• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

The use of Music in the movies

Extracts from this document...

Introduction

The use of Music in the movies [Name of the writer] [Name of the institution] The use of Music in the movies T? ??y th?t mu?ic pl?y? ? l?rg? r?l? in ?ur ??ci?ty w?uld n?t d? ju?tic? t? ?n? ?f th? m??t imp?rt?nt ?nd p?pul?r ?rt f?rm? ?f y??t?rd?y ?nd t?d?y. W? und?r??tim?t? th? ?ff?ctiv?n??? ?nd p?w?r th?t mu?ic, in ?ny f?rm, c?n h?v? ?v?r ?v?n th? m??t in??n?itiv? ?f p??pl?. In ?lm??t ?v?rything w? d? ?nd ??? mu?ic i? inv?lv?d in ??m? f?rm ?r ?n?th?r. B? it ? pi?c? pl?y?d ?t ? w?dding, ? ??ng pl?y?d ?n th? r?di? ?r ?v?n th? mu?ic pl?y?d in th? b?ckgr?und in ? t?l?vi?i?n c?mm?rci?l. Th? mu?ic i? ?lw?y? th?r?, r?minding u? ?f p??t ?xp?ri?nc??, m?king u? ?mil? ?nd f??l ?xhil?r?ti?n ?nd ??m?tim?? ?v?n m?king u? cry. It i? thi? p?w?r th?t mu?ic h?? ?v?r u? th?t film ?c?r? c?mp???r? t?k? ?dv?nt?g? ?f wh?n th?y ?r? writing th? mu?ic t? ?cc?mp?ny th? m?vi??1. ?? li?t?n?r? w? ?ft?n d? n?t ?ppr?ci?t? th?t th? mu?ic th?t i? ?c?r?d f?r film? ?r pl?y?d in film? i? put th?r? ?n purp??? t? cr??t? ? c?rt?in f??ling, ?mph??iz? ? p?int, ?nd giv? m?r? lif? t? ? ch?r?ct?r ?r ??m?tim?? t? ?imply ?dd hum?ur. Wh?t th? ?v?r?g? m?vi?g??r d??? n?t u?u?lly r??liz? i? th?t ? gr??t d??l ?f tim? ?nd th?ught g??? int? ...read more.

Middle

t? ?it. B?c?u?? th? mu?ici?n? w?r? in?xp?ri?nc?d with ?cc?mp?nying film? th?y pl?y?d wh?t th?y lik?d ?r wh?t th?y kn?w. Thi? m?d? it unc?mm?n th?t th? mu?ic ?ctu?lly fit with th? ?cti?n ?n th? ?cr??n. Th? mu?ici?n? p?id littl? ?tt?nti?n t? th? film ?nd pl?y?d ?rbitr?rily. Thi? m??nt th?t ?ft?n ? ??ri?u? ?r dr?m?tic ?c?n? w?uld b? ?ccurring ?n th? ?cr??n wil? th? mu?ici?n pl?y?d ??m?thing c?mic?l ?r ??m?thing th?t b?l?ng?d t? ? ?c?n? with ? c?r ch???. ??und-?ff?ct? m?n w?r? ???n ?dd?d t? th? ??und? b?hind ? film. Thi? w?uld b? ? m?n th?t cr??t?d n?i???, ?rg. tr?in whi?tl?? ?nd b?ll?, fir? ?ngin? b?ll?, gun ?h?t?, ?xpl??i?n?, c?nn?n fir?, ?tc. in ?rd?r t? ?dd r??li?m t? th? film. Thi? m?d? m?vi?-g?ing m?r? p?pul?r which in turn b?tt?r?d th? ?t?nd?rd ?f m?vi?-m?king. It w?? ?t thi? p?int th?t th? mu?ici?n? hir?d t? ?cc?mp?ny th? film? b?g?n t? t?k? th? mu?ic m?r? ??ri?u?ly. ??t ?t?nd?rd? w?r? cr??t?d but th? mu?ici?n'? j?b w?? t? m?k? ?ur? th?t th??? ?t?nd?rd? did n?t b?c?m? m?n?t?n?u?. Th?y ?l?? b?g?n th? u?? ?f ?impl? m?tif th?t w?uld intr?duc? ? ch?r?ct?r ?r f?r??h?d?w ?n ?v?nt. Th? m?tif? ?r? th? ?l?m?nt? ?f th? mu?ic th?t ?r? ?xtr?m?ly imp?rt?nt in ?h?ping th? ch?r?ct?r? ?nd th? th?m? ?f th? film3. It w?? th? u?? ?f th??? m?tif? th?t m?d? th? mu?ic much m?r? ??phi?tic?t?d ?nd p??pl? ...read more.

Conclusion

??urc? mu?ic i? th? mu?ic th?t c?n b? h??rd c?ming fr?m ? r?di?, ? d?nc? club b?nd, ? m?rching b?nd, ?tc. Th? mu?ic th?t i? ch???n t? b? pl?y?d in th??? ?c?n?? i? put th?r? t? ?cc?ntu?t? th? p?int ?f th? ?c?n?, t? ?dd hum?ur ?r ?v?n t? m?k? th? ?c?n? ???m ir?nic. Thi? ??urc? mu?ic c?n ?l?? b? u??d t? f?r??h?d?w upc?ming ?v?nt? ?nd pr?p?r? u? f?r th? n?xt ?c?n?. Th? un?rigin?l ?c?r? i? mu?ic th?t h?? b??n writt?n by ??m?b?dy ?l?? but h?? b??n pl?c?d in th? ?c?n? t? ?dd ?ff?ct. End notes 1. Bazelon, Irwin. Knowing the Score. Van Nostrand Reinhold Co, New York. 2. Hoffman, Charles. Sounds for Silence. DBS Publications, New York. 3. Kalinak, Kathryn. Settling the Score. The University of Wisconsin Press, U.S.A. 4. Manrell, Roger and John Huntley. The Technique of Film Music. Focal Press, New York. 5. McCarty, Clifford. Film Music. Garland Publishing Inc., New York. 1 1. Bazelon, Irwin. Knowing the Score. Van Nostrand Reinhold Co, New York. 2 2. Hoffman, Charles. Sounds for Silence. DBS Publications, New York. 3 1. McCarty, Clifford. Film Music. Garland Publishing Inc., New York. 4 3. Kalinak, Kathryn. Settling the Score. The University of Wisconsin Press, U.S.A. 5 4. Manrell, Roger and John Huntley. The Technique of Film Music. Focal Press, New York. ?? ?? ?? ?? 1 Music ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Miscellaneous essays

  1. Extended programme notes

    The music was symbolising the character's emotions. When controlled by the box the character has no control over his own emotions. The lack of music symbolises this- no emotion, no music. Similarly, in section D, the music indicated that the character was about to break free, and gain his own emotions back.

  2. Analysis of Shrek the film

    His head was focused; this suggests that he is an important character. In the scene where Shrek and Donkey are looking at Farquaad's castle, the camera moves from ground level upwards; this makes the castle look intimidating. Low angle shots are also used to show Lord Farquaad looking down on everyone, this makes him looks threatening.

  1. creative writing

    Drunken people. Violent, vicious, victimising thugs. Their breath stale with alcohol, their eyes wide and dilated, sometimes they're even paralytic. Their low booming snigger, their face wrinkled in disgust. I should be the one disgusted with them, rather then the other way round. Turned into the devil by alcohol.

  2. Compare the representation of class and status for 3 music videos

    The backup dancers are only on for ten seconds but during this time, they are all looking at the floor and are perched over slightly like none of them have any control over what they are doing. When they reach the end of the hallway, it's like they spring back

  1. Controlled assesement for music video

    stereo Our video is an abstract video, we did this because we wanted our video to be different, we thought just telling a story is like same old, same old, and we wanted ours to be more fun.

  2. Immigration to the USA

    While immigration helps fill the vacancies of jobs that other Americans are not willing to do, many feel that they immigrants are taking jobs that they would do. Not only that but immigrants are taking college places that belong "rightfully" to Americans.

  1. Ellen - creative writing.

    "Oh my goodness" Ellen gasped. "You bought them for me?" "It's not everyday someone finds such a good looking guy. You deserve them" she winked as she placed them on the bed. Before they knew it the time was 7:25.

  2. Compare the ways in which the two film openings present their characters and themes, ...

    to Romeo and Juliet flashes up on the screen while the picture freezes for a split second. Zeffirelli makes his film appeal to a teenage audience by casting the main parts as actors who are roughly the same age as the projected audience.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work