Approach 3 for using the film at AS/A2

Approximately three one-hour lessons

Subject ranking: Film/English/Media/Drama

Focus

The use of music and sound in the creation of meaning in film.

Aim

The students will consider how music and sound effects could be used to create meaning for an audience in a film or stage production of The Caretaker.

Learning Areas

• The role of the music/sound editor;
• Creation of atmosphere through music and sound;
• Ambience and atmosphere in The Caretaker.

Some prior knowledge of the play is essential for this lesson. If the class is not studying the play then you should give a short explanation of the nature of the play and its themes, style etc.

What you need

• A video or DVD of the film set at the start;
• A TV and video/DVD player;
• A CD and/or cassette player;
• A selection of music in a variety of styles and genres.

Lesson 1

Alternative A

• Watch the film from the title sequence onwards (for approximately three minutes) without any comment.
• Ask the class: Why does the director use no music?
• Ask them whether music could add anything to this sequence, what kind of music they would use and why.

Alternative B

• Play the sequence without sound. Do not mention that it does not use music.
• Ask students to suggest their own background sound.
• Then play the sequence again with sound and discuss why the director has chosen this approach.

This approach catches the students out a little and may engage them more in thinking about the use and non-use of music.

• Play a selection of different types of music over the opening sequence.
  • How does it change the feel of the scene?

For homework

Ask students to take on the role of someone applying to be music editor on this film. They should choose appropriate music for the sequence and prepare short presentations to justify their selection, in relation to their understanding of the play.

Lesson 2

• Listen to the chosen music and the presentations.
• In role as the production company representative, question the 'music editors' about their choices and what they feel it adds to the scene and the meaning of the film.
• In a plenary session:

Discuss the role of music in film and how it creates mood. Focus on The Caretaker and the appropriateness of the chosen music to the text and the atmosphere of the play.

Lesson 3

• Look at the section of the film where Aston takes Davies into the garden from the line, "Simple woodwork to start", up until the cut back into the house.
  • List the number and type of sound effects used.
  • Why were they used? What was the director's intention?
  • What do they tell us about the scene?
• With the sound turned down, watch the scene, later in Act II, of Aston and Mick in the garden, up until Mick walks out and Davies closes the window.
• Ask the students to create a sound effects list for the scene and note down how the sounds should be heard - volume, pace, style.
• Play the scene with the new sound effects created by the students.
• Watch the sequence with the real sound and compare with the students' version(s).
  • Why does the film use so little sound? What atmosphere does this create?
  • Compare it to the scene earlier in the film with Davies and Aston in the garden, where Aston is showing Davies around.
• With the sound only, play the sequence immediately after this garden section from, where Davies closes the window and climbs into bed and Aston returns, up until he says "Said you wanted me to get you up."
  • Ask the students what information they can gather from the sound only.
• Then play the scene again with the picture.
  • Discuss how sound and visuals complement each other. What information does the visual dimension add?
• Plenary: Discuss - How does sound affect meaning and atmosphere?