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Subject

The Arts (1996)

Description

A SMART Board Lesson to teach tempo and dynamics to the students, as well as various musical terms in those categories like forte, piano, mezzo-forte, mezzo-piano, presto, largo, and moderato.

Materials and Resources

Tempo and Dynamics

Duration

1 ~ 40-minute period

Learning Objectives

Students will learn and understand the following terms: tempo, dynamics, forte, piano, mezzo-forte, mezzo-piano, presto, largo and moderato as well as be able to demonstrate the meaning of the words musically.

Materials

SMART Board

Step-by-Step Procedure

1. On slide 1, introduce each of the musical terms one by one and help them understand their meanings
2. On slide 2, first sing for them the Noble Duke of York and have them sing it back
3. Then, teach them the movements that go along with it which are in italics to the right of the lyrics
4. Once they are confident singing the song without the SMART Board prompts, move to slide 3
5. Review the musical terms for the tempo markings
6. Demonstrate how to move the arrow to different tempo markings.
7. To change the direction of the arrow, click on the arrow first so you get 2 white dots (one on either end) and put your finger on the arrow end, then drag to desired marking.
8. Have a volunteer come up and they will be in charge of the class' tempo markings for the song they can change it up to 4 times total and cannot change it until the group has accurately adjusted to the current tempo marking.
9. Repeat a few times with new volunteers, and compare and contrast the different variations.
10. Move to Slide 4.
11. Teach them John Jacob Jingle Heimer Schmidt.
12. Once they are confident singing the song without the SMART Board prompts, move to slide 5
13. Review the musical terms for the dynamics markings
14. Demonstrate how to move the arrow to different dynamics markings.
15. Have a volunteer come up and they will be in charge of the class' dynamics markings for the song they can change it up to 4 times total and cannot change it until the group has accurately adjusted to the current dynamics marking.
16. Repeat a few times with new volunteers, and compare and contrast the different variations.
17. Move to Slide 6.

Assessment

18. Visual and Aural Assessment of students' comprehension. If they are performing the songs correctly, then they understand the terms.
19. Review pages on slides 6 and 7.

Related Academic Standards

National Coalition for Core Arts Standards

NAS.MU.Pr4.2.4.a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance

NAS.MU.Pr4.2.5.a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.

NAS.MU.Pr4.2.6.a Explain how understanding the structure and the elements of music are used in music selected for performance.

NAS.MU.Pr4.2.7.a Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.

New York State

ARTS.M.I.1.1.A Students compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements.

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