Using the music and video of a selected composition will engage with students exploration the music and visual images interact to create meaning. Students will analyze the video as a work of art (literary, musical, visual) as well as examine its larger cultural/historical context.
This interdisciplinary activity appeals to multiple intelligences and can be used as a motivational or supplemental exercise toward better understanding and music interpretations. The activity encourages student to listen analytically, observer and think creatively and develops critical thinking skills which are very useful to individuals music development.
Objectives
The student will be able to respond (orally or in writing) to the music and video imagery of a selected song; appreciate the way in which words, music and images interact to create meaning;
understand that music and videos can be significant forms of cultural expression; recognize the interconnectedness of the arts with social studies and literature; Comprehend that there may be multiple interpretations of a work of art (including the artist’s).
Procedures
This activity can be done as a warm-up activities and should be discussed before playing the music score or depending on the band director’s preference. In this example, students will respond to music and visual imagery of the composition. Background information on the composer, culture, and history of the song may be given as necessary.
Distribute the musical score. Have students analyze it, keeping the following questions in mind:
What is the main motif of the song? Identify its major themes.
What emotions are expressed?
What expressive symbols are used by the composer?
Are there any literary/historical/cultural allusions in the song?
How do these references contribute to the song’s meaning?
Does the song address any issues that are relevant to contemporary society?
Play the music. Have students discuss how the addition of music changes or adds to their interpretation of the song. Consider the following:
Describe the musical elements such as the instruments used, the vocal style, melody, rhythm, etc.
Do these elements reinforce or undercut the meaning you identified earlier?
Is the musical style what you expected from reading the lyrics?
Watch video. Have the students discuss how the visual imagery adds to or changes the meaning of the song.
What is the main purpose of the visual imagery?
Does the video tell a story?
Does it contain symbolic imagery?
How does it help set the mood of the song?
What kind of image of the performer(s) is created by the video? How does this image impact the meaning of the song?
Several video versions, each quite different, were created for the composition. Compare the different versions. Which is the most successful interpretation of the song in your opinion and why?
Ask students to respond to the question: If you were making a video of this song, what imagery would you use?
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A conductor directs rehearsals and performances by an orchestra, band, chorus, opera company, or other musical group. In the most general terms, a conductor's job is to shape a musical interpretation; to form ideas about the most compelling way to perform a piece and to lead a group of musicians in such a way that those ideas are realized. Conductors often serve as the "music directors" of their organizations, as well. A music director's duties include choosing programs and soloists and hiring (and firing) musicians.
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