Element 2: “Imagine, what you hear!” Short Movie Production


Within this element of the programme section, students produce a short film to a selected musical composition. Not only will they produce the film, but also perform as its actors. The film can be of any genre; the students may utilize any technique to create it. In fact, the objective here is for them to seek out the film genre, and the implementation tools, which they find to be the most rewarding and exciting. They can make up any story that goes well with the music; the important part is that they cinematize the thoughts, feelings, and inspirations that the music evokes in them.

Duration: preparation (at home) 4 x 45 min.; classroom work 2 x 45 min.; afterwork 4 x 45 min.

Age: from age 8 to 18

Key words creativity & entrepreneurship: Flow of ideas, Flexibility, Imagination, Working in teams, Identification of problems


  1. The selection of a short musical composition, or a musical extract, which students then use to create a film that goes well with its message and character. When selecting it, students should consider the length of the music, and choose a few-minute-long composition or extract.
  2. Inventing a story, a dramaturgy to the selected piece. To do this, they need to get thoroughly acquainted with the musical piece by listening to it very often.
  3. Selecting the locations, scenery, and props of the story, considering the available tools. This may be the school, the classrooms, the gym, the outside of the school building, students’ homes, means of transport to school, etc.
  4. Appointing the student and adult participants, as well as the precise definition and description of their tasks related to their roles in the film. A lot of practice to learn the role.
  5. Appointing the cameraman (or cameramen), learning to use a simple video camera. Preparation of test shots.
  6. Shooting the film: making 6-8 shots for each scene. The length of each scene must be the same as that of the elements and images of the story line in the fictional plot. Plot lines are to be a few (5-20) seconds long.
  7. The selection, and cutting up of the finished material as well as its adaptation to the musical scenarios with the help of a person who is experienced at editing.
  8. Inventing an exterior design for the film, and selecting the transition images between the scenes by means of the editing software.

Movie “The Test”


Scenario for the Video Example:

  • Logo 0 – 0’20
  • Title 0’21 – 0’23
  • Introduction 0’24 – 0’30
  • Student 1 is preparing cheat sheet 0’31 – 0’44
  • Student 2 is preparing cheat sheet 0’45 – 0’56
  • Student 3 is preparing cheat sheet 0’57 – 1’12
  • Teacher gives out the papers 1’13 – 1’29
  • Student 2 is cheating 1’30 – 1’40
  • Student 1 is cheating 1’41 – 1’49
  • Student 1 fails 1’50 – 2’01
  • Teacher kicks out Student 1 from the classroom 2’02 – 2’17
  • Teacher comes back 2’18 – 2’21
  • Students keep on test writing 2’22 – 2’27
  • Student 3 is cheating 2’28 – 2’35
  • Student 3 fails 2’36 – 2’45


The pupils are able to

  • act on stage,
  • write scenario,
  • understand musical dramaturgy,
  • recognise their personality, identity to the chosen role,
  • use camera technique,
  • set stage and costume design,
  • acquire the basic knowledge of video editing,
  • work in team.


Setting and stage-properties: classroom, 8 students and 1 teacher, paper, cheat sheets, camera, video editing software (Adobe Premier)

Recommended quartet repertoire:

  • Beethoven: String quartet Op.95 No.11 F minor “Serioso”
  • Josef Lanner: Steyrische Tänze Op. 165
  • Shostakovich: Polka