Brenda O’Neal MUED 324 1

Multimedia
Age / Grade Level: 4th/5th grade Type of Music Class: Band, orchestra, or lessons

Lesson Topic/Focus Dynamics and Dynamic changes

Objective(s) SWBAT recall meanings of dynamic (music element) markings and demonstrate proper quality
(fluency-decoding skill) of crescendos/decrescendos on their instruments.
Materials Multimedia
https://www.youtube.com/watch?v=xvw896PunYg
“Crescendo & Decrescendo / Dynamics / Green Bean’s Music” YouTube, uploaded by
Green Bean’s Music – Children's Channel, 2 April 2020,
https://youtu.be/xvw896PunYg.
Prior Knowledge Be able to play concert Bb with okay tone
Planning with UDL Multiple Means of Engagement (Purposeful and motivated learners): Class may be split in
http://udlguidelines.cast.org half, one half doing decrescendo while the other does crescendo
Multiple Means of Action and Expression (Strategic and goal-directed learners): Both
learning the words/meanings for dynamics and also demonstrating them
Multiple Means of Representation (Resourceful and knowledgeable learners): Meanings of
dynamics defined and multimedia used
Vocabulary Words, as 1 - Dynamics (pp-ff)
applicable 2 - Crescendo/Decrescendo
Assessment Students will demonstrate fluency of dynamics and shaping by playing concert Bb on their
instruments (while they are conducted) in ensemble while growing louder or growing softer
Brenda O’Neal MUED 324 2

Learning Strategies / Instructional Procedures

Opening Students will warm up by playing quarter notes on Bb while responding (with dynamics) to the
conductor’s gestures (introduces dynamics without yet involving words)
Instructional Strategies How will you teach your lesson?
 Opening introduces full range of dynamics before words are used
 Introduce dynamic markings and words on a word wall (pp-ff)
 Every dynamic is modelled by teacher on their instrument once before ensemble
 Conductor leads students while playing steady dynamics and while shaping
 Students will probably play ‘mf’ too loud at first, ask “How can you leave room for
fortissimo?”
 Sectioning band in halves so they must listen and respond to their side (one side cresc the
other dim)
Procedures 1. Opening: Students warm up by playing quarter notes on Bb while instructed to respond
with volume to conductor’s gestures (pp-ff-pp slowly)
2. Introduce concept of dynamics. “What did you just demonstrate”?
“Volume=Dynamics”
3. Play video (multimedia) in materials and class JUST watches/listens
4. On white board or similar device, write out pp-ff and their meanings
5. Students will play quarter notes on Bb again, teacher prompts them with each dynamic
for one measure (go in different order to make more exciting). If f and ff sound the
same, ask “how to leave room for ff?” answer: “play f softer”
6. Add to white board meanings for “crescendo” and “decrescendo” (to grow
louder/softer) and draw the bell curve
7. Conductor picks 2 dynamics, asks students if it’s a cresc or decresc from the first to
second, then instruct students in staying at original dynamic for two beats before
shaping for the rest of the measure (4/4) -- this teaches fluency/proper quality of the bell
curve
8. Main activity: using last step, now students demonstrate—using the two dynamics
chosen, entire ensemble plays cresc or decresc, only shaping in second half of measure,
and listening to each other
9. (if extra time) Split ensemble in half, choose two dynamics, and have each half go in
opposite directions. Instruct students to only listen to their group the first few times, but
hear at beat 3 when each side should be the same for a split second
10. Exit ticket: erase dynamics from board and ask class what each dynamic means from
memory

Closure Prompt students with questions or physical slip, asking what each dynamic (pp-ff) means (very
soft – very loud)
Extension Choose two dynamics, Split class in half, having each side start at different and go to the second
(one half plays cresc, other half plays decresc)--conductor demonstrates dynamic with each
hand, and students are told that right at beat 3 the entire ensemble plays the same dynamic for a
split second