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PROGRAMMA SOCRATES Progetto Comenius Linguistico 2006-2007 Lets sing together Educandato StataleMaria Adelaide Palermo (Italia) Panevėžio Vytauto Žemkalnio.

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Présentation au sujet: "PROGRAMMA SOCRATES Progetto Comenius Linguistico 2006-2007 Lets sing together Educandato StataleMaria Adelaide Palermo (Italia) Panevėžio Vytauto Žemkalnio."— Transcription de la présentation:

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2 PROGRAMMA SOCRATES Progetto Comenius Linguistico Lets sing together Educandato StataleMaria Adelaide Palermo (Italia) Panevėžio Vytauto Žemkalnio Gimnazija Panevėžys (Lituania) Antonietta Raphael, Concerto, 1970

3 Lets sing together Palermo - December 2/ Panevėžys – March 21/April Coordinatrici: Regina Mačiulaitienė - Mariella Pasinati Docenti: Mariella D'Amico, Renata Karašienė, Maria Rita La Porta, Anne-Marie Mezzo, Nancy Triolo

4 Lo scopo del progetto era approfondire il dialogo interculturale e la cooperazione utilizzando la cultura musicale giovanile come strumento pedagogico. La musica è, infatti, uno dei mezzi più efficaci per favorire lapprendimento delle lingue e migliorarne linsegnamento in un contesto di diversità linguistiche. Le canzoni sono state usate anche come strumento per analizzare e confrontare modelli di vita, di pensiero e di comportamento. Il lavoro è stato svolto in due fasi.Il lavoro è stato svolto in due fasi NELLA PRIMA FASE le/gli alunne/i hanno discusso insieme sul valore e i significati che la musica ha nellesperienza giovanile; hanno selezionato due canzoni, una italiana (Ho messo via, di Luciano Ligabue) ed una lituana (Bénis la Lituanie), su cui costruire i video musicali e ne hanno effettuate le analisi testuali; hanno analizzato dei video musicali, studiato come progettare e realizzarne uno proprio e, infine, scritto essi stessi tre canzoni in inglese e ne hanno riscritto due in Francese. I risultati di questa prima fase sono stati sintetizzati in questo Power Point che presenta le attività svolte dai gruppi di lavoro in Inglese e Francese e la lezione sul video musicale.IngleseFranceselezione sul video musicale NELLA SECONDA FASE le due canzoni scelte sono state tradotte in storyboard, messe in scena, cantate, riprese in video e montate. Sono stati prodotti quattro video musicali, interamente realizzati dalle/gli studenti.

5 PROGRAMMAZIONE DELLE ATTIVITA FASE 1 Riflessione sul valore ed il significato della musica nellesperienza giovanile - Brainstorming a partire da un questionario - Discussione ed analisi di testi di canzoni (inglesi e francesi) - Analisi testuali e riflessioni (in inglese e in francese) sulla canzone italiana e su quella lituana scelte per la realizzazione dei videoclip - Elaborazione creativa: costruzione di canzoni (testi e musica) - Lezioni sulla progettazione/realizzazione video FASE 2 Realizzazione dei video musicali - Definizione della sceneggiatura – costruzione dello storyboard - Assegnazione dei ruoli: regia e montaggio, progettazione scene, attori/ttrici, cantanti - Effettuazione delle riprese - Registrazione audio - Montaggio video

6 During the first days of project the English group discussed the questionnaire ( a ). a The Italian students had prepared a summary of their ideas (b) on music and thenb They worked in mixed groups to write a similar summary of the Lithuanian students ideas. To make the work easier we focused on four main points: The importance of the text in a song The importance of the singers, their personality, their look, their behaviour, and how these things influence the popularity of the music Likes and dislikes : what type of music young people listen to or, on the contrary, refuse The commercial aspects of music and their importance Every group focused on one aspect and wrote their conclusions (c).c Then we listened to four songs from the Pink Floyds album The Wall. We discussed the content and identified the themes of these songs (d).d On the following days of project we worked in groups writing a commentary of the Pink Floyds songs and their themes. We also wrote about the themes we find important in a song (e) and chose one of these themes to write a song about (f).ef Then the groups, with the help of the music teacher, composed the music for the songs. Finally, we listened to the Italian song (Ho messo via, di Luciano Ligabue),explainedHo messo via it to the Lithuanian students (g) and they, in turn, explained their song (Bénis lagBénis la Lituanie, oh DieuLituanie, oh Dieu) to us (h).h

7 Questionnaire 1. What do you like best in a song? The music The lyrics Other aspects …. 2. What kind of music do you like? Music I can dance to Music which makes me dream Other types …. 3.What do you associate to music? My boyfriend/girlfriend Happiness Freedom Other answers … 4. Are you interested in the texts? Absolutely Sometimes Not really Other answers … 5. Are you interested in the singer? Yes No Other answers … 6. Do you get information about him/her? I dont care Yes Sometimes Other answers … 7. What aspect are you interested in? Beauty Look Voice Other features … 8. What do you imitate in him/her? Movements Social engagement Clothes Other answers… 9. What do you appreciate most in the text of a song? The choice of words Texts which are easy to remember Other aspects … 11. What is your favourite song ? Why ? 12. What singers/bands do you consider old-fashioned? 13. What Italian songs would you never let your friends listen to? 14. Do you hear songs On the radio On TV Other answers……… 15. Who are the bands/singers popular throughout the world? Why? 16. Have you changed your tastes lately? If so, how? 17. Do you like listening to Classical music Chamber music Opera

8 18. Do you like Latin-American songs? Why ? 19. Name a song dealing with Drugs … Racism... Solitude … Love … 20. Do you know what a record company deals with? 21. What aspect of a song makes you like it more than others ? 22. Do you buy any CDs? 23. How many have you got? 24. Have you ever stopped to consider the lyrics of a song? Which one(s) ? 25. Write down the sentences you found meaningful. 26. Do your friends listen to the same music as you? 27. What about your parents? 28. Do you know any Italian songwriters? If so, who? 29. Name one or more foreign songs you like 30. Do you watch musical videos ? How important are they in the success of a song ? 31. Whats behind a successful band/singer ? Good music A good manager A good look Other answers 32. Why is music important to teenagers in general and to you in particular? Task 1 Now sum up your answers in English. Task 2 In a mixed group compare your answers to your partners and outline similarities and differences.

9 Italian ideas The most important aspects of a song are: The answer to this question changes from student to student: for some it is the music, for others the lyrics, for some it depends on the song. The group also thinks that the first time you hear a song you dont focus on the text, but only on the music. When you listen to it again and again you start to notice the words. The text is important or not ? The whole group considers the text very important in a song and has stopped many times to consider the words, especially in Italian songs which are easier to understand. The singer(s) is/are important? The singer is important only for the quality of his/her voice and his/her ability as a composer. We dont feel influenced by the way he/she acts or looks. We dont think that the popularity of a band or a singer depends on the way they look..

10 Likes/dislikes. Some of the songs everybody in the group likes are: The Zephyr Song by Red Hot Chile Peppers, Wanderwall by Oasis, Certe Notti by Ligabue. The musical tastes of the group are varied, but everybody listens to rock classics such as Pink Floyd, Genesis, The Doors and The Queen. Among the bands and singers we never listen to there are: I cugini di campagna, Albano, Pupo, The Pooh, I ricchi e poveri. We dont like them because they are old-fashioned, the lyrics are banal and we dont identify with this type of music. We hear songs from all type of massmedia and using all sort of technological devices. We like Latin-American songs only to dance to, because they are full of rhythm. We like Italian songwriters a lot, our favourites are: Tiziano Ferro, Ligabue, Francesco De Gregori, Antonello Venditti, Fabrizio De Andrè and others. We dont think the commercial aspects of music are important because to us an artist or a band becomes successful if their music is good, even if we realise that behind the success of musicians there is a team of people who take care of their promotion.

11 About Music and Lyrics In a song everything is important. The most important aspects also depend on the song style. For most teenagers, who listen to house or techno music, the lyrics are not important. But there are lots of people who like pop, rock, rap, country, hip-hop, hard rock music. For them lyrics are important, more important than music. For example: those who do not like lyrics listen to DJ Chronius, DJ Mamania or international artists like DJ Tiesto, The Egg; those who like lyrics listen to Virgis Stakenas, Zalvarinis, hiperbole, Andrius Mamantovas, G&G sindikatas or international artists like Pink Floyd, Flypside, Eminem, Britney Spears. There are some songs which changed all Lithuanian people, like Andrius Mamantovas Lauzas sviesa, Erika Masyte Laisve, Kipras Masanauskas Lietuva. In Lithuania there is an old basketball tradition, and we have lots of good basketball players. Basketball players make Lithuania famous. For example, Lithuania won European basketball championship in A Lithuanian singer and composer created the song Trys milijonai (It means three million people, who live in Lithuania and the song says we must all get together). That song made all Lithuanians get together. All Lithuanian people know the lyrics and the music of this song and we sing this song at important events, like basketball or football matches. In such cases the text is very important and determines the impact of the song on people.

12 the Internet, because it is easier and cheaper. We think that CD prices are too high and also for this reason we download music from the Internet. We also watch video-clips, because they show the meaning of a song (its interesting or funny). If people didnt buy CDs, the singers or the groups wouldnt get the money necessary to promote the music and to pay for the producers who sponsorize the group or the singer. In Lithuania there are many concerts (especially before Christmas) to help children that dont have parents or children that use drugs. There are other concerts for other problems: cancer, AIDS, etc... to help people who are ill. Lithuanian people think that those who organise these concerts are really interested in helping people. Lithuanian teenagers listen to music on MP3 player, CD player and computer. Sometimes they listen to music on the radio and on TV music shows. Lithuanian teenagers buy CDs, but sometimes they copy another friends CD or download music from

13 LIKES AND DISLIKES The majority of us do not have a favourite song, they like many songs, but Aleksandr has one: The ballade of Paul K by Mc Fly. Generally, the type of music we listen to is rock music and pop music.The songs that we consider old-fashioned have banal texts in which we do not identify. Some examples of this type of Lithuanian singers are: Rytis Cicinas, Edmundas Kuchinskas and a song that we consider old-fashioned is Myliu, Myliu, Myliu by Yva. We hear music from the radio,Mp3 player and from the Internet. The bands/singers popular throughout the world are: Madonna, U2, The Beatles, Michael Jackson....etc. We have not changed our tastes lately, but a member of the group said that before he listened to hard rock music and now he has changed to more original songs. We like listening to classical music but not to chamber music or opera music. About Latin-American songs, this type of music it is not very popular in Lithuania and it only exists mixed up with rock. In a song we appreciate the originality and musicality. The most popular songwriters in Lithuania are: Gintaras Zdebskis, Svaras, Sigitas Geda. The most famous English songs that we know are: Dont stop me now by The Queen,Falling in love by Elvis Presley, We are the world by Michael Jackson, What a wonderful world by Louis Armstrong. We sometimes watch musical videoclips but we do not think that they are important for the success of songs, but they can complete the text of it.

14 HOW IMPORTANT IS THE SINGER, HIS/HER PERSONALITY AND HOW DOES HE/SHE INFLUENCE THE SUCCESS OF MUSIC ? We have very popular TV shows like Road to the stars and sometimes the participants havent got a good voice. They just look really beautiful and have a good style so producers make them one day stars. In Lithuania there are a lot of singers like them, but not all Lithuanian people respect them. Some examples are : Vudis, Mino, Cicinas, YVA, 69 danguje, Naujieji lietuviai. But Lithuanians have also really good singers and groups. Like Andrius Mamontovas and his group Foje, Skamp, Biplan, Rebelheart, Antis, Hiperbole, Studija, Marijonas Mikutavicius and country singers like Virgis Stakenas, Algirdas Klova and Jonis, we forgive them even when they make mistakes and misbehave. In Lithuania there are some groups who sing authentic Lithuanian songs with rock or techno music elements. Now they are very popular : Rasa ir Jonas, Zalvarinis, Kitava, Loreta, Atalyja. Every year in Lithuania there are festivals of Romuva. And there our bands learn and sing authentic Lithuanian songs – sutartines. We are interested in groups and singers with good voice, good looking and social engagement. Sometimes we get information about singers and groups when we are really interested in them. Some people like the beautiful, fashionable clothes of singers, and they try to imitate them, but for us good looks are not important. Whats important is good technical skill, charisma, special effects and a good voice.

15 Work in mixed groups. Discuss and write the answers to these questions: 1.Look back at the texts of the Pink Floyd songs: sum up the contents and the main themes. Then write a short commentary expressing your ideas on the songs. 2.Are the themes interesting for you or not ? Are they outdated or can they be still considered modern ? 3.What are the topics a song should deal with in order to be interesting to teenagers ? Some examples: school, love, war, isolation, rebellion, friendship, religion, patriotism, drugs, alcohol, sex, AIDS, death, family, travelling, sport … Choose one or more of the following or add your own. 4.Using one of the themes you have chosen write the text of a song you would like to sing. What music style would you choose for the text (rap, reggae, pop, rock, metal, blues, country..)? What instruments would you use ?

16 Group 1 In our opinion everything starts from the first song Another Brick in the Wall, Part 1, about the time when Pink lost his father in the war. He thinks that war is the worst thing in the world. We can find a lot of songs in the album and the film The Wall, which want to present the problem of war. The second problem is about the school system. In the song Happiest Days of Our Lives the teacher is cruel to the students, but at home he is a victim of his wife. So it is only a personal revenge: the singer shows the teachers weakness. This behaviour is very dangerous for childrens personality. Another theme is the relationship between mother and son: the mother is very protective and takes care of him, but in an exaggerate way. So the child at the end of the last song says Mother, did it need to be so high? To conclude, the main theme is the childs pain, that leads him to build a wall between himself and the outside world. So each song is a brick in the wall. In our opinion problems like war, the school system and family are important today, because so far we havent found a way to solve them. For us there are many interesting topics in songs: love, friendship, rebellion, drugs, war and society with its problems.

17 Group 2 Question number 1 The themes we identified in the Pink Floyd songs are the following : War Family School Feelings Memories Rebellion Another Brick in the Wall, part 1 is about a person who misses his father. Happiest Days of our Lives is about teachers who hurt their kids. Another Brick in the Wall, part 2 is about children who want to be free. Goodbye Blue Sky is about war and the search for a better world. Mother is about a mother who is overprotective to her son. Question number 2 We think that the themes of the Pink Floyd songs are very interesting, because they are important to us. In our world there are a lot of problems: wars, violence at school, children who live with only one parent or without any parents, drugs, isolation. These songs deal with these problems. Question number 3 We think that the most important themes teenagers like to find in a song are : love, drugs, aids, alcohol, family, sex and rebellion. Question number 4 For our song we would like to choose pop as a style,drums and guitar as instruments. The theme we have chosen is love.

18 Group 3 The main themes in the Pink Floyd songs are war, death, the relationships with parents, repression at school, feelings, weakness, rebellion. These themes are very important for us (and for youth in different countries), because we identify with these problems. War is a modern problem, but we dont have experience of it and we dont feel this problem on our skin. One of the most modern and important problems for us is the relationship with our parents. When a child loses one of his/her parents its difficult to go on. Sometimes parents protect us too much without letting us grow up. Repression at school is a real problem for us, because the teachers want to control us and they do not understand our needs. The most interesting theme for teenagers is friendship, because we dontt want to be lonely and we want to have a person with whom we can talk about our achievements or problems and tell our secrets. Its important for us to have more and more friends, because we cant speak openly with parents or other adults. Friendship is important for sharing our experiences and impressions and it is the theme we chose for our song. Friendship is the theme that we have chosen for our song: piano, flute and violin are the instruments.

19 Group 4 1. In the Pink Floyd songs many problems are evidenced: war and death: the child in the song lost his father who died in the Second World War when he was a baby and this contributed to build a psychological wall inside him. the very bad conditions of students in some British schools : teachers are angry and treat them bad (they pour their derision...). This anger is caused by their personal frustrations (in the song their wives at home beat them up, so teachers take revenge on their students. The childrens protest to get better conditions at school: they dont need no education, thought control and dark sarcasm, they want more freedom because they dont have a personal life. The influence of mothers on their children: they dont want children to be broken so they dont want to let them free, they have absolute control on their life. The question is if this possessiveness is necessary or not: the son tells his mother, in anger, that it isnt needed and it deprives children of their freedom. 2.The themes are very interesting and are still very modern: in our life there are the same problems as in these songs (there are children who have lost their parents; in some schools, and in general in other institutions, sometimes the people who have the power tend to control and suffocate students and there are also many people who bring up their children with too much moralism suffocating their freedom). 3. For teenagers many themes are important in a song: love, patriotism, travelling, rebellion, friendship, religion, sport, drugs (digi digi bomba), school, family, life. These themes represent a mirror of teenagers life.

20 The rain was falling and you were there, The sun was shining and you were there, The sky was gloomy, The clouds above us, But nothing stopped you Approaching me. Chorus: You hold my hand, You lead me through the way, Safe ship in a sea of doubts..... Its you, my friend. The sea was wavy and I was there, The wind was blowing and I was there, Me and you, youre not everything And Im not complete Together weve got a single soul Split up in two bodies. Chorus: You hold my hand, You lead me through the way, Safe ship in a sea of doubts... Its you, my friend. Its me your friend.... Group 1

21 Sorry Sorry, if that night I was too fragile And I didnt have the force to resist... Oh sorry... If I preferred writing to saying it But its not simple.. Saying that.. You became the sense of all my days.. And now you are all my life And you will be mine for ever... Sorry, if I am too confused But the only thing that I know is I love you And Im sure Oh sorry.. If I preferred writing to saying it But its not simple.. Saying that.. You became the sense of all my life And you will be mine for ever oh, sorry.. sorry... Group 2

22 When you feel lonely When you dont know what to do When the world in its worst way Is laughing at you You should remember There is a person Who you can talk to And who will listen to you, Because he really loves you. Ovunque andro Ovunque andrai Io son sicuro che tu mi seguirai. Kur beeiciau as Kur bebutum tu As zinau Mes visada liksim kartu. Group 3

23 Ive put away a bit of noise They say thats the right thing to do On the bed-stand theres a mine, Six thousand watts tonsils. Ive put away my childhood games, They say its high time I grew up If they just turn their backs Ill play them again Cause I feel like it Ive put away some illusions cause sooner or later thats enough Ive put away two or three boxes of them And anyway I know theyre there Ive put away some good advice They say its easier that way Ive put it away because I dont need help to make mistakes Im making a bit of room for myself And who knows what I expect Since there was, there is and there always be some empty space Ive put away a lot of stuff And yet I cant see why I can never put away you Ive put away a bit of beating, But not the marks, theyre here to stay cause its not the pain, nor the blow, but I still have got the bruise. Ive put away a lot of photos Which will get covered by dust As well as the remorse and regrets, The old grudges and the reasons why Refrain In these shoes of mine, on this Earth Which keeps swinging and swinging and swinging Consoled by a sky which stays always there. Refrain Ive Put Away by Luciano Ligabue

24 In this song Ligabue analyses the great metaphor of life, everybodys life. The song refers to memories of the past, some of which are easy to put away, while others continue to return to our mind, even if we would like to forget them. This is often the case with a person we loved in the past, who becomes an unforgettable part of our life. In the first stanza we can find the metaphor of the existential problems and of the chaos affecting our lives. As a solution to these problems the author suggests the mental skill and the courage to face reality, expressed through the image of the mine on the bed-stand. The latter, in turn, represents everyday life, which may be shaken by the will to react and to make oneself heard, breaking with common, ordinary morals. The image of the six thousand watts is meaningful, as well as the repetition of the formula dicono così (so they say) which shows that these morals are imposed and external to the individual. While, on one hand, childhood memories are seen as life foundation, on the other hand, growing up is presented as a painful path dominated by the nostalgia for lost childhood. In the second stanza we find the most realistic and pessimistic view of life. Even illusions are subjected to certain limits and can be put aside, but not forgotten. The same happens with memories: it is like turning the page without erasing the past. Advice is criticized as a product of standardised common sense ; there is, instead, an invitation to follow ones own will and instinct. The refrain expresses the idea that in life we can put aside everything except love. In the third stanza emerges the idea that the memory of the negative experiences is more painful than the experiences themselves (see the use of words like segno – mark – and livido – bruise ). In the second part also resentment has a negative connotation : the dusty photos indicate the negative experiences to forget and the past full of remorse and regret. In the last stanza the words scarpe (shoes) and terra che dondola (swinging Earth) represent something changeable, in contrast with the words cielo che resta lì (sky which remains there) expressing a certainty.

25 PROJET COMENIUS: CHANTONS ENSEMBLE Travail des élèves en français

26 Journal de bord: Résultats du débat sur les thèmes des chansons (italienne et lituanienne) Analyse de la chanson italienne «Ho messo via» Traduction libre de la chanson italienne Analyse de la chanson lituanienne Traduction libre de la chanson lituanienne Une chanson française Manhattan-Kaboul de Renaud: sensibilisation sur un thème actuel: la guerre Questionnaire sur la musique et moi Résultats du sondage Composition daprès les résultats du questionnaire: «la musique et moi » La vie sans musique nest pas une vie (F.Nietzche) - Commentaire Réécriture de 2 chansons à partir de mots donnés. Lettre à un/e ami/e Activités en Français

27 Le 5 décembre vers 8h30 environ, nous avons commencé à travailler sur le projet Comenius « chantons ensemble ». Les élèves des deux pays ont été divisés. Un groupe mixte ditaliens/italiennes et lituaniens/lituaniennes est parti travailler en anglais et un autre est resté en classe pour travailler avec nos correspondantes lituaniennes en français. Le but de cette première partie était celui de présenter la chanson choisie (italienne et lituanienne ) et de la faire connaître aux partenaires. Les lituaniennes ont commencé par chanter elles-mêmes la chanson, nous lont traduite et commentée. La chanson a pour titre …………………………..Cest une chanson sur leur Indépendance (1990), une chanson patriotique. Elles nous ont expliqué un peu lhistoire de lIndépendance de la Lituanie de lURSS. Connaître cette histoire a été pour nous émouvant et nous avons appris que la liberté est importante et il faut la conquérir si nous ne lavons pas, si nous lavons par contre, il faut tout faire pour la sauvegarder. Dans un deuxième temps, cétait le tour des Italiens qui ont fait écouter la chanson de Ligabue Ho messo via, ilsHo messo via lont traduite et lont expliquée. Journal de bord

28 Un débat sur les jeux de lenfance et sur la musique est ressorti et nous pouvons dire que les jeunes des deux pays étaient daccord sur beaucoup didées. Ensuite, nous avons écouté une chanson française, dun auteur engagé comme Renaud du titre Manhattan-Kaboul qui nous a fait réfléchir sur la guerre et surtout sur les victimes de personnes innocentes. Renaud met en scène deux personnes assez jeunes, un petit portoricain habitant New-York et une jeune fille afghane, qui sont loin de lidée de pouvoir, de conquête et de guerre mais ce sont eux qui mourront, qui seront sacrifiés sur lautel du pouvoir qui ne tient pas compte des victimes innocentes. Le 6 décembre, le travail a continué. Nous avons rédigé des documents qui seront affichés sur Internet et sur cet ouvrage: les commentaires des chansons, des compositions sur le rôle de la musique, les résultats du sondage à partir du test, la réécriture dune chanson sur base musicale choisie par nous à partir de mots donnés par les profs: nous avons choisi un thème « lamour » et nous sommes improvisés auteurs. Nous sommes contents et satisfaits de notre travail. Journal de bord 2

29 Sondage sur la musique Pour le projet Comenius « chantons ensemble » entre italiens et lituaniens, avant de commencer à travailler sur le projet, nous avons réalisé un sondage sur « la musique et moi » Le sondage a été réalisé dans la classe sur 22 élèves. Nous en parlerons avec nos correspondants et correspondantes provenant de Lituanie et nous confronterons ce que nous avons en commun et ce qui nous éloignent. Voici les résultats : Les jeunes de notre age apprécient dans une chanson aussi bien la musique que le texte et aiment la musique qui donne des émotions. La musique fait souvent penser à lamour, à la liberté, au bonheur mais bien sur tout dépend du texte. Cela dépend en général de létat dâme. Pour quelques-uns, la musique fait penser à sa propre vie. La plupart des jeunes écoutent volontiers la musique classique et traditionnelle. Désormais, il y a peu de jeunes qui achètent des CD, faute dargent ou parce quil est possible les décharger sur Internet ou se les faire prêter. Les chansons commerciales durent un été mais les plus belles et significatives sont éternelles. Les jeunes écoutent la musique toujours en se reposant, sur les transports publics, dans des moments de bonheur ou de tristesse, le matin en se préparant pour aller à lécole même en étudiant.

30 Sondage sur la musique Les jeunes italiens chantent des chansons italiennes et anglaises. Les chansons françaises ne sont pas connues, et ils ne sont pas intéressés à la musique folklorique : ils lécoutent seulement pendant les fêtes populaires. La musique est connue à travers la radio, les concerts, la télévision, Internet. Après lavènement de la technologie la musique était transmise oralement…. Les jeunes pensent que la musique crée lappartenance à un groupe social. En général, nous navons pas la sensation dappartenir à un groupe social. La musique unit les différentes générations : nous écoutons des chansons « anciennes » de lépoque de nos parents. Durant léchange en France, nous nous sommes aperçus que les jeunes français écoutent la même musique que nous. La plupart des jeunes pensent que les clips sont importants parce que nous avons le besoin de voir les images parce quelles enrichissent le sens de la chanson. Certains pensent que connaître la vie du chanteur est important, dautres non. Peu de personnes connaissent lengagement social des chanteurs et ny sont pas intéressées. Le rapport entre les jeunes et la musique est très solide et en effet la musique fait partie de la vie quotidienne des jeunes.

31 La musique entre dans notre vie depuis l enfance et nous accompagne toujours. Son rôle dans l existence de chacun de nous change selon l âge et l é tat d âme. Pour les enfants la musique a le but d amuser et d accompagner leurs jeux. Ils é coutent souvent les chansons de dessins anim é s mais en ne prêtant pas attention aux mots parce qu ils ne sont pas int é ress é s. Quand on est adolescents la musique é cout é e la musique change : elle devient plus pr é cise et elle prend diff é rentes buts; elle sert pour danser, pour s amuser, mais aussi pour r é fl é chir. Pour cette raison on fait plus attention aux mots. Pour nous la musique est tr è s importante; elle est un moyen de communication parce qu elle sert pour unir les id é es des jeunes en formant des groupes. En effet, la musique influence la fa ç on de s habiller, de penser et de se comporter. Par exemple, ceux qui é coutent la musique m é tal s habillent en noir; en le voyant, on veut comprendre leur fa ç on de penser et leur appartenance au groupe de la musique m é tal. Les rappeurs s habillent avec des larges vêtements et avec des cha î nes; ils appartiennent au groupe des rappeurs qui, influenc é par la musique qu ils é coutent, ont une fa ç on originale de se pr é senter au monde pour se faire reconna î tre. En particulier, pour nous les jeunes, les engag é s, revêtent une importance fondamentale parce que avec leurs chansons, ils d é noncent des probl è mes sociaux et cherchent à sensibiliser les autres en diffusant un sentiment de r é bellion. En conclusion la musique est fondamentale pour donner un rythme à la vie et pour rendre vivants les diff é rents les moments de l existence mais elle est efficace parce que sa fonction de lien et de coh é sion entre les personnes est indiscutable. La musique et moi

32 TRADUCTION LIBRE DE LA CHANSON ITALIENNE « J ai mis de côt é » J ai mis de côt é un peu de bruit On dit : on fait comme ç a Dans la table de chevet il y a une mine Des amygdales de 6000 watts J ai mis de côt é le cache-cache On dit : je n ai plus l âge Mais s ils se tournent un moment Je joue encore une fois parce que j ai envie J ai mis de côt é un peu d illusions Parce que tôt ou tard il faut changer J ai mis de côt é un peu de conseils On dit : c est plus facile Je les ai mis de côt é parce que J arrive tout seul à faire des fautes REFRAIN Je suis en train de me faire un peu de place Et je ne sais pas ce qui m attend Il y a toujours eu de la place vide Il y en a et il y en aura J ai mis de côt é un peu de choses Mais je ne sais pas pourquoi Je r é ussis pas à te mettre de côt é J ai mis de côt é un peu de coups Mais pas les signes Et ce n est pas la douleur du coup Mais malheureusement c est le bleu J ai mis de côt é un peu de photos Qui se couvriront de poussi è re Comme les remords, les regrets Les ranc œ urs et les pourquois REFRAIN Sur ces chaussures, sur cette Terre qui se balance, se balance, se balance, se balance Avec le r é confort D un ciel qui est l à -bas REFRAIN

33 TRADUCTION LIBRE DE LA CHANSON LITUANIENNE Bénis la Lituanie, oh Dieu Je veux me pencher devant toi, Pays de croix et de chansons. Les enfants bercés dans tes mains Ont besoin du soleil et de lespérance. Retourne le dos à ceux Dont la violence te fera peur Et pardonne les prophètes du mençonge rouge Pour tavoir menacé. Nous nous précipitons tous à tembrasser, Nous, venant de tous les coins du monde. Espérons que ton nom de liberté Etincelle comme lambre dans les yeux des jeunes. Refrain : Bénis - nous, oh Dieu, Nous, enfants de la Lituanie, Que la voix de chacun de nous Soit entendue par la terre et par le ciel. Bénis – nous, oh Dieu, En prononçant les paroles dans la langue de nos mères. Nous avons le même sang, Celui que la Lituanie nous a donné.

34 La vie sans musique nest pas une vie (F. Nietzche) « La vie sans musique nest pas une vie » Cette phrase du philosophe Nietzsche souligne limportance de la musique dans notre vie parce quelle nous accompagne pendant les moments les plus heureux mais aussi les plus difficiles et triste de notre existence. La musique nous accompagne pendant les différents moments, comme par exemple quand on est tristes et donc la musique nous apporte le réconfort ou nous donne des conseils pour aller de lavant et pour rêver de moments meilleurs. Mais la musique est aussi un moyen pour rester ensemble comme par exemple pendant les fêtes quand elle nous permet de chanter ensemble ou de danser et dêtre unis. Nous écoutons le long de notre vie des musiques différentes. Pendant lenfance nous écoutions de la musique plus simple qui nous permettait aussi de jouer. Maintenant, dans ladolescence, nous préférons écouter la musique dont nous aimons la mélodie, mais surtout le texte parce que nous avons besoin de retrouver nos états dâme (angoisse, amour) et nos problèmes quotidiens dadolescents dans les chansons que nous écoutons. Donc jusquà présent nous pouvons dire dêtre daccord avec Nietzsche parce que la vie sans musique pour nous aussi naurait pas de sens car elle nous a accompagnés depuis notre enfance et elle nous accompagne encore aujourdhui et sûrement dans le futur.

35 Analyse de la chanson lituanienne Bénit la Lituanie, oh Dieu Cette mélodieuse chanson de Gintautas Abarius est très connue et chantée en Lituanie par tous qui aiment chanter. Cest la chanson qui glorifie le pays natal. Dans la première strophe on voit lexpression du sentiment dhonneur envers sa patrie, petit coin de croix et de chansons. Cette caractéristique reflète la lutte pour lexistence de la nation, lutte difficile et tenace. Le pays natal est representé comme la mère dont les enfants, lituaniens, après de difficiles épreuves de lhistoire, ont besoin du soleil et de lespérance. Dans la chansons on se souvient du passé récent de la nation qui a souffert loccupation de la Russie, a subi tant de violence, tant de mensonge. Presque chaque famille a été touchée par les horreurs de loccupation. Les personnes innocentes, ont été expatriées, portées aux camps de Sibérie, elles ont vécu une insuportable violence, le froid, la famine, la perte des proches, lhumiliation. Lamour pour la patrie cétait le sentiment qui unissait les lituaniens depuis des siècles. Malgré lenfer du Nord ou la persécution soviétique en Lituanie, la patrie restait libre toujours dans les chansons et dans les rêves du peuple. Laspiration à la liberté, comme le sentiment tout à fait paisible, était continuellement transmise de la génération à lautre. Cette valeur éternelle est comparée dans la chanson à la lumière de lambre, symbole de la Lituanie même. Lamour pour le pays natal, la religion, la langue ce sont les valeurs qui ont toujours uni le peuple lituanien grâce à quoi il est survécu dans les peripéties de lhistoire.

36 Analyse de la chanson italienne Jai mis de côté Luciano LigabueLuciano Ligabue Pour ce projet, nous avons analysé la chanson de Luciano Ligabue « ho messo via » en français « jai mis de côté ». Lexpression « mettre de côté » ne signifie pas jeter, éliminer mais abandonner peut-être pour quelques moments, voire même pour toujours, des souvenirs et expériences particulières. Ligabue utilise la première personne qui nous fait comprendre qu il fait référence à une expérience personnelle. Il veut mettre de côté son passé ses expériences négatives ou peut-être le passage toujours douloureux de lenfance à ladolescence. Lauteur veut mettre de coté ses souvenirs et en chantant, il exprime sa croissance dans le domaine de la musique en faisant des références à son enfance et à son adolescence. Maintenant, il veut trouver une place dans le monde de la musique en mettant de coté tous ses souvenirs pour aller de lavant. La réflexion a lieu dans une chambre identifiable à la table de chevet (synecdoque) qui pourrait être sa chambre. Le moment nest pas spécifié mais il arrive un moment pur tous où on a envie de changer. Dans ce cas le moment est celui du passage de lenfance (rimpiattini) à lâge adulte où va commencer son expérience musicale. Dans la première strophe il compare le chaos de la société moderne et les problèmes existentiels, associés au mot « rumori »,(qui sont désagréables à écouter et ils ne transmettent aucune émotion) avec sa voix(amygdales de 6000 watts) associées à une mine prête à exploser. Il écrit cette chanson quand il est déjà un chanteur célèbre et mur, donc la mine dont il parle, dans la première strophe, a explosé depuis quelques temps. La table de chevet, où la mine est cachée, pourrait représenter la vie quotidienne anonyme, banale et plate qui sera secouée par la volonté de réagir et de se faire entendre, se distinguant ainsi de la vie morale commune et banale.

37 Analyse de la chanson italienne 2 L enfance est é voqu é e par le mot « rimpiattini » (cache-cache ), qui est un jeu typique de l enfance. Les souvenirs d enfance sont un point ferme de la vie, la croissance est un parcours douloureux : la nostalgie de l enfance est pr é dominante. Les illusions doivent être tenues à l é cart mais elles ne peuvent pas dispara î tre. On peut dire la même chose pour les souvenirs : il faut aller de l avant, progresser, m û rir, continuer avec la vie sans pour autant effacer le pass é. Les termes 2 ou 3 cartons cr é ent un contraste entre les souvenirs (qui ne sont pas mat é riels) et les cartons (qui sont des objets concrets). Les cartons nous donnent l id é e de l abondance donc ils contiennent beaucoup d exp é riences, de souvenirs, de regrets, de remords. Les conseils souvent donn é s par les autres sont aussi mis en discussion parce qu ils sont consid é r é s comme le produit d une pens é e courante, marqu é e par l expression « on dit » qui appara î t souvent dans le texte. Dans le refrain nous pouvons voir qu il arrive à mettre de cot é beaucoup de choses sauf une qui repr é sente le point d appui dont il a besoin pour surmonter les obstacles de la vie: il ne r é ussit pas à mettre de côt é la musique ou l amour. Le mot « vuoto » exprime la place r é serv é e à ce sentiment sublime mais aussi à l expression de sa propre individualit é (musique). Dans la 2 è me strophe Ligabue veut montrer que ce n est pas le souvenir d une mauvaise exp é rience qui fait du mal mais le signe visible(bleu) qu elle laisse. La deuxi è me partie pr é sente la m é taphore des photos couvertes de poussi è re. Elles indiquent les exp é riences n é gatives à oublier, et qui n ont plus de sens au fil des ann é es. C est un pass é plein de remords, regrets et questions. Notre exp é rience est pourtant faite de tous ces moments qui en font une vie unique. La m é taphore des souliers et de la terre indique la r é alit é en opposition au ciel, symbole de l espoir.

38 Le jour où je tai rencontré, Sur une place très bondée Mes yeux sur toi se sont posés Je ne sais pas pourquoi Et ton visage ma touché Tu es si beau pour moi que je Ne peux faire autre que penser à toi Un jour je tai revu, Je me suis presentée Jai compris que cest lamour Qui chez toi ma portée La vie ma concédé De rester à tes côtés Jusquà cque jaurai la force De crier au monde Que je taime, Que tu es pour moi Lange qui est descendu Sur ma vie pour me protéger Pour maimer toujours Dis-moi que tu maimes Que tu n dors plus Sans penser à moi Que je suis la vie pour toi Même-si je nai que seize ans Nous sommes les auteures du texte dune nouvelle chanson: Nous choisissons la musique de fond: « Come mai »(883) Nous écrivons un texte ayant pour thème: LAmour Nous utilisons les mots suivants: place, jour, yeux, amour, vie, force, monde, ange, toujours, etc... Un Amour Impossible

39 Mais pourquoi je pense toujours à toi Tu es mon seul amour La fille de mes rêves A l é cole, dans la rue, je te vois Sans moi.. Parle encore à tes amis et je m é nerve … Mais pourquoi ? Ta bouche, tes yeux, tes gestes, ton c œ ur … Ne m appartiennent plus Mais pourquoi je pense toujours à toi Tu es mon seul amour La fille de mes rêves Détruis-moi cette trêve Jessaie de toublier mais je ne réussis….. Pas à le faire… Maintenant plus quavant tu resteras… Ma seule pensée… Beaucoup de filles passent dans mon cœur… Je ne pense autre quà…. Refrain 2 fois mon unique pensée Nous sommes les auteurs du texte dune nouvelle chanson: Nous choisissons la musique de fond: per sempre (Finley) Nous écrivons un texte ayant pour thème: amour Nous utilisons les mots suivants: rue, amis, oublier, pensée

40 Lettre Ch è re Maria, Comment ç a va ???moi ç a va bien !!!! Je t é cris pour t informer qu ici en France un nouveau CD de Renaud est sorti,il s appelle « Boucan d enfer ». Renaud est un chanteur engag é qui compose des chansons de d é nonciation et c est un auteur- compositeur qui est capable d é crire de tr è s beaux et touchants textes on les accompagnant d une musique magnifique.Il chante la r é volte,la mis è re,les banlieues,mais aussi l amour et la tendresse. La chanson la plus c é l è bre de ce CD est « Manhattan-Kabul » qui parle de le journ é e du 11 septembre 2001 v é cue par une fille Afghane et un gar ç on Portoricain qui travaille dans les « tours jumelles » et qui meurent pour le mêmes causes mais dans deux diff é rentes parties du monde, des causes qui ne leur appartiennent pas car ce sont les causes du pouvoir et de la richesse. Je te conseille ce CD parce que les chansons parlent de la guerre et des probl è mes quotidiens et elles transmettent de fortes é motions. J esp è re que tu aimeras ce CD que je suis en train de te conseiller. J esp è re que tu me r é pondras vite et que tu me donneras vite de tes nouvelles.Tu me diras aussi si tu es du même avis que moi sur cet auteur.. Bisous Guillaume

41 Quelques impressions sur Manhattan-Kaboul Renaud Renaud Nous avons écouté une chanson française, dun auteur engagé comme Renaud du titre « Manhattan-Kaboul » qui nous a fait réfléchir sur la guerre et surtout sur les victimes innocentes. Renaud met en scène deux personnes assez jeunes, un petit portoricain habitant New-York et une jeune fille afghane, qui sont loin de lidée de pouvoir, de conquête et de guerre mais ce sont eux qui mourront, qui seront sacrifiés sur lautel du pouvoir qui ne tient pas compte des victimes innocentes.Cest à travers leurs yeux que Renaud nous fait revivre ce moment dramatique et ses conséquences

42 LUCIANO LIGABUE Depuis tout petit, Luciano Ligabue aimait la musique, et à 16 ans, il se voit offrir une guitare par son père. Dès cet âge, il commence à écrire des chansons, dont quelques-unes ont été publiées et beaucoup d'autres n'ont jamais vu le jour. Luciano Ligabue fait son premier concert avec un petit groupe, les "Orazero". En juillet 1988, avec son groupe, Ligabue gagne un concours régional, le "Terremoto Rock", et gagne le droit de sortir son premier 45 tours, qui contenait les deux titres "Anime in Plexiglass" et "Bar Mario". Aujourd'hui il reste seulement queqlues exemplaires de ce 45 tours, dans des Collections privées. Son album "Buon Compleanno Elvis" sort le 22 septembre 1995, et Luciano Ligabue devient directement premier dans les classements de ventes pour la première fois. En novembre il commence la tournée "Buon Compleanno Elvis", dont presque la totalité des concerts Étaient complets. En 1996, l'album dépassa le million de copies vendues (10 fois disque de platine), 70 semaines dans le top 50, gagna le prix IFPI (disque de platine en Europe), le festival Tenco (Certe Notti meilleure chanson de l'année), le prix spécial Festivalbar et 3 prix dans la première édition du Prix de la Musique Italienne: Meilleur disque, Meilleur chanteur de l'année, meilleure chanson (pour Certe Notti).

43 Petit Portoricain, bien intégré quasiment New-yorkais Dans mon building tout de verre et dacier, Je prends mon job, un rail de coke, un café, Petite fille Afghane, de lautre côté de la terre, Jamais entendu parler de Manhattan, Mon quotidien cest la misère et la guerre Deux étrangers au bout du monde, si différents Deux inconnus, deux anonymes, mais pourtant, Pulvérisés, sur lautel, de la violence éternelle Un 747, sest explosé dans mes fenêtres, Mon ciel si bleu est devenu orage, Lorsque les bombes ont rasé mon village Deux étrangers au bout du monde, si différents Deux inconnus, deux anonymes, mais pourtant, Pulvérisés, sur lautel, de la violence éternelle So long, adieu mon rêve américain, Moi, plus jamais esclave des chiens Vite imposé lislam des tyrans Ceux là ont-ils jamais lu le coran ? Suis redevnu poussière, Je srai pas maître de lunivers, Ce pays que jaimais tellement serait-il Finalement colosse aux pieds dargile ? Les dieux, les religions, Les guerres de civilisation, Les armes, les drapeaux, les patries, les nations, Font toujours de nous de la chair à canon Deux étrangers au bout du monde, si différents Deux inconnus, deux anonymes, mais pourtant, Pulvérisés, sur lautel, de la violence éternelle Deux étrangers au bout du monde, si différents Deux inconnus, deux anonymes, mais pourtant, Pulvérisés, sur lautel, de la violence éternelle. Renaud & Axelle Red Manhattan/Kaboul 2002 "Boucan d'enfer"

44 Ho messo via Luciano Ligabue Ho messo via un pò di rumore dicono cosi si fa nel comodino c'è una mina e tonsille da sei mila watt. Ho messo via i rimpiattini dicono non ho l'età se si voltano un momento io ci rigioco perché a me... va. Ho messo via un po di illusioni che prima o poi basta così ne ho messe via due o tre cartoni comunque so che sono lì. Ho messo un po di consigli dicono è più facile li ho messi via perché a sbagliare sono bravissimo da me. Mi sto facendo un po di posto e che mi aspetto chi lo sa che posto vuoto ce n'è stato ce n'è ce n'è ce ne sarà. Ho messo via un bel po di cose ma non mi spiego mai il perché io non riesca a metter via te. Ho messo via un po di legnate i sogni quelli non si può che non è il male né la botta ma purtroppo il livido. Ho messo via un bel po di foto che prenderanno polvere sia sui rimorsi che rimpianti che rancori sui perché. Mi sto facendo un po di posto e che mi aspetto chi lo sa che posto vuoto ce n'è stato ce n'è ce n'è ce ne sarà. Ho messo via un bel po di cose ma non mi spiego mai il perché io non riesca a metter via te. In queste scarpe e su questa terra che dondola dondola dondola dondola con il conforto di un cielo che resta lì. Mi sto facendo un po di posto e che mi aspetto chi lo sa che posto vuoto ce n'è stato ce n'è ce n'è ce ne sarà. Ho messo via un bel po di cose ma non mi spiego mai il perché io non riesca a metter via riesca a metter via riesca a metter via te. Quel effet produisent les termes 2,3 cartons? Dans le texte peut-on entrevoir le rapport avec la musique ? Quelle est la différence entre bruit et musique ? Par quoi est évoquée lenfance ? La place vide en quoi consiste-t-elle ? Lauteur cherche à se frayer une place ?Pourquoi y aura-t-il toujours une place pour lui ? Comment prévoie-t-il son futur ? Quest-ce qui va exploser ? Lenfance passée, lauteur va commencer une carrière. Quels sont les thèmes préférés par Ligabue ?

45 Questionnaire: 1.Quand tu entends une chanson, tu es attiré (e) par La musique Les mots Autre…… 2.Quel genre de musique aimes-tu? Que je danse Qui me donne des émotions Autre…………………… 3. A quoi penses-tu quand tu écoutes des chansons? A mon copain – à ma copine Au bonheur A la liberté Cela dépend de………………………. 3. Donnes-tu de limportance au texte? Oui absolument Parfois pas toujours Cela dépend de…………………… 4.tu apprécies les chansons pour Les mots La rythme Autre………………………….. 5.Tu écoutes volontiers de la musique 6.Indique au moins une chanson (italienne ou étrangère)dont le thème principal est la drogue…………………………… le racisme……………………. la solitude…………………….. Lamour………………………….. Les sentiments en général…………… 7. Combien de CD as-tu déjà achetés? 8. Y a-t-il une chanson que tu écoutes depuis au moins deux ans? Laquelle ? 9.Combien de temps dure la mode dune chanson? Réponds aux questions suivantes 1.Quels sont les moments pendant lesquels tu écoutes de la musique ? (en étudiant, dans le bus, en te reposant) 2.Aimes-tu chanter ? en quelle langue ? et quelle autre ? 3.Y a-t-il des chansons que tu préfères écouter seul et dautres en compagnie 4.Quel est ton rapport avec la musique folklorique? 5.La musique peut-elle provoquer un sentiment nouveau ou fait-elle ressortir ce quil y a en toi ? 6.Quels sont les messages lancés par le rap? 7.Connais-tu des genres qui traduisent le malaise social des jeunes ? 8.Pendant ton enfance, aimais-tu chanter ? Où et avec qui apprenais-tu les chansons ? 9.Et aujourdhui tu aimes chanter ? Quels sont les moyens qui te font connaître des chansons ? 10.Avant lavènement de la technologie, selon toi comment les chansons étaient-elles diffusées ? classiqueDe chambre lyriquetradition nelle médiéval e Oui non Oui non Oui non Oui non Oui non

46 11.Contribuaient-elles à créer une appartenance à un groupe social ? 12.Et aujourdhui ? A quel groupe penses-tu appartenir? 13.Résume un moment de bonheur en groupe avec lintermédiaire de la musique. 14.Partages-tu des chansons avec dautres générations ? (parents, grands-parents) 15.Penses-tu avoir des affinités avec les adolescents étrangers (français par exemple)? 16.Aimes-tu joué de la musique? 17.Dans le choix de tes chansons es-tu influencée par tes connaissances musicales? 18.As-tu aimé analysé les mots de la chanson de Ligabue ? Avais-tu fait une réflexion pareille seul (e)ou avec des amis/amies ? Parlez-vous du contenu des chansons ? 19.Faites-vous des débats sur les thèmes des chansons ? 20.Avez-vous déjà proposé des chansons à des amis/amies ? Lesquelles ? 21.Allez-vous à la recherche de chansons qui ne sont pas objet de publicité ?Lesquelles ? 22.Penses-tu quécrire les paroles dune chanson soit difficile ? 23.Aimerais-tu essayer ? 24.Etes-vous intéressés à voir le clip des chansons ? Pourquoi ? 25.Les clips que tu connais sont en relation avec les mots de la chanson? 26.Décris un vidéo-clip qui ta frappé ? et explique pourquoi. 27.De quoi soccupent les maisons de disques? 28.Comment est publicisée une chanson ? 29.Quel est le moyen le plus rapide pour connaître une chanson ? 30.Et le chanteur/la chanteuse tintéresse ? sa vie privée ? sa recherche musicale ? autre ? 31.Es-tu fan de quelquun ? Sais-tu expliquer pourquoi ? 32.As-tu déjà imité un chanteur dans son look, sa coupe, son engagement social ? 33.Qui sont les engagés en Italie ? ailleurs ? (un exemple) 34.Parle-moi dun chanteur célèbre que tu aimes particulièrement? 35.Parle-moi dun groupe célèbre italien que tu apprécies ? 36.A quel moment as-tu abandonné la chanson enfantine ? Internet te semble utile pour la diffusion de la musique ? Explique de quelle façon. 37.Aimerais-tu connaître des chansons sur des thèmes importants dans dautres langues? 38.Quels sont les chanteurs/chanteuses que tu connais mais que tu naimes pas ? 39.Indique au moins une de leur chanson? laquelle ? pourquoi ? 40.Connais-tu des chanteurs compositeurs italiens ? français ? lesquels ?

47 41.Résume une de leur chanson qui est dintérêt social et culturel. 42.A ton avis quels sont les chanteurs démodés ? 43.Saurais-tu définir ton rapport avec la musique ? 44.Choisis ta chanson préférée (une seule option) 45.Et les Italiens célèbres en France et dans le monde ? qui sont-ils 46.La musique ou la chanson est utilisée dans la publicité en support de limage. Quelle est son efficacité ? 47.Te souviens-tu dune pub en particulier ? 48.Saurais-tu définir le rapport entre la chanson et ton corps ? 49.Y a-t-il un genre que tu aimerais connaître plus ? (classique, opéra, jazz) Consignes (en classe ou pendant le projet) Travail individuel 1.A partir du questionnaire écris un texte sur « La musique et MOI » 2.Tu dois convaincre un ami à acheter un CD, que lui conseilles-tu ?Ecris-lui une lettre. 3.Commente laffirmations suivante « La vie sans musique nest pas une vie » de F.Nietzche Travail de groupe 1.Choisissez une chanson, réécrivez le texte en utilisant lesmots suivants: enfant, mère, école, copain, musique, danse,amour, merci, chanter, une chanson, futur, explosif,chaussures, aimer, trouver et dautres mots de ton choix. 2.Regroupez les réponses du test en un hypothétique sondage 3.Traduisez librement le texte des chansons Débat sur la chanson italienne-thèmes à développer : difficulté à se détacher du monde de lenfance regrets du passé veux-tu nous parler de ton enfance ? te souviens-tu de moments heureux ou de moments malheureux ? quels sont les problèmes des adolescents ? Pourquoi rient-ils ou pourquoi pleurent-ils ? Comment rêves-tu ton futur ? Quelle est la place de la musique dans ta vie ?

48 1.identify the different typologies of music video 2.identify their characteristics 3.explain why it is important to have a clear and detailed storyboard 4.identify the important components of a storyboard 5.identify common editing decisions in regards to the selections of the video image 6.identify different techniques for producing transitions without any special editor functions 7.define the difference between a long shot, medium shot, and close- up shot. 8.identify that a videotape has three tracks: video, audio 1 and audio 2 Module Objectives 1)The analytic phase Analysis and viewing of music videosAnalysis 2) The creation phase how to make your music video - Plan, shoot, and edit your videohow to make your music video Didactic Plan

49 What is a music video A music video is a short film that accompanies a song. Music videos can accommodate all styles of film-making, including animation, live action films, documentaries, and non-narrative, abstract film. Characteristics of music video Music videos may be characterised by three broad typologies: performance, narrative, and conceptual. These types describe the form and content selected by the director or artist to attract viewers and to convey a direct or indirect message. Performance videos, the most common type, feature the star or group singing in concert to wildly enthusiastic fans. The goal is to convey a sense of the in-concert experience. The predominance of performance as a formal system in the popular clips indicates that music video defines itself chiefly by communicating images of artists singing and playing songs. Performance videos, especially those that display the star or group in the studio, remind the viewer that the soundtrack is still important. Performance oriented visuals cue viewers that the recording of the music is the most significant element.

50 A narrative video presents a sequence of events. A video may tell any kind of story in linear, cause-effect sequencing. Love stories, however, are the most common narrative mode in music video. The narrative pattern is one of boy meets girl, boy loses girl, boy gets girl back. Conceptual videos rely on poetic form, primarily metaphor. These videos make significant use of the visual element, presenting to the eye as well as the ear, and in doing so, conveying truths inexpressible discursively. Conceptual videos do not tell a story in a linear fashion, but rather create a mood or feeling to be evoked in the experience of viewing. Conceptual videos contain the possibility for multiple meanings as the metaphor or metaphoric sequence is interpreted by the viewer. Thus the metaphorical relations between images structured according to musical and visual rhymes and rhythms play a suggestive role in soliciting multiple meanings that resonate with our experience--something we can feel and describe. The brevity of the music video has created a new grammar of video technique particular to this visual expression. Visual techniques commonly employed in music videos exaggerate: interest and excitement is stimulated by rapid cutting, intercutting, dissolves, superimpositions, and other special effects that, taken together with different scenes and characters, make music videos visually and thematically dynamic.

51 The video is a visual and verbal metaphor for the hopes and fears common to teenagers. The concert cuts in and out throughout the video, mixed in with various other images, so the video is a pastiche of performance, narrative, and concept video Narrative is the predominant form. The story is a nightmarish variation on the generic boy-meets-girl, boy loses-girl video love story. Guns n' Roses November Rain The narrative is cast as a dream sequence: the video opens with Axl taking sleeping pills, and then falling into a dream state.

52 He dreams of his wedding, an event of great joy. As the dream unfolds, rain falls and joy turns to sorrow. Unknow agents or forces bring about the bride's death. In the final scenes the bride is lying in her coffin, again wearing her wedding dress, as Axl grieves.

53 November Rain's visual images abound with Jungian archetypes that symbolise the struggle for belonging and identity experienced by teenagers. Visually, the most frequently occurring symbols are spiritual and transcendence symbols: candles, a crucifix, two churches, and a priest. The small church is set on some windswept vista. It is a source of renewal and energy that symbolises the need every teenager has--for adults to get out of their way and let them alone. The lyric explicitly states this desire

54 As the video shifts back and forth between the dream concert and the dream wedding, it offers a contrast of light and dark: the wedding is light -the bride wears a white dress, the candles are white and throw out a great light, the priest wears white vestments- but the intercut scenes of the dream concert are dark -the lighting is dim, the back-up singers wear black dresses, the concert-goers all seem to be wearing dark clothing. Dark symbols overcome the light as the video ends with the bride's funeral. While she continues to be dressed in her white wedding gown, her coffin is black, the priest is vested in black, and the groom and mourners are all in black. In the last symbolic use of colour, the red of a bouquet of fabric roses is washed out by the falling rain.

55 The struggle between character and shadow is that of teen expectations about life and teen fears about external forces that may interfere with realizing those expectations. Teen expectations are symbolised by the light images of happiness in love and the wedding ceremony. The verbal and visual symbols also feature a powerful sense of wholeness, visually represented by the exchange of wedding rings and verbally by the repeated lyric. The dominant shadow theme in this video is one of loss. At the end of the story, Axl loses his bride and is left alone. Earlier the lyric has forecast the possibility that even a wealthy, popular rock star might not be immune to the sorrow that frequently afflicts today's teens The appeal of this video is in how it may function to allow the viewer to deal with repressed fears of failure, rejection, and abandonment. The dream world of the video gives temporary form to the worst fears the viewer might have so that they might be faced. And for those unwilling to face them, there is also the possibility that this is just a dream; the sleeper may awake.

56 Van Halen Right Now Right Now is an exploration of life in the U.S. What does the marionette represent? What do the children's images say? Why are the children girls?

57 Is the image a political statement? Do you agree with it? Bare trees are a common image of loneliness. What image would you have used?

58 What in your life supports or negates the above statement?

59 To Plan the video Either in narrative and conceptual video, you are telling your audience a story, so you have to think in visual terms. To develope it you will need a story idea and storyboard then you will have to shoot and edit your movie First step: catch the main idea of the song and develop it, that is find a good idea about which elements of the story you want to focus on This usually involves two stages: The Treatment - a summary of the characters that are involved in the script The Synopsis - a short summary of what the video is about

60 1) analyse the music and the text of the song 2) start with an outline of the main idea/message of the song and think carefully about ways to render it in images 3) your script is a story. It has a beginning, a middle, and an end. When you are writing a script for a video, you must also think in those terms. What images will you need for the line of text you are writing? Will that image require actors, locations, graphic images, costumes? 4) analyse musical rhythm and think about how to render it in video rhythm 5) develop the topics that you want to cover. Now develop each idea in more detail on the storyboardstoryboard SUGGESTIONS to develop the story idea:

61 What is a Storyboard? A storyboard is a series of visual images that simply and briefly illustrate the video's key scenes and events. It is a guide, a plan from which you will direct your video. It is taking your ideas and translating them into visual images. A storyboard doesn't illustrate every moment of the song/video. In each of your storyboard drawings, you have to single out the essential details needed to communicate the information in that particular scene. There are two ways to do this, a visual description and a written description. Close up on MANFRED. Sunlight more intense. We see he is wearing dark shades and has a pensive, disconnected expression. Medium long shot, exterior: a beach somewhere on the west coast of the U.S. The time is shortly after sunrise. We can see the limb of the sun in upper left of shot. MANFRED is sitting in the sand below the dunes watching the tide come in. He does not move during this sequence. Medium close up on MANFRED. Sun has begun to light the left side of his face and body.

62 Why do it? First, it is a way to work out and discuss your ideas. Second, it is a visualisation of how your video will look. Third, it is a description of how the film is sequenced and put together, Fourth, it is a step by step guide to making and shooting your video. In your storyboard you're not only describing the plot but all information that's important to your scene such as the mood, the setting and anything else that you think will help the audience understand your story. Planning is very important. You save hours of unnecessary editing by doing a storyboard which is also a way to uncover problems, to fix them while they are still easy to fix and to mould your project into exactly what you want it to be. Some examples

63 SUGGESTIONS to develop a storyboard: 1)put your shots and scenes in an order that tells your story clearly. 2) plan your story so that the visual images and the script can be clearly understood by reading your storyboard 3) plan not only what happens in each shot, but also how fast or how slow you want it to happen 4) eliminate unnecessary or repetitive shots and add missing shots. Cut long boring shots and break them down into shorter more interesting shots 5) make sure there is a smooth, clear, logical flow from shot to shot and from scene to scene. 6) make your video match the music. Most songs, especially rock music, have a mix of milder verse and more "explosive" choruses. Listen to your selected tune and determine what type of clips would go well in each section of the song. This will help when you begin slicing your video.

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70 To Shoot the video Camera angles (shot angles) are an important expects in your video because they determine where the viewing audience will look. If you want your audience to look at a certain object you must turn attention to it by focusing on that object.

71 Extreme Close-Up (ECU or XCU) Close-Up (CU) Medium Shot (MS) Long Shot (LS) Extreme Long Shot (ELS or XLS) Basic Camera Shots

72 Following pan. The camera swivels (in the same base position) to follow a moving subject. A pan usually begins and ends with a few seconds of still picture to give greater impact. Crab. The camera moves (crabs) right or left. Tracking involves the camera itself being moved towards or away from the subject. Tracking in draws the viewer into a closer relationship with the subject. Tracking back tends to divert attention to the edges of the screen. Tilt. A vertical movement of the camera - up or down- while the camera mounting stays fixed. Zoom. In zooming in the camera does not move; the lens is focussed down from a long-shot to a close-up whilst the picture is still being shown

73 Transitions This is the most common transition since all it requires during editing is to stop or start the scene where it is convenient. This is effective for quickly changing settings or perspectives. Simple Cut You can start or end a scene out of focus. Black Editing in a second or two of "black" can help to provide a distinct break between scenes. Fade-in/Fade-Out This feature helps to show the audience that the scene has changed or will change. The fade usually starts or ends with black. Refocus/Defocus

74 Sometimes it helps to show important points with a graphical visual aid. With matching examples and verbal descriptions, you can be sure that your audience will know that you just made an important statement because you backed it up with a graphical image. The linear editing system has the capability to add titles to a video segment. This is an easy way to produce title screens on colored backgrounds, or to add captions to enhance certain images. Graphics Insert Editor Created Titles Follow a moving object To transition into a scene, you can follow an object or person (that is not the main focus of the scene) moving across until you stop the camera and stay focused on your intended subject.

75 Editing System During shooting, the standard audio and video are always recorded together. The PCM audio is usually used during editing to add secondary audio which could be played back simultaneously with the video and standard audio. PCM audio stands for pulse code modulation and is the audio track of the master tape that is used during editing to record secondary audio such as music or voiceovers. Tape Tracks The Hi-8 videotape consists of three tracks for the picture and sound: video, (2) standard audio, and (3) PCM (Pulse Code Modulation) audio.

76 Insert Edit The insert edit function of the linear editing system allows you to replace sections of video or to add secondary audio to the sequence. When performing an insert edit, it is really important that you understand which track(s) you are replacing on the master tape. During a video insert edit, the picture and sound on the video and standard audio tracks are replaced, while the PCM audio track is left intact. Because both video and standard audio are being replaced, you must be certain that the segment you end up with will have a nice flow of both standard audio and PCM audio. Any sound on the standard audio will have an abrupt stop and start as the videotape plays through the changes in video images. Before video insert. This example shows three different segments called video 1, video 2, and video 3. Video 1 has already been recorded on the master tape. The editing team decides to modify the scene a little by inserting a couple different segments (video 2 and video 3) showing other action at the construction site.

77 After video insert. When this sequence is played back, the viewer will see four different camera shots. The standard audio will have abrupt changes between shots since the original sounds came from three different recordings. To compensate for the sound variation, the editing team might decide to perform an audio insert edit. Audio Insert Edit When you choose to perform an audio insert edit, only the PCM audio track is replaced, while the video and standard audio of the master tape remaining the same. This is used for adding music or narration to go along with the video images. You can also use the standard audio to be inserted into the PCM track. Audio insert edit allows for voiceover narration. The editing of this sequence is actually done in two phases. First, the different shots of video are edited to the master tape. During this first phase, the standard audio is muted (or softened). Then, in the second phase, the narration is added to the master tape by performing an audio insert edit.


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