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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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