Meet students at the door. Make sure there is a quiet line ...



Course: General Music Grade:?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?Pacing:? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?Unit #:? ? ? ? ? ? ? ? ? ? Lesson Plan:?2 ? ? ? ? ? ? ? ? ? ? ?? 2-45 min. Classes ? ? ? ? ? ? ? ?3 ? ? ? ? ? ? ? ? ? ? ? ? ? ? 1LESSON TITLE: Dynamite DynamicsENDURING UNDERSTANDING: Dynamics is all about volume in music! We use it to express ourselves musically!TECHNICAL FOCUS: Students will gain an understanding of how dynamics are used to enhance musical expression.GENERAL MUSIC GSE TO ADDRESS IN UNIT: CREATINGESGM2.CR.2 Compose and arrange music within specified guidelines. a. Create sound effects to accompany songs, poems, and stories. PERFORMINGESGM2.PR.3 Read and notate music.c. Read, notate, and identify standard symbols (e.g. repeat sign, bar line).RESPONDINGESGM2.RE.1 Listen to, analyze, and describe music.b. Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano, presto/largo, long/short), appropriate mood (e.g. happy/sad), and timbre adjectives (e.g. dark/bright, heavy/light). ESGM2.RE.2 Evaluate music and music performances.a. Evaluate music (e.g. learned, student-composed, improvised) and musical performances by themselves and others with given criteria. b. Refine music performances by applying personal, peer, and teacher feedback. c. Explain personal preferences for specific musical works using appropriate vocabulary. ESGM2.RE.3 Move to a varied repertoire of music, alone and with others.a. Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn). b. Perform choreographed and non-choreographed movements. .1 Connect music to the other fine arts and disciplines outside the arts.a. Describe connections between music and the other fine arts. b. Describe connections between music and disciplines outside the fine arts. .2 Connect music to history and culture. a. Perform and respond to music from various historical periods and cultures. b. Describe how sounds and music are used in daily lives. c. Demonstrate performance etiquette and appropriate audience behavior. ASSESSMENTS: DIAGNOSTICGauge where students are in their learning prior to beginning the lesson.FORMATIVEGauge student progress/growth through ongoing and periodic observation and/or checks for understanding.SUMMATIVEGauge student mastery of standards.Visual checks for comprehensionStudent/ Teacher ConferencesSinging RubricMAJOR UNIT CONCEPTS AND VOCABULARY FOUNDATIONAL INFORMATION: Basic understanding of volume, including different loud and soft sounds.CONCEPTS: Showing loud and soft sounds with movementPerform a simple rhythm pattern in a small group using dynamic symbols.Sing a simple song in a large group changing dynamic levels.VOCABULARY: Dynamics, Forte, PianoLINKSMusic: General Music: Grade 2: Unit 3: Lesson Plan 1: Loose Tooth Song???Music: General Music: Grade 2: Unit 3: Lesson Plan 1: Extremes Poem???Music: General Music: Grade 2: Unit 3: Lesson Plan 1: Boom Chicka Boom Music: General Music: Grade 2: Unit 3: Lesson Plan 1: Classical Dynamics Music: General Music: Grade 2: Unit 3: Lesson Plan 1: Dynamics PowerPoint Music: General Music: Grade 2: Unit 3: Lesson Plan 1: Its All Right in the Dark Poem Music: General Music: Grade 2: Unit 3: Lesson Plan 1: John Jacob Jingleheimer Schmidt LEARNINGINCREASED RIGOR: Students needing an extra challenge can listen to other works that have dynamic changes like Amy Beach’s Gavotte fantastique, Shout by The Isley Brothers, or Treat You Better by Shawn Mendes. Students could create different choreography in small groups that match the dynamics of the song. ADAPTED ASSIGNMENT: Students requiring a simplification can repeat the activities until comfortable. Quiet movements could be performed during listening examples reinforcing soft and loud sounds.MATERIALSSTUDENT SUPPLIES:ScarvesTEACHER SUPPLIES:Sheet MusicPowerPointSinging RubricOPENINGGetting students ready to learnESSENTIAL QUESTIONS:What are dynamics?How are dynamics used in music?How do we use dynamics to express ourselves musically?HOOK/INTRODUCTION ACTIVITY: Meet students at the door. Make sure there is a quiet line before students are permitted to enter the room. Greet students at the door with a friendly smile.CREATINGSTUDENT AND TEACHER PROCEDURES:Week 1 (45 mins):Activity #1: Roll Call and Welcome Song (approx. 5 mins)The teacher should be able to call each student by name as soon as possible.Students will practice two basic classroom routines: singing roll call and singing a welcome song. After roll call, review the “Welcome Song” to students by rote. For this lesson, experiment with the “Welcome Song” by changing the dynamics. Afterward, ask the students how it changed the music.Activity #2:?Active Listening (approx.?10?mins)?For this activity, the teacher will need to choose one of the ten pieces listed here:??(the mp3 files can be downloaded to your computer in advance). Or?if you would like, choose your own favorite piece of music. At first, have students sit quietly and listen to the piece. The teacher asks the students: What did the music sound like? Was it loud or soft? Make sure to steer the discussion in terms of volume (dynamics) or other descriptive words.Activity #3: “Extremes” Poem (approx. 5 mins)Use the poem attached to this lesson titled Extremes by James Whitcomb Riley. Read the poem aloud to students. For the first section of the poem, read in a loud voice. For the second section of the poem, read in a soft voice. Ask students the following questions after the reading. How many parts were there in this poem? What were the differences in sound between the two parts? Tell students they will explore dynamics in music. If time allows, ask for two student volunteers to read each section of the poem using the appropriate dynamics. For a silly moment, ask students to read the poem the opposite of how it should be read. This is a silly way to show students how important dynamics are in music. Activity #4:?Dynamite Dynamics (approx.?10?mins)?Use the Dynamics PowerPoint to teach students about forte and piano in music. Be sure to enhance this new concept of music by connecting real-life experiences with dynamics to their music classroom experience such as, when you are trying to sing to a baby calm them down or help them go to sleep, you must sing at piano. Activity #5:?Classical Dynamics + Movement (approx.?10?mins)?For this activity, use the Classical Dynamics document. Invite students to listen to an excerpt from a piece of music chosen by the teacher. Then, listen to the music again but invite the students to move their bodies to show loud and soft sounds. They should use big movements to show forte and small movements to show piano. If scarves are available, allow the students to use them to move as an extension of their bodies as they listen and respond to the music. Activity #6:?Loose Tooth (approx.?10?mins)?Teach the chant, “Loose Tooth” to students by rote. Project on a screen or pass out sheet music to Loose Tooth. Ask students to find dynamic symbols on the music. Have a student volunteer identify the dynamic symbols. Teach students that when you see a dynamic symbol you should stay at that volume until you see another dynamic symbol. Give students a moment to look at the music. Ask students, “Which symbol do you see first in the sheet music? So, what is that symbol telling you to do? How many forte symbols do you see? How many piano symbols are there?” Have students practice speaking loud and soft according to the dynamic level written in the music. Students must use a steady beat. Have students practice by themselves and then perform as a class. Week 2 (45 mins):Activity #1: Roll Call and Welcome Song (approx. 5 mins)The teacher should be able to call each student by name as soon as possible.Students will practice two basic classroom routines: singing roll call and singing a welcome song. After roll call, review the “Welcome Song” to students by rote. For this lesson, experiment with the “Welcome Song” by changing the dynamics. Afterward, ask the students how it changed the music.Activity #2:?Active Listening (approx.?10?mins)?For this activity, the teacher will need to choose one of the ten pieces listed here:??(the mp3 files can be downloaded to your computer in advance). Or?if you would like, choose your own favorite piece of music. At first, have students sit quietly and listen to the piece. The teacher asks the students: What did the music sound like? Was it loud or soft? Did these aspects change? Activity #3: “It’s All Right… in the Dark” Poem (approx. 5 mins)Use the poem attached to this lesson titled It’s All Right… in the Dark by Sharon Falk. Read the poem aloud to students. Be sure to be very expressive—almost overly expressive to get engage students in the poem. Ask students the following questions after the reading. What is this poem about? What happened as the poem was read to you? How did the volume change? Gradually or suddenly? Tell students they will explore more about dynamics in music.Activity #4:?Dynamite Dynamics (approx.?10?mins)?Review with students the dynamics vocabulary from the previous week. Use the Dynamics PowerPoint to teach students about crescendo and decrescendo in music. Be sure to enhance this new concept of music by connecting real-life experiences with dynamics to their music classroom experience such as, when an ambulance drives by your house it gets gradually louder (crescendo) as it gets closer to your house, and get gradually softer or quieter (decrescendo) as it gets farther away from your house. Activity #5:?Classical Dynamics + Movement (approx.?5?mins)?For this activity, use the Classical Dynamics document. Invite students to listen to an excerpt from a piece of music chosen by the teacher. Then, listen to the music again but invite the students to move their bodies to show loud and soft sounds. They should use big movements to show forte and small movements to show piano. Also, if the music crescendo/decrescendos, students should move accordingly. If scarves are available, allow the students to use them to move as an extension of their bodies as they listen and respond to the music. Activity #6:?Boom Chicka Boom (approx.?10?mins)?Teach the chant, “Boom Chicka Boom” to students by rote. This chant can be performed multiple ways, but make sure to connect it to dynamics (forte/piano) for a great way to transfer the new information that students just learned. The teacher can model adding various movements to the chant that appropriately match the dynamic, and then ask for student volunteers to add their own movements as long as they match the correct dynamic. Repeat this activity multiple times and perform for their classroom teacher!Activity #7:?John Jacob Jingleheimer Schmidt (approx.?10?mins)?Teach the chant, “John Jacob Jingleheimer Schmidt” to students by rote. This is a classic song to perform dynamics! Start the song off singing piano, then a crescendo during “the people always shout,” sing at forte during “there goes John Jacob Jingleheimer Schmidt,” and finally decrescendo during the “Da, da, da, da” section. Repeat this song multiple times. As an extension students could create appropriate movements to go along with the dynamics and words of the song!CLOSINGREVIEW: PerformancePerform for the classroom teacher at the end of class using “Boom Chicka Boom,” “John Jacob Jingleheimer Schmidt,” or responding to classical music through movement. ................
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