Brooke Jensen

Technology-Based Lesson Plan

New Technologies in Music Education

Dr. James Frankel

July 17, 2006

Objective:

1. TSWBAT recognize and identify different dynamic symbols and their purpose in music.
2. TSWBAT compose an 8 measure melody with at least 3 dynamic changes.

Purpose: This lesson will take place during the “Exploring Music Through Singing” unit in the 6^th grade general music curriculum. It will fall under the sub-heading of “Singing music expressively” and the concepts learned will be applied to classroom and concert repertoire.

Materials Needed: CD player and recording of Vivaldi’s “Concerto Grosso in G minor,” Power Point presentation of dynamic information (computer, projector), school computer lab with “Groovy Music” software installed on computers, student notebooks and pencils, teacher dynamic flash cards

Anticipatory Set: As students enter the classroom, they will hear a recording of the first movement of Vivaldi’s “Concert Grosso in G minor.” Written on the board will be the task to write down everything they hear in the music.

Procedures:

1. Review student observations about musical selection. Write responses on board.
2. Discuss the general feeling of the piece of music.
3. Listen to piece again, with the task to figure out what in the music contributes to our perceptions of the piece.
4. Discuss the different elements of the music, most importantly the dramatic dynamic changes in the piece. Also discuss that the dynamics will be present in each performance of the piece because they are written in, just like the notes.
5. Give Power Point presentation: “How Does a Composer Show Musicians How Loud or Soft to Be?” The presentation will highlight the different symbols used in music to show volume, including pp, mp, p, f, mf, ff, crescendo and decrescendo. It will also discuss the uses of dynamics and why a composer would use different dynamics.
6. Each student will then take out two pieces of notebook paper. On one they will draw a large p for piano and on the other a large f for forte.
7. The teacher sings a piece of 6^th grade chorus repertoire, inserting drastic dynamic changes. The students will hold up the corresponding symbol for the dynamic being sung.
8. In the school computer lab, students will use the software “Groovy Music” to compose an 8 bar melody that has at least 3 dynamic changes in it.

Check for Student Understanding: The teacher will visit each station and ask the student to explain their dynamic choices in their piece. We will discuss if the piece sounds as they want it to.

Closure: The students will name and define the different symbols written on large flash cards held up by the teacher. They will then recite the Pledge of Allegiance as the teacher holds up the different cards, letting their volume reflect what is written on the card.

Extensions: The students will be able to find and apply dynamic markings in their choral repertoire. Dynamics will be a new element to include in future compositions, whether during notating or performing, as in improvisation. As students progress to more advanced notation software, dynamic markings will be a factor in their projects. The dynamic flash cards could possibly be used as a means of getting a group to quiet down (instead of talking over the crowd, holding up cards to gradually bring the volume down to pianissimo- although this might just be wishful thinking!)