A LESSON DESIGN IN MUSIC 5

Angielyn P. Umba
Mary Clair Sayago
Rafaelyn Generalao April 21, 2025
Teacher’s Date of Demonstration

Prof. Ninna Ysabella N. Umbay 4:30-6:00

Mentor Time

I. Objectives
With the use of various activities, the students will be able to:
a. Demonstrates understanding of concepts pertaining to volume in music;
b. Identify the different dynamic levels used in a song heard and appreciate
their importance; and
c. Apply dynamics to musical selection. .
II. Subject Matter
Topic: Dynamics- Repeated Marks
Concept: Dynamics refers to the loudness or softness of a piece, while
Repeated Marks are symbols that indicate a section should be played again.
Instructional materials:
Audio recordings of music with contrasting dynamics
Pictures representing loud and soft
chart paper, cartolina and markers.
References:
Dynamics in Music-https://images.app.goo.gl/eUbkx6xAyKa2R9dy5
Soft and loud sounds
Images-https://images.app.goo.gl/k8FUiNKoovbSQzvn8

https://images.app.goo.gl/gVijd3UHoyRMsYcL9

https://images.app.goo.gl/mo1TRMWhGsv1jAyD7
 https://images.app.goo.gl/nX7ypdgNjgC8
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https://pin.it/4Nu4mXlqo
III. Learning Activities
Preliminaries
Prayer
Attendance
Recap
Class Rules/Management
A. Activity
“GUESS THE SOUND!”
Listen to the sound and identify the object that produce the sound.
1. Sounds of the bird
2. Chime
3. Sounds of the plane
4. Fireworks
5. Thunder and Lighting
6. Flow of water in the river

Which of the following sounds produces loud sounds?

How about the soft sound?

B. Analysis

Dynamics in music refer to the variations in volume—how loud or soft a piece of

music is performed or how it changes over time. These dynamic shifts are not merely
technical instructions for musicians; they are a powerful tool to convey mood,
emotion, and intensity in a composition. Dynamics can transform a simple melody
into a deeply moving experience or heighten the drama in a complex symphony.
Let’s explore the role and significance of dynamics in greater detail:

1.Basic Dynamic Terms

Composers use specific Italian terms to indicate the desired dynamic levels in their
music. These terms provide musicians with a guide on how loudly or softly to play,
which in turn affects the emotional tone of the performance.

 Pianissimo (pp): Very soft, almost whisper-like. Used to create a tender,

intimate, or mysterious atmosphere.
 Piano (p): Soft, yet still audible. Often used for calm, gentle sections of
music.
 Mezzo-piano (mp): Moderately soft, providing a middle ground that’s
softer than normal but not too quiet.
 Mezzo-forte (mf): Moderately loud, a balanced dynamic that is neither too
soft nor too loud, often used for sections that require some emphasis
without overwhelming intensity.
 Forte (f): Loud, conveying strength, energy, or passion. It often marks a
climactic moment or a point of emphasis in the music.
 Fortissimo (ff): Very loud, used for moments of extreme passion, power,
or emotional outburst.

These basic dynamic levels are often modified with additional instructions or
symbols:

 Crescendo ( < ): Gradually getting louder. This builds anticipation and

excitement, often leading to a musical climax.
 Decrescendo or Diminuendo ( > ): Gradually getting softer. This can
create a sense of fading away, closure, or introspection.

By employing these dynamic markings, composers can create a living, breathing

soundscape that shifts in intensity and emotion.

Examples: Examples:
Loud sounds Soft sounds

C. Abstraction
Questions:
1.Can you think of any other music that uses dynamics in a similar way?
2. How did the change in volume affect the emotional tone of the music?
3. How did the loud and soft parts of the song make you feel?
4. How do you think the loud and soft sounds in the song help tell the story or
express emotions?
5. How do musicians indicate a gradual increase in volume?
D. Application
DYNAMIC FREEZE DANCE

Divide the class into two equal groups (Group A and Group B).

Explain the rules: when the music is loud (forte), students dance, when the music is
soft (piano), students freeze in place.

Emphasize the importance of listening carefully to the music to determine when to

dance and when to freeze.

Freeze Dance: Play the selected music. Students should dance energetically during
loud sections and freeze completely still during soft sections. Monitor the groups to
ensure they are following the instructions and responding appropriately to the
dynamic changes. You can add a playful element by occasionally calling out
"Freeze!" even during a loud section to add a challenge.

Rubrics 5 4 3 2 (Needs 1
(Excellent) (Good) (Satisfactory) improvement) (Unsatisfactory)

Listening and Consistently Mostly Responds correctly Struggles to recognize Fails to follow dynamic
responds respond but has several when to dance or changes or has difficulty
responding to correctly to loud correctly, lapses in recognizing freeze. listening. , even with
dynamic and soft cues with dynamic unexpected Freeze calls.
changes occasion all
lapses.
Engagement Fully engaged Generally Participates but lacks Occasionally Not engaged and shows
with high energy engaged, but energy or disengaged or lacks little effort.
and energy and enthusiasm energy enthusiasm. enthusiasm.
during the levels may
activity. fluctuate.
Coordination Demonstrates Shows good Some coordination Struggles with Lack coordination and
coordinated, coordination, issues; movements coordination and control in movement.
and creative, and but lack fluidity. fluidity.
Movement expressive movements
movements that may be
match the music repetitive or
dynamics. less creative.
Following Follow all Follows most Follow some Often needs reminders Consistently fails to
instructions instructions, instructions, needing and struggles to follow follow instructions,
instructions accurately and needing frequent reminders. instructions . causing disruptions.
listens to the occasional
music closely. reminders .
Teamwork Works well with Works well Some difficulty Struggles with Disrupt Speers or does
others, together, but cooperating or cooperation or not cooperate.
and respecting occasion respecting space. respecting space.
Cooperation space and elapses in
maintaining a cooperation
positive or space
atmosphere. awareness.
Total: _______
 E. Assessment
Multiple Choice Question
A. Directions: Read each question carefully and encircle the correct answer.

1. Which of these shows a loud sound?

a. Whisper b. Drum c. Car horn d. Bell

2. Which of these shows a soft sound?

a. Siren b. Lion roar c. Cat meowing d. Train passing

3. What does the term "forte" mean in music?

a. Soft b. Loud c. Slow d. Fast

4. What does the term "piano" mean in music?

a. Soft b. Loud c. Fast d. Slow

5. Repeated marks in music often show what?

a. Silence b. Repetition c. Speed d. Rhythm

B. Directions: Read each statement and draw a smiley face if the sound is soft,
or a (sad) face if the sound is loud.

________6. A dog barking (draw a sad face)

_______7. A gentle rain (draw a smiley face)

_______8. A drum roll (draw a sad face)

_______9. A whisper (draw a smiley face)

________10. A bell ringing (draw a sad face)

IV. Assignment
(Give them assignment in preparation for the next lesson you will teach)
Study in advance the next lesson