Planned using the BIE planning proforma

1. MUSIC PROJECT OVERVIEW
Name of Project: Frozen Moments Duration: Term
Course: Create Teacher(s): SaM/ScR Grade Level/Year Group: Y7
Other subject areas to Media Studies & English (Literacy)
be included, if any:
Project Idea Students will create a “Frozen Moment”, an instant from their favourite book that is particularly tense or exciting. They will combine synthesised
Summary of the issue, timbres with “found sounds” to create a soundscape. This music will accompany a slowly moving multi layered image to create an appropriate
challenge, investigation, atmosphere for that moment.
scenario, or problem:
The slow movement of the layers will suggest that time has slowed down, but that the camera is also moving within the scene 9much as is found
in the Matrix films).
Driving Question How can we capture a moment of narrative tension using sound and visual effects?
Music Content and Styles (i.e. blues/ambient/bhangra etc.) Genres (i.e. music for film/music for dance etc.) Traditions (i.e. ensemble performance/ground bass etc.)
Skills Standards to be Ambient, Musique concrète Music for film Sampling, digital effects, sequencing, VST
addressed: instruments, synthesizing sounds
Choosing and combining sounds
Media Content and skills Adobe CS: Layers, key frames, transformation, scale, effects, importing, exporting
standards to be addressed
T+A E T+A E
21st Century Skills Collaboration / Other: Self management (working to deadlines)
/
to be explicitly taught and
assessed (T+A) or that will be Presentation /
encouraged (E) by project work,
but not taught or assessed:
Critical Thinking /
Audience:
Pairs: Frozen Moment Movie: After effects edited clip with soundscape (around 30 seconds). Interview with the creators clips shown prior to the /
Class:
movie.
Culminating
Products and The movies will be shown in an exhibition to which parents are invited. The 6 classrooms and Create corridor will be converted into an art School:
gallery.
Performances
Community: parents /
Written task: Rewrite scene from book, in first person and in role as character from the scene. Experts: web designers /
Presentation: During the exhibition, students will have an allotted time to sit down at a PC with their parents and show them “under the bonnet”
Individual: of the project and explain how the movies were made. These presentations will be observed and assessed by the teacher and experts (school
web designers).
© 2008 Buck Institute for Education 1

2. PROJECT OVERVIEW
Entry event to
launch inquiry, Students will start the project in the Hub (performance space). They will be shown the teacher model taken from a scene in
engage students: The Lord of the Rings and then a teacher recreation of the jumping kung fu kick from The Matrix. They will be posed the
question “How were these made?” and then will return to their class.
Assessments Quizzes/Tests Practice Presentations
Formative
Assessments Journal/Learning Log Notes
(During
Project) Preliminary Plans/Outlines/Prototypes Checklists
Rough Drafts/Rehearsals/Recordings Concept Maps
Online Tests/Exams Other:
Written Product(s), with rubric: Musical Product(s), with rubric:
Summative First person rewrite of the scene Soundscape
Assessments
(End of Project) Oral Presentation, with rubric Peer Evaluation
Multiple Choice/Short Answer Test Self-Evaluation
Written Test Other: Final movie
.
Resources On-site people, facilities: Green Screen, Web Designers
Needed
Equipment/Technology: Adobe CS software, Cubase SE software, Audacity, Audio recorders, Cameras
Materials: Backgrounds from google images, books
Community resources:
Reflection Journal/Learning Log/Appraisal Focus Group
Methods (Individual,
Group, and/or Whole-Class Discussion Fishbowl/hotseat Discussion
Whole Class)
Survey Other:
© 2008 Buck Institute for Education 2

3. PROJECT TEACHING AND LEARNING GUIDE
Project: Frozen Moments Term/Semester: Summer Term
Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, community members
How to create tension in music Class Performance of jaws theme.
 Classroom workshops on using musical elements to make
tension – music for film/musique concrete.
Watch (age appropriate) except from “Kwaidan” and describe
timbres (home learning)
What is the difference between MIDI and Audio  Teacher demo, opportunity to create midi parts and audio parts
followed by hinge task to check understanding.
Music Tech: Sampling, Looping, Effects, Virtual instruments, Video tutorials
synthesising. 
Parallax: How do still scenes change as a camera moves through Students make a live mock up of the scene and positioning and
them?  fly a camera through to get reference points.
Writing in the first person Exemplar first person story (To kill a mocking bird). Sentence
 starters and writing frames
After Effects: layers, key frames, transformation, scale, effects Video Tutorials and workshops with web designers

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4. P R O J E C T C A L E N D A R
Project: Frozen Moments Start Date: May 2013
L E S S O N 1 L E S S O N 2 L E S S O N 3 L E S S O N 4
CYCLE1 Intro Project & Critique teacher model In circle students read the scene, highlighting the First draft design of the frozen moment. Market critique of first drafts
frozen moment.
Students choose pairs, book and scene. Design sheet template to include: no. of characters, no.
Rewrite the scene in first person. (Lit mark of layers, sounds needed, list of possible effects
In circle describe the scene that will become scheme) required.
frozen moment.
Home learning: Bring the book to the next lesson
or get a copy from library.
CYCLE2 MEDIA: Second draft of design for the visual MEDIA: Deadline for final draft of visuals. Begin MUSIC: Classroom workshop on building tension in MUSIC: Second draft of design for the audio
aspects of the scene. Fly a camera through the gathering images required for the scene. music, leading to informal task of small ensemble aspects of the scene
mock up for reference on how the layers move. compositions set to a moving image.
(either with full scale human models or paper on Gallery Critique of second drafts.
the desk)
Start using video tutorials on how to gather audio
Gallery Critique of second drafts. samples.
Amendments Deadline, all audio sample elements must be
gathered
Home learning: use smart-phones or audio
recorders to record some “found-sound”
CYCLE3 MEDIA: Deadline all visual elements must MEDIA: Working through checklist i.e. once MUSIC: Begin using video tutorials on how to use MUSIC: Work through checklist
have been gathered position and scale complete, move onto colour Cubase to create file, add midi/audio etc.
correction etc. Deadline, all synth parts must be completed
Begin using video tutorials on creating a Work through checklist.
composition, key frames, scale and position to Deadline, all scale/position to be complete. Paired groups Critique of first draft of synth music.
make each layer move in the desired way. Deadline, at least one synth part must be included
Paired groups Critique of first draft of scale and i.e. pedal, chord etc.
Whole class critique of one advanced work in position.
progress Whole class critique of one advanced work in
progress
I am learning lesson review
CYCLE4 MEDIA MEDIA MUSIC MUSIC
Amend scale and position as required, Continue working through checklist. Amend synth parts as required, End of lesson, deadline of first draft of final
composition exported
Continue working through checklist. End of lesson, deadline of first draft of final Use video tutorials on how to apply effects to samples.
animation exported
Deadline, at least one visual effect must be Deadline, at least one audio effect must be applied
applied and imported into composition.
Whole class Critique of one advanced work in Whole class Critique of one advanced work in
progress progress
CYCLE5 Critique first drafts of movies Students work in priority areas to redraft. Students work in priority areas Final amendments
Opportunity to identify priorities for the next two Interview with the artists room to be set up Deadline second drafts of final movies Deadline final draft movies exported.
lessons.
Time to prep for interview with the artists. Critique Second drafts
© 2008 Buck Institute for Education 4

5. Rubrics
Visual Effects assigned
Audio Effects assigned
Musical Composition: Tension co-constructed
Quality Criteria
First person rewrite – School policy literacy mark scheme and co constructed criteria using To Kill a Mockingbird
Position/Scale – Using fly through video as a model
Final movie – Use critique of teacher model to co-construct criteria
UK Music National Curriculum Standards
Level 4: I can choose sounds to fit my aims
Level 5: I can compose using chords, melody & rhythm
Level 6: I use timbre, dynamics and tempo to suit my aims.
© 2008 Buck Institute for Education 5