I have always found intriguing and challenging to stir the students’ interest for music... The correct use of new technologies was the key for a shared listening, but especially for the realization of a musical videoclip: an interdisciplinary work aimed at the development of important competences and knowledge: Listening – Transcription – Emulation, basically a musical dictation reviewed in a modern perspective. The second objective of the work consisted in understanding the strength that music transfers to images, starting from images, from MUSICAL CLIPS, from the timelines analyzed. The objective was to understand how to use primordial elements (rhythmic cells, chords, melodic lines, fragments of scales, dissonances) with the aim to emphasize stage actions, to observe how a framing is managed in order to give strength to such musical elements, but also simply to learn how to synchronize an audio during the final mixing phase or create a special effect. Another aspect was the indirect assimilation processes of the rhythmic/musical element, that come from a totally different action, perhaps closer to today’s technological youngsters.
Mobile phones, video cameras, iPads, action cams (even belonging to the students) were used for the HD shootings of the video material. And, of course, led spotlights, green sheets, tripods for the photo cameras and gimble (that is an image stabilizer for mobile phones) for some amusing special effects... Owing to all this, the students had the possibility to sing with Freddy Mercury.
The skills, goals and training objectives selected by the teacher for this experience are shown below.
The project was first of all based on understanding the musical message, disassembled in its primordial cells: rhythmic cells, notation, chords.
The students learned how to transcribe the simple rhythmic cells listened to in the clips, reproduce a text on the rhythmic cells assigned/identified, and melodically imitate short musical fragments.
The students also learned how to recognize the musical styles and genres of POP music, analyzing its form and structure.
It was instead necessary to pass from an emotional listening to the viewing of the video file in order to shift the students’ attention to the stage action, and to the so-called theatrical rhythm necessary to give strength to the images.
The shooting phase, instead, was useful to learn the technological competences necessary to realize the project: how to manage a shooting with a mobile phone or handycam, the function of the green sheet, how to use it in the editing phase, and how to transfer the written timelines in the editing phase.
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