how can sound affect the image?
watch and listen to the original (left) and then watch listen to the edited version (right).
Original: Fantasia I - Largo
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Edited: Fantasia I - Largo
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Original: Fantasia IX - Allegro
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Edited: Fantasia IX - Allegro
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about the work
Fantasia: Telemann Reimagined
12 Fantasias for Solo Violin (1735)
Composed by Georg Philipp Telemann
Performed by Aisha Orazbayeva
Objective
To introduce how image is influenced by sound and alternative playing methods on instruments and/or every day objects
Goals
Students watch the original clips before the edited clips of the two performances and make comparisons about sound and visual. The aim is to help students understand how visuals can help emphasize or accentuate the sound and how sound can help emphasize or accentuate the visuals.
In a music emphasized class, the students can discuss the reactions of hearing how the acoustic violin can be played beyond its conventional expectation. Have the students find unconventional ways to perform their instruments. With the guided help of the teacher, students can explore extended techniques and learn how to control their instruments to create a very specific sound.
In a media emphasized class, advanced students can recreate this type of video, all while exploring different effects on video editing software. As the timbre changes, the visual should change as well. Perhaps the students create their own sounds on their own instruments if they play music or record their own videos of creating sounds with every day objects with a variety of timbre. (This could be a metal fork, butter knife, and plate set, plastic bottles, pieces of paper, books, etc. The point is to get the students to think about alternative ways of 'performing' an object.) The students can then use the video editing software to create their own visual of the sound's inherent qualities.
12 Fantasias for Solo Violin (1735)
Composed by Georg Philipp Telemann
Performed by Aisha Orazbayeva
Objective
To introduce how image is influenced by sound and alternative playing methods on instruments and/or every day objects
Goals
Students watch the original clips before the edited clips of the two performances and make comparisons about sound and visual. The aim is to help students understand how visuals can help emphasize or accentuate the sound and how sound can help emphasize or accentuate the visuals.
In a music emphasized class, the students can discuss the reactions of hearing how the acoustic violin can be played beyond its conventional expectation. Have the students find unconventional ways to perform their instruments. With the guided help of the teacher, students can explore extended techniques and learn how to control their instruments to create a very specific sound.
In a media emphasized class, advanced students can recreate this type of video, all while exploring different effects on video editing software. As the timbre changes, the visual should change as well. Perhaps the students create their own sounds on their own instruments if they play music or record their own videos of creating sounds with every day objects with a variety of timbre. (This could be a metal fork, butter knife, and plate set, plastic bottles, pieces of paper, books, etc. The point is to get the students to think about alternative ways of 'performing' an object.) The students can then use the video editing software to create their own visual of the sound's inherent qualities.
INTEGRATING SOUND LITERACY IN SECONDARY EDUCATION
SHANNON BOLEN | MDES. SOUND FOR THE MOVING IMAGE