Stage 4:


Film, TV &
Multimedia Music.

By Miss Breeze
Stage 5: Year 10

Music for
Film, TV &
Multimedia.

Created by Miss Breeze

Book Overview

Music for Film ,TV & Multimedia.

BOOK OVERVIEW:

I. Teachers Page
II. Student Objectives
III. Student Lesson Overview
1. Music for Film.
i. Aural Written report
2. Music and Film
Techniques in TV and
Film.
i. The characteristics of film
and music.
3. Performing TV music.
i. Glee Cast performance
4. Arranging Music for TV.
i. Creating a Lead sheet for a
TV show Band.
5. Composing for Silent
Films and Multimedia.
i. Composing for Multimedia
2
Teachers Page

Teacher Reference Page

LESSON SEQUENCE Teachers, 


You will find within this book: links, resources and activities for students to
1. Music for Film.
undertake at their own pace. The unit is aimed for students within Stage 5 and
2. Music and Film Techniques
conveys all three learning experiences with particular focus in Performance and
in TV and Film.
Composition. Students will work their way through the lesson sequence as
3. Performing TV music. directed by the teacher. The five lessons provide students with an overview of the
4. Arranging Music for TV. unit “Music for Film, TV and Multimedia” and will engage students to be creative,
5. Composing for Silent Films self-efficient, use problem solving and critical skills to complete allocated tasks
and Multimedia. and activities as shown below.



These “groupings” are for the students learning needs. 

PRIOR KNOWLEDGE
All students should start within the Core level and depending on their learning
Students should have a basic ability either be advised to try an Extension activity or a Remedial Activity. If there
knowledge of the following:
is time, students can be advised to challenge themselves to start from remedial
1. Understanding of the musical and progress to Extension level of learning.

concepts


2. Some knowledge on using Notation
The levels are colour like shown below;

Software
Core 

3. Minimal Sight Reading Skills
Extension

4. Prior Knowledge of an Instrument
Remedial

5. Understanding of the learning 

experiences: Performing, Listening Lesson Resources can be found through the link provided below for access to Google Drive Folder.

and Composing.
https://drive.google.com/open?id=0B3SGbgMl4F26NjZ6dXlCYUZzN2s
3
 Student Objectives: Unit Overview
Students will explore the range of film, tv and multimedia music
through the learning experiences described within the syllabus 

(pg. 35).

They will develop an understanding of film music and the use of

musical concepts to convey setting, theme and tone for a scene. This
will convey self-expression through various learning experiences like
composition, performance and listening. Students will undertake
multiple tasks developing solo and ensemble techniques and
awareness.


Syllabus Outcomes: Unit Overview

Performance

5.1: Performs Film Music with increasing levels of complexity in a range of musical styles
demonstrating an understanding of the musical concepts.



5.2: Performs Film Music in a range of styles and genres demonstrating interpretation of
musical notation and the application of different types of technology.

5.3: Performs music selected for study with appropriate stylistic features demonstrating solo
and ensemble awareness. 



Composing

5.4: Demonstrates an understanding of the musical concept through improvising, arranging and
composing in the styles or genres of music selected for study.

5.5: Notates own composition, applying forms of notation appropriate to the music selected for
study. 



5.6: Uses different forms of technology in the composition process.



Listening

5.8: demonstrates an understanding of musical concepts through aural identification,
discrimination, memorisation and notation in the music selected for study.



5.9: Demonstrates an understanding of musical literacy through the appropriate application of
notion, terminology, and the interpretation and analysis of scores used in the music selected.



5.10: demonstrates an understanding of the influence and impact of technology on music. 



Student Lessons
Overview

“RECOMMENDED TEACHING SEQUENCE”

1. Intro to Film, TV & Multimedia

Music.
2. Styles of Film, TV & Multimedia.
3. Performing for Film.
4. Arranging Music for TV.
5. Composing to Silent Films.
Lesson 1

Music for Film.

STUDENT OBJECTIVES
1. Students will explore music for film, TV and
multimedia. They will find a piece of music
linked to a film for analyse purposes.
2. Students will identify the musical concepts
within the musical excerpt for their written
report.
3. Students must highlight one aspect of film
techniques among their film and how the
music shows or supports the film technique.
Music is present everywhere in modern times. But how did we end up like this? 

Complete the pre-test via the link to find out how much you know about film music already.


 Pre-Test Link = https://goo.gl/forms/HKv5GAF6A36JgRxL2
In this lesson we will identify music among films and the influence of technology in the revolution of
music among film, television and multimedia. We will watch multiple videos on film history and the
incorporation of music and technology, which can contribute to your aural written report. 

Film has been around since 1970‘s. It has been transformed with the introduction of sound within film and
has advanced through technology since then. Today, we will focus on a bit of history including the
“cinematograph” which started the incorporation of sound within films. We will then draw focus to the
purpose of music within film, TV and multimedia. 


4. The written report must be a page long (800 


words) and cover 3 at least or all musical So, what is a “cinematograph”? “Film: History, Production and Criticism by Crash Course” provides an
concepts as well as one film technique as overview of the combination of film and music. You may use these sources for quotes within your report.
covered in English. 

(e.g. Mood, Setting, Theme) “The psychological effects of music in film” by Film Riot, demonstrates a brief description into the purpose
of sound and music within visual sources.
5. The report is to be completed on either word
or pages and submitted through our Google Movie 3.3 The
classroom page.
Movie 3.1 Film History, Movie 3.2 The Phonograph
Production & Criticism Psychological Effect of
Music in Film

Written Report Task

How does your musical excerpt from the
selected film incorporate musical concepts
and film techniques? Explain this in your
written report. Use a PEEL Diagram to
scaffold your writing. https://youtu.be/aFkSjdaqbyE https://youtu.be/MW9g8aMdmio?
6
https://youtu.be/1QwDEhR9JJg t=4m7s

Aural Written Report Task
Please ensure that you scaffold your report using the PEEL Diagram
for each paragraph. 
 https://docs.google.com/document/d/
Blue
1. Create a mind map on Film music. You will need to focus
on the historical moments that changed the film industry. In
particular, the influence of technology and purpose of music
within films.
2. Next, you will need to search for a film with music as an
example for your report. Once you have found a set piece.
You will need to do some research to find out what role music
plays. Find out some details about the film like meaning,
theme, intention and inspiration.
3. Before you start to write your report. You will need to create
a scaffold of what you will talk about. Please make sure you
are covering the student objectives on the previous page to
ensure that you are meeting the task requirements.
4. It’s time to start your report. Focus on your introduction.
Remember that you must highlight what you are going to talk
about in this section. This is a short summary of the points in
your scaffold.
5. Now to work on the body paragraphs. Take your time and
remember PEEL. Point, Explain, Evidence and Link. Feel free
to add pictures to your report and at any time ask for help if
you need. The purpose is to identify the musical concepts
within the selected film track and the film techniques used
within the film.
6. Reflection: You will need to cover in your reflection the use
of technology among film and the benefit/ disadvantage it has
provided for the combining of music and film. ** Don’t forget
to add the youtube link to your reference list.
Interactive 3.1 Interactive 3.2
PEEL Template Report Template
112LPLb5lL-qFN3YthpxEjx5c3DHOsL8K-
rLAEBzhs2c/edit?usp=sharing
Green
1. Create a list with the title ‘Music within Film’. Draw focus
among your list to the moments in the film industry where
music and technology have had an effect on the
advancement of the film industry.
2. Students will need to find a film example for your report.
Once you have found a clip. You will need to do a scaffold on
the role of music within the clip and research further into the
theme and setting of the piece. Question if the music
accompanies the setting, mood and theme, and if so or not
how?
3. Don’t forget to relate to the musical concepts in your
scaffold. You will only need 4 points to elaborate, support and
link to the film example. Please make sure you following the
student objectives and are meeting the task requirements.
4. Starting your report requires you to follow the outline
created before. Complete your introduction first to reintegrate
the points you are going to cover. Remember that within your
introduction you must highlight what you are going to talk
about in this section like a short summary.
5. Body paragraphs: Take your time and remember the PEEL.
Point, Explain, Evidence and Link. You should have 4 points
outlined in your scaffold. Feel free to add pictures to your
report and at any time ask for help if you need.
6. Reflection: In your reflection your will need to reflect on the
advancement of technology and the benefits/disadvantage of
film music. ** Don’t forget to add the youtube link to your
reference list.
Task 1 | Lesson 1
Red
1. How has film history been affected by the advancement of
technology? Where would film be without music? Reflect on
your ideas on the combination of film and music.
2. Students will need to find a film clip example for your
report. Once this is completed students must highlight the
musical concepts and film techniques within the film.
Students must identify whether music is an accompaniment
to the film or is existing within the film. (Diagetic/ Non-
Diagetic) Refer to film techniques for understanding of terms.
3. Scaffold your report. What will you cover throughout the
report: this is your introduction. Find 5 points to discuss
within your paragraphs, refer to the PEEL scaffold when
writing. Make sure you are referring to musical concepts and
the influence of music in film.
4. Reflection: Students will need to refer to the advancement
of technology and purpose of music within film. Pupils will
need to reflect the benefits and disadvantages of film music.
5. Check over your report and ensure that all task
requirements within the student objectives are completed.
Add photos if you like and provide the clip youtube link within
your Reference List. 

7
 Lesson 2
Music and Film techniques in TV & Film.
STUDENT OBJECTIVES
1. Students will highlight characteristics on
movie genres and the use of music to colour
the theme/ setting of the film.
2. Students will demonstrate literacy skills
through the completion of the “movie
characteristic” template.
3. Students will explore the use of musical
concepts and film techniques within the
following musical pieces from the TV show
GLEE.
4. Students will decide what characteristics they
will focus on within their own story
performance. They will also show
understanding of the musical concepts
through performance.
Interactive 3.3 Musical Interactive 3.4 PEEL
Characteristics Template
Template
https://docs.google.com/
document/d/
1tefQA7lgUBhK6JFfiv1FdWXsT
YUxEWft7Q-mJ5JBqIs/edit?
usp=sharing
The styles of music within film, TV and multimedia are endless. Music supplies an unlimited resource that is essential to
building and developing a story or narrative. Music among film, TV and multimedia is often used to either attribute to the
visual setting, theme and mood of a particular clip, or is created for the purpose of fulfilling the setting, theme and mood.
Although music is mostly used to accompany film as a sound source. Music can also add a dramatic context to a visual
source and can support or represent scenes that require an emotive setting. 



Can you think of multiple characteristics of sounds that link to movie genres?

(e.g. Horror - Spooky sounds through eery minor tones in the high octaves.)
Students will be able to log onto the google classroom drive to access the teacher example of the “movie characteristic”
template. They will need to create their own list including 5 movie genres and provide examples of characteristics for
each with a short description of how they think the sounds are made. The PEEL Diagram has been provided for students
who may wish to scaffold before answering.
Once this is complete, the class will draw focus to 4 musical setting clips from the TV series GLEE. The remainder of this
lesson will be spent in groups to analyse the chosen musical piece and focus on specific characteristics to convey within
their performance next lesson.
The objective is to make your own song cover like the musical example within GLEE. These performances have been
modified to suit a story/ setting. Your intention should be to create a scene in which you would perform this song to
convey meaning through setting. You will be marked as a group on the way you act, props you may use and the
performance you give. 

Movie 3.4 “We are young” Movie 3.5 “Some Nights” Movie 3.6 “Everybody Movie 3.7 “Glad you
GLEE Performance
 GLEE Performance Talks” GLEE Performance came” GLEE Performance
8
https://youtu.be/a-VhdeuRtwE? https://youtu.be/3hkJZfUvnIg? https://youtu.be/-j-aLs-DINc? https://youtu.be/mRqbyeAoljE?
 The Characteristics of Film and Music.
Blue
1. Watch all 4 clips from the TV Series GLEE. Then select 1
piece to analyse and perform. Students will need to find 5
characteristics. These can be film techniques including acting
and performing characteristics. Students will need to analyse
these techniques and characteristics to decide the way their
show will run.
2. Once you have done the analysis.You will then set the
structure of your selected song as a group. Ultimate guitar tabs/
chords are provided above for each song as well as lyrics for
rehearsal purposes.
3. Practice makes perfect. Your group will need to adjust to the
musical setting. Get more active, involved and engage with the
music. You can be whoever you want to be. Act the role.
Delegate and decide as a group on the choice of props/ setting
and theme.
4. Once you have practice 2-4 times within a musical setting.
You will need to reflect on what theatrical elements you are
trying to achieve and how will you achieve this. Each student will
need to collect or follow the link for the Group Task Evaluation
Sheet and answer the following questions. 
 Evaluation Sheet and answer the following questions.


** This performance will be assessed as a group for acting and
performing the part. A marking criteria is provided in Lesson 3. **
5. Once you have figured out your setting and completed the
group task evaluation. You will have to organise your scene. This
means creating a stage plan and running schedule. This is for all
members to understand how the show will run and must be
handed in your rehearsal run. Examples are provided within
Lesson 3.
Interactive 3.5 Interactive 3.6
https://tabs.ultimate-guitar.com/f/
fun/some_nights_ver2_crd.htm
https://tabs.ultimate-guitar.com/f/fun/
we_are_young_ver2_crd.htm
Green
1. Select a GLEE musical clip to analyse and perform. You will
need to analyse 5 characteristics to use within your own musical
performance. This means you are able to choose film
techniques, acting and performing characteristics for a focus
area.
2. Students will need to refer to the resources for their song at
the bottom of the page to retrieve chords and lyrics for their
performance song. You must as a group make the song yours.
Decide on your setting, theme and meaning you want to convey
within the song.
3. Practice the way you intend to perform your song. Ensure all
students are participating in the task through providing
instrumentation in the band, acting and singing the part. Think
about your props, how you will take the stage, what setting you
will design.
4. Once you have practice 2-4 times within a musical setting.
You will need to reflect on what theatrical elements/
characteristics you are trying to achieve and how will you
achieve this. Each student will need to collect the Group Task


*** This performance will be assessed as a group for acting and
performing the part. A marking criteria is provided in Lesson 3. **
5. Once you have figured out your setting and completed the
group task evaluation. You will have to organise your scene. This
means creating a stage plan and running schedule. This is for all
members to understand how the show will run and must be
handed in your rehearsal run. Examples are provided within
Lesson 3.
Interactive 3.7 Interactive 3.8
https://tabs.ultimate- https://tabs.ultimate-
guitar.com/n/neon_trees/
guitar.com/t/the_wanted/
everybody_talks_crd.htm glad_you_came_crd.htm
Activity 1 | Lesson 2
Red
1. Choose a GLEE musical clip to perform. Analyse the song as
a group what do they do, decide what stylistic qualities you
want to focus on within your performance. Note these down
through a team mind map in a students book.
2. Students will refer to the links below for their selected song
chords and lyrics. Students must come up with their own unique
way to perform the songs. This is a musical performance which
means you will need to decide on setting, theme and meaning
that you show throughout the performance.
3. Once you have decided on how you will convey your chosen
stylistic features. You will need to practice your musical
performance and ensure all students within your musical and
have an equal part. Next, Think Big and start creating props,
setting and how you will take the stage.
4. Once you have practice 2-4 times within a musical setting.
You will need to reflect on what theatrical elements/
characteristics you are trying to achieve and how will you
achieve this. Each student will need to collect the Group Task
Evaluation Sheet and answer the following questions. 

*** This performance will be assessed as a group for acting and
performing the part. A marking criteria is provided in Lesson 3. **
5. Once you have figured out your setting and completed the
group task evaluation. You will have to organise your scene. This
means creating a stage plan and running schedule. This is for all
members to understand how the show will run and must be
handed in your rehearsal run. Examples are provided within
Lesson
** Group Task Evaluation Link:

https://goo.gl/formsn0JGZ2Ysh5j7lGb83
9
 Lesson 3

Performing for TV Music.

STUDENT OBJECTIVES
Interactive 3.9 Stage Directions Image 3.1 Teacher Image 3.2 Teacher Example: Stage
1. Act the part Example: Running Plan
Schedule Stage​ ​Plan​ ​Example

2. Perform as part of a team

Running​ ​Schedule​ ​Example
Group​ ​Name:​ ​‘Cool​ ​Bananas’
Group​ ​Participants:​ ​Student​ ​1,​ ​Student​ ​2,​ ​Student​ ​3,​ ​Student​ ​4.

3. Sell it to the audience

Running​ ​of​ ​Play
Student​ ​1​ ​starts​ ​in​ ​middle​ ​of​ ​stage​ ​in​ ​darkness.​ ​Lights​ ​to​ ​appear​ ​once​ ​music​ ​starts.
Student​ ​1​ ​will​ ​begin​ ​to​ ​sing​ ​verse​ ​1​ ​and​ ​Student​ ​2​ ​and​ ​3​ ​will​ ​emerge​ ​from​ ​upstage​ ​left​ ​and
right.
To​ ​join​ ​Student​ ​1​ ​but​ ​in​ ​the​ ​shadow​ ​of​ ​the​ ​light​ ​spot.
Student​ ​4​ ​will​ ​run​ ​across​ ​the​ ​stage​ ​before​ ​the​ ​chorus​ ​and​ ​throw​ ​a​ ​‘rope’​ ​around​ ​the​ ​three
and​ ​pretend​ ​to​ ​pull​ ​them​ ​from​ ​their​ ​position.
Student​ ​4​ ​will​ ​move​ ​to​ ​another​ ​spot​ ​on​ ​the​ ​stage​ ​and​ ​insist​ ​on​ ​pulling​ ​them​ ​again.
Student​ ​4​ ​gives​ ​up​ ​and​ ​wraps​ ​the​ ​‘rope’​ ​around​ ​the​ ​group​ ​by​ ​running​ ​circles​ ​around​ ​them
before​ ​leaping​ ​of​ ​the​ ​stage.
Student​ ​1,​ ​2​ ​&​ ​3​ ​will​ ​bow​ ​their​ ​heads​ ​to​ ​signify​ ​the​ ​end​ ​and​ ​the​ ​lights​ ​will​ ​dim.

4. Convey the musical setting

through the performance Key
Black​ ​Objects​ ​=​ ​Curtains
Orange​ ​Circle​ ​=​ ​Spot​ ​light
Scribble​ ​=​ ​Rope
Crosses​ ​=​ ​Students

https://www.thoughtco.com/stage-directions-
upstage-and-downstage-2713083

Last lesson the class divided into musical groups. Today, you will need to find your group and practice your musical act that you chose last
week. You will have 15 mins to practice as a group before I come around to check on your progress. This is when you can ask any questions
that you may have. 



Your focus today will be theatrical performance. Alike the example of the Glee performances you are to sell the song like you are a part of the
Glee Crew. Students will need to enter the musical space and setting to engage themselves fully with the musical piece. 



Provided on the next page is the marking criteria for the Performance Grading. Please ensure that you are ready to move to the Stage Hall 25
mins into the lesson. This means bring all instruments, props, settings and costumes to the hall for rehearsal runs. 



All acts today will be recorded for reflection purposes and specific feedback. This will be recorded using a school iPad and will be available for
student review in the students spare time.
10
Glee Class Performances Task 1 | Lesson 3
Students will be assessed on their understanding and ability to convey Film Techniques, Emotion and Performance.

Group Marking
Criteria
Fail Pass Credit Distinction Comments...
Student Names



There was no sense

Musical performance Musical Performance
of a musical
Musical performance contains performing and incorporated all
performance. No
Performance
 was created but acting techniques that performers providing a
use of performing/
(Acting and lacked use of clearly conveyed a performance in a musical
acting techniques.

Performing) performing and acting musical setting and setting that conveyed
Inadequate
techniques as a group.
 theme by most group good acting and stage
participation as a
participants. presence.
group.

Use of more than 3 film

There were minimal
Use of 2-3 film techniques. The group
use of 1-2 film
Film Techniques
 techniques. The musical conveys a good quality
There was no use of techniques.
(Setting/ Theme/ setting and props are setting with supporting
film techniques. Orientation was messy
Props) resourceful to creating resources like props to
and needs more
the theme/ mood. enhance the theme/
rehearsal.
story/ mood.

The meaning and Minimal use of Good amount of focus on

Adequate amount of
emotion focus was meaning/emotion an emotion/ story through
Meaning and focus on conveying a
not shown within the towards musical combination of musical
Emotion meaning/ emotion
musical setting setting. No clear setting and performative
through musical setting.
performance. focus. aspects.

11
 Lesson 4

Arranging music for TV

Music among TV can have multiple similarities to film music. Both audio-visual sources provide a setting, theme and have a STUDENT OBJECTIVES
purposeful meaning to the show. Although alike film music, TV music can be used for multiple reasonings like advertising,
1. Identify the use of music amongst TV in
background ambience, backing tracks, signals and meaning driven scenes. 


 relation to shows, adverts and sounds.
Students are to create a list of musical examples in relation to TV Shows, Adverts and sounds that comes to mind from their own
2. Choose a song for your group and arrange
experiences. They are to list the following examples like shown within their books: 

it for a TV show band.
(e.g. Type = Advert, Name = Schweppes Ad, Setting = Water balloons, Sound = Soft Piano.)



3. Graphically notate a lead sheet for other
Students will ensemble in groups. They will chose a song from the following list and arrange the piece for a TV show band. They
students to play.
will need to practice the piece as if they are the performers within the band and graphically notate a lead sheet. The graphic
notation must be understandable for other groups to read and follow, and incorporate all instruments used in the ensemble. There 4. Individual reflection on the understanding
must be evidence of each musical concept within the graphically notated lead sheet.

of the musical concepts and roles they play
(e.g. Duration = symbol and line to indicate length.) 

in different settings.


Before starting this activity you will need to determine the musical qualities of a tv show band. An Analysis Template is provided
below and focuses on the following areas. The style of how they play and what is their main focus? Where is the instruments in
Lead Sheet Expectations

the mix setting? (Foreground, middle ground or background) And how have they used dynamics?. (are certain instruments softer There must be:

or louder?)
 - a Structure within 8-12 bars (e.g. Verse 1 & Chorus)
Exit Pass: Students will be required to reflect on the use of musical concepts to
Movie 3.8 Schweppes Commercial achieve a concert band setting. They may refer to prior experiences, background - Evidence of graphic notation with a key for symbols.

knowledge or other knowledge to express understanding on the use of musical (The key should identify anything that may be
concepts in a band setting.
 questioned by another student.)
Exit Pass Link = https://goo.gl/forms/udual0OMIT34iJoH3
- Evidence of group work. (Layers of instruments)
Interactive 3.10 Movie 3.9 Movie 3.10 Movie 3.11
Analysis Template “Chandelier” by Sia “Praying” by Kesha “Uptown Funk” - Evidence of musical concepts contributing to piece.
on Ellen Show on the Jimmy by Mark Ronson
Fallon Show & Bruno Mars on
the Ellen Show. - Musical characteristics of a band.

https://youtu.be/pRFfJJjLpqw

https://drive.google.com/open?
id=1eu2PyjCMm2OjjIKSHUJ4P4t
SWluZ-4G1nIB6cZ7xZ88
12
https://youtu.be/lO- https://youtu.be/P-
https://youtu.be/ WdrMLLpPg?t=19s
ILTZ8qZbNK0?t=19s oSIQ4hOg?t=23s
Graphically Notated Lead Sheet for a TV Show band.
Blue
1. Watch the example of a tv show band performing the
chosen song. Analyse as a group what they do, decide what
stylistic qualities of a band that you want to focus on within
your performance in relation to the clip selected. Note these
down through a team mind map in a student’s book.
2. A student from each group will need to use an iPad and
open ultimate tabs through Google. Students will then need
to find the chords and lyrics for the selected song and
practice the piece twice through.
3. Once your group has practice the piece twice. You will
need to decide how you will design your cover of the piece to
convey band qualities. Ensure all students are participating in
the task by playing an instrument or singing in the band.
4. After you have designed your cover. You will need to create
a lead sheet. This means that each student will need to
graphically notate their own instrument and combine it
towards the final lead sheet. Make sure your group is
following the Lead sheet expectations by circling in your draft
the areas that are covered.
5. Students will contribute their instrument notation to the
final lead sheet. The final lead sheet must be hand written
using blank sheet music. Remember to label the instruments
part and including everyones name as an arranger. There
must be acknowledge of the original composer.
6. Once your lead sheet is complete. Review the lead sheet
as a group and go over what could be improved. Switch your
lead sheet with another group and see if you can play their
lead sheet.
Interactive 3.11 Interactive 3.12
https://tabs.ultimate- https://tabs.ultimate-
guitar.com/s/sia/ guitar.com/k/kesha/
Green
1. Choose an example of a tv show band performance from
the list. Within your groups analyse the band setting and use
of musical concepts within the performance. Create a list of
musical qualities to convey within your own lead sheet.
2. Once you have attained a goal for your lead sheet. You will
need to research chords and lyrics through Google for your
selected piece. The piece should be practiced as a group 2-3
times through before arranging the piece.
3. When arranging, students must notate their own instrument
to contribute to the lead sheet. This notation must be
graphically done and be understood by all performers within
the group. The group must ensure all student’s participate in
the task by contributing within the band and following the
lead sheet expectations.
4. Students will combine their instrument notation to create a
lead sheet with all instrument parts. The final lead sheet must
be hand written using blank sheet music. Students must label
all parts including structure and list all arrangers of the piece
being fellow peers within the group. There must be
acknowledge of the original composer.
5. Once your lead sheet is complete. Review the lead sheet
as a group and go over what could be improved. Switch your
lead sheet with another group and see if you can play their
lead sheet.
Interactive 3.13
https://tabs.ultimate-guitar.com/m/
mark_ronson/uptown_funk_crd.htm
Activity 1 | Lesson 4
Red
1. Select an example of a tv show band performance from the
previous page. Within your groups analyse the characteristics
of the band and use of musical concepts within the
performance setting. Create a table listing the qualities of a
TV show band as explored above.
2. Next, your group will need to find the chords and lyrics for
your selected piece. The piece should be practiced as a
group twice for understanding. After this you should discuss
how you will implement the qualities of a TV show band.
3. Students in groups will notate their own instrument
providing an improvisation among the original cover. This
notation must be mainly graphic notation with traditional
dynamics and expressive techniques. All performers within
the group will read each others notation and attempt to
perform the piece to each other. The group must ensure all
student’s participate in the task by contributing within the
band and following the lead sheet expectations.
4. Students will combine their notations to create the finale
lead sheet with all instrument parts. The final lead sheet must
be hand written using blank sheet music. Students must label
all parts including structure and list all arrangers of the piece
being fellow peers within the group. There must be
acknowledge of the original composer.
5. Review your group work. Perform the notated lead sheet
before swapping with another group to attempt sight reading
graphic notation. Analyse the piece for any characteristics
that relate it to a TV Show performance
13
 Lesson 5

Composing to Silent Films and Multimedia

STUDENT OBJECTIVES
Before sound there were silent films. These films were normally accompanied by an orchestra that followed a score for the
music to played in time with the film production. The “sound production” was created to enhance emotion and feeling 1. Create a composition that is for a silent film.
through the sounds of each instruments and many at once. Music contributed to the film by providing depth, meaning and 2. Incorporate musical concepts within composition
understanding to the visual component. As words do not speak for themselves and sound travels, a film without music is to evoke emotion selected.
only half of a story to be told.
3. Reflect on the work you have done.
In pairs, students will need to choose a multimedia film below and create a composition to accompany the piece. The STUDENT OUTCOMES

piece must focus on representing an emotion/s. (e.g. happy, sad etc..) Remember that you are trying to help convey a story 5.4: Demonstrates an understanding of the musical
concepts through composing for film music.
although without the sound you may use your creativity to change the existing mood and setting. You will be using
software like garageband, iMovie or Sibelius. So please ensure that you share the role appropriately in pairs and keep the 5.5: Notates own compositions through graphic notation.
volume limit down in respect to fellow peers working around you. 

5.6: Uses different forms of technology in the composition

 process.
You will need to use iMovie to seperate the audio from the film. Make sure that you export the film without audio for use
5.9: Demonstrates an understanding of musical literacy
within Garageband or Sibelius. You have been given two software options one that supports performance and another that through the application of notation, terminology and the
supports notation. You must complete the composition through one of the above and upload the completed composition interpretation and analysis of compositional score.

within the film to the google classroom submission folder. You will receive feedback once submitted. 5.10: Demonstrates an understanding of the influence and
impact of technology on music.
Students will then need to reflect on their work through a quick survey. This can be done within pairs. The survey focus will
Sound Accompaniment Requirements
be on the use of musical concepts within their composition. It will also reflect on whether they are pleased with their work
The composition requirements are;

and ask for suggestions for improvement and changes if possible. - There must be an inclusion of texture. The composition must
** Access to the downloadable films are through the link include two of the following: a bassline, harmonic line, melodic line
Movie 3.12 “The Movie 3.13 “Barely Movie 3.14 below: 
 or a rhythmic line.
girl that chose to There” “Lifeless” https://drive.google.com/open?
drive” - It must go for at least 1.5 mins and incorporate 2 instruments. The
id=0B3SGbgMl4F26NHJHd29SV09za3M
instruments can double a textural line if more than two
instruments are present.
Interactive 3.14
Unit Reflection - An emotion must be presented within the composition through
Survey the use of all musical concepts.
https://goo.gl/forms/
TEYBBCIksridyOvt2
https://youtu.be/ https://youtu.be/
r5XIyKlLThs
14
https://youtu.be/ OuEFjFDMESI
H_7G4hPQpe8
Composing for multimedia film.
Blue
1. Students will need to choose a film and open it up in iMovie. You
will then need to right click on the track and detach the audio and
delete the audio track. Next, you can export the film file as a mp4,
mov or avi.
2. Once the film has no audio, you will need to open up Garageband
and create two instrument tracks and add video to the composition.
3. Students will then need to allocate two textural components like
either bassline, harmony, melody and rhythm to the instruments
selected. Create a note for each instrument to remind you what
textural layers roles are allocated to each instrument.
4. Start with either the rhythm or bassline. Watch the movie over and
input through MIDI a recorded pattern throughout the playing of the
film. You can create contrast, theme and variation of the bassline in
according to the scenes setting.
5. Once you have established a bass/ rhythm you will need to add
another layer. This layer could either be bass/ rhythm/ harmony or
melody. 
 rhythm or a basic melody that conveys tone colour.
 5. As you are writing for the film you must convey emotions. Music is


** Remember that your focus within the composition is to convey
emotion. So focus on the qualities of the emotion and how you
would convey that within your piece. **
6. Keep modifying your piece to show the emotion you are trying to
achieve. Examples of this could be adding another instrument,
changing the dynamics of the instrument through the piece or even
copying the instrument to another track and changing the pitch or
tone colour of that track.
Movie 3.15
7. Traditionally notate the two instrumental iMovie - Detach
lines using “Note flight”. Indicate any Audio Example
expressive techniques and dynamics
within your piece.
https://youtu.be/
CngQWBxY33Y
Green
1. Students will need to choose a film and open it up in iMovie. You
will then need to right click on the track and detach the audio and
delete the audio track.
2. Once the film has no audio, you will need to open up Garageband
and create two instrument tracks and add video to the composition.
Start planning what emotion you would like to achieve.
3. Students will then need to allocate textural components like
bassline, harmony, melody and rhythm to the instruments selected.
Create a note for each instrument to remind you what textural layers
roles are allocated to each instrument.
4. Start with creating a rhythmic bassline. Watch the movie over and
electronically notate your composition by playing a MIDI controller.
Build on the emotion you have chosen by creating contrast and
dynamics.
5. Once you have established a rhythmic line. You will need to
develop textural layers. Focus on either a simple bassline/ another


** Remember the more texture the better. An effective emotional
composition includes incorporation of all musical concepts. So aim
to cover all aspects in equal amounts. **
6. Keep modifying your piece to convey emotion through musical
concepts. This means check your work, evaluate it. What works?
What doesn’t. Does this convey the emotion I am trying to achieve?
If it does what else could be added. If it doesn’t what do you need to
change?
Movie 3.16 How
7. Before you leave you will need to have a music can change
traditional notated score with either two emotion in a film.
instrumental lines or more inputted among
the stave. Remember to include expressive
techniques.
https://youtu.be/
sCum3BL3ipA
Task 1 | Lesson 5
Red
1. Students will need to choose a film and open it up in iMovie. You
will then need to right click on the track and detach the audio and
delete the audio track.
2. Once the film has no audio, you will need to open up Sibelius and
create two instrument scores and add video to the composition.
Start planning what emotion you would like to achieve and how you
will achieve this.
3. Students then will need to work through each layer, preferably
starting with the bassline and working their way up to Melody. It is
required to have only two instruments, but there is no restriction to
how many instruments you end up with so please explore and use
the musical concepts to your advantage.
4. Once you have established the beginning of the track you must
plan to create contrast and dynamics. So be mindful of what you
may need to change and when it should change within the film.
(setting/ mood/ theme)
an expressive tool that accompanies film. Therefore, attempt or
consider the elements of existing sounds that should be present
within the film. 



** This task requires you to focus on conveying emotion in align with
the film. This doesn’t mean you are restricted to traditional sounds.
You are able to create sounds that mimic
reality through instrumentation.** Movie 3.17
Garageband
6. Evaluate the effectiveness of the piece. Tutorial
Does it inspire you or evoke emotion within
you. Relate to your ideas at the beginning of
the lesson and see if you have drifted away
from your original intent or stuck with
the same intention. Reflect on what you
think this has done for your piece
https://youtu.be/
ZNCAGYENNc8
15
References &
Resources
References & Resources

Film & Audio

Movie 3.1 = Film: History, Production and Criticism.(2017) Crash Course. Retrieved from YouTube on the 4th October 2017,

https://youtu.be/aFkSjdaqbyE

Movie 3.2 = The Phonograph.(2015) AmericanExperiencePBS. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/1QwDEhR9JJg

Movie 3.3 = The Psychological Effect of Music in Film. (2016) Film Riot. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/MW9g8aMdmio?t=4m7s

Movie 3.4 = GLEE - We Are Young (Full Performance) HD. (2016) MusicOfGlee. Retrieved from YouTube on the 4th of October 2017, 

https://youtu.be/a-VhdeuRtwE?t=11s

Movie 3.5 = GLEE - Some Nights (Full Performance) HD. (2016) MusicOfGlee. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/3hkJZfUvnIg?t=23s

Movie 3.6 = GLEE - Everybody Talks (Full Performance) HD. (2016) MusicOfGlee. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/-j-aLs-DINc?t=9s

Movie 3.7 = GLEE - Glad you Came (Full Performance) HD. (2016) MusicOfGlee. Retrieved from YouTube on the 4th of October 2017, 

https://youtu.be/mRqbyeAoljE?t=14s

Movie 3.8 = Schweppes Burst slow motion balloons Ad. (2008) jimboingo. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/pRFfJJjLpqw

Movie 3.9 = Sia Performs ‘Chandelier’. (2014) TheEllenShow. Retrieved from YouTube on the 4th of October 2017, 

https://youtu.be/ILTZ8qZbNK0?t=19s

17
Movie 3.10 = Kesha Returns to Late Night Tv with “Praying”. (2017) The Tonight Show Starring Jimmy Fallon. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/lO-oSIQ4hOg?t=23s

Movie 3.11 = Mark Ronson & Bruno Mars Perform ‘Uptown Funk’. (2015) TheEllenShow. Retrieved from YouTube on the 4th of October 2017, 

https://youtu.be/P-WdrMLLpPg?t=19s

Movie 3.12 = CGI Animated Spot HD: “The Doll that Chose to Drive” by Post23. (2016) CGMeetup. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/H_7G4hPQpe8

Movie 3.13 = CGI Animated Short Film “Barely There Short Film” by Hannah Lee. (2017) CGMeetup. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/r5XIyKlLThs

Movie 3.14 = CGI Animated Short: “Lifeless” - by Team Lifeless. (2017) The CGBros. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/OuEFjFDMESI

Movie 3.15 = iMovie 11 - Detaching Audio. (2012) Video Tech How to. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/CngQWBxY33Y

Movie 3.16 = How music can change the emotion in a film. (2013) Liam Connor. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/sCum3BL3ipA

Movie 3.17 = How to make a song in Garageband - Full Tutorial. (2014) dancetech. Retrieved from YouTube on the 4th of October 2017,

https://youtu.be/ZNCAGYENNc8

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References & Resources

Images

Image 3.1 = Teacher Example: Running Schedule. (2017) JasmineBreeze. Created by Google Docs on the 4th of October 2017,

https://drive.google.com/open?id=1sOW0LkZDdX_XZk3NVkNqzKbufpexku5TbfWktekZMVI

Image 3.2 = Teacher Example: Stage Plan. (2017) JasmineBreeze. Created by Google Docs on the 4th of October 2017,

https://drive.google.com/open?id=1j6-p0PzG4svk0N_VbDAFllEwrq-DOoZuz8xG0xYsFOY

Background Images (Accessed on the 4th of October 2017)


https://www.victoriabid.co.uk/wp-content/uploads/2015/02/Film.jpg

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQcMOtpHXUG6KZt0LLDhAibs9WeluSPoE9jxAFqvxU-
pTmsApoL0g


https://wallpaperscraft.com/image/winnie_the_pooh_bear_leaf_tree_wind_99558_602x339.jpg

https://images-na.ssl-images-amazon.com/images/I/51p5Y2DWRjL._SL500_AC_SS350_.jpg

https://welltempered.files.wordpress.com/2012/10/mso-from-above.jpg

http://www.musiccareers.net/wp-content/uploads/film-music.jpg 19
 http://www.epicsound.com/blog/wp-content/uploads/2013/04/photodune-1625438-movies-film-blue-light-
background-s.jpg


http://cimg.tvgcdn.net/i/2014/12/17/d69276d5-e7f9-4af6-ad8c-4849e16754bf/141217embed-glee1.jpg



http://media.istockphoto.com/photos/dim-and-colored-stage-lighting-picture-id471605085?
k=6&m=471605085&s=170667a&w=0&h=ajEO5TvA6sf7dJkzuFPczJ12eFL_2LiVRiaNupLPsC8=

https://encrypted-tbn0.gstatic.com/images?
q=tbn:ANd9GcRaeViv96276fRl8mh9In9neZkixhTP1f5zHnL1UMJyUt64raw8

20
 References & Resources

Other
Link = Pre-Test. (2017) JasmineBreeze. Created with Google Forms on the 4th of October 2017,

https://goo.gl/forms/HKv5GAF6A36JgRxL2



Link = Group Task Evaluation Link. (2017) JasmineBreeze. Created with Google Forms on the 4th of October 2017,

https://goo.gl/forms/n0JGZ2Ysh5j7lGb83



Link = Exit Quiz. (2017) JasmineBreeze. Created by Google Forms on the 4th of October 2017, 

https://goo.gl/forms/udual0OMIT34iJoH3



Link = Google Drive Folder. (2017) JasmineBreeze. Created on Google Drive on the 4th of October 2017, 

https://drive.google.com/open?id=0B3SGbgMl4F26NjZ6dXlCYUZzN2s



Reference = Film Appreciation, Music in Film a brief history. (n.d) Twyman Whitney. Retrieved from website on the 4th of October 2017, 

http://www.twyman-whitney.com/film/essentials/music-history.html

Resource = Widget Library. (2017) Bookry. Retrieved from Bookry on the 4th of October 2017,

https://bookry.com/author/widget/library/

Interactive 3.1 & 3.4 = PEEL Essay Template (2013) StudentLeader. Retrieved from tes on the 4th of October 2017,

https://www.tes.com/teaching-resource/peel-essay-planner-6359560

Interactive 3.2 = Report Template (2017) JasmineBreeze. Created on Google Docs on the 4th of October 2017,

https://docs.google.com/document/d/112LPLb5lL-qFN3YthpxEjx5c3DHOsL8K-rLAEBzhs2c/edit?usp=sharing

Interactive 3.3 = Movie Characteristics Template (2017) JasmineBreeze. Created on Google Docs on the 4th of October 2017,

https://docs.google.com/document/d/1tefQA7lgUBhK6JFfiv1FdWXsTYUxEWft7Q-mJ5JBqIs/edit?usp=sharing

Interactive 3.5 = We Are Young chords by Fun version 2. (2011) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/f/fun/we_are_young_ver2_crd.htm 21
Interactive 3.6 = Some Nights chords by Fun version 2. (2012) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/f/fun/some_nights_ver2_crd.htm

Interactive 3.7 = Everybody Talks by Neon Trees version 1. (2012) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/n/neon_trees/everybody_talks_crd.htm

Interactive 3.8 = Glad You Came Chords by The Wanted version 1. (2011) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/t/the_wanted/glad_you_came_crd.htm



Interactive 3.9 = The Basics of Stage Directions for Actors. (2017) Wade Bradford. Retrieved from ThoughtCo. on the 4th of October 2017,

https://www.thoughtco.com/stage-directions-upstage-and-downstage-2713083

Interactive 3.10 = Analysis Template. (2017) JasmineBreeze. Created by Google Docs on the 4th of October 2017, 

https://drive.google.com/open?id=1eu2PyjCMm2OjjIKSHUJ4P4tSWluZ-4G1nIB6cZ7xZ88

Interactive 3.11 = Chandelier chords by Sia version 3. (2014) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/s/sia/chandelier_ver3_crd.htm



Interactive 3.12 = Praying chords by Kesha version 1. (2017) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/k/kesha/praying_crd.htm

Interactive 3.13 = Uptown Funk chords by Mark Ronson version 1. (2014) ultimateGuitar.com. Retrieved from Ultimate Guitar Tabs on the 4th of October 2017,

https://tabs.ultimate-guitar.com/m/mark_ronson/uptown_funk_crd.htm

Interactive 3.14 = Unit Reflection Survey (2017) JasmineBreeze. Created by Google Forms on the 4th of October 2017,

https://goo.gl/forms/TEYBBCIksridyOvt2

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