Motivic transformation
Lesson details
Learning outcome
I can transform a leitmotif to reflect changes in a character.
Key learning points
- Composers use leitmotif to tell us about a character or idea, but also to show changes that occur.
- This is done through motivic transformation - changing aspects of the leitmotif to represent changes in the character.
- We can change most aspects of a leitmotif, but must keep the melodic shape similar so that it is still recognisable.
- Changing articulation, rhythms, dynamics, tempo and harmony can transform a leitmotif to create very different emotions.
Keywords
Leitmotif - a musical idea that represents a specific character, place or idea
Motivic transformation - when a leitmotif is musically changed to represent a change in the story or character
Melodic shape - the shape of a melody, including how it ascends and descends and where it is conjunct or disjunct
Common misconception
Simply changing the instrument makes a leitmotif change mood.
While it does have an impact, changing other elements can make this even greater. Harmony, rhythm, dynamics, articulation and tempo are particularly useful for motivic transformation.
Teacher tip
Encourage pupils to really explore their leitmotif, transforming it in as many ways as possible. They may wish to create moods or emotions not explored in the lesson, and this can be a great extension. Consider exploring the following: silly/funny, energetic, spooky, full of joy.
Licence
Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Name something that could be represented by a leitmotif.
Q2.Leitmotif was first used in a genre called what?
Q3.In which decade were the first movies with recorded sound?
Q4.What type of tonality would best suit the hero of a story?
Q5.Which two families of the orchestra would we most associate with war?
Q6.Which pitch range might best suit a dark, sinister character?
Assessment exit quiz
6 Questions
Q1.What aspect of a leitmotif makes it recognisable?
Q2.What is the process of changing leitmotifs to tell the story called?
Q3.To make a leitmotif sound ‘angry’, which of these would be least effective?
Q4.To make a leitmotif sound ‘upset’, which of these would be least effective?
Q5.To make a leitmotif sound ‘sneaky’, which of these would be least effective?
Q6.Which of these elements could you change in a leitmotif to change its mood?
To help you plan your 9 music lesson on: Motivic transformation, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 9 music lesson on: Motivic transformation, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
Our video is a tool for planning, showing how other teachers might teach the lesson, offering helpful tips, modelled explanations and inspiration for your own delivery in the classroom. Plus, you can set it as homework or revision for pupils and keep their learning on track by sharing an online pupil version of this lesson.
Explore more key stage 3 music lessons from the Film Music unit, dive into the full secondary music curriculum, or learn more about lesson planning.