Films and music in one word

On a trip to our local IMAX cinema to witness Denis Villeneuves take on Frank Herberts Dune, we were reminded of the power of film music.

The esteemed Canadian filmmaker recruited none other than music deity Hans Zimmer to bring the space-cum-desert adventure to life through sound.

The formidable score instantly transported us to the planet Arrakis and prompted us to care for the characters to the point where we grew fearful of the storys high stakes.

It took us on a journey and gave us clues about certain twists along the way. After to our cinema trip, we decided to remind readers why music is important to film. 

Read on to learn about the importance of music in film and how Audio Network could play a musical part in your film production.

In case you didnt know, weve got over 200,000 tracks to brighten up your next project – high-quality, ready-to-licence songs from all different genres, moods and styles, sorted into specific playlists for your convenience. 

What Is Film Music?

Film music is, quite simply, music that features in a film.

The term ‘film music’ is an umbrella term that covers two types of movie music: the score and the soundtrack.

A film score is a collection of mostly instrumental music thats created specifically for a film by a composer.

A film soundtrack is an album of pre-existing songs chosen to be featured in the film. 

Below, you can find an example of a song from the Guardians of the Galaxy score and the Guardians of the Galaxy soundtrack. 

Guardians of the Galaxy Score 

Guardians of the Galaxy Soundtrack

How Can Music Change a Film?

Film music can transport viewers, trigger their emotions and leave them hints.

Without music, viewers would find it difficult to invest in and digest a narrative.

Just imagine watching Harry Potter discover Hogwarts without the magical music (‘Hedwig’s Theme’ is a downright classic), or reading through a Star Wars opening crawl without the big, bold sounds of John Williams’s iconic score. 

Functions of Music in Film

As mentioned above, film music has three primary functions:

  • Transport
  • Trigger emotions
  • Hint

Allow us to explain each of these functions below.

Transport

Right from the beginning of a film, music has the power to whisk you away to different lands, planets and points in time.

Film producers use music to encourage an audience to imagine theyre part of the on-screen events, which, in turn, allows them to immerse themselves in the story. 

One of the best examples of a transportive soundtrack is Ludwig Göranssons score for Black Panther.

When watching the scene in which T’Challa returns to Wakanda, audiences feel part of the journey across Africa thanks to a composition thats tribal, majestic and awe-inspiring.

Most importantly, the music makes the viewer feel welcome, almost at home, in Marvels futuristic city.

Trigger Emotions

Film music can trigger emotions, from sorrow to nostalgia. If certain characters, conversations and settings cause viewers to feel a certain way, they are likely to connect with the film and become a fan.

Pixars Toy Story 2 contains one of the most emotional scenes in film history – naturally, we’re talking about Jessies ‘When She Loved Me’ scene.

As viewers learn of Jessies tragic backstory, they feel sorry for the character, and, therefore, more connected to the cowgirl.

Over time, this one emotional scene has been the reason viewers return to watch the film. It turns out we all want to feel something, even sadness.

Hint

Music is trustworthy: a viewer can depend on the music of a film to hint at the vibe of a setting, the intentions of a character and the purpose of a scene.

Upon hearing the music, an active audience member will know how the director requires them to read and comprehend a scene. 

In an early scene from Disneys first Star Wars effort – Star Wars: The Force Awakens (Episode VII) – John Williams’s score hints that viewers are about to meet the films primary antagonist.

The dramatic, alarming music plays as the wicked Kylo Ren arrives on the planet the protagonists are on. Instantly, were fearful of the masked villain.

How Can Good Music Contribute to the Overall Success of a Film?

Different people measure success in different ways, such as:

  • Film reviews
  • Awards
  • Audience reaction

Here are three ways one may consider a movie successful, if the film music hits the spot.

Film Reviews

If you read film reviews, youll know critics almost always share their opinion on the music of the film – and the music will have a part to play in the critics overall rating.

Poorly rated films often struggle to attract audiences; thus, its paramount that music is carefully considered when producing a film, to ensure the critics are on board. 

Awards

Music can increase a films chances of receiving awards, and every film studio in the world is keen to showcase any Oscar, Golden Globe, BAFTA or Grammy they can get their hands on. 

When you Google Bradley Coopers A Star Is Born, you will see the words ‘Academy Award-winning’ attached to the title multiple times.

Unless youre a film buff, you probably wouldn’t know that the only Oscar the film took home at the 91st Academy Awards was for Best Original Song.

The award was won on the night by Lady Gaga, Mark Ronson, Anthony Rossomando and Andrew Wyatt for ‘Shallow’.

Audience Reaction

A movie has to make a viewer feel something – whether thats happy, sad or simply grateful to be alive – for it to deserve to be labelled successful.

Personally, we appreciate the kind of films that leave a lasting impression. 

As you now know, one of the functions of music is to trigger emotions; hence, music is paramount to a films success as a single beautiful composition – say, for example, ‘Married Life’ from Pixar’s UP – can create a huge impact.

If a viewer establishes a relationship with a particular piece of music, theyre likely to re-watch the film again and again. And some would argue that repeat viewings are the ultimate indicator of a successful film. 

How Audio Network Can Play a Part in Your Film

We supply high-quality music to businesses worldwide, and our music has been used in a plethora of projects.

This includes The Mauritanian, Kevin Macdonalds award-winning movie starring Benedict Cumberbatch and Jodie Foster.

Were also here to lend our expertise and provide examples of inspirational content.

We cover all kinds of content – from best movie soundtracks to best movie scores to best-selling movie soundtracks – all of which you can discover over on our content page, The Edit.

The Essential Edit Subscription

If youre in the midst of making a movie (go you!), the Essential Edit subscription has you covered.

By signing up to our subscription service – which, FYI, is priced at a super-reasonable £49 a month – youll be able to download as many tracks as you like, and youll receive a lifetime licence for any project completed during your subscription. It really is a win-win for everyone!

Head on over to our discover page to check out and sample our most popular songs featured in playlists, such as new releases and maximum impact. 

Need Music for Your Project?

At Audio Network we create original music, of the highest quality, for broadcasters, brands, creators, agencies and music fans everywhere. Through clear and simple licensing, we can offer you a huge variety of the best quality music across every conceivable mood and genre. Find out how we can connect you with the perfect collaborator today by clicking the button below!

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9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;
9.4.7.1 — recognize typical features at word, sentence and text level in a wide range of written genres;
adjectives on a wide range of familiar general and curricular topics
9.6.6.1 — use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures
on a range of familiar general and curricular topics;

Содержимое публикации

Unit 7: Music and film

School: SuleimenovSecondary School37

Date:

Teacher name: Mukanova V.Zh.

Grade: 9

Number present:

Number absent:

Theme of the lesson:

Music

Learning objectives

9.4.4.1 — read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9.4.7.1 — recognize typical features at word, sentence and text level in a wide range of written genres;

adjectives on a wide range of familiar general and curricular topics

9.6.6.1 — use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures
on a range of familiar general and curricular topics
;

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Criteria

Ss can match the picture of a musical instrument with its definition

Previous lesson

Music

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

To present new vocabulary for musical instrument

Elicit the musical instrument by asking the descriptions or asking Ss to draw pictures on the board or by using flashcards. Tell Ss they are going to hear different pieces of music played by these instruments. Play the recording twice

Learners listen and number the musical instrument in the order they hear them

Verbal evaluation

Middle

30 min

To identify rhythm and tempo

Elicit the answers to the questions

Give Ss some time to read the text

Elicit what it is about

To read for cohesion and coherence

Give Ss some time to read the text

Fill the gaps with the appropriate quatifiers from the list. Play the recording for Ss to listen and check their answers. Refer Ss to Word List to look up the meanings of the words in the Check these words box

To consolidate new vocabulary and comprehention of a text

Give Ss time to look up the meanings of the words in bold

Elicit explanations from Ss around the class. Have Ss ask and answercomprehension questions about the text in pairs. Monitor the activity around the class

To match audio and visual elements

Ask Ss to draw a picture of anything they want. Write or find a piece of music to match it. Tell Ss to record a piece of music. Ask Ss to present their drawings and a piece of music to the class in the next lesson

Learners do the task

Learners read the text

And fill the gaps with the appropriate quatifiers from the list

Learners ask and answer comprehension questions about the text in pairs.

Learners match audio and visual elements

Mutual avaluatio

Individual avaluation

Verbal evaluation

Individual avaluation

End

5 min

REFLECTION

Cinquain” is a five-line poem based on the content of the material under the study.

Line 1 – One-word title.

Line 2 – Two adjectives for describing that word.

Line 3 – Three verbs.

Line 4 – Four feeling words.

Line 5 – A synonym for the title word.

Hometask:P 84 ex4 Match the picture of a musical instrument with its definition

Saying goodbye

Self-assessment

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1. Commenting

This is a function that shouldn’t be overdone. Music can put a judgement on certain movie scenes, it can state that a certain battle scene is heroic, a certain dialogue is sad etc. In the early days of film music, the function of the music was most of the time to comment on the images. Nowadays we perceive this as an annoying redundancy most of the time but used cleverly it will help push the audience into the right direction.

In this clip the music creates a certain heroism for rather neutral images:

2. Illustrating Movement

Another function that feels rather old fashioned and comedy. Accenting with the music every movement seen on screen is so-called mickey-mousing (coming from a scoring technique that was often used in Mickey Mouse cartoons). Hearing xylophone “plings” when someone raises his eyebrow etc. feels very cartoony however it can be great in slapstick moments and when done well even in dramatic situations.

In the following clip the music syncs up with motion in several occasions:

3. Creating Plot Relationships

The use of so-called leitmotifs has been established by Richard Wagner in the opera and has often be used in film context since the early days of film music. Giving certain characters/situations/places thematic identities helps to connect certain plot points together. When the villian gets a theme and later we hear that theme again when somebody talks about a “stranger” we get a very clear hint of who that stranger might be. It doesn’t need to be that obvious for leitmotifs to work, of course. However, be warned to not overdo that technique. Not every supporting role needs a motif/theme and it can quickly feel very old fashioned when using this method extensively.

4. Create Atmosphere

This is one of the strongest function of music in the movies. It can set the tone of the movie. Just by the way the score comes in for the first time in the movie makes it possible to know the genre and the “level of drama” of the movie. Of course exactly this really strong function can be used to create plot twists.

The intro of SILENCE OF THE LAMBS already sets the atmosphere for the entire movie in site of the visuals being rather neutral.

5. Portray Emotions

Another very strong function. Music can serve the movie by getting into the emotions of the characters. A face with a neutral expression can be pushed into “feeling” many different things just by what kind of music is used. In the same way it works of course very well to evoke certain emotions with the audience.

Here’s the legendary ending sequence of ET without music:

And the same scene WITH music:

6. Social/Cultural/Geographic References

Music can work very well to make clear the heritage of a character/group of characters or the geographic setting of the movie or a scene. Often so called pseudo authenticity is used that uses music that feels like a certain location to western ears as opposed to actual music that can be heard at that location (which differs quite heavily sometimes). If for example Irish sounding music can be heard during a certain scene etc. we can easily spot where it’s taking place without the need of visually establishing the location too much.

The opening sequence of this series pretty specifically sets the location of it musically:

7. Time/Period References

Music can also work very well to establish a certain time or period. Music that sounds very baroque will put us back into the 18th century but references can also be more subtle. Flashbacks over a few decades for for example can be very well supported by the musical style which adapts to the time portrayed in the movie and therefore makes the flashbacks more understandable.

8. Connect Scenes/Montages

Music helps very well to glue scenes together. Rather harsh scene changes can be softened by adding music over the scene change. One of the extremes of these forms are montages which work beautiful with music. Even though we might have a lot of jumps in time/places or even periods, when the montage is covered under one score cue it will at the same time be glued together and understood as a whole.

Here’s an example of a montage being glued together by music:

9. Manipulate

One of the functions of music that is and has been used quite a lot, even though it is not one of the most noble functions of music. Doubtful contents of a movie can be pushed into the “right” direction by music as it has been seen with lots of propaganda movies from all periods of times. However it can also be used very cleverly. For example when a character that is being portrayed as “the good guy” but actually is the villain. However in this case this fact will only be revealed at the end of the movie. Any moment before where the audience might get trapped into maybe thinking that he might be the evil guy, the music can jump in and manipulate in the way of working against these doubts.

10. Alternate the Perception of Time

The perception of time is a fantastic playground for music. Just by altering the tempo of music, it can heavily push or drag any scene. Imagine a chase sequence where the music pushed with lots of tempo, exciting orchestration etc. compared to the same sequence with a calm, slow music. The latter one would almost feel like irreal but it would make the scene way less exciting. Same goes for any time perception. A scene where we see a person waiting which lasts only 30 seconds can be extended painfully in the perception by the music.

In this scene, the slow motion shots are being scored very excitingly giving this sequence the emotional importance:

11. Imply a Sense of Space

Not only the perception of time but also the perception of space can be influenced by the music. Using a very intimate piano+violin duo on a space science fiction movie might seem just as wrong as using a full symphony orchestra in a two character movie that’s taking place in a small flat. Also by the use of register (very deep sub bass or very high violin notes as opposed to music that plays mainly in the middle registers) can leave an impression of “size”.

In this dialogue scene, the music opens up the size of the underwater world by having a lonely flute line on top of rumbling basses/celli.

12. Create Unreal Situations

Characterizing nightmares or situations of shock or being paralyzed can be done perfectly by the music. Anything that gives the feeling of not being real can be greatly enhanced by the music. Nightmares of characters can be made much more impressive with the right music.

This excerpt shows how music pushes the situation into a surreal atmosphere right from the beginning.

13. Create Contradictions

Music that sounds like something that is not expected in a certain scene will create a feeling of “something is not right”. It works great for example on dialogues that are actually neutral from the content of what is being said. However having a really dark and sinister music under this scene will leave the impression that something will be happening, something might be wrong here.

This well known sequence from SCHINDLER’S LIST overlays the gruesome liquidation of the ghetto with a classical piano piece, creating the strongest musical contradicition possible.

14. Parody

Music can influence very strongly whether we find a scene to be serious or laughable. It can use this ability to create fantastic parodies of characters or situations in the movie. One very simple example would be a character who pretends to be very evil and acts like this, however the music just gives him/her a quirky wannabe-evil march.

In this scene, the music sets some comedic parody moments:

15. Physiological Conditioning

Music can also influence and stimulate our very basic emotions like fear and therefore evoke in a best case scenario every physiological consequence  that comes with that emotion like racing heart, sweaty hands etc. Especially in the genre of horror and thriller, these effects are used extensively. A certain level of volume will make it impossible for the body and the conscious mind to detach from these emotions. Shock effects in scores/movies as well as terrifying buildups (cop sneaking in a dark basement – he’s approaching a corner – music gets louder and more terrifying etc.) are very common and work great, however quickly can feel like a cheap trick when used too often. It is also possible to influence into other emotional directions, which is more subtle and doesn’t have the obvious effect as fear etc.

This scene from INTERSTELLAR and its music create a strong sense of urgency, pushing the adrenaline:

16. Implying Size Relations

A little boy walking alone through a huge city is just a scene that might be very suitable for this use of film music. In this case the music can enlarge the visual differences between these things by giving the boy a little innocent flute motif on top of a very low, boiling music which might symbolize the huge city. In this way, things that can’t be seen like that on the screen can be set into relationship. If this little innocent boy from above might actually be a really brave, heroic person who has done or is about to do big things the music might set him into another “size” dimension to the city even though the images don’t reveal that yet.

17. Psychologically Uniting the Audience

One of the most obvious case of such a function of music are national anthems whose function of course also is, to unite the “nation”. The same works in the music. Especially euphoric, heroic emotions can be used very effectively to get this collective emotion. Often, well known songs/music pieces can be used for that as they are easier accessable than music that the audience hears for the first time. However, even a very heroic score cue on top of a scene where the heroes of the movie walk through a crowd applauding a cheering at them after they fought the last big battle and won can create exactly this collective feeling of having been part of all that also with the audience.

In this scene the music unites the characters in the movie as well as the audience:

18. Character Development

Music can help the audience to understand or develop character. For example, through listening to the song “When She Loved Me,” in Toy Story 2, the audience learns the sad story of the character “Jesse.”

Sound, voice and music are integral to most films and/or film viewing experiences. Even the earliest silent films were often shown with live musical accompaniment. Sound enhances the imaginary world, it can provide depth, establish character and environment, introduce a new scene or cue the viewer to important information. We have organized the page according to the following categories: sound source, sound editing and film music.

SOUND SOURCE

Diegetic vs. Non-Diegetic Sound

Diegetic sound is any sound that the character or characters on screen can hear. So for example the sound of one character talking to another would be diegetic. Non-diegetic sound is any sound that the audience can hear but the characters on screen cannot. Any appearance of background music is a prime example of non-diegetic sound. This clip from Edgar Wright’s Shaun of the Deadsimultaneously depicts both diegetic and non-diegetic sound. The sounds of the characters speaking, the records flying, and the zombies are all diegetic; the characters can hear them. Meanwhile, the beats and riffs of the background music serves as an example of non-diegetic sound that goes unheard by Shaun, Pete, and the menacing zombies.

-David Pokorny

Nonsimultaneous Sound – Emily Johnson

Nonsimultaneous sound is essentially sound that takes place earlier in the story than the current image. This type of sound can give us information about the story without us actually seeing these events taking place. In this example from Rent, Roger goes out in search of Mimi. The viewer sees him running around New York, but all they hear is earlier answering machine messages regarding previous events. The messages all describe parts of the story that have already happened, however, the viewer has not seen them happen.

Direct Sound

Direct sound is all of the sound that is recorded at the time of filming. In this scene from Talladega Nights: The Ballad of Ricky Bobby, the only sounds are those that occurred when the scene was filmed. The main sound in the scene is the characters’ dialogue, but some subtle direct background noises, such as popping gum, can be heard as well. No postsynchronous sounds or music occur in the scene, which places emphasis on the characters’ dialogue and creates a more realistic, believable ambiance.

-Katie Avery

Synchronous Sound

Synchronous sound is sound that is matched with the action and movements being viewed. An oft-used example portrays a character playing the piano, and the viewer hears the sounds of the piano simultaneously. In this clip from The Pianist, Adrien Brody finishes up a piece in front of a German guard.

-Brad Anglum

Postsynchronization Dubbing

Postsynchronization dubbing describes the process of adding sound to a scene after it is filmed. This sequence from Star Wars Episode IV: A New Hope illustrates many different forms of postsynchronous sound. In fact, hardly any of the sound in this scene is synchronous. The space battle scenes contain laser and explosion sounds that are artificial and added to the scene after it was filmed. These sounds increase the intensity and authenticity of the scene. Later in the scene, many of the sounds inside the Rebel spaceship, including the sirens, explosions, and the droids’ voices, are all dubbed postsynchronously. The nondiegetic, postsynchronous music in the scene contributes to the suspense of the sequence. Postsynchronous sound is a staple of the Star Wars films and many other action-adventure films.

-Katie Avery

Offscreen Sound

Offscreen sound describes sound assumed to be in the space of a scene yet remains offscreen while the action takes place simultaneously. In this scene from The Boondock Saints the director uses offscreen sound to undermine the ideas of a detective who gives his thoughts on a recent murder. He uses this dialogue as background noise to introduce the all-star FBI agent who will be working the case.

-Brad Anglum

Sound Perspective

Sound perspective refers to the apparent distance of a sound source, evidenced by its volume, timbre, and pitch. This type of editing is most common in how the audience hears film characters’ speech. While the scene may cut from a long shot of a conversation to a medium shot of the two characters to close-up shot/ reserve-shot pairing, the soundtrack does not reproduce these relative distances and the change in volume that would naturally occur. Actors in these situations are “miked” so that the volume of their voices remains constant and audible to the audience. Sound perspective can also give us clues as to who and where is present in a scene and their relative importance to the film’s narrative.

The following clip from Moulin Rouge! provides an example of the lack of sound perspective because as the camera tracks out from a medium-long to an extreme long shot of Satine, the sound quality and volume of the singer’s voice does not change as it realistically would as the viewer increases their distance from the subject. Editing devices such as this are especially important in musical films such as Moulin Rouge!, where the songs are what drive the narrative and thus maintaining the sound quality over realistic expectations becomes integral to the film.

In contrast to this, below is a clip from the opening sequence of Orson Welles’ Touch of Evil (1958) that shows a more realistic use of sound perspective.  The sound’s distance is made obvious by the fading and increasing volume of the car’s music and people’s voices as they move toward or away from the camera.  In this example sound contributes to point of view; we hear what the characters hear as they navigate the streets of a border town on foot.

– Sarah Kingsley

SOUND EDITING

Sound Bridge

A sound bridge is a type of sound editing that occurs when sound carries over a visual transition in a film. This type of editing provides a common transition in the continuity editing style because of the way in which it connects the mood, as suggested by the music, throughout multiple scenes. For example, music might continue through a scene change or throughout and montage sequence to tie the scenes together in a creative and thematic way. Another form of a sound bridge can help lead in or out of a scene, such as when dialogue or music occurs before or after the speaking character is scene by the audience.

– Sarah Kingsley

Voice Over

A voice over is a sound device wherein one hears the voice of a character and/or narrator speaking but the character in question is not speaking those words on screen. This is often used to reveal the thoughts of a character through first person narration. Third person narration is also a common use of voice over used to provide background of characters/events or to enhance the development of the plot. As we see below in Wes Anderson’s The Royal Tenenbaums, a third person narrator voiced by Alec Baldwin provides background on key characters in the beginning of the film.

-David Pokorny

Sonic Flashback – Emily Johnson

A sonic flashback describes the technique of using sound from earlier in the film during a later scene. One character may be present on the screen, but they are hearing a voice or action from a previous time in their head. At the end of The Sixth Sense, Malcolm begins to piece together that he is actually dead. He hears earlier conversations of him in Cole in his head. As in this movie, the sonic flashback usually contributes to the character’s thought process, including emotional or psychological.

The following sequence, from Woody Allen’s Match Point, illustrates the director’s rather unique use of character theme music. It also provides an example of the sound bridge. As Chris Wilton wanders around his new friends’ estate, he is associated with an aria from Donizetti’s L’elisir d’amore, sung by Enrico Caruso. The recording exposes the early sound technology used to make it, giving it an unearthly quality. Throughout the film whenever Chris ambles, he is accompanied by Caruso’s voice, perhaps signaling to his own “operatic” circumstance. The spectral quality of the recording complements the many allusions to tragic tradition in the film, including an appearance by the ghosts of Chris’s victims. In a second place, sound initiates a transition in the form of a “bridge”. Toward the end of the sequence, we begin to hear a ping pong game – it grows louder as the opera music fades until Chris enters the new scene.


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  1. Music and Film • Caroline wright – Teaching Unit (Advanced 1)

  2. The Media and You… 1. Whatkind of newsstories do youfindmost/leastinteresting? Write 1-6 (1=mostinteresting). Celebritygossip, politics, sport, science/technology, business, health 2. Whatstories are in thenews at themoment? 3. How do younormallyfindoutabout…? Whattheweather’sgoing to be like, thesportsresults, what’son at the cinema, thenewsheadlines 4. Do youever…? Where? Readyourhoroscope? Do crosswords? Sudokus? Look at cartoons? Readadverstisements? 5. Do youhave a favourite…?Newsreader, film critic, journalist, sportswriterorbroadcast. 6. Whichnewspapers/TV channels/radio stations in your country do youthink are..? Biased, reliable, sensational Takenfrom New EnglishFileUpperIntermediateStudent’sBook, page 78.

  3. Quiz: Howmuch do youknowaboutmusic? 1) Musical instruments vibrate to make: a) noises b) silence c) sounds 2) People that play music are: a) musicians b) musicals c) players 3) A large group of people that play together is: a) a choir b) an orchestra c) a team 4) A small group of people that play together is: a) a band b) a club c) a duet 5) Instruments like the flute and bagpipes are: a) percussion instruments b) string instruments c) wind instruments 6) Instruments like the drums and maracas: a) percussion instruments b) string instruments c) wind instruments 7) The most popular musical instrument in the world is: a) the drums b) the guitar c) the violin 8) A piano has … black and white keys: a) 22 b) 44 c) 88 9) Classical, folk, disco, hip hop, jazz, rap, reggae, pop, rock, world are: a) bands b) types of music c) instruments 10) Chopin, Mozart and Vivaldi are famous: a) composers b) pianists c) singers 11) Musicians and singers make music in: a) a recording house b) a recording office c) a recording studio 12) A DJ is: a) a dance b) a disc jockey c) a rap 13) The words of a song are called: a) the lyrics b) the notes c) the letters 14) A popular Latin American dance is: a) the salsa b) the sauce c) the waltz 15) You can watch music videos on: a) MVT b) TVM c) MTV Takenfromthe British Council website : http://iesalminares.wikispaces.com/file/view/kids-print-music-quiz.pdf/61337704/kids-print-music-quiz.pdf

  4. “In theStreet”: Listen tothefollowingpeopletalkingaboutmusicfestivals. Writethespeaker’snumbernexttothe festival(s) theyhavebeento. Speaker: 1.ANNE 2.JORDAN 3.MIKE 4.RAY 5. HARLEY Festivals: Bath Blues festival Isle of Wight festival The Big Chill Reading music festival Glastonbury Rock festival in Ohio Takenfrom New EnglishFile, UpperIntermediateStudent’sBook, page 80.

  5. Listen again. Which speaker…? • wentto a festival withmembers of theirfamily? • doesn’tknowthename of the festival theywentto. • has veryclearmemories of theexperience. • wentto a festival wheretherewere a lot of people. • didn’tsleep at all. Takenfrom New EnglishFile, UpperIntermediateStudent’sBook, page 80.

  6. CommonPhrases: Listen and complete thephrases. What do youthinkthey mean? • Therewerethousands and thousands of peoplejustchilling. (informal) • You can justgo and hang and listen tosomemusic. (informal) • I didn’tanysleepat all. • In the 1970s, early 80s I wenttoa few. • …….and had no whosetentwewere in thenextmorning. Takenfrom New EnglishFile, UpperIntermediateStudent’sBook, page 80.

  7. -ed/-ingadjectives • Didyouseethatdocumentaryaboutpoliticalcorruptionlastnight? Itwasa reallyinterested/interestingprogramme – I was quite shocked. • The Prime Minsitersaid he wasverypleased/pleasingwiththecountry’seconomicprogress, althoughthere are someworried/worrryingsignsthattheremay be difficult times ahead. • Therewas a veryexciting/excitedbasketballgameon TV lastnight, but I was a bit surprised/surprisingthatmyteamlost. • I knowthatpeople are alwaysfascinated/fascinatingbycelebrities’ privatelives, but I do thinksome of the personal questionstheyaskon chat shows can be a bit embarrassed/embarrassing. • Theinstructionsforthis DVD player are so confused/confusing, it’s so frustrated/frustratingtrying to followthem. • I was a bit annoyed/annoyingthat I forgot to record Julia Roberts film lastnight, althoughthereview in thepapersaiditwasverydisappointed/disappointing. • I wasreallyfrightened/frighteningbythatghoststoryyoutolduslastweekend. Takenfrom New CuttingEdgeIntermediateStudent’s Book, page 61.

  8. What would you do? Decide what you would do in the following situations using the correct adjective. Example: You switch on the TV to watch your favourite soap and discover that it’s football instead. • You find out there’s a chat show on TV with your favourite actor or rock star. • You suddenly see your best friend on TV. • You finish watching a scary film on you own at home and have to go to bed in an empty house. • You watch a news item about civil war in a developing country. • One of your friends phones for a chat in the middle of the news. Taken from New Cutting Edge Intermediate Student’s Book page 61. I’d be really annoyed – I find football really boring. I’d be really pleased – I love football!

  9. Film Review 1. 2. New Cutting Edge Upper Intermediate Student’s Book, page 135

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