VIDEO GAME PROJECT
Overview
During the “Video Game Project,” students in 2nd and 3rd grade explore the question "What is the purpose of music in a video game?" Students compose original music to a popular video game during this project. First, students listen to a variety of video game soundtracks to gain an understanding of the purpose music plays in a video game and what makes a good video game soundtrack. Students then select a favorite video game, watch it with no sound, and discuss what type of music would go with the game. Students then create their own music to the video game. Student video game compositions will be posted on this webpage when completed.
Big Ideas/Enduring Understandings
· Composing a video game soundtrack
· Describing and analyzing music
· Evaluating musical performances
· Understanding the relationship between the video game and the accompanying music
· Performing on an instrument alone and with others
National Standards for Music Education
2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Composing and arranging music within specified guidelines.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
Assessment
Students demonstrate their understanding of how to create a video game soundtrack through class conversations and shared musical ideas. Also, the final product is evidence of students’ understanding. Students demonstrate their knowledge and skills in composing, performing, analyzing, and evaluating through class conversations and performance during musical project activities.
During the “Video Game Project,” students in 2nd and 3rd grade explore the question "What is the purpose of music in a video game?" Students compose original music to a popular video game during this project. First, students listen to a variety of video game soundtracks to gain an understanding of the purpose music plays in a video game and what makes a good video game soundtrack. Students then select a favorite video game, watch it with no sound, and discuss what type of music would go with the game. Students then create their own music to the video game. Student video game compositions will be posted on this webpage when completed.
Big Ideas/Enduring Understandings
- Video games have music to help express a mood and for enjoyment.
- Video game soundtracks need to capture the mood of the video game.
- Video game soundtracks need to be interesting to listen to. They must engage the listener.
- Video game soundtracks need to be performed well so that they are more enjoyable to listen to. (The rhythms must go together. It needs to be in tune, etc).
- What is the purpose of video games?
- What is the purpose of music in the video games?
- What makes a good video game soundtrack?
- What makes a good melody?
- What is the mood or feeling of this particular video game scene? How can we capture that with music?
- How can we make our soundtrack more interesting to listen to?
· Composing a video game soundtrack
· Describing and analyzing music
· Evaluating musical performances
· Understanding the relationship between the video game and the accompanying music
· Performing on an instrument alone and with others
National Standards for Music Education
2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Composing and arranging music within specified guidelines.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
Assessment
Students demonstrate their understanding of how to create a video game soundtrack through class conversations and shared musical ideas. Also, the final product is evidence of students’ understanding. Students demonstrate their knowledge and skills in composing, performing, analyzing, and evaluating through class conversations and performance during musical project activities.
