0.14 Theme and motif in music  (Page 3/5)

Procedure

• Introduce the concept of motifs to your students.
• Play a short excerpt (with plenty of examples of the motif) from your recording. Ask the students to hum or sing ("da da da DAH") the basic motif for you. Ask them if they heard any variations on the motif (perhaps slower or faster, with a change in the rhythm or in the pitches, or with an extra note or two, or maybe played "upside down" with the melody going up instead of down).
• Play a short excerpt for the students again (the same one, or a different excerpt from the same piece). Can they sing or describe any of the variations of the basic motif that they hear? Can they raise hands when they hear a variation?
• Play the entire recording (or a long section) asking the students to raise their hands each time they hear the motif, or to try to count how many times they hear it or a variation. Was only the one motif used throughout the piece, or did they hear any other motifs being used? If the students can identify more than one motif, divide the class into groups, one for each motif, and have each group raise their hands when they hear their particular motif.
• If you like, you can ask the students if they ever hear anything like a motif in the music that they usually listen to. Can they sing or hum the motifs for you, and tell you what style of music they are found in and how they are used? If you like, let them bring examples for the class to listen to. (If necessary, check them for suitability before playing them for the class.)

Melodic themes and movies

Objectives and assessment

• Grade Level - K-12
• Student Prerequisites - Students must be able to aurally recognize specific melodies in spite of minor alterations or changes in texture or timbre .
• Teacher Expertise - Teacher expertise in music is not necessary to present this activity. The teacher should be familiar and comfortable with the terms and concepts regarding motif .
• Time Requirements - If you are very organized and also only show short excerpts, this activity can be done in one (approximately 45-minute) class period. You will find it easier to present the entire discussion, with plenty of time for watching/listening (and essay assignment) in a 2-hour time frame (or two separate class periods).
• Objectives - The student will practice actively listening for and recognizing specific motifs in a familiar musical setting.
• Evaluation - Grade students on active participation in the discussions, and on essays if assigned.

Materials and preparation

• See Melody for a discussion of the terms and concepts that you may want to present to the students during this activity.
• Locate a videotape or DVD of a movie (that is appropriate for your students) with thematic music. "Star Wars Episode IV: A New Hope" is one of the best examples around, but other movie scores by John Williams (the "Indiana Jones" movies, for example) also tend to be very thematic, and so do many other adventure, fantasy, and science fiction films. (Serious dramas and comedies are less likely to use music in this way.) For younger children, one of the sections of "Fantasia" or "Fantasia 2000" may be used, although this is not ideal, since the pictures have been made to fit the music and not the other way around. Animated musicals that reuse melodic themes from some of the songs as background music during dramatic moments can also work. It's a good idea to choose a movie that many of your students are already familiar with; it can be difficult to be consciously aware of the music if you are very engrossed in the story.
• If you are only going to play part of the movie, decide ahead of time which part. Look for spots with lots of characters, lots of action, and plenty of background music. In this case, be ready to start the movie at your chosen spot.
• You will need the appropriate equipment for presenting the movie in class.