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Essential Question 4: How are language, sound and image used to manipulate the message? Part 2
Target Age: Intermediate and up
Materials Needed: VCR and monitor, audio equipment (optional) videotape of examples
Video Materials: Segment 5 contains a four-part sequence that presents a scene from a documentary: 1.) visuals with no sound, 2.) sound with no visuals, 3.) visuals with cheerful music, and 4.) visuals with suspenseful music.
Focus Question: How is music used as a technique to manipulate viewers' response to a media message?
Goals and Objectives:
Students will learn how music affects emotions.
Students will learn how music can change the meanings of images.
Divide the class into two groups. Ask group 1 to put their heads down on their desks and close their eyes (They are not to see the first part of Segment 5). Now play the first part of Segment 5 for group 2, which shows the chimps playing with no background sound. Ask students in group 2 to write a sentence or two on their feelings after watching this segment.
After students have completed this activity, ask group 2 to put their heads down and invite group 1 to listen to the next sequence, a clip of music only (no video). Ask students in group 1 to write a sentence or two on their feelings after listening.
As a whole class, watch the third segment, which combines the images and music together. Invite students to read aloud their original interpretations and compare and contrast them with their feelings after watching the video-music combination. What did they notice about how music changed their interpretation of the image? What did they notice about how the image changed their interpretation of the music?
Again, as a whole class, watch the fourth segment, which combines the same images with different music. Invite the students to identify how this new suspenseful music alters their interpretation of the images.