MUSIC FOR RADIO, FILM, TELEVISION & MULTIMEDIA
LEARNING FOCUS: Music for Film
LESSON ONE:
This week, we are discussing how music shapes and effects our emotions, and how 'audio codes' have been used by film and television directors since the invention of this media. Within these 'audio codes' that directors use, there are a few key words you'll do well to know.
You will find that Music (as in found in films & television scenes) is divided into the following categories:
- the use of already popular music - called 'using a soundtrack';
- the use of original (often instrumental) music written specifically to accompany the action - called 'using an underscore'
- the use of music from somewhere within the scene (eg. music playing on the radio in the car) - called 'using source music'
INTRODUCTION LISTENING EXAMPLES:
A classic example of an 'underscore' - the Piano Improvisation accompaniment from the first ever film version of
THE WIZARD OF OZ (silent - 1910)
Originally underscoring the film, but later a popular and established work recognised the world over, away from it's original film context. 'Gabriel's Oboe' by Ennio Morricone, theme from the movie THE MISSION.
Before watching this example in the context of the scene, have a listen to it with your eyes closed - and then make some notes... or even just draw a picture, about the emotions and images this piece evokes in your imagination.
We will discuss in class the context of the piece within the film from which it comes.
LESSON TWO:
Continuing in our exploration of Film, this lesson's examples are a little bit different!
We're going to watch two examples with their soundtracks swapped!
LISTENING EXAMPLES:
Here are the excerpts in their unswapped form!
'Cantina Band' by John Williams, from STAR WARS episode IV.
'The Soundtrack' by James Horner, from THE TITANIC.
Don't forget!
Links to recordings of all our class examples are put up on our Class Listening Page.
This week's examples will be under the heading FOCUS ONE LISTENING EXAMPLES.
This week, we are discussing how music shapes and effects our emotions, and how 'audio codes' have been used by film and television directors since the invention of this media. Within these 'audio codes' that directors use, there are a few key words you'll do well to know.
You will find that Music (as in found in films & television scenes) is divided into the following categories:
- the use of already popular music - called 'using a soundtrack';
- the use of original (often instrumental) music written specifically to accompany the action - called 'using an underscore'
- the use of music from somewhere within the scene (eg. music playing on the radio in the car) - called 'using source music'
INTRODUCTION LISTENING EXAMPLES:
A classic example of an 'underscore' - the Piano Improvisation accompaniment from the first ever film version of
THE WIZARD OF OZ (silent - 1910)
Originally underscoring the film, but later a popular and established work recognised the world over, away from it's original film context. 'Gabriel's Oboe' by Ennio Morricone, theme from the movie THE MISSION.
Before watching this example in the context of the scene, have a listen to it with your eyes closed - and then make some notes... or even just draw a picture, about the emotions and images this piece evokes in your imagination.
We will discuss in class the context of the piece within the film from which it comes.
LESSON TWO:
Continuing in our exploration of Film, this lesson's examples are a little bit different!
We're going to watch two examples with their soundtracks swapped!
LISTENING EXAMPLES:
Here are the excerpts in their unswapped form!
'Cantina Band' by John Williams, from STAR WARS episode IV.
'The Soundtrack' by James Horner, from THE TITANIC.
Don't forget!
Links to recordings of all our class examples are put up on our Class Listening Page.
This week's examples will be under the heading FOCUS ONE LISTENING EXAMPLES.
MUSIC FOR RADIO, FILM, TELEVISION & MULTIMEDIA
LEARNING FOCUS: Music for Television
LESSON THREE:
Whilst many movies have instrumental accompaniments, and television dramas too, but you'll notice that sometimes the 'popular music' of the target audience will sometimes be used to help create the scene (i.e., the Soundtrack).
HAVE A WATCH OF THESE LINKS IF YOU HAVE TIME, TO GET SOME ANALYTICAL PRACTICE IN!
Have a listen to how music is used in these instances...
Mr. Bean
Packed to the Rafters
Home & Away
IN CLASS WATCHING AND LISTENING:
30-Minutes of Television! (Link to be uploaded shortly)
In class, we'll be looking at a single half hour segment of television - recorded from start to finish with all commercials left in.
This example is prime time, Australian, and is screened on a commercial television channel. You will be given a sheet in class to make notes (attached below as 'music_timeliune.pdf' if you need to download yourself another).
I want to you to listen and make notes EVERY time you hear any kind of music or sound effect in that half hour!
WHEN are the songs & musical effects played, admist all the action?
HOW is the music constructed?
WHY has the Director chosen the music he has?
WHAT effect does the chosen 'organised sound' have?
Any sound effects in there?
From our notes, we will compile a critical analysis concerning 'Use of Music in Television'.
Also...
Think about the definitions of those three words for Music in Film & Television (see Lesson One in this unit), and their relevance in describing the 30-minute except.
A reminder:
Underscore
Original music written specifically to accompany action - usually instrumental, but can often use voices in an 'instrument-like' manner to create different TONE COLOUR.
Soundtrack
Popular music (with the vocal line left in, or out)
Source Music
Music coming from an element of the scene that is playing - i.e., a dukebox, radio, someone singing...
Happy listening!
(Below is that worksheet to help you analyse the given 30 minute television exerpt. Hit print now if you need another copy!)
Whilst many movies have instrumental accompaniments, and television dramas too, but you'll notice that sometimes the 'popular music' of the target audience will sometimes be used to help create the scene (i.e., the Soundtrack).
HAVE A WATCH OF THESE LINKS IF YOU HAVE TIME, TO GET SOME ANALYTICAL PRACTICE IN!
Have a listen to how music is used in these instances...
Mr. Bean
Packed to the Rafters
Home & Away
IN CLASS WATCHING AND LISTENING:
30-Minutes of Television! (Link to be uploaded shortly)
In class, we'll be looking at a single half hour segment of television - recorded from start to finish with all commercials left in.
This example is prime time, Australian, and is screened on a commercial television channel. You will be given a sheet in class to make notes (attached below as 'music_timeliune.pdf' if you need to download yourself another).
I want to you to listen and make notes EVERY time you hear any kind of music or sound effect in that half hour!
WHEN are the songs & musical effects played, admist all the action?
HOW is the music constructed?
WHY has the Director chosen the music he has?
WHAT effect does the chosen 'organised sound' have?
Any sound effects in there?
From our notes, we will compile a critical analysis concerning 'Use of Music in Television'.
Also...
Think about the definitions of those three words for Music in Film & Television (see Lesson One in this unit), and their relevance in describing the 30-minute except.
A reminder:
Underscore
Original music written specifically to accompany action - usually instrumental, but can often use voices in an 'instrument-like' manner to create different TONE COLOUR.
Soundtrack
Popular music (with the vocal line left in, or out)
Source Music
Music coming from an element of the scene that is playing - i.e., a dukebox, radio, someone singing...
Happy listening!
(Below is that worksheet to help you analyse the given 30 minute television exerpt. Hit print now if you need another copy!)
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
music_timeline.pdf | |
File Size: | 35 kb |
File Type: |
MUSIC FOR RADIO, FILM, TELEVISION & MULTIMEDIA
LEARNING FOCUS: Music for Radio
LESSONS FOUR, FIVE & SIX:
MUSIC IN ADVERTISING
This is such an exciting topic!
We all listen to our favourite pop artists on the radio.... but have you ever taken notice of what happens in BETWEEN your favourite songs? People try and sell you things USING MUSIC! They know that if they can advertise a product with a catchy enough 'JINGLE' you'll keep humming their music for the rest of the day, and moreover, at a sub-conscious level - next time you're shopping and see their product, you'll associate it with the happy feeling their JINGLE gave you! Music and Consumer Psychologists have spent time and money delving into what they believe is a 'license to print money' - and it provides quite an exciting field of study for us too!
IN CLASS TASK:
Read the newspaper article attached below. It's a British example, so I've chopped their Jingles out - but the principals are universal!
Google a phrase like "What makes a jingle catchy?" "How to write a catchy jingle" and see what else you can find on the subject!
(I found a couple of blogs that you might find interesting - like http://www.bukisa.com/articles/225304_how-to-write-ad-campain-slogans-and-jingles, and http://wordsofabrokenmirror.com/2011/01/24/jingle-success-formula/)
Make a list of common elements found in catchy advertising tunes according to the psychologists/writers in the reports.
MUSIC IN ADVERTISING
This is such an exciting topic!
We all listen to our favourite pop artists on the radio.... but have you ever taken notice of what happens in BETWEEN your favourite songs? People try and sell you things USING MUSIC! They know that if they can advertise a product with a catchy enough 'JINGLE' you'll keep humming their music for the rest of the day, and moreover, at a sub-conscious level - next time you're shopping and see their product, you'll associate it with the happy feeling their JINGLE gave you! Music and Consumer Psychologists have spent time and money delving into what they believe is a 'license to print money' - and it provides quite an exciting field of study for us too!
IN CLASS TASK:
Read the newspaper article attached below. It's a British example, so I've chopped their Jingles out - but the principals are universal!
Google a phrase like "What makes a jingle catchy?" "How to write a catchy jingle" and see what else you can find on the subject!
(I found a couple of blogs that you might find interesting - like http://www.bukisa.com/articles/225304_how-to-write-ad-campain-slogans-and-jingles, and http://wordsofabrokenmirror.com/2011/01/24/jingle-success-formula/)
Make a list of common elements found in catchy advertising tunes according to the psychologists/writers in the reports.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
catchy_jingles.pdf | |
File Size: | 120 kb |
File Type: |
IN CLASS LISTENING & ANALYSIS:
Have a listen to this catchy Australian Jingle: 'Happy little Vegemites'
Begin to analyze this jingle, using the class handout sheet given (below).
Have a listen to this catchy Australian Jingle: 'Happy little Vegemites'
Begin to analyze this jingle, using the class handout sheet given (below).
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
analysis_vegemites.pdf | |
File Size: | 139 kb |
File Type: |
IN CLASS LISTENING & ANALYSIS:
Listen to this more recent example of an advertising Jingle - the 'Coles Little Red Quote' Ad!
We will use this example too as an analysis practice piece.
We will analyse the chords they use, and write out a quick take of the chord progression that the Jingle is based around.
While listening, think about the Concepts of Music and come up with a list of key musical elements to consider when making catchy Advertising Jingles.
MAJOR ASSESSMENT FOR THIS LEARNING UNIT:
Attached Below is the details of the major assessment task on this unit...
MAKE YOUR OWN JINGLE!
DEADLINE: Friday 31st April 2014 (due IN CLASS)
Listen to this more recent example of an advertising Jingle - the 'Coles Little Red Quote' Ad!
We will use this example too as an analysis practice piece.
We will analyse the chords they use, and write out a quick take of the chord progression that the Jingle is based around.
While listening, think about the Concepts of Music and come up with a list of key musical elements to consider when making catchy Advertising Jingles.
MAJOR ASSESSMENT FOR THIS LEARNING UNIT:
Attached Below is the details of the major assessment task on this unit...
MAKE YOUR OWN JINGLE!
DEADLINE: Friday 31st April 2014 (due IN CLASS)
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
composition_task.pdf | |
File Size: | 20 kb |
File Type: |
Music for Radio, Film, Television & Multimedia
LEARNING FOCUS: Music for Multimedia
LESSON SEVEN:
This week, there'll be an in-class Game Show, where we'll get to see which class members know BEST what 'Music for MULTIMEDIA' means!
HINT: Have a listen to this link for some fun, and to get you in the swing of things!
http://www.youtube.com/watch?v=7UCm6uyzNE8
LATER THIS WEEK, we'll be pulling out the Marimbas, Xylophones & Glockenspiels for a crack at THIS..,
(Credit to http://www.sfxfoundry.com/wp-content/uploads/2012/03/angrybirds_pg1.jpg for the notation!)
This week, there'll be an in-class Game Show, where we'll get to see which class members know BEST what 'Music for MULTIMEDIA' means!
HINT: Have a listen to this link for some fun, and to get you in the swing of things!
http://www.youtube.com/watch?v=7UCm6uyzNE8
LATER THIS WEEK, we'll be pulling out the Marimbas, Xylophones & Glockenspiels for a crack at THIS..,
(Credit to http://www.sfxfoundry.com/wp-content/uploads/2012/03/angrybirds_pg1.jpg for the notation!)
Hope you have enjoyed this Learning Unit!
Up next are our Music throughout History units...
Happy music-making till then!
See you in class!
Mrs Richardson