Noah Brown, Grace Sarris, Sebastien Silvers

09/30/19
Director’s Notes

Video Title: CI 2300 Project

Members: Grace Sarris, Sebastien Silvers, Noah Brown

Rationale for the video: This video hook effectively grabs the audience’s attention with eye-
catching, but not overly vibrant, images and videos that are prefaced with what they will face,
preventing them from being overly confused as to what they should be listening for in the
excerpts. In the real world, musicians have to identify instruments and their different
timbres/characteristics and meter changes, as well as listening to others’ performances to see
how we might like our own to go. Students’ imaginations will be engaged while the video is
going because they will have to listen for specific things that are outlined in the video to answer
certain questions, but they won’t know what those are, so their imagination will have to be
running rampant. We also included some pop culture to keep them engaged and show how what
we would discuss in the lesson comes up in what they see every day.

Essential Standard: Understand the interacting elements to respond to music and music
performances. (Specifically instruments and meter)
With this video, we are getting the students to think about certain things in the clips we’re giving
them, without them knowing musical terms quite yet. Our video is providing clips of
performances to give them a glimpse of what is to come in the lesson, then our questions will
guide them to analyze and recognize things from what they just heard. They can see from these
videos that music is performed “in a variety of settings and for a variety of purposes” through the
differences stylistically and instrumentally that we have provided. One of our questions is also
meant to bring up the debate about whether a sound is musical or not.

Set 1 ?s
What defines an instrument? (1:19)
Compare and contrast at least two of the instrument families shown to you. (1:19)

Set 2 ?s
Which instrument is your favorite? Why? (1:19)
After we play the next examples, discuss with a neighbor what you think it is. Explain your
reasoning. (2:06)

Set 3 ?s
Can you create your own beat in one of the patterns shown to you? (2:50)
Give an example of a piece written in ¾. (2:50)
 Noah Brown, Grace Sarris, Sebastien Silvers
09/30/19
Set 1 Sample Responses
-Something that makes noise, something that makes music, something that a person operates to
express themselves through music.
-Some are shiny and gold/silver while others are black or brown. Some are played with the
mouth while some use just the arms. Certain ones are louder than others, certain ones sound
brighter/darker, etc.

Set 2 Sample Responses

-Answers will vary from person to person, could be that some people like louder instruments,
some might like mellower sounds, etc. As long as they give valid reasoning for why they like it
other than “I just did,” it should suffice.
-Waltz in ¾, has a strong feeling with two weaker beats following it. If the student said three or
four you could have them count to three or four when you played the video again to let them see
if they were right or wrong. Second one is hard rock in 4/4, you can feel how the first beat is
strong, followed by a weak beat, stronger beat, then another weak beat. If they say three and
count to threes, they will see that the next time they get to one it won’t be as strong as if it were
in ¾.

Set 3 Sample Responses

-This one won’t have a specific response that can be written down, we would have to have an
idea in our heads of how beats would work in these meters to tell if the student is right or wrong
in their creation.
-Happy Birthday, Amazing Grace, The Star Spangled Banner, any waltz, Greensleeves, Nothing
Else Matters -Metallica, Kiss From A Rose -Seal, The Times They Are A-Changin -Bob Dylan

References Section (APA Format)

References

Anderson, L & The Boston Pops. (1948, February). Sleigh Ride. EMI Music Inc.
Retrieved from https://www.youtube.com/watch?v=OATi34PKNPw.

The Beatles. (1968, August). Hey Jude. Hey Jude: Virgin Publishing. Retrieved from
https://www.youtube.com/watch?v=A_MjCqQoLLA.

CSU Music. (2019, ongoing). Woodwinds. Colorado State University. Retrieved from
https://music.colostate.edu/woodwinds/.
 Noah Brown, Grace Sarris, Sebastien Silvers
09/30/19
Hillenburg, S. (2011, September 7). Band Geeks. Spongebob: Nickelodeon. Retrieved
from https://www.youtube.com/watch?v=RR4ri3rpVZY and
https://www.youtube.com/watch?v=71GWS3ccmvI.

Lewis, R & Macklemore. (2011, August 17). Can’t Hold Us. The Heist: Macklemore,
LLC. Retrieved from https://www.youtube.com/watch?v=2zNSgSzhBfM.

Strauss II, J. (1866). An der schönen blauen Donau. Wiener Männergesangsverein

(Vienna Men's Choral Association). Retrieved from
https://www.youtube.com/watch?v=IDaJ7rFg66A.

Tchaikovsky, P.I. (1892). Valse des Fleurs. The Nutcracker Suite. Retrieved from
https://www.youtube.com/watch?v=VUF9g9V-Ang.

Unsplash Photo Database. (2019, ongoing). Drums. Drums & Musical Instruments.
Retrieved from https://www.vsl.co.at/en/Instrumentology/Brass#!Acoustics.

Vienna Symphonic Library. (2010). Brass. Vienna Symphonic Library. Retrieved from
https://www.vsl.co.at/en/Instrumentology/Brass#!Acoustics.

Williams, J & BBC Concert Orchestra. (1986). Princess Leia’s Theme (BBC Proms).
Star Wars Episode IV: A New Hope. Retrieved from
https://www.youtube.com/watch?v=fdlc_Fok4dM.

Ziatnikov, A. (2019). Metronome and Notes. Adobe Stock: File Number 38658567.
Retrieved from https://learnplayuke.com/musical-meter-rhythm/.

Pluses (things the hook does well): It gives a wide range of excerpts to potentially broaden a
young person’s interest in different styles of music, as well as not lingering too long on any one
subject.

Deltas (opportunities for change): I (Sebastien) need to clean up the video itself some more
and add some sort of audio during transitions so its not completely dull during those parts. Also
maybe include some imagery on these slides.

Questions:
Are the excerpts too short, and is there enough variety for you to successfully answer the higher-
level questions?
Would this video presentation benefit from having voice audio or is the text sufficient?