Page Views: 1674
|Log in to rate this plan!
|Keywords: script writing, Movie Making, acting
|Subject(s): Math, Drama, Music, Animation, Writing, Technology, Video, Art
|Grades 5 through 8
|School: St. Maximilian Kolbe School , West Chester , PA
|Planned By: Sara Topper
|Original Author: Sara Topper, West Chester
Subject: Music Grade 5
Music: Students will compose and perform music in a variety of styles with complexity appropriate to the grade level.
Drama: Students will act out scripts to a variety of audiences in a variety of styles.
Art: Students draw for a variety of purposes and audiences with sophistication and complexity appropriate to the grade level.
Writing: Students write for a variety of purposes and audiences with sophistication and complexity appropriate to the grade level.
Listening: Students listen for a variety of purposes appropriate to the grade level.
Math: Students use basic math for a variety of purposes.
Technology: Students use the computers, video camera, camera, etc for a variety of purposes.
Share and discuss with the students the background information about the song “Somewhere Out There” and the movie “An American Tail”.
Follow the score and listen to the recording of “Somewhere Out There”
In small groups make a list of words that describe the feelings expressed by the lyrics. What do you think this song means? What is the mood?
Analyze the melodic rhythm and discuss how the melodic rhythm helps to portray the meaning/word/ intensity of the song.
Sing through the song as a class.
In groups plan your own adventure for Fievel and his family. Write an additional sequel that could take the family to your own city or state.
Write a dialogue and a song for the characters, and draw frames for a storyboard of the sequel in the style of a comic book.
Take on the parts of various characters, developing your own cartoon voices for them, and perform the sequel as a skit for the rest of the class.
Research the cost of an animated vs. non-animated film. Decide if you are going to produce an animated film or a non-animated film. Which actors/actress would you use to play each part? Develop a budget using basic excel, based on the actors/actresses you would use and other expenses such as costumes, sets, etc.
Write a movie critique that will encourage people to see your movie.
Keep a journal for all the work you have done as a group and as an individual.
Score each of the following characteristics on a scale of 4 to 0, where 4 = surpasses expectations; 3 = high quality performance; 2 = satisfactory quality performance; 1 = minimum quality performance; 0 = does not meet expectations.
Students are able to follow a score.
Students are able to discuss mood and the mean of a song.
Students are able to analyze the melodic rhythm of a song.
Students are able to sing with proper posture and breath support.
Students are able to compose/write lyrics to incorporate into their musical dramas.
Students are able to plan a musical drama.
Students are able to write a script for a musical drama.
Students are able to develop their own cartoon voices and perform script for the class.
Students are able to draw frames for a storyboard in the style of a comic book.
Students are able to write a script that is fits with the guidelines.
Show evidence of effective research (animated vs. non-animated)
Students are able to write a persuasive movie critique.
Students keep a journal for all the work completed.
Show a basic understanding of creating and following a budget using basic math skills.
Make proper use of technology for word processing.
Make proper use of technology for producing skits.
Make proper use of technology for researching information.
Make proper use of technology for creating a budget using excel.
Sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (NS music 1- a)
Compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (NS music 4-a)
Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (NS music 5-c)
Listen to, analyzing, and describing music. (NS music 6)
Evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement. (NS music 7-b)
Understands relationships between music, the other arts, and disciplines outside the arts. (NS music 8)
Individually and in groups, create characters, environments, and actions that create tension and suspense. (NS theatre 1-a)
Acting by developing basic acting skills to portray characters who interact in improvises and scripted scenes. (NS theatre 2)
Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions. (NS theatre 7)
Select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices. (NS visual arts 1-a)