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Lesson Title/Focus

Class #: 2
Dynamics

Course

Grade 3 Science/Music
Anna/Sarah

PROGRAM OF STUDY OUTCOMES


Science
GLO: 3-9 Describe the nature of sound, and demonstrate methods for producing and
controlling sound.
o SLO 10: Recognize that certain sounds have characteristics that cause them to
be interpreted as pleasant or unpleasant and identify these characteristics.
Music
Expression SLO 10: Changes in dynamics add to the effect of music.
Listening SLO 14: Identify differences in tempo, timbre (tone colour) and dynamics.

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).

MATERIALS AND EQUIPMENT

Music dynamic (piano, mezzo piano, mezzo forte, forte) tile presentation.

PREPARATION AND LOGISTICAL CONSIDERATIONS

Have music dynamic presentation loaded (but hidden) on SMART Notebook

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

1. In music loud sounds are called forte and quiet


sounds are called piano. Forte and piano are known
as dynamics. What kinds of emotions do you feel
when you hear loud music? Quiet music?
2. There are also sounds that are in the middle of forte and piano.

Time
10
min

Time
15
min

(mezzo forte and mezzo piano).


3. Remind students of the list they made at the end of the previous
class. Discuss examples in their life of objects that may have these
volumes and write on the board. Discuss how the vibrations would
look for forte to piano dynamics.
Topic
Using
Dynamics

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

Switch SMART Notebook presentation to slide with lyrics.


Discuss what dynamics best match the different lines of the song. (for If Youre
Happy and You Know It talk about the actions instead of the specific song lines)

15
min

Time
10
min

Assessment

Objective 1: formative assessment while clapping and singing. The teacher


will evaluate whether the class moves quickly when changing flashcards or
if they take an extended period of time to remember what each dynamic is,
and move only when someone else changes dynamics first.
Objective 2: formative assessment while singing and clapping
Objective 3: discussion on how certain noises make students feel. Closing
discussion about how the dynamics relate to the different lines or actions of
a song. Formative.