Beruflich Dokumente
Kultur Dokumente
Class #: 2
Dynamics
Course
Grade 3 Science/Music
Anna/Sarah
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Recognize the differences between dynamics (Blooms Taxonomy: Remember).
2. Notice when dynamics change in a song (Blooms Taxonomy: Apply).
3. Explain how dynamics change the message and interpretation of a song (Blooms
Taxonomy: Analyze).
Music dynamic (piano, mezzo piano, mezzo forte, forte) tile presentation.
PROCEDURE
Introduction
With students at desks, review the types of vibrations that cause different
sounds (loud, soft, high, low)
Ask discussion questions such as: What are loud sounds you like and
dislike? What makes you like or not like these sounds? Repeat with soft,
high, and low.
Body
Topic:
Dynamics
and
Vibration
s
Time
10
min
Time
15
min
1. Have students spread around the classroom so they can still see the
SMARTboard. Have student volunteers come up and select
different tiles, which will fade to show a dynamic. Students will
then clap their hands to display the dynamic.
2. Give students the choice to vote for three different songs (Row Row
Row Your Boat, Frere Jacques, If Youre Happy and You Know It)
by raising their hands. Practice the song as a class.
3. Explain that they will sing the song as a class and that
when the teacher holds up a flashcard, (forte, mezzo
forte, mezzo piano, and piano) students will change the
volume of their singing to match what the card says. Start with
drastic changes in dynamics because the difference is less vague
(forte then piano). Add in mezzo forte and mezzo piano when/if
students are comfortable with switching between forte and piano.
Conclusion
15
min
Time
10
min
Assessment