Jordan Rupp / MUS382 / Mind Map Draft Use dynamics in

Teach call and response Conduct Have a Have

section by rote. Use a passage quick students warm-up exercises
Use popular tunes Provide a
scaffolded approach to with lesson on bend knees to get a feel for
with repeats as visual aid to
simplify concept. tenuto. text stress on every what each dynamic
examples. indicate a
and use it tenuto to get is for each
repeat and
Use familiar Have students stand to facilitate a feel for the particular
Give a verbal point to it
tunes in a when their part has an the tenuto. accent. ensemble
explanation of when one is
round for entrance and sit when
repeat signs. encountered
warm-ups the other part has an Ask students to
tfamiliarize entrance conduct themselves.
Frequent and
the concept. significant
Call and Ask students to sit
Use M-F-M-R-D- Repeats Response Tenuto Markings dynamic change
and stand at
T-Si-L to establish different levels to
harmonic context represent dynamics
before beginning Form/Roadmap Dynamics/
as well as,
Articulations
the piece. crescendo and
decrescendo.
The Dream Keeper
Conclude Warm-up D Minor Off beat Use count singing if
exercises in D minor Rollo A. Dilworth entrances appropriate for group.

Ask students to
Use solfege patterns Minor Tonality Rhythmic Students use “shh”
that help establish and snap, clap or
Complexity sign on downbeat.
maneuver though stomp on the
minor keys. downbeat and
‘La’ based minor Context Syncopation then come in
on the upbeat.

Use solfege for la If appropriate for the

Legend of “The Dream Keeper” Use count Include this rhythm
based minor in warm- group, provide an
ups and also when activity that explores singing if in warm-ups and
learning the piece to the concept of Create a character appropriate for really emphasize the
relative minor. Tell the story of and refer to them the group. feeling of
solidify the concept
“The Dream as “The Dream syncopation before
Keeper” Keeper” they have a chance to
Use speaking the
Provide visual aid either temporarily or syncopated rhythm become discouraged
permanently that depicts the difference Instructs students to give their dreams to by the rhythm on the
on text. (ex. “blue
between minor and major solfege syllables. “The Dream Keeper” by writing them in page.
cloud cloth” m.13)
their scores.