Student Teacher Name: Krystina Rodkey Date: 12/9/19

Lesson Topic and Grade: Music Theory; Grades 9-12; Movie Music Composition

National Standards of Music:

 MU:Pr4.1.C.Ia Identify and select specific excerpts, passages, or sections in musical works that express a personal
experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary).
 MU:Pr4.3.C.Ia Develop interpretations of works based on an understanding of the use of elements of music, style,
and mood, explaining how the interpretive choices reflect the creators’ intent.
 MU:Pr6.1.C.Ia Share live or recorded performances of works (both personal and others’), and explain how the
elements of music are used to convey intent.
Instructional Objectives:
 Students will complete a simplified score for a short film scene
 Students will be able to perform the simplified score they have composed alongside the video which inspired it
 Students will be proficient at reading the composition they have created

Materials:
 Film clip from Inside Out
 Various instruments
 Composition guide and worksheet handouts
 Projector screen
 Audio equipment

Opening/Introduction Activity
 Practice individual parts for film score
Learning Opportunities/Procedure:
 Become proficient at playing the parts we have written to go along with the clip from Inside Out (Performing)
1. Going one section at a time, practice putting together the bass ostinato, melody, and auxiliary percussion
a. Students have all been assigned parts to play throughout the entirety of the video
 Periodically, chunk sections together
1. Students have received the “master document” score that puts the music in time with when the sections of the
video happen
a. Chunk sections together in accordance with this document
 After students are all able to play the individual sections, play the entire project with no video
 Once students are fully capable of playing the entire composition with no video playing, play through the entire
composition with the video playing on the whiteboard
 Perform for anyone who will listen!
 As a class, discuss “Post-Project Questions”
1. Feedback about project, perspective on film music, etc.
Closing Activity
 Debrief project as a class
Specific Differentiation Strategies:
 There are some parts that are much easier to play than others. For the most part, I will have the students with
prior musical experience playing more difficult (ie melody) parts. I will be assigning my students who typically
have a harder time understanding rhythm parts that are not rhythmically involved at all. Every single student will
be playing at least one instrument in the project.
Assessment:
 This lesson will almost exclusively include participation- and performance-based assessment. Some of my students
will be challenged with more difficult parts in the context of the project, but I am looking that they are motivated
to learn their parts and to perform them to the best of their abilities. When we play the final product as a class, I
will be assessing my students based on their ability to play the parts correctly and in time.