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Conducting with Dynamic Expression

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Pam Sarageno

on 27 January 2013

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Transcript of Conducting with Dynamic Expression

Conducting with Dynamic Expression Introduce Lesson 1:
Ask students for background knowledge of dynamics in music.
Give a brief introduction to dynamics as volume, as in the volume control on a stereo, iPod, or computer.
Share “Dynamics” video replay on QuaverMusic.com’s dynamic classroom lesson to introduce vocabulary and examples of the volume levels. For the Auditory, Musical, and Visual Learners Lesson Activities:
Pass out dynamics vocabulary sheets to review with definitions.
Notate abbreviations and symbols for the vocabulary using the document camera and dry-erase board.
Play dynamic video again, so students gain a better understanding of the vocabulary and their applications in music. For the Linguistic Learners Play dynamic video again, so students gain a better understanding of the vocabulary and their applications in music. Share listening map to Rossini’s “William Tell” Overture on document camera while students follow the dynamic markings and listening to the example of all the dynamics from pianissimo to fortissimo including crescendo and decrescendo. Use two Interactive White Board activities on QuaverMusic.com, “Q-libs” and “Train Your Brain” to informally assess understanding of the vocabulary. Interactive Whiteboard activities performed on an Interwrite Board. Formal Assessment:
Students will complete "Dynamic Diary" worksheet to catalog sounds they have heard during the day according to dynamic markings from the lesson's vocabulary. Lesson 2: Review
Briefly review the previous lesson on dynamics, including vocabulary. Activities:
Share YouTube video of a 7 year-old conductor demonstrating conducting with dynamic expression using his arms in large and small gestures to illicit loud (forte) or quiet (piano) volume from the orchestra.
Give students an opportunity to practice conducting with similar large and small gestures to produce loud and quiet dynamics in a Wii Music video game, Mii Maestro. For the Kinesthetic Learners Student Examples
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