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Mister Snowman Date October 17, 2018

Subject/Grade Time
Grade 2 60 minutes
Level Duration
Unit Expression Teacher Erin Yaremcio


Outcomes: ELEMENT: EXPRESSION (tempo, dynamics, tone colour)

FOCUSED 9. Music dynamics may change suddenly (accent <) or gradually [crescendo; decrescendo
Specific (diminuendo)]
Students will:
1. Be able to accurately use the terms crescendo, decrescendo, accent, and diminuendo and not
confuse the terms
2. Be able to accurately express crescendos, decrescendos, accents, and diminuendos
Observations: • Are students able to use the terms crescendos, decrescendos, accents, and
diminuendos accurately to describe the music?
• Are the students following the appropriate expression markers and
demonstrating their ability
Key Questions: • What are crescendos, decrescendos, accents, and diminuendos?
• How do we express crescendos, decrescendos, accents, and diminuendos?
• What happens when we use one of these expressive elements?
• How do we create these expressive elements.
Products/Performanc • Students will be able to go through the song and Ostinati accurately
es: • Students use crescendos, decrescendos, accents, and diminuendos in
appropriate places in the music
• Students can identify and describe crescendos, decrescendos, accents, and

• Whiteboard and whiteboard marker
• Discovering Orff – Frazee • Lesson plan
• Alberta Education Music Curriculum

Prior to lesson Have all materials ready and gathered. Have crescendo, decrescendo, accent,
and diminuendo written on the board in their musical form and written form in
random order. Have glockenspiels, alto xylophones, claves, and bass xylophones
ready and prepped with their mallets.
Introduction and Body Time
Introduction Greet students and do a fun singing attendance game of “sing your
name”. Remind students that they should not touch the instruments 2 min
Review Review crescendo, decrescendo, accent, diminuendo and their
notations using a type of matching game.
Activity Sing the song for the students. When done, ask them what the song
was about. Sing the song again and this time have students to
5 min
mimic building a snowman with them. Ask the students what they
put on their snowman and take turns sharing.
Voice and Clapping As a class, have them clap the rhythm as they sing it with you. Do
2 min
this twice
Instrument time Have students, quietly and efficiently, go get instruments using the
6 min
who ever is sitting the quietest can go get one.
Parts Go through each part with the students. Have them put the mallets
down until you say so. Start with the glockenspiel and go down the
parts from there. Take time going through the part and
emphasizing the crescendo. Have the students sing the original 20 min
line while you mimic it and have a student be the investigator to
tell you what you were saying and doing with the mallets. Have
the rest of the class sing the line as that part learns their pattern.
Song Go through the song with the children several times, really
emphasizing the crescendo using body and actions to help.
Encourage the students, when they are comfortable, to sing the
9 min
line with you instead of saying their words for their part. Switch
parts if time allows, and do so by saying “this part becomes this
part and this part becomes this part”.
Make Conscious Have the students put away their mallets and instruments. Sit them
back down again and make them aware of the terminology of
crescendo and decrescendo. Alert the students that we will be 7
doing this song again next day and will be going over the other
terms then and playing with dynamics.
Closure Time
Review Ask students what they think they learned. Ask all key questions.
Go over anything missed and correct terminology where 7

Reflections from the