Pirates of the Caribbean Theme Song, Hans Zimmer
link to track used: https://www.youtube.com/watch?v=mUnrWo6z9WY.
Stop the music at the awkward edit at 2:19.
Activities leading up to this:
- Learning Sequence
Activities in triple meter
- Songs in triple meter
- The “poison rhythm” game
where students have to remember the main rhythmic motive of the song and
not repeat it or they’re out J
1. Have students
chant the main rhythmic motive on solfege after me, showing the weighted
articulation using a fist gesture on macrobeats in the air as they chant. (The motion is as if they’re using a hammer
in the air.) Showing them the rhythm on the board, have students echo it
looking at the notation. Have them identify if the rhythm is in duple or triple
meter (or other) (triple). We’ll call
this the pirates theme.
2. Listen to the first A section with the students, pausing
after every time the rhythmic motive happens to point it out or to ask students
if it happened in what they just heard. If they need help hearing it, have them
whisper-chant the motive as they listen to those measures again.
3. Hand out the call
chart, clipboards, and pencils. Ask
them to keep tally in the blanks next to “A” of how many times they hear the
pirates theme, and follow along with the beat with their finger in the other
sections. Listen and call out the following sections at these times:
A: at 4 seconds
Waves: at 38 seconds
B: at 45 seconds
Waves: at 59 seconds
A: at 1:11
Waves: at 1:47
B: at 1:52
Waves: 2:06-2:19.
4. Ask them to listen
again to check their tallies (at least once more here). Tell them this time
before they start that in B the articulation changes—see if they can listen for
that change and describe it afterward.
5. Ask for the
answers to your questions: number of
times for pirate motive in each A section, what happened to articulation at B
(we’ll call it the smooth sailing section after they answer).
6. Listen again and
count together each time the pirate motive comes.
Extension: students come up with moves they could do on
beat for the different sections J
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