Section 2.11c

Learning Goals

Students will discuss how tempo and pitch relate to the emotional feel of music.

Students will review their business case study and determine what type of music would be preferred by their selected company.

Objectives and General Description

The objective for this section is to transition the students perspective from informing to engaging through music. Students will return to working in pairs in this unit. Ideally, student pairs will be formed from their teams since students will work together on adding music to create their websites. Groups of 3 students can also be formed if needed, but pairs are ideal. Pairs can be formed by telling students to select a partner from their teams, and letting them know they will work with this person for the rest of this unit. If teams have 5 people, the can form a group of 2 and a group of 3.

This activity will lead into the students creating a musical introduction for their website.

In this section, you will play musical introductions from commercials and movie themes without showing them your screen so that they can focus on the sound rather than the visuals. It will be much smoother if you already have the 3 musical introductions cued up so that you do not play any adds. 

Activities

Activity 2.11c.1 (Budget 15 minutes)

Students transition to musical engagement by identifying tempo and pitch related to emotional responses.

1.   Hand out the Musical Engagement worksheet and explain to the class that we are moving from a focus on informing our audience to engaging them through music. 

2. Connect your computer to play sounds for the class but not the display. Facilitate students recording the basic emotion (happy/carefree, sad, fear, anger), tempo (slow, medium or fast), and pitch (low, medium or high) they feel the music is trying to illicit for three different musical introductions. Facilitate class discussion after playing each introduction: TED Talk (only 8 seconds), Google Intro (only 7 seconds), Nintendo Switch (only 8 seconds).

3. Facilitate class discussion on the topic for each intro but do not tell them what it was for, reconnect your display, and share the opening video with the audio for each introduction so that the students see what each is about.

4. Present the Anatomy of a Song PowerPoint (this is a pdf). Go through and play the different videos explaining how mood, tempo, pitch, melody, and rhythm work together to have an audience "feel" something. Have students record the researched relationship between tempo, pitch, and emotions at the bottom of their Music Engagement worksheet.

5. Student teams should decide together what type of music their selected company would want for the recruitment artifact.  What tempo?  What pitch?  What "feel" would they want in their music?  Student teams create a quick plan for their musical direction.  This plan could be written on a google doc, google form, paper, etc.

6. Decide how you want the students to create the recruitment artifact music

   • All students create individual music programs.  Then teams will select one to use in their artifact.

   • Students partner up and create the music using a Pair Programming approach.  Teams select music for the artifact.

   • Proceed straight to Sprint 2 and let the teams decide who will be responsible for the music.  

Go back to Section 2.10 and begin Sprint 2

Resources

• 2.11c.1: Musical Engagement worksheet (Student resource) 

• 2.11c.1: Musical Tempo and Pitch PowerPoint (Teacher resource)