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VH1
Lesson for Music Classes, Grades 7-12
200 Greatest Pop Culture Icons
VH1 Music Studio
Cable in the Classroom
Lesson 3 |
Objectives
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Students will discuss how music is an important part of animation.
- Students will discuss the role of classical music in “The Sorcerer’s
Apprentice.”
- Students will design animation cells while listening to a selection
of classical music.
- Students will discuss Mickey Mouse as a Pop Icon.
National Standards for Music Education
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
Materials
- VHS VCR Player
- Television
- Audio playback equipment
- VH1’s 200 Greatest Pop Culture Icons
- Web-based lesson materials
- Pencils/Pens (students)
- Markers/Colored Pencils (students)
- Video of “The Sorcerer’s Apprentice” from Fantasia
or Fantasia 2000
- Teacher selected recordings of “The Sorcerer’s Apprentice” by
Paul Dukas
- Teacher selected recordings of classical music (recommended examples:
Stravinsky’s L’Oiseau de Feu, Smetana’s The
Moldau,
Saint-Saens’ Carnival of Animals, and Berlioz’s Symphonie
Fantastique)
- Copies of Animation Cell Worksheet (included with lesson)
for students
Prior Knowledge:
• Students are familiar with various musical styles.
• Students have completed Lesson 2 of this series of the Pop Icons lessons (Bugs
Bunny and “Rabbit of Seville”). (Completion of Lesson 1 would also
be helpful.)
Procedures
1.
As students enter the classroom, have a teacher selected recording of “The
Sorcerer’s Apprentice” playing. When students are settled, ask them
if they can identify which cartoon character made this piece of music famous.
This piece might not be as recognizable to students as the compositions studied
in the previous lessons, “Linus and Lucy” and “The Barber
of Seville.”
2.
Show VH1’s 200 Greatest Pop Culture Icons: Mickey Mouse, #17, Episode
5.
3.
Lead students in a discussion about why Mickey Mouse might be considered
a pop culture icon. If students have completed the previous two lessons
on Charlie Brown and Bugs Bunny, have students compare the three. Is
Mickey an icon for the same reasons that Charlie Brown and Bugs Bunny
are considered icons?
4.
Provide students with a brief synopsis of the history of Walt Disney’s
Fantasia
Fantasia was originally released on November 13, 1940. It was presented
in Fantasound, which was an early stereo system devised at the Disney
studios; however, movie theaters had to be specially equipped for this
new system. This was a very expensive process and as a result, Fantasia only opened in 14 theaters across the country. Walt Disney won a special
Oscar for Fantasia in 1941.
5. “The Sorcerer’s Apprentice” is an example
of program music. Share the story of the piece with the students:
A young boy is apprenticed to a magician
and is taught magic tricks in exchange for doing various chores.
One day, while
the Sorcerer is away, the boy attempts to cast a spell on a broom
to fetch water at his command. Once the lazy boy has the broom doing
his work, he falls asleep. When he wakes up, he discovers the floor
is covered with water because the broom will not stop fetching it.
He tries to stop the broom, but fails. The apprentice takes an axe
and chops the broom into tiny pieces; however, each piece becomes
a new broom and begins to carry water. Soon the castle is filled
with water. Finally the Sorcerer reappears and says the magic words
to stop the broom. The boy is ashamed, but the Magician says the
boy will make a fine Sorcerer once he learns not to meddle in things
he doesn’t understand.
6. Show “The Sorcerer’s Apprentice” from Fantasia or Fantasia
2000.
7.
Guide students in discussing the music in “The Sorcerer’s Apprentice.” Does
it fit the storyline that was explained beforehand? Why or why not? Ask students
to comment on how the music enhances the elements of emotion, dialog, and action
in the story.
8. Lead students in a discussion about the animation used in “The
Sorcerer’s Apprentice.” Does it fit with the story they
heard before watching it? Ask students how this animation is different
from “Rabbit of Seville.” Remind them that “Rabbit
of Seville” was a parody and “The Sorcerer’s Apprentice” is
not.
9. Distribute copies of the Animation Cell Worksheet and markers
or colored pencils. Ask students to pretend they are an animator
working on the next Fantasia movie. They are going to draw a sequence
of scenes in their animation cells that fits with the musical selection
they are about to hear.
10. Play a teacher selected recording of classical music (recommended
selections listed in Materials section). Students should listen the first
time, and develop their idea for a scene that relates to what they hear
in the music. Play the recording again, and this time have students draw
the animation depicting their scene as they listen. The recording may
need to be played several times in order to provide students with enough
time to complete their animation cells.
11. Ask students to share their work with the class, explaining
their scene and how it and the animations they have created fit with
the musical selection. Have them comment on how easy or difficult
it was to create animation to fit an existing musical selection,
and if they think it would be easier or harder to write music to
fit existing animation instead.
Supplemental resources:
National
Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire
of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
These standards-based materials are provided through a partnership
with MENC: The National Association for Music Education. This lesson
plan was created by MENC member Michelle Barnes, General Music
and World Drumming, Fall Creek Valley Middle School, Indianapolis,
IN.
Animation Cell Worksheet
Directions: While you listen to the musical selection, draw a series
of animation cells that you think express the music.
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