Name: Cody Payne Date: Jan

28, 2017
Title: In the Hall of the Mountain King
Composer: Edvard Grieg
Publisher:
Level: Second Grade
Orchestration/ Voicing: Orchestral

Music Analysis
Tempo Increasing tempo throughout
Dynamic Increasing dynamics throughout
s
Rhythm
Melody Repeating theme
Harmony F# Major
Form
Style
History From, Peer Gynt Suite, which is about Peer Gynt and his
travels to restore his family to the way it used to be
Text
Materials
Other
Notes

National Music Standards Objectives

Performing 1) The student will demonstrate dynamic and tempo
changes by movement while listening to the
mountain king
2) Students will play a song in a variety of tempos and
dynamics in small groups.
Creating
Listening 3) Student will listen to a variety of songs and be able
to identify the tempo and dynamics
Other 4) Students will be able to explain what a composer
is and what
they do. Specifically, Edvard Grieg

Virginia SOLs Objectives

2.3.2 The student will play a 2
variety of pitched and non-
pitched instruments alone and
with others, including playing
expressively, following changes
in dynamics and tempo 1
2.5.2 The student will respond
to music with movement,
including demonstrating
expressive qualities of music,
including changes in dynamics 4
and tempo.
2.7.3 The student will explore
historical and cultural aspects
of music by identifying what 3
musicians and composers do
and create.
2.10.3 The student will
analyze music by describing
sudden and gradual changes in
dynamics and tempo, using
music terminology.

Assessment
Objectives
Pre-Assessment
Warm ups and exercise will determine the level of students
musical response skills.
Post-Assessment
Assessment 1: The teacher will play the piece and instruct 1
students to walk to it. Students are to walk to the beat in
the style of the dynamics. When the piece is loud and
chaotic, jump and run to the beat.
Good Fair Needs
Improvement
Tempo Student Student Students did
walked on walked on not walk on
the beat and the beat and the beat and
demonstrate showed did not show
d change inconsistent change
tempo
changes
Dynamics Student Student Student did
displayed showed not show 4
dynamics inconsistent dynamics
dynamics

Assessment 2: Students will respond to pictures on the

board to describe Edvard Grieg. Students will hold up their
answers with their fingers or on a whiteboard.
Questions:
Which is Grieg?
What is the flag of Norway?
Where is Grieg from? Norway
What did Griegs mother do? Music Teacher
What was Griegs main instrument? Piano
Good Fair Needs 3
Improvement
Answers 5/5 correct 4/5 correct <3/5 correct

Assessment 3: The teacher will sing a variety of songs at

different dynamics and tempos. The teacher will then ask
students questions such as; did the song crescendo or
decrescendo? Did the song accelerando? What dynamic
was the song? Etc. Students will write their answers on a
worksheet. Word bank will be provided.
Good Fair Needs 2
Improvement
Answers All answers 1 -2 answers < 3 answers
correct are incorrect incorrect

Assessment 4: Students will play a given rhythm at different

tempos and dynamics on unpitched instruments in small
ensembles. The teacher will tell students beforehand what
they will play. Students will play 3 rounds. Students will be
graded on dynamics, tempo, and rhythm.
Good Fair Needs
Improvement
Dynamics All 3 rounds 2 rounds <1 round
correct correct correct
Tempo All 3 rounds 2 rounds <1 round
correct correct correct
Rhythm All 3 rounds 2 rounds <1 round
correct correct correct
Opening
Say students names at different dynamics and speeds during the question
of the day.

Process
DAY ONE
Part One Composer
1. Ask students if they know what a composer is. Write the word on the
board
2. Explain what the word means and have them spell it.
3. Introduce Edvard Grieg Where hes from, what he played, what his
mom did.
4. Do a quick mini review of Grieg
5. What musical era was he from Romantic

Part Two Dynamics and Tempo

6. Explain what dynamics are
7. Loud Forte/ Soft Piano
8. Review steady beat
9. Explain what tempo is
10. Review the song, Twinkle Twinkle.
11. Have the students sing the song
12. Ask the students to sing the song in a variety of different ways;
loud, soft, fast, slow

Part Three Game Assessment 1

13. Introduce, Hall of the mountain king
14. Ask students to listen to any changes that they may hear
15. Remind students not to talk, it distracts from the listening
16. Have students listen to the piece
17. Preface that if students get out of hand, the game will pause or
stop completely
18. Explain that students are to walk to the beat
19. Explain that students are also to move to the dynamics. Small
 when quiet, big when loud
20. Tell students to start when they have the beat
21. Start the piece
22. Observe students who are not following directions or who are
having trouble with the activity
23. Ask the students how they think they did. Ask what they could
improve upon. Give them suggestions
24. Repeat the activity. Ask the students to try and improve their
movements

DAY TWO
Part Four Review Assessment 2
25. Ask students if they remember what a composer is
26. Review the definition
27. Ask if they remember the composer that we learned about last
class Edvard Grieg
28. Ask specifics
29. Ask students if they remember what dynamics are
30. Ask specifics
31. Review, Row, Row, Row Your Boat
32. Sing with students
33. Sing with different dynamics (using musical terms) and tempos
34. Introduce crescendos and decrescendos
35. Introduce accelerando and ritardando

Part Five Instruments Assessment 4

36. Have students get into a circle
37. Remind students of instrument safety and proper instrument
use
38. Pass out the instruments
39. Demonstrate how to do different dynamics and have the
students try it
40. Give the students 30 seconds to experiment warn them that
if they misuse the instruments, you will take them away Warn them
that if they do not stop after you warn and tell them, you will take
them away
41. Give them an eight-measure rhythm, breaking it up into two
sections and have them echo
I I ( ( I (( (( (( I
42. Repeat
 43. Play the rhythm at different tempos and dynamics, have the
students copy you exactly
44. Ask them if they played forte, piano, etc.
45. Put students in groups of 4 6
46. Give them a new 4 measure rhythm, have them copy you twice
47. Ask them to play the rhythm how you ask loud, soft, fast,
slow

DAY THREE
Part Six Review Assessment 3
48. Review all the dynamic and tempo words that you have learned
49. Have a student pass out the worksheet
50. Explain that students will hear six different songs
51. They need to circle which of the words happens in that song
52. Tell them that each song only gets one circle
53. Tell students that they are not to sing along they must remain
quiet
54. Repeat each song twice
55. Remind students to put their name on the paper, and collect
them
Closing
Have the students copy your movements. Include breathing and stretches.
Calm them down to have them return to their classroom teacher.

Differentiation
Limited English -Speak slowly and clear
-Seat student toward the front
-Use gestures and facial expressions
ADHD -Visual cues
-Give warning before transitions
-Have them help you

Homework
1) Listen for dynamic and tempo changes in the music that you listen to
at home.
2) Ask students to share what they noticed

Reflection
-Continue using Italian terms after they have been taught
-Allow for more processing time for answers
-Be sure to write ALL terms on the board for visual aids
-Work on timing Not long enough
 WHATS HAPPENING?
Directions: Circle the musical thing that happen in each song.

Song One: Chandelier - Im gonna swing from the chandelier,

from the chandelier.
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

Song Two: Part of Your World And ready to know what the
people know, ask em my questions and get some answers. Whats a fire
and why does it, whats the word, burn.
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

Song Three: Little Sally Walker Little Sally Walker, walking

down the street, she didnt know what to do so she stopped in front of me
and she said hey girl do your thing, do your thing and switch. Hey girl do
your thing, do your thing and switch.
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

Song Four: Defying Gravity So if you care to find me, look
towards the western sky, as someone told be lately, everyone deserves a
chance to fly.
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

Song Five: Let It Go The snow blows white on the mountain

tonight, not a footprint to be seen. A kingdom of isolation, and it looks like
Im the queen.
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

Name: ________________________________
Date: _________________________________
Classroom Teacher: _____________________

WHATS HAPPENING?
Directions: Circle the musical thing that happens in each song.

Song One:
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

__________________________________________________________________

Song Two:
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

__________________________________________________________________

Song Three:
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

__________________________________________________________________

Song Four:
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

__________________________________________________________________

Song Five:
Piano Forte Fast Slow Decrescendo

Accelerando Ritardando Crescendo

__________________________________________________________________