Classroom Music Lesson Plan

M USING

IN

H OLLYWOOD

T HE A RT OF U NDERSCORING
Teachers Name: S ETTLE , P ERIERA , P ENDLETON
L EARNING G OALS
What Learners will:
Be able to do (behavioral): By the end of this
lesson, students will be able to cite four musical components
of artistic underscoring at a success rate of 80%.
Understand (cognitive): A middle school student
will explain the function of underscoring and music within the
context of film.
Encounter (experiential): Middle school students
will create original underscoring for a short clip of a Hollywood
classic.
Construct meaning (constructivist): Students will
discover the connections between music, visual imagery, and
circumstantial mood within the context of film.
F OCUSING Q UESTION
In what ways (complete the sentence): In what ways is
music used in film?

M ATERIALS
a fitting number of devices with internet access (ca. 4:1
student-to-device ratio)
a sound amplifier (speaker, stereo)
a projector
access to YouTube
HTTPS://WWW.YOUTUBE.COM/

A SSESSMENT
Formative: The teachers will monitor the quality of
engagement throughout the lesson by the students. Criteria
will include focus, participation, and quality of responses to
prompts (given by both the teacher and other students).
Summative: The teachers will assess overall success by
means of a performance rubric at the conclusion of the lesson.
Integrative: The teachers will gauge student interest and
response to determine the overall effectiveness of each step,
tailoring the lesson for each incoming class as seen fit.
Commentary on overarching effectiveness will be scribed into a
diary attached to the lesson plan.

Grade Level: 8 (M IDDLE S CHOOL )

Musical Concepts (melody, rhythm, harmony, form, timbre,
texture)
Mood
Timbre
Texture
Theme
Motif
Empowering Musicianship (historical perspective,
stylistic integrity, musical artistry)
By learning to compose film underscoring, middle
school students will both use their own musicianship to
manifest a performance of stylistic integrity and convey the
necessary drama, mood, or action of their own film fragment.
P ROCESS
Partner: (Honor their world by beginning with an experience
students bring to the classroom. Include time for students to
respond through sharing and discussion.) Students enter the
classroom and introductions take place. One teacher (Brad)
opens the class with a game and challenge: Name the movie
based on the theme that is played! The following themes are
played, with the sound operated by Rebecca:
1. Imperial March (Star Wars)
2. Raiders March (Indiana Jones)
3. Star Wars Theme (Star Wars)
4. Hedwig's Theme (Harry Potter)
5. He's a Pirate (Pirates of the Caribbean)
6. Jaws Theme (Jaws)
7. Vuelie (Frozen)
8. Theme from Rocky
9. Circle of Life (Lion King)
The teacher, Brad, poses What does an iconic theme do for a
movie soundtrack? How did you know each theme? What were
some of the giveaways? This can be done after each sound
clip as well. The teacher notes the concepts the students offer.
Present: (Sequence the lesson steps. Take the learning
from their world to the world of the classroom. Present the

information and allow time for students to practice and

respond. Engage critical thinking, problem posing, and
problem solving.) Megan then pilots a discussion on music
and film, paying special attention to the following prompts:
Whats your favorite element about movie music?
Would you watch a movie that doesnt have music?
Why is it important?
What makes good movie music?
Music has a connection to identity, and is different
with every movie.
Certain elements are consistent throughout (themes,
instrumentation, etc.)
Rebecca asks the students to equip some unpitched
percussion (djembe, tambourine, claves, etc.). Rebecca walks
the class through the underscoring process using a clip from
Friends on the Other Side from The Princess and the Frog
emphasizing the following prompts:
Is there a constant rhythm (throughout the scene), or
does it get faster and slower?
What are the most important parts of the clip?
How can we translate those ideas into our music?
What instruments would fit with certain
parts/characters of the clip?
The students respond as a class and make some decisions
together. The piece is rehearsed and then performed.
Personalize: (Make the learning goal personal to the
students. Provide opportunities for students to create and be
musicians. Encourage original thinking and innovation)
Rebecca asks the students to equip some unpitched
percussion (djembe, tambourine, claves, etc.). Brad helps
separate the class into four groups. The students are then
asked to go to assigned sections of the room, taking their
instruments along.
Brad explains the concept of the activity: Were
going to play for you a series of silent clips. Your group may
select one to write the underscoring for. Be sure to pay
attention and think about what instruments would work best
with each scene (you may switch out your percussion for a
guitar or the piano if you like).
Megan plays the clips and facilitates assigning scenes
(which will not be announced publicly).
All teachers venture out to aid in the composition
process, often reminding the students of the questions they

asked at the beginning of the class practice. The teachers will

also make computers available for those who wish to see their
clip a second or third time. This should carry on for ca. 15
minutes.
Perform: (Communicate and share the new learning as
students perform through concert presentation,
demonstration, or exhibition) After the activity, each students
share their compositions twice; once unaccompanied by their
clip (interrupted by some educated guesses on the chosen
clip based on the nature of their music) and once
accompanied.