Dynamics

Teacher: Chris Au
Age / Grade Level(s): 3rd Grade
Class: General Music
Music Element(s) OR Topic: Dynamics
Resources/Materials
Dry erase board(s)
Hoberman sphere (if theres time)
Original crossword puzzle worksheet (exit slip)
A rug
National Core Music Standards (http://www.nationalartsstandards.org/)
Write out the specific standard, by grade OR skill level, being met:
1)
MU:Pr6.1.3a: Perform music with expression and technical accuracy.
2)
MU:Pr4.3.3a: Demonstrate and describe how intent is conveyed through expressive qualities (such as
dynamics and tempo).
3) MU:Cn11.0.3a: Demonstrate understanding of relationships between music and the other arts, other
disciplines, varied contexts, and daily life.
Objectives (Outcomes)
1) Today we will identify and demonstrate piano, mezzo, forte, crescendo and decrescendo dynamics though
performance.
Assessment
1) An exit slip that assesses piano, mezzo, forte, crescendo, and decrescendo dynamics.
1)
2)
3)
4)

Strategy/Procedure
*Students are already familiar with piano and forte, but will need a refresher.*
1) Invite the students to sit around the edge of the carpet.
2) Open with the question have you ever experienced a really bad thunderstorm?
a. How can you tell if its getting closer? and What if you cant see outside?
3) State that today we will be making a thunderstorm of our own.
a. The teacher will start the sequence and the student to their right (or left) will mimic, and the
student next to them will start the movement, and so on and so forth.
b. Once everyone has joined, the teacher will perform the next movement:
Rub hands together.
Snap your fingers.
Pat thighs.
Pat floor.
Pat thighs.
Snap your fingers.
Rub hands together.
NEXT SECTION:
1) Ask the students to recall the movement sequence that we just performed, and write them on the board.
a. Label the movements, then the trait of the thunderstorm, and then the first dynamic as piano.
2) Have students identify the remaining dynamics. (Theres a dynamic chart on the wall if they need help).
3) Ask the students what they notice about the storm.
a. i.e. its louder when the storm gets closer, and softer as it goes away.
b. When this connection is made, draw the crescendo and decrescendo symbols.
c. Identify them, and write their appropriate names on the board.

The board should look something like this: (I dont have symbols for crescendo and decrescendo).

|--------------------|-----------------|--------------|--------------|-------------------|-------------------|
Rub hands
Wind
piano
p

snap
light rain
mezzo piano
mp

pat legs
rain
mezzo forte
mf

pat floor
downpour
forte
f

pat legs
rain
mezzo forte
mf

snap
light rain
mezzo piano
mp

rub hands
wind
piano
p

4) Students will return to their seats, and come up row by row to collect an exit slip and pencil.

Follow-Up or Extension
1) Students follow me as I use the hoberman sphere to indicate dynamics and they use the movements that we
just learned.
2) A charades game where students pair up with an individual dry erase board where one writes a dynamic and
the other has to act it out using the movements.