The premier one-stop website for live, interactive learning experiences. Live, interactive learning experiences.

0

Let's Go to the Movies

from Cleveland Institute of Music

Program image

In this class, students go not just to the movies but into the movies. From learning the types of music used in films to actually playing the roles of directors and composers, students will sing, act and dance their way through the world of film music in this fast-paced, activity-filled class.

Program Rating

   based on 16 evaluation(s).


Book it!

About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

45 minutes


Target Audience

Education: Grade(s) Kindergarten, 1, 2, 3

Minimum participants:

No Minimum

Maximum participants:

30


Primary Disciplines

Fine Arts, Performing Arts


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)



Booking Information

This session is offered on demand

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Once arranged, distance learning offerings are very difficult and often impossible to re-schedule. The policy of the Cleveland Institute of Music (CIM) concerning distance learning scheduling and registration is as follows:

CIM does not allow the video or audio recording of our distance learning presentations.
Registration for distance learning programs must occur at least four weeks prior to the program date.
Upon confirmation of registration, payment of fees will be considered due, and distance learning clients will be invoiced for all applicable fees. Fees paid to CIM for distance learning programs are non-refundable, except in the case of school closings and other emergencies.
Requests for schedule changes made 10 or more days prior to the program date will be considered but not guaranteed.
Requests for schedule changes made less than 10 days prior to the program date will not be considered
Payments are due regardless of any schedule changes or cancellations.
Please note that all times are Eastern Standard Time.

About This Provider

Content Provider logo

 

Cleveland Institute of Music

Cleveland, OH
United States

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:
Contact Alisa Andrews about scheduling.
samm@norsoft.net
2167953150

Program Details

Format

1. Discussion: Ways that music is used in movies
2. Interactive Example: Musicals
3. Activity: Responding to music with movement
4. Activity: Using movement to create a story
5. Discussion: Putting music in the movie
6. Live Performance: Cartoon Music
7. Activity: Becoming your own cartoon character
8. Activity: Creating your own hit list
9. Live Performance: Choosing the best music for a scene
10. Activity: Making sound effects to identify hits

Objectives

Students will identify ways that music is used in film.
Students will understand and demonstrate how the composer and director work together to create music for movies.
Students will express music through movement and story telling.

Standards Alignment

National Standards

Core Arts Standards
Creating
Imagine
K MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour).
MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives).

Grade 1 MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

Plan and Make
K MU:Cr2.1.Ka With guidance, demonstrate and choose favorite musical ideas.

Grade 1 MU:Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

Grade 2 MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

Performing
Select
K MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections.

Grade 1 MU:Pr4.1.1a With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

Grade 2 MU:Pr4.1.2a Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Interpret
K MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

Grade 1 MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).

Grade 2 MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Grade 3 MU:Pr4.3.3a Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).


Present
Grade 3 MU:Pr6.1.3b Demonstrate performance decorum and audience etiquette appropriate for the context and venue.


Responding
Select
K MU:Re7.1.Ka With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

Grade 1 MU:Re7.1.1a With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Grade 2 MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Grade 3 MU:Re7.1.3a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

Analyze
K MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

Grade 1 MU:Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

Grade 2 MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in music.


Interpret
K MU:Re8.1.Ka With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent.

Grade 1 MU:Re8.1.1a With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators’/
performers’ expressive intent.

Grade 2 MU:Re8.1.2a Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent.

Grade 3 MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent.


Evaluate
K MU:Re9.1.Ka With guidance, apply personal and expressive preferences in the evaluation of music.

Grade 1 MU:Re9.1.1a With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Grade 2 MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific purposes.

Grade 3 MU:Re9.1.3a Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.


Connecting
Connect #10
K MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections.

MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

Grade 1 MU:Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

MU:Re7.1.1a With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Grade 2 MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes

Grade 3 MU:Pr4.3.3a Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

MU:Re7.1.3a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.


Connect #11
K MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

MU:Re9.1.Ka With guidance, apply personal and expressive preferences in the evaluation of music.

Grade 1 MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

MU:Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

MU:Re9.1.1a With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Grade 2 MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in music.

MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific purposes.

Grade 3 MU:Pr6.1.3b Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

MU:Re9.1.3a Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

State Standards

Perceiving/Knowing/Creating
Kindergarten
2CE Explore steady beat and rhythm.
3CE Listen to and explore the music of various styles, composers, periods and cultures.
4CE Explore and identify a wide variety of sounds, including the human voice.
6CE Attend live music performances.
7CE Identify a musician and his or her roles (e.g., composer, conductor and
Performer.
Grade 1
2CE Explore steady beat, rhythm and meter.
3CE Listen to and identify music of various and contrasting styles, composers, periods and cultures.
4CE Identify elements of music using developmentally appropriate vocabulary (e.g., rhythm, syllables and solfege).
5CE Explore selected musical instruments aurally and visually.
6CE Attend live music performances with emphasis on concert etiquette.
Grade 2
3CE Listen to and identify music of various styles, composers, periods and cultures.
4CE Identify elements of music using developmentally appropriate vocabulary (e.g., rhythm, syllables and solfege).
5CE Explore selected musical instruments visually and aurally.
6CE Attend live music performances with emphasis on instrument and voice identification.
Grade 3
1CE Visually and aurally, identify the four families of orchestral instruments.
2CE Identify and discriminate between sounds produced by various instruments and the human voice.
3CE Listen to and identify the music of different composers of world cultures.
5CE Identify elements of music using developmentally appropriate vocabulary.
6CE Identify careers in music including composing, performing and conducting
Producing/Performing
Kindergarten
2PR Demonstrate a steady beat and maintain it while performing.
3PR Sing (using head voice and appropriate posture) and move to music of various and contrasting styles, composers and cultures.
4PR Create a wide variety of vocal and instrumental sounds.
6PR Demonstrate audience behavior appropriate for the context and style of music performed.
Grade 1
2PR Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm.
7PR Demonstrate audience behavior appropriate for the context and style of music performed.
Grade 2
2PR Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm.
Grade 3
1PR Sing a varied repertoire with accurate rhythm and pitch individually and with others.
3PR Use the head voice to produce a light, clear sound while maintaining appropriate posture.
5PR Sing, move and respond to music from world cultures and different composers.
9PR Demonstrate appropriate audience etiquette at live performances.
Responding/Reflecting
Kindergarten
1RE Share ideas about musical selections of various and contrasting styles, composers and musical periods.
5RE Identify and discuss various uses of music in the United States and the various meanings of the term “musician.”
7RE Offer opinions about their own musical experiences and responses to music.
Grade 1
1RE Recognize how music is used for a variety of occasions.
2RE Describe how music communicates feelings, moods, images and meaning.
3RE Communicate a response to music using dance, drama or visual art.
4RE Connect concepts shared between music, other art forms and other curricular subjects.
5RE Form and express personal opinions about a musical performance and show respect for the opinions of others.
7RE Discuss audience behavior appropriate for the context and style of music performed.
Grade 2
1RE Explain how music is used for a variety of purposes and occasions.
2RE Discuss music of various composers, periods, cultures and contrasting styles.
3RE Discuss how music communicates feelings, moods, images and meaning.
4RE Interpret music through dance, drama and visual art.
Grade 3
2RE Notice and describe what they hear in selected pieces of music and compare their responses to those of others.
3RE Explain personal preferences for specific musical selections using music vocabulary.
4RE Evaluate audience etiquette associated with various musical performances and settings.
5RE Analyze music in terms of how it communicates words, feelings, moods or images.