonstrate broad knowledge of,

Careful considerations of on-site policies were considered. Also there is no filming of

understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Indigenous Australians in this film music task, which directly impacts Indigenous culture. This lesson consolidates student learning through the creation of sound experiences incorporating field recordings from Red Hands cave.

WHS considerations

Instrument/iPad monitoring to ensure care is taken when using these devices and materials. Terminology like “resting positions” and “playing Positions” for guitar and “iPads face down” are to be used. Students know to follow these commands.

When students are receiving guitars, instruct them to retrieve their instrument on row of tables at a time, to prevent a large rush. For this lesson, guitars are not required. However, students should also be mindful of the volume of their devices. Ensure they are using headphones when creating music.

To gain students attention, ask for iPads down and ask them to raise their hands. This will quickly gain students attention.

LESSON PLAN: Adam Duffey 17764865

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References

AITSL. (2011). Australian Professional standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-

Eight Ways (2012). Aboriginal Pedagogy Framework. Retrieved from http://8ways.wikispaces.com/

Stronger Smarter Institute Learning Module (2017). Retrieved August 26, 2017. Retrieved from http://strongersmarter.com.au/

LESSON PLAN: Adam Duffey 17764865

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Casual teacher Notes:

This task contributes to students’ school grade which partially reflects their final mark. It is important to carefully read the instructions use this lesson plan as a script.

Community Consultation or Protocols to be considered.

Field Recordings to be recorded on site. Students must be aware that these recordings should be made through audio-only, and specifically highlighting NO flash photography.

Resources to support this Lesson

Google Drive Link:

LESSON PLAN: Adam Duffey 17764865 Page 7 Casual teacher Notes: This task contributes to students’ schoolhttps://drive.google.com/open?id=0B4PtZ3sbwlpjZFdtQmpGX1JVTWM Differentiation Life Skills: Life skills students find sound effects they like, and incorporate them into film using iMovie iPad application. Adjusted marking framework for Life Skills students. G&T: Gifted and Talented students are instructed to develop and change the emotions portrayed in the film using music. Key questions: How can music change a film? What kind of power does music have? How can music change the way we feel in film? " id="pdf-obj-6-26" src="pdf-obj-6-26.jpg">

Differentiation

Life Skills: Life skills students find sound effects they like, and incorporate them into film using iMovie iPad application. Adjusted marking framework for Life Skills students.

G&T: Gifted and Talented students are instructed to develop and change the emotions portrayed in the film using music. Key questions: How can music change a film? What kind of power does music have? How can music change the way we feel in film?