Lesson 1

STANDARDS

 Anchor Standard 2: Connect with a varied repertoire of music by exploring the relations
between music, the other arts and disciplines outside the arts.
o Beginning (Cn.2.B.1) Explore ways in which performed music connects with
math.
 Anchor Standard 8: Perform a varied repertoire of music by playing instruments, from
written notation.
o Beginning (P.8.B.3) Play musical selections with accurate pitch, articulation,
rhythm, and appropriate tempo, dynamics, and balance with beginning level
music and demonstrate sight reading at an appropriate level.
SETTING
7th grade band 90 minute class
OBJECTIVES
Students be able to identify, perform, and describe the difference between piano, mezzo forte,
and forte dynamics.
MATERIALS
Teacher edition of Standard of Excellence Book 1, Instrument to model with, and the dynamic
exit ticket worksheet
PROCEDURES

1. Morning Announcements/Pledge of Allegience/Moment of Silence

2. Good Morning
3. Band Warm Up sheet
4. Bb Major Scale
5. Model Bb Major scale twice, once with piano and once with forte dynamics
a. Question: What did I do differently?
b. “As musicians we call playing softly piano, and loudly forte”
c. “We call them by these names because that is what they translate to in Italian.”
6. Have class play Bb major scale once softly (piano) and once loudly (forte)
7. Describe Dynamics
a. Have students discuss in groups how they would describe each dynamic level.
i. Provide options such as “tell a story to describe dynamics” or “Dynamics
are similar to ____”
b. Give students 30 seconds to think by their selves and then 5 minutes to discuss
in a group
c. Get student responses, have one person from each group present their
descriptions.
d. CMP (My “description” – Dynamic levels connection to math: Assign percentage
values to piano, mezzo forte, and forte dynamics.
 e. Question: If you were to give a percent to how loud I played vs how soft I played,
what would it be? If medium volume is 50%?
i. Example: 0% = no sound, 20% = piano, 50% = mezzo forte, 80% = forte
8. Dynamics as seen in music
a. Question: So how do we know how to play piano, mezzo forte, or forte?
(Rhetorical question)
i. Write examples on white board “p” for piano, “f” for forte, and “mf” for
mezzo forte.
9. Dynamic book race game
a. Have students start with their method books closed. When ready, call out a
dynamic level. Students will quickly open up their books and find an example of
the dynamic level that you called out. Play this game for a few rounds.
10. Play #81 in method book: Fere Jaques.
a. Question: “What dynamic is written at the beginning of #81 (forte)?
b. Play through #81 once at the written dynamic (forte)
c. Play through # 81 at piano dynamic
11. Apply dynamics to Sawmill Creek (in method book)
a. Have students scan over Sawmill Creek.
b. Question: “By show of hands, who can tell me where dynamics are marked in
Sawmill Creek?”
12. Perception chart worksheet sheet activity
a. Students will listen to a recording of “Country Roads, Take Me Home” by the
Cerny Brothers, where students will mark down on their perception chart
worksheet where the song changes dynamics and what dynamic it is, as part of a
formal assessment.
13. End of Lesson
a. Review what students worked on today and what was accomplished.

ASSESSMENT/CLOSER:
Students will be assessed informally throughout the class through their performances of each
dynamic level, and through frequent informal questions. Students will be assessed formally
through their exit tickets, which will assess how well they understand the concepts by having
them define each dynamic level in their own words.