by

Dynamics Unit: Lessons, Objectives, Procedures, and Content (Revised 6/23)

Phase 1: Same or Different

Lesson 1

Objective:

After listening to pairs of musical examples, students will be able to decide if the pieces in each pair sound the same or different.

Procedures:

  • Students listen to the following pairs of musical examples. 
  • After listening to each pair, students indicate whether the pair sounded the same or different

1. Same

Forte – Tchaikovsky – Violin Concerto, 1st mvmt

2. Different

Piano – “I Shall be Released” – Bobby McFerrin 

Forte – “I Shall be Released” – Peter, Paul, and Mary

3.         Same        

Forte – Bernstein – Dance Episode #1 from On the Town

4.         Same         

Piano – Tchaikovsky – Violin Concerto, 1st mvmt

5.         Different    

Forte – Bernstein – Dance Episode #1 from On the Town

Piano – Bernstein – Cha Cha from West Side Story

6.         Same 

Piano – “I Shall be Released” – Bobby McFerrin

7.         Different         

Piano – Tchaikovsky – Violin Concerto, 1st mvmt

Forte – Tchaikovsky – Violin Concerto, 1st mvmt.

8.         Same         

Forte – “I Shall be Released” – Peter, Paul, and Mary

9.    Same         

Piano – Bernstein – Cha Cha from West Side Story

Here is a sample of how Dynamics Worksheet #1 is written using Google Docs:

__________________________________________________________________

Lesson 2

Objective:

After listening to pairs of musical examples, students will be able to decide if the pieces in each pair sound the same or different.

Procedures:

  • Students listen to the following pairs of musical examples. 
  • After listening to each pair, students indicate whether the pair sounded the same or different.

1. Same

Forte – Beethoven – Symphony No. 7, 2nd mvmt

2.         Different         

Piano – “Cry Me a River” – Natalie Cole

Forte – “Cry Me a River” – Sylvester James Jr.

3.         Same         

Forte – Stravinsky – Le Sacre du Printemps

4.         Same      

Piano – Beethoven – Symphony No. 7, 2nd mvmt

5.         Same       

Piano – “Cry Me a River” – Natalie Cole

6.         Different

Forte – Stravinsky – Le Sacre du Printemps

Piano – Stravinsky – Le Sacre du Printemps

7.         Same         

Forte – “Cry Me a River” – Sylvester James Jr.

8.         Same

Piano – Stravinsky – Le Sacre du Printemps

9.         Different

Piano – Beethoven – Symphony No. 7, 2nd mvmt

Forte – Beethoven – Symphony No. 7, 2nd mvmt

Here is a sample of how Dynamics Worksheet #2 is written:

__________________________________________________________________

Phase 2: Louder or Softer

Lesson 3

Objective:

After listening to pairs of familiar musical examples, students will be able to decide if the 2nd example was softer or louder than the first.

Procedures:

  • Students listen to the following pairs of musical examples. 
  • After listening to each pair, students indicate whether the 2nd of each pair was softer or louder than the first.

1.         Softer

Forte – Tchaikovsky – Violin Concerto, 1st mvmt

Piano – Tchaikovsky – Violin Concerto, 1st mvmt

2.         Louder

Piano – “I Shall be Released” – Bobby McFerrin

Forte – “I Shall be Released” – Peter, Paul, and Mary

3.         Louder

Piano – Bernstein – Cha Cha from West Side Story

Forte – Bernstein – On the Town – Symphonic Dance #1

4.         Softer

Forte – “I Shall be Released” – Peter, Paul, and Mary

Piano – “I Shall be Released” – Bobby McFerrin

5.         Louder

Piano – Tchaikovsky – Violin Concerto, 1st mvmt

Forte – Tchaikovsky – Violin Concerto, 1st mvmt

6.         Softer

Forte – Bernstein – On the Town – Symphonic Dance #1

Piano – Bernstein – Cha Cha from West Side Story

Here is a sample of how Dynamics Worksheet #3 is written:

__________________________________________________________________

Lesson 4

Objective:

After listening to pairs of familiar musical examples, students will be able to decide if the 2nd example was softer or louder than the first.

Procedures:

  • Students listen to the following pairs of musical examples. 
  • After listening to each pair, students indicate whether the 2nd of each pair was softer or louder than the first.

1.         Louder

Piano – Beethoven – Symphony No. 7, 2nd mvmt

Forte – Beethoven – Symphony No. 7, 2nd mvmt

2.         Softer

Forte – Stravinsky – Le Sacre du Printemps

Piano – Stravinsky – Le Sacre du Printemps

3.         Louder

Piano – “Cry Me a River” – Natalie Cole

Forte – “Cry Me a River” – Sylvester James Jr.

4.         Softer

Forte – Beethoven – Symphony No. 7, 2nd mvmt

Piano – Beethoven – Symphony No. 7, 2nd mvmt

5.         Softer

Forte – “Cry Me a River” – Sylvester James Jr.

Piano – “Cry Me a River” – Natalie Cole

6.         Louder

Piano – Stravinsky – Le Sacre du Printemps – Ritual Action of the Elders

Forte – Stravinsky – Le Sacre du Printemps – Dance of the Earth

Here is a sample of how Dynamics Worksheet #4 is written:

__________________________________________________________________

Lesson 5

Objective:

After listening to pairs of unfamiliar musical examples, students will be able to decide if the 2nd example was softer or louder than the first.

Procedures:

  • Students listen to the following pairs of musical examples. 
  • After listening to each pair, students indicate whether the 2nd of each pair was softer or louder than the first.

1.         Softer

Forte – Handel: Music for the Royal Fireworks, La Rejouissance

Piano – Handel: Water Music Suite #1 In F, Bourrée

2.         Louder

Piano – “Honeysuckle Rose” – Teddy Wilson

Forte – “Honeysuckle Rose” – Benny Carter and His Orchestra

3.         Softer

Forte – Mahler: Symphony #2 – 1. Allegro Maestoso

Piano – Mahler – Symphony #2 – 3rd mvmt.

4.         Softer

Forte – “Honeysuckle Rose” – Benny Carter and His Orchestra

Piano – “Honeysuckle Rose” – Teddy Wilson

5.         Louder

Piano – Handel: Water Music Suite #1 In F, Bourrée

Forte – Handel: Music for the Royal Fireworks, La Rejouissance

6.         Louder

Piano – Mahler – Symphony #2 – 3rd mvmt.

Forte – Mahler: Symphony #2 – 1. Allegro Maestoso

Here is a sample of how Dynamics Worksheet #5 is written:

__________________________________________________________________

Phase 3: Introduce the term dynamic level.

Lesson 6

Objective:

After listening to familiar pairs of examples, students will be able to use the term dynamic level to describe whether the 2nd of each pair was softer or louder than the first.

Procedures:

  • Students listen to the following pairs of familiar musical examples. 
  • After listening to each pair, students use the term dynamic level to indicate whether the 2nd of each pair was softer or louder than the first.

1.         Louder

Piano – “I Shall be Released” – Bobby McFerrin

Forte – “I Shall be Released” – Peter, Paul, and Mary

2.         Softer

Forte – Beethoven – Symphony No. 7, 2nd mvmt.

Piano – Beethoven – Symphony No. 7, 2nd mvmt.

3.         Softer

Forte – “I Shall be Released” – Peter, Paul, and Mary

Piano – “I Shall be Released” – Bobby McFerrin

4.         Louder

Piano – Tchaikovsky – Violin Concerto, 1st mvmt

Forte – Tchaikovsky – Violin Concerto, 1st mvmt

5.         Louder

Piano – Beethoven – Symphony No. 7, 2nd mvmt

Forte – Beethoven – Symphony No. 7, 2nd mvmt

6.         Softer

Forte – Tchaikovsky – Violin Concerto, 1st mvmt

Piano – Tchaikovsky – Violin Concerto, 1st mvmt

Here is a sample of how Dynamics Worksheet #6 is written:

__________________________________________________________________

Lesson 7

Objective:

After listening to familiar musical examples, students will be able to use the term dynamic level to describe each piece as soft or loud.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students will be able to use the term dynamic level to indicate whether the piece was soft or loud.

1.         Soft

Piano – Stravinsky – Le Sacre du Printemps – Ritual Action of the Elders

2.         Loud

Forte – Stravinsky – Le Sacre du Printemps – Dance of the Earth

3.         Loud

Forte – Mahler: Symphony #2 – 1st mvmt.

4.         Soft

Piano – Mahler – Symphony #2 – 3rd mvmt.

5.         Loud

Forte – “Honeysuckle Rose” – Benny Carter and His Orchestra

6.         Softer

Piano – “Honeysuckle Rose” – Teddy Wilson

Here is a sample of how Dynamics Worksheet #7 is written:

__________________________________________________________________

Lesson 8

Objective:

After listening to unfamiliar musical examples, students will be able to use the term dynamic level to describe each piece as soft or loud.

Procedures:

  • Students listen to unfamiliar musical examples. 
  • After listening to each piece, students use the term dynamic level to indicate whether the piece was soft or loud.

1.         Soft

Piano – Saint-Saens – Carnival of the Animals – Aviary

2.         Loud

Forte – Saint-Saens – Samson et Dalila: Bacchanale

3.         Soft

Piano – “Oh Mary Don’t You Weep” – Leoni Jansen & Annie Grace

4.         Loud

Forte – “Oh Mary Don’t You Weep” – Kim and Reggie Harris & Bernice Johnson Reagen. 

5.         Loud

Forte – Dvorak – Slavonic Dance Op. 46, #1

6.         Soft

Piano – Dvorak – Slavonic Dance Op. 72, #8

Here is a sample of how Dynamics Worksheet #8 is written:

__________________________________________________________________

Phase 4: Introduce the term forte

Lesson 9

Objective:

After listening to familiar musical examples, students describe the dynamic level of each piece as soft or forte.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students indicate whether the dynamic level of each piece was soft or forte.

1.         Forte

Bernstein – Dance Episode #1 from On the Town

2.         Soft

Bernstein – Cha Cha from West Side Story

3.         Forte

“Cry Me a River” – Sylvester James Jr.

4.         Soft

“Cry Me a River” – Natalie Cole

5.         Soft

Handel: Water Music Suite #1 In F, Bourrée

6.         Forte

Handel: Music for the Royal Fireworks, La Rejouissance

Here is a sample of how Dynamics Worksheet #9 is written:

__________________________________________________________________

Lesson 10

Objective:

After listening to familiar musical examples, students describe the dynamic level of each piece as soft or forte.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students indicate whether the dynamic level of each piece was soft or forte.

1.         Soft

Saint-Saens – Carnival of the animals – Aviary

2.         Forte

Saint-Saens – Samson et Dalila: Bacchanale

3.         Soft

“Oh Mary Don’t You Weep” – Leoni Jansen & Annie Grace

4.         Forte

“Oh Mary Don’t You Weep” – Kim and Reggie Harris & Bernice Johnson Reagen. 

5.         Forte

Dvorak – Slavonic Dance Op. 46, #1

6.         Soft

Dvorak – Slavonic Dance Op. 72, #8

Here is a sample of how Dynamics Worksheet #10 is written:

__________________________________________________________________

Lesson 11

Objective:

After listening to unfamiliar musical examples, students identify the dynamic level of each piece as soft or forte.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students identify the dynamic level of each piece as soft or forte.

1.         Forte

Verdi: Requiem – Dies Irae

2.         Soft

Verdi: Requiem – Requiem & Kyrie

3.         Soft

“Tuxedo Junction” – George Benson

4.         Forte

“Tuxedo Junction” – Quincy Jones. 

5.         Forte

Mussorgsky – Pictures At An Exhibition – 1. Promenade

6.         Soft

Mussorgsky – Pictures at an Exhibition – 8. Promenade

Here is a sample of how Dynamics Worksheet #11 is written:

__________________________________________________________________

Lesson 12

Objective:

After listening to unfamiliar musical examples, students identify the dynamic level of each piece as soft or forte.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students identify the dynamic level of each piece as soft or forte.

1.         Soft

Debussy : La Cathédrale Engloutie

2.         Forte

Debussy : La Cathédrale Engloutie

3.         Forte

“Sweet Sue” – Artie Shaw Orchestra

4.         Soft

“Sweet Sue” – Lionel Hampton / Teddy Wilson. 

5.         Soft

Haydn – Symphony #94, 2nd mvmt (coda)

6.         Forte

Haydn – Symphony #94, 2nd mvmt (variation)

Here is a sample of how Dynamics Worksheet #12 is written:

__________________________________________________________________

Phase 5: Introduce the term piano

Lesson 13

Objective:

After listening to familiar musical examples, students use the terms dynamic level, forte, and piano to describe the dynamic level of each piece.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students indicate whether the dynamic level of each piece was forte or piano.

1.         Forte

Verdi: Requiem – Dies Irae

2.         Piano

Verdi: Requiem – Requiem & Kyrie

3.         Piano

“Tuxedo Junction” – George Benson

4.         Forte

“Tuxedo Junction” – Quincy Jones. 

5.         Forte

Mussorgsky – Pictures at an Exhibition – 1. Promenade

6.         Piano

Mussorgsky – Pictures at an Exhibition – 8. Promenade

Here is a sample of how Dynamics Worksheet #13 is written:

__________________________________________________________________

Lesson 14

Objective:

After listening to familiar musical examples, students use the terms dynamic level, forte, and piano to describe the dynamic level of each piece.

Procedures:

  • Students listen to familiar musical examples. 
  • After listening to each piece, students indicate whether the dynamic level of each piece was forte or piano.

1.         Piano

Debussy : La Cathédrale Engloutie

2.         Forte

Debussy : La Cathédrale Engloutie

3.         Forte

“Sweet Sue” – Artie Shaw Orchestra

4.         Piano

“Sweet Sue” – Lionel Hampton / Teddy Wilson. 

5.         Piano

Haydn – Symphony #94, 2nd mvmt (coda)

6.         Forte

Haydn – Symphony #94, 2nd mvmt (variation)

Here is a sample of how Dynamics Worksheet #14 is written:

__________________________________________________________________

Lesson 15

Objective:

After listening to unfamiliar musical examples, students identify the dynamic level of each piece as piano or forte.

Procedures:

  • Students listen to unfamiliar musical examples. 
  • After listening to each piece, students identify the dynamic level of each piece as piano or forte.

1.         Forte

Shostakovich – Symphony No. 5, 4th mvmt

2.         Piano

Shostakovich – Symphony No. 5, 2nd mvmt

3.         Piano

“Take the A Train” – Lionel Hampton / Bobby Scott

4.         Forte

“Take the A Train” – Wynton Marsalis – Lincoln Center Jazz Orchestra

5.         Piano

Gershwin – Rhapsody in Blue – Bernstein/LA Philharmonic

6.         Forte

Gershwin – Rhapsody in Blue – Duke Ellington (arranged)

Here is a sample of how Dynamics Worksheet #15 is written:

3 thoughts on “Dynamics Unit: Lessons, Objectives, Procedures, and Content (Revised 6/23)”

  1. Pingback: Dynamics Unit – Introduction – The Ways Children Learn Music

  2. Pingback: The Concepts of “Same” and “Different” in MLT – The Ways Children Learn Music

  3. Pingback: Why Rote Songs Are Not Enough – The Ways Children Learn Music

Leave a comment