2O22/23Music WhatMusic,Makes
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Editors: Jason Spencer, Director of Education, North Carolina Symphony; Christopher Short, Education Assistant, North Carolina Symphony; Rhoda Yakowenko Education Intern, North Carolina Symphony
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North Carolina Symphony Student and Teacher Handbook © 2022 by North Carolina Symphony Society, Inc. Reproduction of this book in its entirety is strictly prohibited.
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Dynamics in music refers to the volume of the composition. The words are often written in Italian. Some of the most common are: piano (p), soft; pianissimo (pp), very soft; mezzo-piano (mp), moderately soft; mezzo-forte (mf), moderately loud; forte (f), loud; and fortissimo (ff), very loud.
• He was very fond of nature and often took long walks in the countryside to find inspiration.
BIOGRAPHY (in Student Book)
BORN: December 1770, Bonn, Germany
Ludwig van Beethoven began his musical schooling when he was a small child. Both his father and grandfather were musicians at the Court of the Elector of Cologne, located in Beethoven’s hometown of Bonn. Although Beethoven’s father began his son’s musical education, it was clear that the boy had surpassed his father’s abilities by the age of nine. By age 12, Beethoven had composed his first work of music. In his young adult life, he worked as a conductor and organist for the court band.
FUNDAMENTAL OF MUSIC: Dynamics
2022/23 TEACHER WORKBOOK • 13
• More than 20,000 people lined the streets of Vienna for Beethoven’s funeral procession.
Ludwig van Beethoven
Beethoven’s Symphony No. 6 in F, Op. 68 “Pastoral” is one of only two symphonies named by Beethoven himself, and the one that most exemplifies the “characteristic symphony” genre of the late eighteenth and early nineteenth centuries. The full title, “Pastoral Symphony, or Recollections of Country Life,” and the subtitles of each individual movement, clearly show that this symphony is related to experiencing nature. The symphony features one of the first “musical storms” ever written, including depictions of wind, rain, thunder, and lightning. The fourth movement, “Storm,” begins softly as violins tiptoe in with the sound of raindrops. Nature eventually takes over with violence and the music is filled with dissonant passages. Gradually, the storm subsides and Beethoven provides a musical rainbow with a long melodic line that concludes the movement.
FEATURED WORK: Symphony No. 6 in F Major, Op. 68, IV. Allegro
FUN FACTS (in Student Book)
• Beethoven was known for having a hot temper and occasionally lashing out at his fans.
DIED: March 26, 1827, Vienna, Austria
Like many other composers, Beethoven traveled to Vienna, Austria to find inspiration. Here, he played for famous musicians such as Wolfgang Amadeus Mozart and Joseph Haydn, who later became some of his mentors. Beethoven was very restless, always jumping from one composition to another. His musical ideas frequently became fused together in the chaos, creating some of his most memorable works. As an adult, he began to lose his hearing. Although this loss was devastating, he continued to compose for nearly 25 more years until his death in 1827.
ii.(mezzo-forte)Secondtime around, patting drums (forte)
4.ML.2.3 Interpret standard symbols and traditional terms for dynamics, tempo, and articulation while performing music.
Classroom activities provided by Mary Michael, Turner Creek Elementary School, Wake County
3. Have students sit in a circle; give each student a drum. When passing out the drums, ensure you begin with shape drums, then lap drums, and ending with your taller drums.
14 • NORTH CAROLINA SYMPHONY
i. Starting with one student at a time, add a student as you go around the circle.
CLASSROOM ACTIVITY #1: Drumming Through “The Storm”
iii. Snap fingers (piano)
4.MR.1.1 Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures.
5.MR.1.2 Use music terminology in explaining music, including notation, instruments, voices, and performances.
iv. Clapping hands (mezzo-piano)
iii. Third time around, patting drums (fortissimo)
• Video Recording: Symphony No. 6 in F Major, Op. 68, IV. Allegro
EXTENSION ACTIVITIES:
5.ML.2.3 Apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music.
• Drums of varying sizes, including shape drums, lap drums, and taller drums
4. While listening to the piece, have students use body percussion and then their drum to accompany the selection.
2. Inspiration Extension: Watch the following video: “People making rain sounds” Dynamics-Rain
b. i.DrumsWhile
ii. Rub hands together softly (pianissimo)
c. Then begin to calm the storm and reverse the dynamic order. You can add wind sounds by making circles on the drums with your whole hand. Add thunder with a louder hand pat on the drum. Have fun, be creative and use your imagination!
OBJECTIVE:
MATERIALS:
NORTH CAROLINA ESSENTIAL STANDARDS IN MUSIC:
1. Literacy Extension: Read to the class Like a Hundred Drums by Annette Griessman or Listen to the Rain by Bill Martin Jr. and John Archambault. Students will use appropriate sound effects to accompany the reading with the sounds of a thunderstorm.
1. Review dynamic terms.
5. Drum Circle Storm
2. Have students discuss and identify dynamic terms as they listen to the piece Symphony No. 6 in F Major, Op. 68, IV. Allegro
Students will identify and execute the dynamic levels in response to listening to the musical selection. They will make a connection between environmental sounds and musical compositions. Students will consider how Beethoven used nature to inspire his compositions.
a. Body Percussion
PROCESS:
body percussion continues, begin with student one with the shape drums, using fingers only
i. Reverse from fortississimo to pianississimo.
• Poster of dynamic levels from softest to loudest
MATERIALS:
Students will activate knowledge about dynamic levels. Using movements, they will identify and accurately name specific dynamics in a game. Students will create poses with facial expressions to express the emotion of the piece created by dynamics.
2. Form a circle with students:
e. Standing up with hands shoulder height and say “mezzo-forte.”
4. While listening to Symphony No. 6 in F Major, Op. 68, IV. Allegro, students will create poses with facial expressions to express the emotion of the piece created by dynamics. When the dynamics change, they must create a new pose to match the dynamic. This is a non-verbal game. Students will use body language and facial expressions to show the mood of the piece. The musical selection becomes a “soundscape” to create an atmosphere of a story being told.
ff fortissimo very loud
g. Standing up with hands up high in the air and shout “fortissimo!”
OBJECTIVE:
CLASSROOM ACTIVITY #2: Dynamic Moves!
• Video Recording: Symphony No. 6 in F Major, Op. 68, IV. Allegro
3. Using a dynamics poster, point to a dynamic and have students move to the correct movement, whisper, speak, or cheer the correct dynamic name.
NORTH CAROLINA ESSENTIAL STANDARDS IN MUSIC:
2022/23 TEACHER WORKBOOK • 15
4.ML.2.3 Interpret standard symbols and traditional terms for dynamics, tempo, and articulation while performing music.
Abbreviation
c. Rise up more and quietly say “piano.”
b. Rise up slightly and whisper “pianissimo.”
d. Stand up with hands by your side and say “mezzo-piano.”
f. Standing up with hands in a V and loudly say “forte.”
h. Standing up with hands high in the air, cheer loudly “fortississimo!”
Full word (Italian) Definition
4.ML.2.4 Use standard symbols to notate rhythm, meter, and dynamics in simple patterns.
4.MR. 1.1 Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures.
a. Start in a crouched position low to the floor and whisper “pianississimo.”
pp
pianissimo very soft p piano soft mp mezzo-piano medium-soft mf mezzo-forte medium-loud f forte loud
PROCESS:
1. Review dynamic terms in Italian from softest to loudest.