Download Maestro Analysis Task Essay - Aldridge State High School

ALDRIDGE STATE HIGH SCHOOL
PERFORMING ARTS DEPARTMENT:
MUSIC
ANALYSING TASK SHEET
YEAR 11/12
UNIT: MAESRTO’S OF THE MOVIES: ___________
Name:
Draft:
Final:
Context
Throughout the course of the term we have explored a variety of films that explore many different themes
and styles of film composition. These films have ranged from animation classics such as Toy Story and Up,
whimsical comedies such as ‘The Holiday’ and hard hitting action films like Gladiator and Jaws.
Task –Analytical-Argumentative (Essay)
Your task is to write an extended analytical essay to support or refute the given quote.
“It is the film composer’s job to read the film for its intentions and make what the film’s about enjoyable,
thrilling accessible and touching. The composer must understand the emotion, portray a character and
often incorporate a setting/time with the musical elements at his/her disposal. Failure in this area of film
production if often overlooked but a key ingredient to a successful final production. (George Fenton film
composer for Cry Freedom, Gandhi, Dangerous Liaisons and the Fisher King)
You are required to refer to the quote in the construction of an analytical essay that demonstrates the success
or failure of a film composer. During the task, refer to the original score and soundtrack as part of your
analysis. Evidence to support your chosen position should be clearly outlined throughout the essay by
identifying musical elements and demonstrating well communicated and substantiated judgements.
Possible movies of seen-heard repertoire throughout the Term:
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Jaws, E.T, Jurassic Park, Schindler’s List,
Indiana Jones, Harry Potter, Superman (John Williams)
Psycho (Bernard Herrmann)
Meet Joe Black, Shawshank Redemption (Thomas Newman)
Toy Story’s- Monsters Inc (Randy Newman)
Lord of the Rings- (Howard Shore)
Titanic, Avatar, Legends of the Fall (James Horner)
Gladiator, Rain Man (Hans Zimmer)
Spiderman and Batman (Danny Elfman)
Forrest Gump (Alan Silvestri)
Up (Michael Giacchino)
Pink Panther Theme, Baby Elephant- (Herny Mancini)
Conditions Senior Music Year 11 and 12
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Students are to respond to the extended written Task
Word Limit Year 11- approx 600-800 words
Word Limit Year 12- 800-1200 words
Student responses must be accompanied by score/s and or sound sources
An assessment package has been included below
Criterion for Essay
A
B
C
D
E
Musicology
The student work has the following The student work has the following The student work has the following The student work has the following The student work has the following
characteristics:
characteristics:
characteristics:
characteristics:
characteristics:

discerning perception and
interpretation of relevant music
elements and concepts in
repertoire and music sources

thorough perception and
interpretation of relevant music
elements and concepts in
repertoire and music sources

perception and interpretation of 
music elements and concepts
in repertoire and music sources

comprehensive and discerning
analysis and evaluation of
music to determine the
relationships between music
elements, concepts and
stylistic characteristics

in-depth and coherent analysis
and evaluation of music to
determine the relationships
between music elements,
concepts and stylistic
characteristics

analysis and evaluation of
music to determine the
relationships between music
elements, concepts and
stylistic characteristics

discerning synthesis of
findings, well-supported
justification of music
viewpoints, and convincing
communication of music ideas.

effective synthesis of findings,
valid justification of music
viewpoints, and logical
communication of music ideas.

synthesis of findings,

justification of music
viewpoints, and communication
of music ideas.
Comments:

inconsistent perception and
interpretation of music
elements and concepts in
repertoire and music sources

little consideration of music
elements or concepts in
repertoire and music sources
simple analysis of music to
identify some connections
between music elements,
concepts or stylistic
characteristics

statements that may relate to
music elements or concepts
statements of findings with
simple justification of music
viewpoints and presentation of
music ideas.

statements of opinion related to
music ideas.
Tips for Success/ Frameworks
Be sure to answer the following questions as part of your analysis:
1. Consider the film being studied: Has the composer(s) fulfilled their responsibility to the film?
2. Does the score accurately reflect the setting?
3. Has the manipulation of musical elements been successful in supporting characterisation and reflecting mood?
Use your deconstruction of musical elements to support your discussion and substantiate your judgements. (see attached table, you may submit this as
an appendix)
Task Structure Outline:
What is the task asking me to do?
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How do I go about answering the requirements of the task?
Introduction
1. Argumentative sentence that states your position regarding the quote
_____________________________________________________________________________________________________________________________
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2. How you are going to support your statement? State chronologically what you are going to talk about in your essay
_____________________________________________________________________________________________________________________________
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Track Listing: Include the track listing here before discussion.
Body/Evaluation
This is the section where you:
• identify each of the musical elements
o
o
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What compositional elements distinguish this score?
Place segments of the score here if they support your statement.
Discuss how they have been manipulated within the film and continue to with your position (support of refute)
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To what extent does the score serve the film?
How is the level of emotional involvement between music and drama appropriate for the film?
Draw conclusions about the effect this has on evoking and emotional response from the audience
o
Relate this information back to the action taking place in the film and the characters.
Conclusion
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Relate any evaluative statements back to your original point stated in the opening of the task.
Whatever you do- DO NOT JUST REGURGITATE WHAT YOU HAVE ALREADY SAID!!! BIG NO NO!
Some hints for the wise:
1. Spend some time before the writing your essay expanding your vocabulary of adjectives. Don’t describe the musical elements in terms of happy, sad,
good or bad. THIS IS NO GOOD!
2. Make sure you deconstruct in detail your film. Be really familiar and knowledgeable about the relationship between the film (time, place, setting,
characters, emotional themes etc) the musical elements manipulated by the composer and the effect this has in relation to the action.
3. Be very explicit and descriptive with your statements regarding the musical elements used and how they are used. For example it really isn’t enough to
say that a melody is simple. What makes it simple? Is it repetitive? Does it have a limited pitch range? Does it fit any scale forms? Refer to the dot
points on the first two pages. They will give some points to talk about or look for when you are deconstructing your film music.
4. Spend some time drafting statements, paragraphs, thoughts. Write it down then type it out and then say it out loud. Then ask yourself What I’ve written?
Mmm … Does it makes sense? Is it grammatically correct? Is it academically appropriate? If the answer is no then TRY AGAIN!!!
5. Use a structured plan. – Use table below to analyse Musical Elements
Choose your two films to deconstruct: _______________________
Musical Elements
Duration:
• Time signature
• Tempo
• Rhythmic content
• Changes on speed
Dynamics:
• Volume of sounds
• Changes in volume of sound
• Articulation
Melody:
• Phrases
• Musical contour
• Ornamentation
• Range and register
• Tonal or atonal
• Matching scale structure ie.
Major or minor
Harmony:
• Major and or minor chords
• Functional harmony ie. Perfect
cadences
• Dissonance
• Tonality – Is there a clear sense
of a tonal center?
• Modulation
• Styles of accompaniment
Timbre:
• Sound sources – vocal,
instrumental,
Acoustic,
Electronic, computer generated
• Character of individual sounds
Film # 1:
Texture:
• Monophonic, polyphonic,
homophonic,
• Roles of instruments and voices
• Sequencing or layering of
sounds
Structure:
• Repetition,
• variety,
• contrast,
• unison
• forms such as binary, ternary or
verse chorus
General thoughts on how these elements may reflect aspects of the story or the emotional themes presented in a particular scene:
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Criterion for Essay
Standard A
Standard B
Standard C
Standard D
Standard E
The Student:
The Student:
The Student:
The Student:
The Student:
Perceptively
Effectively evaluates
Evaluates music by
Recognises some
States opinions
evaluates music
music by
deconstructing
uses of identified
that may relate
by thoroughly
deconstructing
repertoire, and
musical elements
to musical
deconstructing
repertoire, and
determining some
and/or
elements and/or
repertoire, and
determining the
of the uses of
compositional
compositional
determining the
manipulation of, and
identified musical
devices and
devices.
manipulation of,
relationships
elements and
states opinions
and relationships
between, identified
compositional
which may relate
between, identified
musical elements
devices,
to context, genre
musical elements
and compositional
communicating
and the
and compositional
devices,
partially
expressed style.
devices,
communicating
substantiated
communicating
substantiated
judgements about
detailed and
judgements about
how these relate to
substantiated
how these relate to
context, and genre
judgements about
context and genre
and the expressed
how these relate
and the expressed
style.
to context and
style.
genre and the
expressed style.
Standard
Awarded
Teacher
Comments
Teacher
Signature