... J. LESSON PLAN MODIFIED FOR BEHAVIORAL DISORDERS MANCHESTER COLLEGE Department of Education LESSON PLAN by Stephanie Green Lesson: Loud and Soft: Dvnamics of Music (Modified for a student with a behavior disorder) Length: 45 minutes Age or Grade Intended: Third Grade Elementarv Music Class Academic Standard(s): Music 3.5.7 Identify and explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (decrescendo). Performance Objective(s): 1. Given an excerpt from Gospel Magnificat, the student will circle the dynamic markings displayed in the soprano line circling at least 5 out of the 6 markings correctly. 2. Given a list, the student will match the terms with their meanings and symbols correctly matching at least 6 out of the 7 terms. Assessment: 1. The student will be given a sheet with an excerpt ofthe soprano line from Gospel Magnificat. The student will circle the dynamic markings in the music. The student must circle at least 5 out ofthe 6 markings correctly. 2. The student will be given a sheet of paper with two lists. One list will be the name ofthe terms and the other list will be the meaning and symbol ofthe terms. The student will match the terms with their meanings and symbols. The student must match at least 6 out of the 7 terms correctly. Advance Preparation by Teacher: 1. Create an assessment with the Gospel Magn(ficat example on the sheet. 2. Create an assessment with the terms, meanings and symbols on the sheet. 3. Create a worksheet for the students to write out the definitions of the symbol next to the corresponding symbol.
Procedure: IntroductionlMotivation: Clap a rhythm to get the students attention. Have the students take out a piece ofpaper and write about what was the topic in yesterday's lesson and the 8 syllables that went with that topic. Collect the papers and then play Billy Joel's "Scenes from an Italian Restaurant". Ask the students to talk about what they hear in this song. Explain that one of the aspects of the song is the different dynamics or the loud and soft moments. Tell the class that we are going to learn about dynamics today. (Gardner: MusicallRhythmic, Verbal/Linguistic) (Bloom: Synthesis) Step by Step Plan: 1. Hand out the worksheet with the symbols. Explain to the students that they can use this as the lesson goes on to fill in the definitions of the different dynamics. (Gardner: Visual/Spatial) 2. Draw the symbol for forte on the board. Explain that this is called forte and it is the f on their worksheet. Forte means loud. Clap loud and have the class repeat after you so they can understand. (Gardner: MusicallRhythmic, Visual/Spatial, BodilylKinesthetic) 3. Draw the symbol for mezzo forte on the board. Explain that this is called mezzo forte and it is the mf on their worksheet. Mezzo forte means a little loud. Clap loud but not as loud as the forte clap and have the class repeat after you so they can understand. (Gardner: MusicallRhythmic, Visual/Spatial, BodilylKinesthetic) 4. Ask the students ifthey have any questions so far. Clap loud and ask the class if this was forte or mezzo forte. (Bloom: Knowledge) 5. Draw the symbol for piano on the board. Explain that this is called piano and it is the p on their worksheet. Piano means soft. Clap soft and have the class repeat after you to understand the concept of piano. (Gardner: MusicallRhythmic, Visual/Spatial, BodilylKinesthetic) 6. Draw the symbol for mezzo piano on the board. Explain that this is called mezzo piano and it is the mp on their worksheet. Mezzo piano means a little soft. Clap soft but not as soft as piano and have the class repeat after you to understand the concept of mezzo piano. (Gardner: MusicallRhythmic, Visual/Spatial, BodilylKinesthetic) 7. Ask the students ifthey have any questions so far. Draw the dynamic symbols they have learned on the board. Ask which one stands for a little loud and ask a student to come up and point to the symbol. Ask which one is piano and ask another student to come point to that symbol. (Gardner: Visual/Spatial) (Bloom: Application) 8. Draw the symbol for diminuendo on the board. Explain that this is called a diminuendo. Explain that a diminuendo is gradually getting softer. Clap several claps
Closure: starting loud and getting soft. Have the class repeat after you to explain the concept of diminuendo. (Gardner: VisualfSpatial, MusicallRhythmic, BodilylKinesthetic) 9. Draw the symbol for crescendo on the board. Explain that this is called a crescendo. Explain that a crescendo is gradually getting louder. Clap several claps starting softer and getting loud. Have the class repeat after you to explain the concept of crescendo. (Gardner: VisualfSpatial, MusicallRhythmic, BodilylKinesthetic) 10. Clap different examples and ask the class ifthat was forte, mezzo forte, piano, mezzo piano, crescendo or diminuendo. (Bloom: Knowledge) 11. Pass out the sheet for matching terms. Explain that they must match the term with the symbol it belongs with. The students must work alone. (Gardner: VisualfSpatial, Intrapersonal) (Bloom: Application) 12. Collect the matching terms sheet. Pass out the excerpt from Gospel Man(ficat. Explain to the class that they must circle the dynamics in the piece. They must work alone. (Gardner: VisualfSpatial, Intrapersonal) (Bloom: Application) Clap a rhythm to get the students' attention back on task. Explain that dynamics are important in music. Other markings such as fermatas, D.C. and D.S. are important as well. WE will learn about those tomorrow. To end the class as an exit slip, have the students take out another sheet of paper and answer that question, what are three important things I learned about dynamics today? (Gardner: VerbalfLinguistic) AdaptationslEnrichment: Student with a Behavior Disorder: Sit down and discuss with the student the options they have if they feel uncomfortable. Explain that they are allowed to go to the counselor whenever throughout the lesson. If they work in groups, have them work with someone who is supportive of them. Allow them to have extra time on the assessments if needed. Provide the student with a schedule of the day to make them feel more comfortable. Self-Reflection: How did this lesson go? What were some changes that could take place to make this lesson more effective next time? Was there enough time planned for the lesson? Do the students understand the concepts of dynamics? Do you need to review the subject at another time? Did the adaptations/enrichments seem appropriate for the student with a behavior disorder?
Name: ---------------- Below is an excerpt from Gospel Magnificat. Please circle the dynamic markings ( p, mp, mf, f, cresc., dim., etc.) in the excerpt. Gospel Magnificat My soul's re - joic-ing in-the Lord. _ in the Lord._ 13 in the Lord. _ in the Lord. My _ soul's _ re - joic-ing lll_ the Lord. mf ~ ~I~'i, J.~ ~.~JI re - joic - ing in_ the L~"/ re - joic - ing in_ the Lord._ re :Em> r g -- P jdlc - mg ill_ thc Lord. rc - joic - ing in the Lord. rc - joic - ing. joic cresco ing in the Lord. _ in the Lord. _ in the Lord. _
Name: --------- Match the following symbols with their terms. Symbols 1. f 2. 3. P _ 4. 5. mp 6. < :: Terms A. Gradually get louder; crescendo B. Soft; piano C. Loud; forte D. Gradually get softer; diminuendo E. A little loud; mezzo forte F. A little soft; mezzo piano
Name: -------- Use this worksheet to fill in the definition ofthe dynamic next to its symbol. f or forte is 11ff or mezzo forte is p or piano IS mp or mezzo plano IS or diminuendo is <:: or crescendo is
Name: -'-----------'=----------'--------- Below is an excerpt from Gospel Magnificat. Please circle the dynamic markings ( p, mp, mf, f, cresc., dim., etc.) in the excerpt. Gospel Magnificat My soul's re - joic-ing in-the Lord. _ in the Lord._ in the Lord. in the Lord. ~ soul's_ re - joic-ing in_ the Lord. 13 ~ ~,, I!& ).~ ~.Fj re - joic - ing in_ the L~ re - jolc - ing in_ the Lord._ re 0 18 cresco '~I!,- joic - ing in_ thc Lord. re - joic - ing in the Lord. re - joic - ing. joic ing in the Lord. _ in the Lord. _ in the Lord. _
Name: Amwu t,(e'-:\ Match the following symbols with their terms. Symbols 1. 2. f mf t c 3. P -----= _ 4. 5. 6. mp ~ ::: < f\ \J Terms A. Gradually get louder; crescendo B. Soft; piano C. Loud; forte D. Gradually get softer; diminuendo E. A little loud; mezzo forte F. A little soft; mezzo piano
Use this worksheet to fill in the definition ofthe dynamic next to its symbol. f or forte is laue. mf or mezzo forte is p or piano IS mp or mezzo piano is a ~o. \~ d or diminuendo is J'(i 1 5fe\ 30kkr < or crescendo is ~ ~~\\'\ 3elr luvj;!